CORRELATES AFFECTING SENIOR HIGH SCHOOL ENTRANTS’ TRACK

PREFERENCE: PROPOSED CAREER GUIDANCE AND PLANNING

PROGRAM

A Dissertation Proposal

Presented to

The Faculty of the Graduate School

St. Vincent’s College Incorporated

Dipolog City, Philippines

In Partial Fulfillment

of the Requirements for the degree

DOCTOR IN EDUCATIONAL MANAGEMENT

ALOHA R. LEAR

2022
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CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

A career is regarded as the series of events that make up a life - the series of

career activities and other life responsibilities that, when combined, indicate a

person's commitment to working towards his or her overall pattern of self-

development. Indeed, finding the correct job may be a hard undertaking, especially in

a society where every road appears to lead to the same golden destination. Careers can

make or break a person, thus selecting a profession is one of the most essential

decisions one must make in life. If a person chooses the incorrect job route, he or she

may end up broken (McCartney & Robinson, 2015).

As discussed in few researches, choosing a career becomes more difficult as

you get age (Tao et al., 2018). Children who are younger are more likely to respond

when asked about their dream career, which may symbolize their imagined paradise

and extraordinary notions of what they want to accomplish when they grow up. The

United Nations Educational, Scientific, and Cultural Organization (UNESCO) defines

"youth" as a more nebulous category than a specific age range, and it refers to young

people during the period of transition from childhood reliance to adult secession and

awareness of their interdependence as members of a community (UNESCO,2017).

Before picking a career choice, youth must go through an understanding

process that includes identifying what they want to achieve and conducting research

(Wambu et al.,2017). Several career options are available with the assistance of

counseling and planning for good process management, which indicates an

improvement in well-being, work satisfaction, and individual identity consistency

(Wüst, 2017).
 3

Thus, the impact of family members, teachers or other educators, peers, and

social obligations are all examples of interpersonal variables, which cover the actions

of socialization agents in a person's life (Bossman, 2014; Wu et al., 2015).

Furthermore, according to Beynon et al. (1998), Chinese-Canadian students

prioritized choosing a vocation that would uphold their family's honor. As a result,

they consult with and rely on them, and are willing to sacrifice their own interests to

do so (Guan et al., 2015).

The effect of result expectations, learning experiences, sex, personal interests,

and contacts on students' job decisions leads to perplexity, doubt, and indecision

(Quirido et al., 2016), indecisiveness about the selection of a major course is a regular

occurrence at the tertiary level (Bickerstaff et al., 2017). Money and average grade

quota constraints should be mentioned as significant obstacles to decision-making and

substantial influences on students' preferred careers, since they prevented students

from enrolling in the productive profession. Thus, uncertain students are influenced

by institutional disparities in practices, policies, and attitudes (Dossajee et al.,2016).

It is projected that Grade 10 from SDO-Dapitan, SDO-Dipolog, and SDO-

Zamboanga Del Norte will be the respondents in this study, and from the results of the

survey to be conducted by the researcher to arrive into a conclusion on the

relationship of the factors affecting senior high school entrants’ track preference as

the basis for the proposed career guidance and planning program.
 4

Theoretical Framework

This study will be theoretically anchored on Career Development and

Counseling on Self-Concept Theory of Donald Super (1991); Krumboltz, Mitchell, &

Gelatt (1977) on Social Learning Theory of Career Development (SLTCD), and Lent

et al. (1994) developed the social cognitive career theory (SCCT). These theories

were closely related.

The first step on a student's eventual road to a successful career is deciding on

what they want to major in during their senior year of high school. Because it serves

as a basis for the kids, this period of time is quite important. The decision of which

route to choose in one's professional life has to be given careful thought because of

the impact it will have on one's professional development and future achievements

(Yun and Min, 2015). Throughout their careers, people go through a variety of stages

of progression. During the course of career growth, the choice of a person's

professional route is highly influenced by a number of factors, each of which plays a

pivotal role. The Archway Model was proposed by Super (1990), and it acknowledges

that factors such as social learning experiences, personality development, needs,

values, and skills all play a role in professional advancement.

Similarly, Lent et al. (1994) developed the social cognitive career theory

(SCCT), in which they described three overlapping models, one of which was meant

to capture the process of choosing a job (choice model). According to this concept,

factors that impact the development of a profession include factors such as interest,

learning experiences, values, and contextual variables.

These theories have commonality on defining each individual's professional

growth journey is unique. in varied degrees, factors such as gender, cognitive

capacity, personality, family income, skill, familial, environment, and opportunities

 5

all influence the development of a person's professional path and its career preference.

life phases, occupational duties, and self-concept are the pillars of super's theory, in

which the career perspective acknowledges that career development does not cease in

young adulthood but continues throughout life, resulting in a more mature notion of

career development choice. super's work shifted the emphasis of career choice from a

static point-in-time event to a dynamic process in which career growth was regarded

as an evolving life activity (Braza and Guillo, 2015).

