Table 1

IMPACT OF PARENTAL INFLUENCE IN CHOOSING PREFERRED TRACK FOR SENIOR HIGH SCHOOL
Responses
AWM AE R
Grade-10 Students Teachers
Statements
AM AAM OM SM RM NM WM AM AM AAM OM SM RM NM WM AS

6 5 4 3 2 1 6 5 4 3 2 1
1. Parents 2 2 1 0 0 0 5.20 AM 5 0 0 0 0 0 6.00 AM 5.60 AM 1
play a
significant
role in the
occupational
aspirations
and career
goal
development of
their
children.
2. Students 2 1 2 0 0 0 5.00 AAM 4 1 0 0 0 0 5.80 AM 5.40 AM 2
are often
reluctant to
pursue or even
explore-
diverse career
possibilities.
3. Parents are 2 0 0 3 0 0 4.20 OM 3 1 1 0 0 0 5.40 AM 4.80 AAM 5
unaware of the
influence they
have on the
 career
development
and vocational
choice of
their
children.
4. Parents 3 0 1 1 0 0 5.00 AAM 3 2 0 0 0 0 5.60 AM 5.30 AM 3
with large
families and
tend to have
less money
appear to
influence
career
aspirations of
their
children.
5. Students’ 1 3 0 1 0 0 4.80 AAM 4 0 1 0 0 0 5.60 AM 5.20 AM 4
own
aspirations
are influenced
by their
parents’
aspirations or
expectations
for them.
 Table 2
IMPACT OF ENVIRONMENTAL INFLUENCE IN CHOOSING PREFERRED TRACK FOR SENIOR HIGH SCHOOL
Responses
AWM AE R
Grade-10 Students Teachers
Statements
AM AAM OM SM RM NM WM AM AM AAM OM SM RM NM WM AS

6 5 4 3 2 1 6 5 4 3 2 1
1. Students 4 1 0 0 0 0 5.80 AM 5 0 0 0 0 0 6.00 AM 5.90 AM 1
develop a
practical plan
of action to
get what they
want from the
decisions of
their career
choice.
2. Students 0 1 2 2 0 0 3.80 OM 1 4 0 0 0 0 5.20 AM 4.50 AAM 5
know and
understand the
realities of
the process of
their career
choices and
motivated to
the outcome.
3. Students in 3 1 0 1 0 0 5.20 AM 4 1 0 0 0 0 5.80 AM 5.50 AM 3
a career has
permanently
stabilized
one’s
aspirations
and how they
have fitted
into the
reality of the
workforce.
4. Students 5 0 0 0 0 0 6.00 AM 1 4 0 0 0 0 5.20 AM 5.60 AM 2
attain in many
ways in the
environment as
a factor that
is to nurture
decisions in
career choice.
5. Students 1 2 1 1 0 0 4.60 AAM 5 0 0 0 0 0 6.00 AM 5.30 AM 4
participate in
the career
choice
planning of
their school.

Table 3
 IMPACT OF PERSONAL INTEREST IN CHOOSING PREFERRED TRACK FOR SENIOR HIGH SCHOOL
Responses
AWM AE R
Grade-10 Students Teachers
Statements
AM AAM OM SM RM NM WM AM AM AAM OM SM RM NM WM AS

6 5 4 3 2 1 6 5 4 3 2 1
1. Students 4 0 0 1 0 0 5.40 AM 5 0 0 0 0 0 6.00 AM 5.70 AM 1
are familiar
with their
personality in
order to guide
their career
choice.
2. Students 3 1 1 0 0 0 5.40 AM 3 2 0 0 0 0 5.60 AM 5.50 AM 3
are
knowledgeable
of their
abilities
while
searching for
career
interests.
3. Student’s 4 0 1 0 0 0 5.60 AM 3 2 0 0 0 0 5.60 AM 5.60 AM 2
personality
matched the
criteria of
their chosen
career.
4. Students 2 0 1 2 0 0 4.40 AAM 4 1 0 0 0 0 5.80 AM 5.10 AAM 5
experience
career
uncertainty
which affects
their emotion,
attitude, and
 behavior.
5. Students 3 1 1 0 0 O 5.40 AM 2 3 0 0 0 0 5.40 AM 5.40 AM 4
face complex
decisional
tasks such as
exploring
different
course of
actions,
reflecting on
interests and
skills,
comparing
suitable
course of
actions, and
choosing one
option.

Table 4
 IMPACT OF APTITUDE IN CHOOSING PREFERRED TRACK FOR SENIOR HIGH SCHOOL
Responses
AWM AE R
Grade-10 Students Teachers
Statements
AM AAM OM SM RM NM WM AM AM AAM OM SM RM NM WM AS

6 5 4 3 2 1 6 5 4 3 2 1
1. Students 4 1 0 0 0 0 5.80 AM 5 0 0 0 0 0 6.00 AM 5.90 AM 1
seek a career
that will
maximize their
strengths and
minimize their
weaknesses.
2. Students 1 1 2 1 0 0 4.40 AAM 1 4 0 0 0 0 5.20 AM 4.80 AAM 4
look at career
paths that
compliments
their current
skills and
talents.
3. Students 2 1 2 0 0 0 5.00 AAM 4 1 0 0 0 0 5.80 AM 5.40 AM 3
choose a
career path in
an environment
which is
suitable to
their
personalities
and to work
with people
who are
similar to
them.
4. Students 2 2 1 0 0 0 5.20 AM 3 2 0 0 0 0 5.60 AM 5.40 AM 3
receive help
 in exploring
careers and
planning
programs of
study related
to their
career
interest are
more likely to
see school as
meaningful.
5. Students 3 1 1 0 0 0 5.40 AM 3 2 0 0 0 0 5.60 AM 5.50 AM 2
see a direct
link between
school and the
future are
more definite
in their
career and
post-secondary
goals.