According to Super's (1991) analysis of career patterns, the life cycle requires

diverse professional obligations at different phases of an individual's life. This is the

case regardless of the individual's chosen career path. By using the work of

developmental psychologists and sociologists who separately researched the phases of

life and work, they identified five primary stages of career development. At each

stage, there are three or four relevant developmental tasks that define the stage, which

are as follows:

Figure 1

Career Development and Counseling on Self-Concept Theory of Super (1991)

 6

Growth

The first stage of life is called growth, and it typically lasts from roughly the

ages of 4 to 13. During this time, children develop their skills, attitudes, and interests;

they also learn to socialize their needs; and they broaden their understanding of the

working world. This stage consists of four significant tasks that are crucial for one's

professional development: being anxious about the future, gaining personal control

over one's life, convincing oneself to achieve in school and at work, and creating

competent work habits and attitudes (Super, 1991).

Exploration

During the exploration period, which occurs between the ages of 14 and 24, a

person looks within to figure out who they are and where they belong in the

workforce. People take classes, get job experience, and participate in extracurricular

activities in order to better understand their interests and abilities, and then evaluate

how well those attributes align with the requirements of different careers. They make

preliminary career decisions and ultimately acquire employment. This phase has three

career development responsibilities (Fizer, 2013). The first step, the manifestation of a

professional desire, requires the development and planning of a preliminary career

objective. The following step, the definition of a professional desire, is transforming

generic preferences into a particular option, a definite vocational objective. The final

vocational responsibility is to execute a professional choice by finishing the necessary

training and finding a job in the desired profession (Wang and Degol ,2013).

Establishment

The establishment stage (25–44 years) is when a person, having attained a

suitable position in their chosen area of work, attempts to maintain that position and

explore opportunities for growth. There are three developmental tasks at this level.
 7

The first goal is stabilizing or securing a position inside the company by adjusting to

the organization's needs and executing work tasks competently. The next objective is

to consolidate one's position by demonstrating good work attitudes and productive

practices, as well as fostering positive relationships with coworkers. Obtaining

progression to higher degrees of responsibility is the third task (Dangoy and Madrigal,

2020).

Maintenance

According to the recent explanation of Nazareno et al. (2021), maintenance is

the period of ongoing adaptation, which includes the professional development

responsibilities of maintaining, keeping up, and inventing. This period of life spans

the ages of 45 and 65. People wish to preserve their past achievements, and as a

result, they seek to enhance their skills and search for novel methods to carry out the

duties linked with their work. They are also eager in taking on additional

responsibilities, despite the fact that virtually little new ground has been broken

during this time span.

Disengagement

Disengagement (over 65) indicates the last step, the period of leaving the

workforce. In this stage of growth, individuals cope with deceleration, retirement

preparation, and retirement living. As people's energy and excitement for their jobs

decrease, they become more disengaged from their jobs and more preoccupied with

retirement planning. In the face of hurdles, individuals eventually transition to

retirement by forming new life patterns (Kim, 2011).

Thus, in the Social Learning Theory of Professional Advancement (SLTCD)

Krumbolz et al. (1977) explored explanations for why individuals make the

professional selections they do. People make choices about their careers based on an
 8

infinite number of learning chances in their social environment that shape their

perspectives and ideas.

Furthermore, social learning theory of career development' (Krumboltz, et al.,

1976; Mitchell and Krumboltz, 1990) and more recently in 'the learning theory of

career counselling,' Krumboltz studied the concept of external impact on career

choices in great depth (Mitchell and Krumboltz, 1996). Krumboltz analyzed the

impact of four kinds of characteristics that affect an individual's capacity to profit

from or get access to 'learning experiences' 1. genetic endowment and special traits

(race/gender/physical appearance and attributes) are crucial considerations. 2.

Environmental Conditions and Events (social, cultural, and political influences, as

well as economic and environmental causes). 3. Educational Experiences

(Instrumental & associative). 4. Task Approach Abilities (work habits/personal

performance standards/emotional reactions). The technique of Krumboltz et al. (1976)

enables us to concentrate on internal and external variables that might affect decision.

In the case study, social institutions, race, gender, and the economic environment all

impacted profession choice. However, it is more difficult to assess the amount of

restriction external and internal influences have on profession choice.

Environmental Conditions and

Genetic endowment and special trait Events
Intelligence, talent, Innate Abilities, and social, cultural, and political
capabilities influences, as well as economic and
environmental causes
Career Planning and
Decision Making

Task Approach Abilities

Educational Experiences
work habits/personal performance
Instrumental & associative standards/emotional reactions
 9

Figure 2

Social Learning Theory of Career Development (SLTCD) of Krumboltz et al. (1977)

While in the Social cognitive career theory (Lent et al., 1994) was envisioned

as a derivation of Bandura's (1986) broad social cognitive theory, according to which

the confluence of internal and extrinsic elements influences psychosocial functioning.

This is a relatively new field in which Lent et al. have enlarged the scope of Bandura's

study to concentrate only on the development of the person within the framework of

career. Lent et al. also included the work of Hackett and Betz (1981), in which self-

efficacy was highlighted as a significant determinant in career growth for the first

time (the Hackett and Betz study focused specifically on the career development of

women). Moreover, Lent et al. attempted to merge common aspects of theoretical

frameworks previously developed and refined by other prominent career theorists,

such as person-environment correspondence (Dawis & Lofquist, 1984), personality

typology (Holland, 1985), social learning (Krumboltz, Mitchell, & Jones, 1976), life-

span, life-space (Super, 1990), and developmental theory (Vondracek, Lerner, &

Schulenberg, 1986). In this manner, they established a system better capable of

elucidating the individual professional growth process in its entirety (Lent, Brown, &

Hackett, 2002). 

Figure 3
 10

The Social cognitive career theory (Lent et al., 1994)

 11

Hackett and Betz (1981) posited that there were four main types of

information are thought to contribute to self-efficacy beliefs: one's own performance

achievements, vicarious experiences (such as witnessing others who exhibit similar

traits), social influence, and one's physical and emotional well-being. Personal

accomplishments (successes and failures with particular tasks) are thought to provide

a particularly compelling source of efficacy information, but one's self-efficacy

regarding various performance domains can also be influenced by the types of social

models and reinforcing messages to which one is exposed, as well as the

physiological states one experiences while performing specific tasks (for example,

low levels of anxiety).

Hence, expectations regarding the outcomes or results of certain acts (e.g.,

what will happen if I do this) are referred to as outcome expectations. People's

decisions regarding the activities in which they will participate, as well as their effort

and perseverance at these activities, need consideration of outcome and self-efficacy

beliefs (Ngesi, 2013). For instance, people are more likely to choose to participate in

an activity if they believe their participation will result in valued, good results (e.g.,

social and self- approval, tangible rewards, attractive work conditions).

Nevertheless, personal objectives, according to Loury (1987), are one's intents

to engage in a certain activity (e.g., to pursue a particular academic major) or to

achieve a certain degree of performance (e.g., to receive an A in a particular course).

By defining objectives, individuals are able to organize and direct their own behavior,

as well as maintain it in the absence of instant positive feedback and despite

unavoidable failures.

Therefore, social cognitive theory, goals are crucially linked to both self-

efficacy and result expectations: People prefer to choose goals that are congruent with
 12

their perceptions of their own skills and the consequences they anticipate from

pursuing a certain course of action. In turn, success or failure in achieving personal

objectives provides valuable knowledge that helps to modify or confirm self-efficacy

beliefs and result expectations (Cavanagh, 2002).

Figure 4`

Schematic Diagram of Theoretical Framework

 13

Conceptual Framework

As a foundation for the proposed career guidance and planning program, the

primary focus of this study will be on the concept of the relationship between the

elements that influence the track preference of senior high school newcomers.

Thus, in order for the researcher to determine the extent to which the factors

discussed below have an impact on the students in Grade 10 at SDO Dapitan, SDO

Dipolog, and SDO Zamboanga Del Norte, the following variables were measured: The

responses of the respondents' socio-demographic profile are compressed by the

independent variable. As a basis for the course of action that the researcher will

pursue, which is depicted in figure 2 below, the dependent variable consists of the

factors that influence the track preference of senior high school newcomers.
 14

IV DV
SOCIO-
DEMOGRAPHIC
PROFILE
MV Factors Affecting
STUDENTS  Age Entrants’ Track
 Gender Preference in SHS
 GRADE 10  General Average
 Parental
 Living
Influence
Environment
 Peer
 Parents
Influence
‘Educational
 Personality
Attainment
 Aptitude
 Family Income
 Career Interest

OUTCOME

Proposed Career Guidance and Planning

Program

Figure 5

Conceptual Framework of the Study

Statement of the Problem

 15

The study aims to determine the correlation between the extent of the factors

affecting Senior High School Entrants' Track Preference, as a premise of Career

Guidance and Planning Program in the three divisions of SDO-Dapitan, SDO-Dipolog,

and SDO-Zamboanga Del Norte in the academic year 2022-2023.

The study will specifically determine the following:

1. What is the socio-demographic profile of the respondents in terms of:

1.1 age;

1.2 gender;

1.3 general average;

1.4 living environment;

1.5 parents ‘educational attainment; and

1.6 family income;

1.7 career interest?

2. To what extent the perceived factors affect the student-respondents career preference

in choosing their senior high school track in lieu to:

2.1. parental influence;

2.2 peer influence;

2.3 environment;

2.4. interests; and

 16

2.5. aptitude?

3. Is there a significant difference in perceived factors affecting the respondents career

preference when analyzed according to their socio-demographic profile?

4. Is there a significant relationship between the factors affecting the student-

respondents career preference and their socio-demographic profile?

5. What action the researcher will take after obtaining the result of this study?

Null Hypotheses

Based on the research problems, the hypothesis given below are considered and

tested at 5% level of significance.

Ho1: There is no significant difference in perceived factors affecting the respondents

career preference when analyzed according to their socio-demographic profile.

Ho2: There is no significant between the factors affecting the student-respondents career

preference and their socio-demographic profile.

Scope and Limitations of the Study

 17

The following describes how in-depth the investigation is in order to answer the

research question and determine the parameters:

Content: This study will look into determining the correlation between the

extent of the factors affecting Senior High School Entrants' Track Preference, as a

premise of Career Guidance and Planning Program in the three divisions of SDO-

Dapitan, SDO-Dipolog, and SDO-Zamboanga Del Norte.

Subject: The respondents of this study are the Grade 10 students of SDO-

Dapitan; Dipolog; and Zamboanga Del Norte.

Place: The study will take place in the schools’ division of Dapitan; Dipolog;

and Zamboanga Del Norte

Time: The study will take place in School Year 2022-2023.

Research Instrument: The research instrument that will be used in the data

collection is a standard modified checklist questionnaire. The survey questionnaire that

will be used in this study is consisting of two parts.

Part I is about the respondents’ profile that will classify the socio demographic

profile of the Grade 10 students.

Part II is a standardized instrument adapted from Braza and Guillo (2015), and

Tortor et al. (2020) pertaining to the factors affecting students career preference.

Research Methodology: In this study, descriptive-correlational research

methods are used with the adapted standardized checklist questionnaire as the primary

tool in data collection that involves describing the factors affecting students career

preference.
 18

Significance of the Study

The superintendent, supervisor, school administrator, teachers, students, parents,

and future researchers can benefit from this study.

Superintendent: The findings of this study will help the superintendent initiate

tangible and relevant development plans in the implementation and pursuant of DepEd

Order (DO) No. 55, s. 2016 entitled Policy Guidelines on the National Assessment of

Student, to assist students in making sensible professional options, to guide individual

students in their future educational and career decisions, and to offer a foundation for

profiling the ability of learners in the SHS tracks.

Supervisors: The findings of this study will help the supervisors to design

several career guidance trainings and programs activities that would help the schools

with no guidance counselors to initiate technical assistance on how to guide SHS

entrants.

School Heads: The findings of this study would guide the school heads to find

means of localizing career guidance program in the new normal such as career

orientation, interview, and career guidance and planning school fare.

Teachers: The findings of this study would help the teachers to recognize and

acquire the abilities that would enable them to be more effective in preparing students to

discover and lead them to their career interest, in making effective movements and

adjustments in line with career guidance, and in objectively suggesting students own

career choices effectively based on their aptitude.

 19

Learners: The outcome of this study would benefit all efforts, innovations, and

programs established by teachers, school administrators, and other educational leaders

in relation to career guidance and development.

Parents: The findings of this study would help the parents to guide their

children to discover and support them on their career preference.

 20

Definition of Terms

For better understanding of this research, the following terms are operationally

defined:

Aptitude- these are the variables that determine a student's decision depending on his or

her own abilities, skills, talents, and specializations.

Environment - the sensation a student has in his or her environment that prompts him

or her to consider ways to assist the community.

Parental Influence - the impact of a student's parents on his or her selection of

academic paths in senior high school.

Personality- key personality aspects to be examined include the individual's mental

talents, specific abilities, and interests if intelligent career choices are to be made.
 21

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The research process includes one such chapter's key component. This enables

researcher to receive the most recent information on what has been done in the area of

study they want to pursue. As a result, the research study gives readers a comprehensive

list of required readings from the literature, which the researcher has supplemented with

readings that are essential to the study's conclusion. In addition, evaluating related

studies avoids duplication of effort and may help the investigator go further into the

subject at hand. It's also a good idea to look into different elements of the subject. It

allows for an examination of other researchers' procedures, measures, and other areas in

order to better the research work. It's an excellent tool for figuring out what's happening,

assessing how significant it is, and obtaining data that might assist you in resolving the

problem. The researcher invests a great deal of work into this study by carefully reading

pertinent literatures and crucial data from reliable authors in order to enhance the

readings and develop relevant content.

Literature

As the institution's leaders, educational leaders play a vital role in building an

environment that promotes excellent teaching and learning. In accordance with its

mission to produce "Filipinos who ardently love their country and whose values and

competencies enable them to realize their full potential and actively contribute to the

nation's construction," the Department of Education can produce outstanding teachers

and "holistic learners who are immersed in values, equipped with 21st century skills and

abilities, and prepared to propel the country forward" (DepEd Order No. 36, s. 2013 and
 22

DepEd Order No. 42, s. 2017). Articles 2013 and 2017 of DepEd Order No. 36 and

Order No. 42, respectively the implementation and the pursuant of DepEd Order (DO)

No. 55, s. 2016 entitled Policy Guidelines on the National Assessment of Student, to

assist students in making sensible professional options; to guide individual students in

their future educational and career decisions; and. To offer a foundation for profiling the

ability of learners in the SHS tracks.

The transition from junior high school to senior high school is a crucial stage in

the development of adolescents. Students are now deliberating about which classes to

take, as well as their long-term educational and professional objectives. Every student

carries with them a distinct history, which shapes the way in which they understand the

world around them. In point of fact, it is the responsibility of high school students to

explore and prepare for potential job paths after completion of their secondary

education.

Before deciding on a path, there are a lot of factors that need to be considered.

The gender of a student is a factor that is taken into consideration while choosing their

classes. The preference of female students for artistic employment may be differentiated

from the inclination of male students for scientific careers based on gender. (Dossajee et

al., 2016). There are differences between men and women in the kinds of medical

subspecialty programs they choose to pursue (Querido et al., 2016).

On the other hand, when choosing journalism as a career, the traditional gender

expectations associated with roles become irrelevant (Emenyeonu, 1991). It does not

differentiate between the influences of family, peers, teachers, and guidance counselors

on one's decision to pursue a certain line of work (Hameed et al., 2018). Certain

professions are more suited to certain genders due to gender differences. Intimate
 23

connections between a mother and a daughter may also be indicative of similarities in

terms of career paths taken by both parties (Kumar, 2016). Thus, the choices that

parents make about their children's postsecondary education are influential in

developing and rising countries (Adigwe 1981). Personal factors, socioeconomic

factors, and socializers influence career choice; course prestige; indication of well-

paying job and bright future prospects; job demand influence; personality, personal

interest, and previous positive clerical experience (Kroll et al., 1970); job security,

interest, less competition, and fewer hours worked (Fatoki, 2015). It is indisputable that

monetary compensation plays a significant role in encouraging students to major in

accounting; yet, monetary compensation by itself does not determine a student's choice

of professional path.

According to Natalie (2006), socio-academics, cultural factors, and tests

required for admission to universities have a larger effect. On the other hand, the

professional education required for academic and government employment is distinct

from one another (Suyao, 2013). However, a student's selection is not always going to

be impacted by the many sorts of careers that entail equivalent investments but vary in

income (Limjuco et al., 2017).

Studies

Studies and reports regarding gap between the career choices of learners. Thus,

in this part of the review similar studies may help the researcher in digging deeper into

the topic. It also aids in the gathering of various pieces of evidence on the look of

determining the significant relationship of the factors affecting students career

preference.
 24

In a study conducted by Okeke (1996) discovered that 60% of the children were

eager to pursue their father's profession (medical), whereas 23% were willing to pursue

their mother's profession (nursing). Gesinde (2018), on the other hand, argues that

parental impact is far more complex and extensive than is evident. Students in

secondary and university education are frequently unaware of these impacts and may

accept their parents' decisions as their own. The dilemma stems from early infancy,

when a kid adopts the perspective of his or her parents about various occupations.

Therefore, a conflict arises when a youngster submits to his parent's decision while at

the same time becoming acutely aware of his loss of freedom and discovering his area

of interest.

Harris (2004) Families, particularly parents and guardians, have a crucial impact

in the formation of their children's professional ambitions and career goals. Without

parental approval or support, teenagers and young people are frequently unwilling to

pursue or even investigate varied employment options. Although parents recognise their

involvement and seek to promote their children's job growth, parental statements

convey the implicit message, "Don't make the same errors I did." These encounters may

impact teenagers' and young adults' decisions on college majors and career paths.

Numerous research (Knowles, 1998; Marjoribanks, 1997; Mau and Bikos, 2000; Smith,

1991; Wilson and Wilson, 1992) have demonstrated that college students and young

people consider their parents as a significant impact on their profession choice. Yet

parents may be ignorant of the impact they have on their children's professional

development and vocational choice. University career services at the University of

North Carolina at Chapel Hill (UNCChapel Hill) decided to conduct a survey of parents

of incoming freshmen in order to determine parents' thoughts regarding their college-

aged children's profession choice and the factors that impact that choice.
 25

It was found in previous studies (Boatwright, Ching, and Parr, 1992; Mau and

Bikos, 2000) that none of these familial qualities had a substantial impact on an

individual's aspirations. At the very least, to some degree, families tend to have an

influence on the professional aspirations of teenagers and young people. If these

familial factors really impact professional decisions, it is difficult to explain how a kid

from a low-income family who grew up in a dysfunctional household may go on to have

a prosperous career and be successful financially. As the scope of the investigation

expands, it becomes clear that the dynamics within families are just as important to

consider as their individual physical qualities.

The career route that one chooses is significantly influenced by the surrounding

environment. The atmosphere that is being described in this article is a factor that will

impact the pupils' decisions regarding their future careers in a number of different ways.

It has been shown that the occupational interests of both men and women are reflective

of their talents, which makes for a better environment for a student who wishes to

bridge gender lines while choosing a job. This can be done in order to provide a better

environment for a student who wishes to bridge gender lines while choosing a job.

Grace Lalerger wanted to know, as part of the study for her PhD dissertation, how well

women's abilities compared to the things that interested them. The data showed that

there is a correlation between ability and interest, although it is shockingly weak

(Lalerger, 1942).
 26

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents and explains the methodologies used, the study

environment, the research respondents, sampling strategies, the research instrument,

confirmation, scoring, the data gathering process, and the statistical tools utilized. This

material highlights the techniques and procedures used to conduct this analysis. It also

focuses on the scientific study of data analysis techniques, the validity and accuracy of

the instruments, and the evaluation of data using the required Statistical Package for the

Social Sciences (SPSS) statistical software, which is utilized during the nuanced

processing of statistical evidence.

Method Used

In this study, descriptive-correlational research methods are used with the

standardized checklist questionnaire as the primary tool in data collection. In order to

test theories or to address questions about the present position of the objects of study,

descriptive analysis requires data collection. It involves determining the correlation

between the extent of the factors affecting Senior High School Entrants' Track

Preference, as a premise of Career Guidance and Planning Program in the three

divisions of SDO-Dapitan, SDO-Dipolog, and SDO-Zamboanga Del Norte.

Research Environment
 27

The study will be conducted out in the three school divisions, namely: Dapitan,

Dipolog, and Zamboanga del Norte to determine the factors influencing the career

preference of Grade 10 students in lieu of Parental Influence, Peer Influence,

environment, Interest, and aptitude, as well as the significant relationship between the

factors influencing grade 10 students in selecting their track for senior high school and

their socio-demographic profile. Thus, the applicability of research respondents will be

considered valuable in the whole package of the research investigation in this case. A

culture of integrity underpins research respondent, which is built the learners in to the

career path appropriate for them.

Research Respondents

The respondents are chosen by means of Statistical Random Selection. Tenth-

grade students from the selected National High Schools in SDO-Dapitan, Dipolog, and

Zamboanga del Norte will be the focus of the research.

Research Instrument

The questionnaire is a standard modified checklist questionnaire. The survey

questionnaire that will be used in this study is consisting of two parts.

The research instrument that will be used in the data collection is a standard

modified checklist questionnaire. The survey questionnaire that will be used in this

study is consisting of two parts.

Part I is about the respondents’ profile that will classify the socio demographic

profile of the Grade 10 students.

Part II is a standardized instrument adapted from Braza and Guillo (2015), and

Tortor et al. (2020) pertaining to the factors affecting students career preference.
 28

The respondents will indicate their answer in the standardized modified

questionnaire that dealt with the determinants of significant relationship between the

factors influencing grade 10 students in selecting their track for senior high school and

their socio-demographic profile.

Validation of Instrument

The first copy of the instrument is forwarded for clarification and

recommendations to the researcher's advisor. After which, by integrating the

suggestions made, the device is updated. A test run for inspection and clearance is

performed to assess the accuracy and comprehensibility of each object. The

questionnaire is considered valid for survey after upgrading those portions which

required revisions. Standardized modified questionnaire that deal with the relationship

between the extent of the factors affecting Senior High School Entrants' Track

Preference, as a premise of Career Guidance and Planning Program in the three

divisions of SDO-Dapitan, SDO-Dipolog, and SDO-Zamboanga Del Norte.

The data to be collected from the scoring system of the research instrument will

be assessed using a five-point Likert scale and analyzed using the mean indices adapted

from Braza and Guillo (2015) and Tortor et al (2020).

Scoring Procedure

Prieto et al. (2017), Likert - type scale is used to arrive at a quantitative

definition of this analysis since this suggests the factors affecting Grade 10 students

career preference.

Scale Responses Continuum QI

5 4.50-5.00 Strongly Agree

4 3.50-4.49 Agree

3 2.50-3.49 Moderately Agree

 29

2 1.50-2.49 Disagree

1 1.00-1.49 Strongly Disagree

The data collected will be carefully tabulated, classified, analyzed and

interpreted with the use of appropriate statistical tool.

Data Gathering Procedure

Prior to the administration of the inquiry questionnaire, the researcher will

compose a letter of official permission and request the consent of the Schools Division

Superintendent in the Divisions of Dapitan; Dipolog; and Zamboanga Del Norte

(appendix C). The letter should be forwarded to the Graduate School Dean's Office and

authorization to continue should be requested. The authorized letter of permission from

the Superintendent of the Schools Division should always be supplemented by a letter to

be drafted and delivered to the responder (Appendix D) about the scheduling of the

principal's/availability. The researcher will handle and deliver the questionnaire

according to the respondents' specified timetable. Lastly, the research ensures the

confidentiality of the collected data. This is subsequently examined and interpreted.

Statistical Treatment

In the validity and reliability study, the 5-point Likert scale is the measuring

instrument, and the data on learning implementation methodologies and the researcher's

strategies are utilized to interpret the obtained data effectively.

This is examined using descriptive analysis by calculating the object's mean value for

every assertion.

The frequency and percentage will be utilized to establish the demographic profile of

the responders. The equation to be utilized in the expression is shown below:

 30

Formula: X = ∑n x 100
N

Where: X = percentage
∑ = summation
n = responses
N = no. of respondents
100= constant

Standard Deviation. Calculated by taking the square root of the variance, the

standard deviation is a statistical measure that is used to evaluate the dispersion of a

data set in relation to its mean value. The square root of the variance may be found by

first calculating the distance between each data point and the mean and then multiplying

that distance by two.

The formula below shall be used:

Where: \sigma= population standard deviation

N = the size of the population

x_i = each value from the population

\mu = the population mean

The weighted mean is used to measure the oftenest respondents have responded

to the answers at factors affecting Senior High School Entrants' Track Preference.
 31

Formula: X = ∑fw
N
Where: X = weighted mean
∑ = summation
f = frequency
N = no. of respondents

In analyzing the inferential problem number 3, Chi-Square Test will be used to

test the difference in factors affecting Senior High School Entrants' Track Preference

when according to socio-demographic profile.

Lastly, the Spearman Rho Correlation will be used to test the relationship

between factors affecting Senior High School Entrants' Track Preference and socio-

demographic profile.

The data collected will be analyzed using the SPSS and MS Excel.
 32

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 36

APPENDIX A
ST. VINCENT’S COLLEGE INCORPORATED
7100 Dipolog City Philippines

INFORMED CONSENT

The undersigned is currently enrolled in the Graduate School, Saint Vincent’s College
incorporated in Dipolog City, taking up a Doctor of Education Major in Educational
Management and is presently conducting a research study titled "CORRELATES AFFECTING
SENIOR HIGH SCHOOL ENTRANTS’ TRACK PREFERENCE: PROPOSED CAREER
GUIDANCE AND PLANNING PROGRAM".

The study aims to determine the correlation between the extent of the factors affecting senior
high school entrants' track preferences, as a premise of the Career Guidance and Planning
Program in the three divisions of SDO-Dapitan, SDO-Dipolog, and SDO-Zamboanga Del Norte
in the academic year 2022-2023.

In line with this, a cluster random sampling technique is employed and you have been chosen as
a respondent to answer the pre-tested questionnaire to represent your school/districts. In the
questionnaire, you will be asked questions pertaining to the extent of the relationship between
the factors affecting senior high school entrants' track preference, as a premise of the Career
Guidance and Planning Program in your division in the academic year 2022-2023.

Your name will be asked, but rest assured, the undersigned will safeguard your identity and
your name will not be revealed in the analysis and report. Nevertheless, I am strictly
 37

implementing anonymity and privacy measures. Rest assured that all the information gathered
will be kept secret and only used for analysis of the whole.

I am humbly asking for a few minutes of your time should you allow me or my trained
enumerators to continue and facilitate the questionnaire administration. If you wish to skip or
refuse to answer any item at any time, kindly let me or my enumerators know. Participation in
this survey is voluntary, and you are free to refuse participation, stop the survey administration,
and skip any item you are uncomfortable with.

This survey will take about 20 minutes to complete on average. Do you fully understand the
terms set above and agree to participate in this survey? Kindly check the appropriate response.

_____Yes, I give my permission to participate in this survey.

_____I apologize for not being able to participate.

Thank you very much. I warmly welcome any comments, suggestions, or questions regarding
this questionnaire or the study mentioned. You can reach me at learaloha@gmail.com or on my
cell phone at 09325378414.

__________________________ _____________________________

Signature of participant and Date Name and signature of Enumerator

APPENDIX B

SURVEY QUESTIONNAIRE

“CORRELATES AFFECTING SENIOR HIGH SCHOOL ENTRANTS’ TRACK

PREFERENCE: PROPOSED CAREER GUIDANCE AND PLANNING

PROGRAM”

Direction: Below is a questionnaire checklist relative to the conduct of my study.

Please indicate your answer in the space provided for your answer by using a check

mark (/).

Name (Optional) _____________________________________________________

PART I.

RESPONDENTS’ SOCIO-DEMOGRAPHIC PROFILE

A. Age: B. Gender:

__ 13-14-year-old
F: Parent’s Educational Attainment __ Straight
G. Family’s Male Income:
Monthly __ Bisexual

__Elementary
__ 15-16-year-old
Level __ Straight
___ Below Female
Minimum (Below 10,000 pesos)
__Elementary
__ 17-18- year-old
Graduate __ Lesbian(10,001- 18,000 pesos)
___ Minimum
__High
__ 19 &School
above year-old
Level __ GayEarner (18,001-25,000 pesos)
___ Middle
 38

PART II.

FACTORS AFFECTING STUDENTS CAREER PREFERENCE

Direction: Please read all the questions carefully. The survey has been designed to

facilitate easy answering. Answer requires a √ to indicate your appropriate responses.

5- Strongly Agree 4- Agree 3-Moderately Agree 2- Disagree 1-Strongly

Disagree

5 4 3 2 1
Indicators SA A MA D SD
A. Parental Influence: I prefer this career path because:
I am pondering my parents' profession.

I am expected to follow in the footsteps of my parents.

I am contemplating the family's company.
Regarding my future job, I look forward to my parents as
role models.
I am following in the footsteps of my parents and several
of my relatives and aunts who also work in this field.
My parents have trained me in a field linked to their
occupation.
I am aware of the extremely high expectations my parents
have for my future.
I am expected to adhere to family customs and traditions.
I consider the accomplishments of my parents.
I am considering the amount of education my parents
obtained.

B. Peer Influence: I prefer this career path because:

I observe that the majority of my peers have pursued this

degree or professional path.
 39

I am unsure and perplexed, I solicit the advice of my

friends.

I am considering teamwork and camaraderie as my

motivation for choosing a job.
Before selecting a strand, I consult with my peers.

I choose the strand based on the class/campus norm.

My peers encourage that I pursue this profession.

My peer group and I discuss views and opinions over the

selection of strand.
My friends will recognize me if I chose the same strand
as them.
My friends will undoubtedly assist me with my academic
quest.
I chose this specialization based on the interests of my
friends because I am still unsure of what I want to pursue.
C. Environment: I prefer this career path because:

When I graduate, I am aware of the available prospects in

my area.
I am optimistic about landing a job in my area of
residence.
It is the only career program offered that is close to our
residence.
My career options are constrained by the educational
institutions in my area.
My career options are constrained by the industry in my
region.
I am aware of the occupational requirements of my
community.
I am aware of the potential benefits of pursuing my
desired career path.
I am aware of the employment opportunities in our
community.
I am constrained by the environment in which I reside.

I am restricted to the career paths available in our region.

D. Interest: I prefer this career path because:

I choose my strand based on my personal interest.

I chose this path based on my ideal profession.

 40

I chose this path based on the enjoyment I will soon

receive from my future career.
I chose this strand because I enjoy it.

I chose this path because I am proficient at it.

I enjoy having the ability to construct my own

professional lifestyle.
I am interested in the monetary benefits associated with
my selected job choice.
I choose my work path based on my own beliefs.

I chose my preferred vocation based on the personal

satisfaction it would provide.
I focused my career decision on my long-term career
aspirations.

E. Aptitude: I prefer this career path because:

I am competent at problem-solving.

I enjoy logic and reasoning.

I am capable of coming up with logical solutions

promptly.
I am capable of vocal and nonverbal mental expression.

I am mentally competent of completing the course

requirements.
I excel in main topics.

I am certain that I will provide a spectacular performance

here.
I have confidence in my abilities to perform well in this
course.
My grade point average is appropriate for the course.

I am intellectually satisfied with it, I believe.

 41

APPENDIX C

Research Timeline

Timeline
Proposed Activities/ Phases July August September
1 2 3 4 1 2 3 4 1 2 3 4
Phase 1-Planning and Preparation
a. Seeking Title Approval
b. Research Planning
c. Gathering review of related
literature and studies
d. The Research Methodology
Phase 2-Drafting Research Proposal
a. Validation of Data Gathering
Instrument
b. Submission of Research Proposal
 42

APPENDIX D

Project Needs

Particulars Description/Cost

A. Personnel
Dean Approval of the Research study
Research Adviser Recommending Approval
Respondents Research Respondents
Focal Person in the Research Environment Approval for Research Conduct
B. Equipment
Laptop Computer 20. 00/ hr. (3 times a week in 3
months) = P 720 pesos
External Hard Drive (Memory Drive) 350 pesos
C. Supplies
Printing paper for manuscript and questionnaires 3500.00
Folders and others 1000.00
D. Transportation Expenses
Transportation and other research dissemination 1000.00
purpose
E. Consultants
Data Statistical Analysis (Statistician) 2000.00
Total 8,570.00
 43

CURRICULUM VITAE

PERSONAL DATA

Name:

Age:

Contact Number:

Gender: Female

Additional Personal Information

Birth date:

Birthplace:

Marital Status:

Religion:

Citizenship:

Home Address:

EDUCATIONAL BACKGROUND
Name of School Year Graduated
Post Graduate:

Graduate Studies:

University:
 44

High School:

Elementary:

WORK EXPERIENCE

AWARDS AND RECOGNITIONS

REFERENCE

Leadership and Education Mantra: