1

Introduction

Students particularly in senior high are now considering or having an idea of what

career they would choose once they step up in college. Choosing a career in the future is a

very crucial part of being an early adulthood, for he or she must consider his or her own

preferences, interests, capabilities, and skills. Other than that, external factors such as

career prospects, variations in the job market, etc. can greatly affect career decision-

making. Students choose their career path for many reasons. The factors that affect this

decision include family income, gender, strand,and age. When students are choosing a

career, they may not have all the information about the job they are pursuing.

Edward (2010) enunciated that career choice is a complex decision for students

since it determines the kind of profession that they intend to pursue in life. As students try

to make career choice while in secondary school, they face problem of matching their

career choices with their abilities and school performance. However, Villar (2009)

reasoned out that most of the students who are in secondary schools do not have accurate

information about occupational opportunities to help them make appropriate career choice

Self-esteem is the thing that make an individual feel confident, valuable, and

worthy to have respect. People with high self-esteem often feels good about themselves

and their progress through life. Because they think that whatever tasks they are asked

to do, they can do it for they have the courage to take the risk and the knowledge to do

it. But people with low self-esteem often feel shame and self-doubt. For they have low

commitment to the doings they are about to do. They often spend times criticizing

themselves.
 2

Carl Rogers’ core conditions of acceptance, genuineness, and empathy are the

current benchmark for illustrating the therapist 's contribution to successful therapy

outcomes (Campbell & Christopher, 2012; McAuliffe & Eriksen, 2011; Duncan, Miller,

Wampold, & Hubble, 2010). Late in Rogers’ career, he came to recognize that counselors

also contribute their presence to the therapeutic encounter. In an interview, he expressed

feeling as though he paid too much attention to the core conditions (acceptance,

genuineness, and empathy) and negated what existed “around the edges of those conditions

that is really the most important element of therapy, when [he] is very clearly, obviously

present” (Baldwin, 2013, p. 30). In this same interview, Rogers expressed that being

present is an embodiment of the therapeutic conditions (Baldwin, 2013).

Genuineness is felt in everyday life. Each individual can name a person who

always seems to be operating behind the facade, who are enacting a role and who tends to

express feelings and concerns that they do not feel. These people are here showing

incongruence. We tend not to show ourselves too deeply to such people. On the other hand,

everyone knows people whom we trust. We feel that they are being what they are in a

transparent way. This means that we are dealing with the person himself not with a polite

professional facade. This is what being congruent means.

Genuineness are known as the core conditions in counselling. According to Roger’s theory

(1959), these conditions help both the client and the therapist These conditions bring about

the psychotherapeutic change in the client and at the same time help the therapist to

understand his client in more depth. This constructive personality change leads to an

alteration in the personality structure of the client at surface and deeper levels thus leading
 3

the latter to cope with situations in a more mature way. The three key conditions are further

discussed.

Acceptance is not something that can be forced. The story of learning how to accept things

always begins with not being able to accept them and then finding a way to do so. It is so

important because if you do not accept yourself for who you really are, you will create a

number of problems in your life.

Empathy is defined as the ability to perceive the client’s world from the client’s point of

view (Sutton & Stewart, 2009). This means that the counsellor is able to understand the

emotions and experiences of the client and the latter is able to convey this understanding

to the client. Empathy is considered to be one of the highest qualities a counsellor can

demonstrate. Empathy helps the counsellor to understand the client’s feelings.

Unconditional positive regard makes the client feel comfortable. When congruence applies

to this ‘relationship’, the client feels that the counsellor is transparent and present.

Career Decidedness is one of the robust makers of defining occupational success.

It involves effectively identifying and selecting career choices that reflect individual’s

aspirations. In addition, it is a dynamic and continous process of making decisions due to

transitions in educational or occupational status (Gati, Krasuz and Osipow, 1996). Yet

changes in education and occupation may often results to difficulties in choosing career

options or career decision (Gati and Osipow, 2000).

Career decidedness and vocational identity achievement research also suggests

wider benefits in terms of better life satisfaction among those students who are career

decided (Hirschi 2011; Lounsbury et al. 1999).

 4

Career Decidedness is evaluating your values, interests, and skills will help you

find educational and career options that match up with your goals. Whether you are

choosing a major, searching for a job, or applying to grade schools, our theory-based

services can help you develop and implement a plan for the future.

It is important for students to realize that the career decision making process, is just

that, a process. It is not an event. Individuals have to continuously make decisions

regarding future careers. Making sound and informed decisions is the key to good choices.

Understanding oneself (interests, skills, values) also plays a major role in the decision

making process. It is important to take responsibility for and own the decisions made.

Interest in Field in career decision-making appeared to be an important factor in the

selection of a life career (Caldera et al., 2003; Bojuwoye and Mbanjwa, 2006; Gokuladas,

2010; Lent et al., 2010; Choi and Kim, 2013; Atitsogbe et al., 2018). They observed that

Swiss students are more influenced by personal interests (Atitsogbe et al., 2018).

Background of the Study

Some students are having conflicts of choosing career for they have a doubt to their

self. Lack of self-esteem hinders a student to choose a career for they have a low level of

commitment to their self. On the other hand, students who have high self-esteem has the

confidence and positive feelings about him or herself. They have the courage to face

challenges in life, accepts failure and unhappiness at times, and he or she is open with

people ( Carl Rogers, 1959). As we reach Grade 12, we are embeded with a responsibility

of choosing what career we are about to take up for our future. Now that we are in +that
 5

stage where decision that we will be deciding is very risky, there is still a doubt on our

mind if we can take the pressure or can we able to pass our course, can we even survive

from the subject? Having a low self-esteem is a big hindrance for a student to lear. Because

he or she will put a limit on her mind that they can’t do it due to lack of trust to his or her

self. According to Dr. Ken Shore having a low self-esteem could lessen a student's desire

to learn, their ability to focus, and their willingness to take risks. On the other hand having

a positive self-esteem is one of the building blocks of school success. A student who have

a high self-esteem is very open to experience which is an advantage to him. Because once

a student had already an experience, he would able to evaluate if it is suited to him or not.

He also easily can approach a person or a people who can help and guide him.

Statement of the Problem

This research aims to find out the relationship between Level of Self-Esteem of

Grade 12 Students in Career Decidedness.

Specific Problems:

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

1.1) Strand;

1.2) Age;

1.3) Gender;

1.4 Family Income?

 6

2.) What is the esteem level of the Grade 12 Students of Palm Valley Multiple Intelligence

School?

2.1) Genuineness;

2.2 ) Acceptance;

2.3) Empathy?

3.) What is the most prefered career indicator used by the respondents in terms of :

3.1) Interest in Field;

3.2) Academic Activity;

3.3) Familiarity;

3.4) Economic Stability; and

3.5) Influence of other people?

4.) What is the relationship of the esteem level from the career decidedness of Grade 12

Students of PVMIS?

Scope and Delimitations of the study:

This research aimed to determine the level of self-esteem and the career

decidedness of Grade 12 Students of Palm Valley Multiple Intelligence School. We

conducted a research in 30 students. In this research we showed how self-esteem affects

the career decidedness of the students in choosing their preferred course or strand and we

asked for their personal information and ensured that the information gathered during the

date gathering procedure is confidential.

 7

Significance of the Study

This research aims to study the relationship between the Level of Confidence in

Career Decision of Grade 12 Students. Many improvements and innovations happen as

time goes. This is along with the implementation of K-12 program which aims to give

students a high-quality education. This study will be beneficial for the following group of

people:

To Students. Conducting this study is significant because this would help them to

determine the career they will be taking up when they step up to college. This also prevent

them to change their course.

To Principal. May have a better understanding of the factors that affect the student

‘s ideal courses and give opportunities to find better ways on how to improve the on-going

courses of the student.

To Teachers. This research study will serve as a guide for the teachers on how they

will motivate and teach their students and also help them to choose the right track.

To Future Researchers. This study will serve as a guide for future studies

involving the academic performance and confidence level of students in pursuing ABM

related courses. Future researchers will provide facts and relevant information in which

they can compare them with.

To Guidance Counselor, this study would help them to assess their students who

is having a hard time to decide what career to choose.

 8

CHAPTER II

Review of Related Literature and Studies

Review of Related Literature

Self-Esteem

Self-esteem is a fundamental component of healthy development from childhood

through adulthood. It can be generally defined as an individual’s overall sense of self-

esteem or how good they feel about themselves (Rosenberg, 1965). Therefore, self-esteem

is cannot control and can only function depending on the feedback received. We may also

become defensive in order to protect our self-esteem when we feel it is being threatened.

Furthermore, promoting healthy self-esteem may also serve to prevent individuals from

offending in the future. Also it can help the students to build their skills and recognize their

hidden talents.

Levy and Baumgardner, stated that a person who have a high level of self-esteem

are willingly to choose challenging goals when compared to individuals who have a low

level of self-esteem. It also comes up that male participants chose the difficult golas than

the females. The results indicate that self-esteem affects goal choice. Interestingly previous

studies have been supporting benefits of government sector. A person who has high self-

esteem likes the challenging goals because they are confident enough to face those

challenges. They also said that males has the most difficult goals than a female so it affects

their goal choice.

 9

Self-efficacy can help an individual to gain self-esteem, so they could excute their

actions efficiently. A person’s self-efficacy aids to find out solutions to their problem

(King, et al. 2010). Bandura originally proposed the concept, a personal judgement of “

how well one execute courses of action required to deal with strategic decisions, if an

individual has self-efficacy, he or she will have self-confidence. Self-efficacy can help

them to make solutions in every problems and challenges.

Resnick, Fauble and Osipow (1970) found out that men who have a high level of

self-esteem showed greater certainty regarding their career choices when compared with

men who displayed low levels of self-esteem. Similarly, woman who’s having a high self-

esteem showed greater certainty about their career plans than women with low self-esteem.

If you are a man who has a high self-esteem who are able to cope up and show greater

advantage certainty in choosing your preferred choice. Same as the woman, if you have

high self-esteem, it can help you to decide what career you will take. Self-esteem are the

reason why they are very confident and their decision has not changed.

Rosenberg (1965) and other social-learning theorists define self-esteem in terms of

the presence of a continued sense of personal worth or worthiness. If someone knows his

or her value as a person therefore it is very clear if the presence continues to know his or

her personal worth or worthiness we can say- that a person has a high self-esteem.
 10

Taylor and Betz (1983) defined career decision-making self-efficacy as a confidence

or belief that one can successfully complete challenges necessary for career decision-

making. Since then, researchers of the career decision-making process (e.g., Flores et al.,

2006; Gushue et al., 2006) have been interested in career decision-making self-efficacy.

Career Decidedness

Career decidedness is very crucial decision of every individual makes as it impacts

all of his/her aspects in the future. Decisions regarding careers and career choices require

significant thought and preparation. In choosing a career, interest of a students is really

important. Students must know on what degree to pursue in college. Also it should be fit

in their abilities so that it will not be hard for them to choose the right career path. Being

adolescent can be extremely challenging, it is not unusual to have a feeling that there is no

one turn to when problems come arise. This is the stage where major decisions and deep

concerns affect the courses they want. Most students are pressured to perform well and

succeed.

When compared to decided students, undecided students had greater negative

career thoughts and career decision-making difficulties while they had lower career

decision-making self-efficacy. These findings were reported in a study by where they

studied decision status and administered Career Decision Self-Efficacy Scale- Short form,

Occupational Alternatives Questionnaire, Career Thoughts Inventory, and Career Decision

Difficulties Questionnaire. Gender differences were seen in career decision-making self-

efficacy. Lack of information was associated with career indecision as undecided students
 11

did not differ from decided students on readiness to make a decision. The exact nature of

the relationship between these variables cannot, however, be known.

A number of factors influence career choices in people, and this is documented in

literature. Both personal and external factors have been seen to play a role. The complex

interplay of intrinsic and extrinsic factors and their influence on career decision making

has been stressed by theorists and researchers (Bandura, Barbaranelli, Caprara, &

Pastorelli, 2001; Borchert, 2002; Sands, 2011).

Creed and Patton (2001), making decisions regarding a career is an important task for

youngpeople. Not all young people can make career decision easily, and many, experience

episodes ofmaking decisions before settling on a career path.

Interest in Field.

Waugh 2013 cited, high standard of living, is an important part of culture and

values. The education system has a significant and direct impact on the quality of our

workforce oureconomic and ultimately, our ability to prosper as businesses, as people, and

as anation rely on our public schools to provide highly skilled and educated talent.

Academic Activity

Republic Act K to 12 which is known as Enhanced Basic Education Act of 2013‖or

K to 12 Basic Education Program Law states that the graduate of basic education shall be

an empowered individual who has learned, through a program that is rooted on sound

educational principles and geared towards excellence, the foundations for learning throu--

-hout life, thecompetence to engage in work and be productive, the ability to coexist in
 12

fruitful harmony with local and global communities, the capability to engage in

autonomous, creative, and critical thinking, and the capacity and willingness to transform

others and one‘s self. (Legal Basis)

Economic Stability

The socio- economic status of the family is known to influence career development

(Hughes, 2011). Socio- economic status can influence career choices directly and

indirectly. The relationship between family socio-economic status and career development

variables has been demonstrated in past research. The financial condition of the family can

facilitate or inhibit students from making specific career choices. Socio- economic status

influences the career development needs of individuals especially in the complex Indian

society (Arulmani & Nag-Arulmani, 2004).

Review of Related Studies

Self-Esteem

Carl Rogers the one who developed person-centered approach, defined it and

explained it clearly. According to him, the sense of self of an individual includes the

individual’s thought about oneself, perceptions and opinions. Sense of self tackles how the

individual sees oneself. Rogers believes that in order to develop a positive sense of self,

the individual must grow up in an environment of unconditional love. When there is an

inconsistency between exhibited behavior and sense of self of the individual, it leads to
 13

anxiety. Rogers says that if the individual deceives oneself, anxiety level will go up and

the sense of self will not be preserved in time. Carl Rogers notices three important points

of parent-child relationship for developing self-esteem. The first is to reflect acceptance,

concern, compassion and warmth towards the child. The second is allowance and

punishment. The third critical point is the democratic attitudes of parents. The child raised

with these three criteria will have higher self-esteem (Hall & Linzey, 1957; Morgan, 1990).

We can define self-esteem as a form of self-acceptance, personal appreciation and

subjective respect of one’s own Self-esteem is to evaluate the difference between their

image of self and ideal self. We understand the self-esteem level of the individual by

looking at the discrepancy between how the individual perceive oneself and the self they

would like to be. Self-esteem represents the individual’s feelings such as self-acceptance,

personal appreciation, overall acceptance of the personality and self-love. The purpose of

self-esteem is to feel and imagine that people nurtured in their mind over time about their

self.

Self-esteem is generally related to emotional reactions, especially anxiety or

avoidance affective processes indicates that people with low self-esteem are likely to

experience greater anxiety with regard to career decision-making in daily life. Self-esteem

has been conceptualized as an outcome, motive, and buffer, but there is no overall theory

of self-esteem.

Carl Rogers (1959) a person who has high self-worth, that has confidence and

positive feelings about him or herself, faces challenges in life, accepts failure and

unhappiness at times, and is open with people. A person with low self-worth may avoid
 14

challenges in life, not accept that life can be painful and unhappy at times, and will be

defensive and guarded with other people.

In personality processes self-esteem is considered to play an important role whether

cognitive and motivational aspects result in vulnerability or resiliency. Trait level of self-

esteem combined with different needs and strivings to maintain or increase self-esteem, is

an important aspect to consider for a realistic understanding of mechanisms underlying

behavior and wellbeing.

Self-esteem, that is contingent on success and competence, triggers fundamentally

different habitual thought and behavior patterns than contingent self-esteem that involves

seeking compensation from emotional support and acceptance. These behaviours and

attitudes have in recent studies been linked to distinctive patterns of coping with social

threats and differential health outcomes. Therefore, self-esteem is unstable and can

fluctuate depending on the feedback received. We may also become defensive in order to

protect our self-esteem when we feel it is being threatened. Self-esteem is generally related

to emotional reactions, especially anxiety or avoidance affective processes indicates that

people with low self-esteem are likely to experience greater anxiety with regard to career

decision-making in daily life.

Self-esteem has been conceptualized as an outcome, motive, and buffer, but there is no

Over all theory of self-esteem.

Career Decision Making.

The financial aspect for many of us, money which we can earn is the most important

factor which influences on the future career choice. This is not surprising. We have to pay
 15

for everything that we have in our lives. But everyone has different needs and ways of life

that’s why think twice when considering the job which will not allow living as you like

and make a correct and reasonable choice. Career decision making as a process that

describes or explains the choices that a person makes when selecting a particular career”.

It also helps to identify different factors involved in a person’s career decision making and

provides an understanding of the way these factors have an impaction to their career

decision and choices. The most important things are job description, required skills and

education, salary, career outlook. But there are many other meaningful factors that can

influence someone’s career choice. In this article, we discuss some of these factors. It’s

important to take them into account when you have to make a decision about your future

work. You need to make the right choice, weigh the pros and cons and it will help you to

find your perfect career.

Personality and interests we are all different. We have different tastes, preferences,

and tempers. And someone’s success at the particular job position depends on these things.

There is a special theory which is called Holland Occupational Themes which can answer

how the personality of the work seeker influence on his choice, his work ambitions and

abilities.

The financial aspect for many of us, money which we can earn is the most important

factor which influences on the future career choice. This is not surprising. We have to pay

for everything that we have in our lives. But everyone has different needs and ways of life

that’s why think twice when considering the job which will not allow living as you like

and make a correct and reasonable choice.

 16

Theoretical Framework

Every student have different levels of self-esteem in choosing the desired career.

Some students can be may have high self-esteem, others have not have. Carl Rogers (1959)

stated that a person who has high self-worth, has the confidence and positive feelings about

him or herself. They have the courage to face challenges in life, accepts failure and

unhappiness at times, and he or she is open with people. While a person with low self-

esteem may avoid challenges in life, not accept that life can be painful and unhappy at

times, and will be defensive and guarded with other people. Rogers (1959) added that for

a person to "grow", they need an environment that provides them

with genuineness (openness and self-disclosure), acceptance (being seen with

unconditional positive regard), and empathy (being listened to and understood). Rogers

believed that every person could achieve their goals, wishes, and desires in life. When, or

rather if they did so, self-actualization took place.

The core conditions of empathy, genuineness and positive regard are key parts of

these characteristics and there is strong evidence to justify further exploration of these core

conditions, which is presented in the literature review. As these core conditions and the

Person-Centred Approach (PCA) represent the theoretical framework of this study, in this

section, I define these core conditions, and the PCA in detail for a better understanding of

these concepts. The PCA is based on the late Carl Rogers’ (1995) approach to psychology.

His approach was first applied to counselling contexts, but later was applied to other

disciplines, including education. His theories formed much of the basis of humanistic

education, which is also referred to as person-centered education. The main idea of Rogers’
 17

theory is that all people have an actualizing tendency. In other words, we all have one basic,

innate tendency - to grow to meet our full potential. The PCA outlines three core conditions

that need to be present in a relationship to create a climate for growth in an individual.

These three conditions apply to all interpersonal relationships, but are especially important

to therapists and clients, as well as teachers and students. It is worthwhile explaining how

the PCA fits in with today’s approaches to learning, and especially related to the learner-

centred model, as it is easily confused with PCA. In recent years, there has been a push

toward adopting the learner-centered/student-centred model, with the American

Psychological Association’s Board of Education Affairs presenting a framework for

restructuring schools and for teachers to follow in planning instruction (Cornelius-White,

Motschnig-Pitrik, & Lux 2013)

Carl Rogers (1959) stated that a person who has high self-worth, has the confidence

and positive feelings about him or herself. They have the courage to face challenges in life,

accepts failure and unhappiness at times, and he or she is open with people. While a person

with low self-esteem may avoid challenges in life, not accept that life can be painful and

unhappy at times, and will be defensive and guarded with other people. The core

conditions of empathy, genuineness and positive regard are key parts of these

characteristics and there is strong evidence to justify further exploration of these core

conditions, which is presented in the literature review.

Genuineness

Another of the three core conditions is genuineness. This condition has been

referred to as authenticity, realness, self-awareness and transparency, and Rogers referred

 18

to it most often as congruence. In this study, I have chosen to deviate somewhat from

Rogers’, and refer to it as genuineness, as congruence is a term with many other meanings,

which may be confusing for participants in this study. To me, genuineness is the more

understandable and accessible way to describe this condition. Genuineness refers to being

real with a person, not having any professional or personal facades or masks, and being

self-aware. As most definitions of this condition tend to agree, in this study, genuineness

is defined as it has been described in this section, encapsulating all of these aspects – being

authentic, open and honest towards oneself, and towards others. Genuineness is being

transparent, self aware, and presenting yourself as you are, with sincerity and without

pretense. In the classroom, as a behaviour, teachers who are genuine are self aware; open;

share their feelings and opinions; are willing to learn and admit mistakes; and are authentic

in interaction (Cornelius-White and Harbaugh, 2010).

Summary This condition has been referred to as authenticity, realness, self-awareness and

transparency, and Rogers referred to it most often as congruence. Genuineness refers to

being real with a person, not having any professional or personal facades or masks, and

being self-aware.

Empathy

One of the three core conditions brought forward by Rogers (1995) is empathy.

Empathy has been defined in many different ways, in many fields of research such as

neuroscience, social psychology, ethics and business. Although empathy is

multidimensional, and this condition has been described using a variety of terms, including

empathetic understanding, perspective taking, emotional contagion, and cognitive

 19

empathy, in this study I refer to this condition just as empathy. It is important to note that

empathy seems to be underexplored in adult education (Kasl & Yorks, 2016), with most

work on teacher empathy being limited to Rogers’ theories (Feshbach & Feshbach, 2009)..

To explore definitions of empathy that are most suited to adult education and teaching, I

looked at Rogers’ theories along with other commonly cited definitions in other research

areas. There is quite a lot of disagreement by scholars on how empathy can be defined, but

in general, it is agreed that it refers to the ability to understand and sense the feelings that

someone is experiencing and communicate this understanding to that person. Most simply,

empathy can be described by the metaphor, “standing in someone else’s shoes.”

Summary: It is important to note that empathy seems to be underexplored in adult

education (Kasl & Yorks, 2016), with most work on teacher empathy being limited to

Rogers’ theories (Feshbach & Feshbach, 2009). To explore definitions of empathy that are

most suited to adult education and teaching, I looked at Rogers’ theories along with other

commonly cited definitions in other research areas.

 20

Research Paradigm

Indicators of Level of Self-Esteem Factors that affect Career

Decidedness
1.) Genuineness
1. Interest in Field
2.) Acceptance
2. Academic Activity

3.) Empathy 3. Familiarity

4. Economic Stability

5. Influence of other

people.

Chapter III

Research Methodology

This chapter presents the methodologies employed in the study. This includes the

Research design, Research locale, Population and sampling, Data gathering procedure,

Data gathering instruments and Statistical Treatment of Data.

Research Design

Descriptive research aims to accurately and systematically describe a population,

situation or phenomenon. It can answer what, when, where, when and how questions, but

not why questions. To determine cause and effect, experimental research is required.

Martyn Shuttleworth (2020).

Research Locale
 21

This study was conducted in Palm Valley Multiple Intelligence School (2019-2020)

that is located at 483-484 Denmark St Alaminos Heights Subd. Alaminos Laguna.

Population and Sampling

30 out of 85 students were randomly selected from different sections of Grade 12

in Palm Valley Multiple Intelligence. We used simple random sampling. We dropped a

pencil to the list of the students and whoever name got picked answered our questionnaire.
 22

Data Gathering Procedure

. First, we made a
draft of our
questionnaire

we submitted our questionnaire to our research

we undergo in the process of counting,
adviser to check if there are mistakes.
tallying and computing the answers

Revision and Finalization of the Retrieval of test

questionnaire
questionnaires

Produce a letter asking for a Upon her approval the selected 30 students

permission to the principal from different section of Grade 12 answered

Data Gathering
of the school Instruments our questionnaires.
 23

Data Gathering Instrument

The researchers made a 35 items questionnaire as the data collection instrument of

this study. The Grade 12 students of PVMIS are our respondents. The questions are about

the Level of Confidence and The Career decidedness of Grade 12 students. The questions

is answerable by Strongly Agree, Agree, Disagree and Strongly Disagree. The respondents

can answer the questions through checking (/) the corresponding column.

4– Stongly Agree

3 – Agree

2 – Disagree

1 – Strongly Disagree

Statistical treatment of Data

Responses to the survey questionnaires by Grade 12 students were statistically

analayzed with the data requirement of the study. Students we analysed with the

instruments of the study

1.) Percentage. Sub problem 1.

F/N × 100
 24

2.) Weighted Mean

The mean is the average of the numbers. It is easy to calculate: add up all the numbers,

then divide by how many numbers there are. In other words it is the sum divided by the

count.

Mn = ∑fx
N

Where Mn = Mean

∑ - Summation Symbol
f – Frequency
x – rating given by the students
N – total number of respondents
To get the composite mean:

Average = summation of mean or ∑x

Total number of items N

Ranking enforced the description of percentage. It shows the importance of the position of

the term used.

3.) To get Chi-Square

∑(𝜎−𝐸)2
Chi-Square =
𝐸
 25

𝜎 = stands for Observed

E= Stands for Expected

Scoring

3.41-4.20 Very-High

2.61-3.40 High

1.81-2.60 Low

1.00-1.80 Very Low

3.41-4.20 Very Decided

2.61-3.40 Decided

1.81-2.60 Undecided

1.00-1.80 Very undecided

CHAPTER 4

ANALYSIS, INTERPRETATION AND PRESENTATION OF DATA

This chapter presented the data gathered, the result of statistical analysis done and

interpretation of findings. The following presented the profile of respondent grouped

according to their chosen strand, gender, age, religion and family income. This are

pretended in graphs following the sequence of specific research problem, regarding The

Level of Self-esteem and the Career decidedness of Grade 12 students.

 26

Participants of the Study

This study covered the students of Palm Valley Multiple Intelligence School. This

study is composed 30 respondents from different sections. 30 students were chosen to

answer on how high level of self-esteem of students in deciding their career. The

demographic profile of the respondents are gender, age, and family monthly income.

Figure 1. A pie graph that shows the percentage of respondents’ strand.

33% 33% ABM

STEM-A
STEM-B
HUMSS

17% 17%

Our respondents come from different sections of Grade 12 at Palm Valley Multiple

Intelligence School. 33% came from ABM and HUMSS, while 17% STEM A and B.

Splaver (1977) posits that it is important for students to have a good understanding of

themselves and their personality to make intelligent career plans. Personality factors
 27

consist of mental abilities (memory, numerical ability, reasoning ability, spatial ability,

verbal comprehension and word fluency ability), special abilities and interests.

Figure 2. A pie graph that shows the percentage of respondents’ gender.

Male
47%
53% Female

Our respondents is compose of 53% men and 47% women. Quatman and Watson

(2001) have also found boys to demonstrate a slightly higher level of self-esteem than girls.

This study shows that men are more willingly than women to take risks in choosing their

career for their commitment is higher. Men usually show the sign of having openness to

experience the reason why they likely to have a higher commitment that woman.
 28

Figure 3 A pie graph that shows the percentage of respondents’ age.

Age

3%
16
43%
17
54% 18

Our respondents has an range age of 16-18. 3% of our respondents has an age of 16, while

43% has an age of 18 years old, and 17 years old are our dominant respondents. Steiger

and colleagues (2014), showing that adolescents with low or declining self-esteem between

12 and 16 years, for the information they have is still lack and they do not see their self

being in that career. Their mind is having a hard time to decided for there are many

questions only matured mind can answer.

 29

Figure 4. A pie graph that shows the percentage of respondents’ Family Income

Status.

Family Income

15%
5,000-10,000
50% 11,000-15,000

35% 16,000-Above

50% of our respondents have a family income that ranges from Php 16,000 and above,

while 35% came from a middle class family that have a family income that range between

Php11,500-Php15,000 and the least percentage come from 5,000-10,000. The socio-

economic status of the family is known to influence career development (Hughes, 2011).

Socio- economic status can influence career choices directly and indirectly. The

relationship between family socio-economic status and career development variables has

been demonstrated in past research. The financial condition of the family can facilitate or

inhibit students from making specific career choices.

 30

Figure 5.

Self-Esteem

A.) Self-Esteem

Genuineness Weighted Mean Interpretation

1.) I have a great feeling Very High

3.9
that I do not know myself

very well.

2.) . I cannot understand High

3.13
what I am really feeling

deep within me.

3.) I am living in Low

2.53
accordance of my values

and beliefs.

4.) I can be myself during High

3.10
my day-to-day activities.

5.) I feel free when i High

2.8
express my emotions with

other people,

Mean Total 3.09 High

Acceptance Weigted Mean Interpretation

 31

1.1.) The painful experiences High

3.23
I have make it difficult for

me to value myself.

2.) My painful experiences High

2.7
and memories make it

difficult for me to live a

life that I would value

3.) I am worried about not Very High

3.06
being able to control my

thoughts and feelings.

44.) The painful experiences I High

2.90
can recall prevent me

from having a satisfied and

fulfilling life.

5.) It seems like most people High

2.76
are handling their lives

better than mine.

Mean total 2.95 High

Empathy Weighted Mean Interpretation

 32

1 1.) When someone feels High

excited, I tend to be 2.96

excited too.
2.) The misfortunes of the High
surrounding people do not 2.86

affect me.
3.) It makes me upset Low
whenever someone gets 2.60

disrespected.
4.) When someone is High
unhappy I do not feel 2.86

anything at all.
5. 5.) I have a great feeling of High
happiness whenever I 2.93

makes someone feel better.

Mean Total 2.84 High

Tausch (2014) maintained that learning is facilitated when the teacher uses

empathy, genuineness and a high level of regard (i.e., the instructor's efforts to help

students feel valued) to help the student(s) feel safe, trusted, creative and knowledgeable.

Treating students with understanding, genuineness and high regard requires teachers to

approach their students as co-learners, and to step away from the idea of teachers serving

as the experts.
 33

Table 7 Career Decidedness

B.) Career Decidedness

Interest in Field Weighted Mean Interpretation

1.) I know the qualifications I 3.10 Decided
need to possess with regards
to my preferred course.
2.) I am aware that my 3.13 Decided
preferred course is suited for
my skills and abilities.
3.) I chose the career I want 2.00 Undecided
based on the current trends.
4.) I considered my 3.07 Decided
preferences when I made my
decision.
5.) My ideal career is one of 3.27 Decided
the factors I considered in
making a career decision.
Total Mean 2.91 Decided
 34

Academic Activity Weighted Mean Interpretation

1.) I can handle the subjects 3.07 Decided
waiting for me in my college
years.
2.) I am not worried with the 2.67 Decided
academic activities needed
for my future career.
3.) I am having a hard time in 2.80 Decided
doing my projects,
homeworks, etc.
4.) The activities embedded 2.87 Decided
with my course worried me.
5.) I believe that I can finish 2.77 Decided
the tasks accounted to me.
2.84 Decided

Economic Stability Weighted mean Interpretation

1.) I consider the financial 3.13 Decided
resources of my family in
choosing my college course.
2.) The financial status of my 3.03 Decided
parents affects my career
decision-making.
3.) I know that my chosen 2.87 Decided
career is appropriate from
mym parents financial status.
4.) Our status in life must 2.53 Undecided
consider in choosing a career.
 35

3.07 Decided
5.) I chose the
school/university that I prefer
based from its location and
the monetary expenses that I
will encounter.
2.93 Decided

Familiarity Weighted Mean Interpretation

1.) I believe that the skills I 2.33 Undecided
have are important to the
course that I will be taking in
college.
2.) The potentials I have will 3.10 Decided
be very useful in my chosen
course.
3.) I believe that the 2.57 Undecided
qualifications I possess is
appropriate from my
preferred course.
4.) I believe that the 3.33 Decided
knowledge I have with
regards to my chosen course
plays an important role for
me to be successful in my
career.
5.) My expected regarding 3.07 Decided
my future career if near from
what I think.
 36

2.88 Decided

Influence of other people Weighted Mean Interpretation

1.) My family helps me in 3.10 Decided
formulating my career
decision.
2.) When choosing my 2.67 Decided
preferred courses, my peers
play a significant role during
the career decision making
process.
3.) I tend to be more 3.07 Decided
encouraged in pursuing my
preferred course whenever
someone encouraged me to
pursue it.
4.) Social media influencers 2.37 Undecided
play a significant role on my
part when choosing the right
course.
5.) I always consider my 2.70 Decided
teachers recommendations
and suggestions with regards
to the most preferred course.
2.78
 37

Table 8 Chi-Square Correlational table

Indicators for Career Decidededness

Self-Esteem Interests Academic Economic Influential

Familiarity Total
Field Activity Stability People

Genuineness 3 2 3 3 1 12

Acceptance 3 0 5 3 0 11

Empathy 0 0 5 1 1 7

Total 6 2 13 7 2 30

∑𝑥 2 𝑐 = 8.79

∑2t = 15.51

Df = 8

Level of significance = 0.05

Decision = The null hypothesis is accepted

The table 8 shows that there is no significant relationship between the level of self-

esteem and career decidedness of Grade 12 Students. Most of the students are fall in

Familiarity which has 13 respondents, 7 respondents are Economic Stability, 6 respondents

from Interests in Field, 2 respondents from Academic Activity , and 2 from Influence of

People.
 38

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary of Findings.

1.) What is the Demographic Profile of our respondents in terms of:

1.1) Strand

Splaver (1977) posits that it is important for students to have a good understanding

of themselves and their personality to make intelligent career plans. Personality factors

consist of mental abilities (memory, numerical ability, reasoning ability, spatial ability,

verbal comprehension and word fluency ability), special abilities and interests.

1.2) Gender

Quatman and Watson (2001) have also found boys to demonstrate a slightly higher

level of self-esteem than girls. This study shows that men are more willingly than women

to take risks in choosing their career for their commitment is higher. Men usually show the

sign of having openness to experience the reason why they likely to have a higher

commitment that woman.

1.3) Age

Steiger and colleagues (2014), showing that adolescents with low or declining self-esteem

between 12 and 16 years, for the information they have is still lack and they do not see
 39

their self being in that career. Their mind is having a hard time to decided for there are

many questions only matured mind can answer.

1.4) Family Income

The socio- economic status of the family is known to influence career development

(Hughes, 2011). Socio- economic status can influence career choices directly and

indirectly. The relationship between family socio-economic status and career development

variables has been demonstrated in past research. The financial condition of the family can

facilitate or inhibit students from making specific career choices.

2.) What is the esteem level of the Grade 12 Students of Palm Valley Multiple Intelligence

School?

2.1) Genuineness

Burks, D. J., & Robbins, R. (2011). Genuineness is perceived by self and others as

the unadulterated and congruent external display of an individual’s actual internally

recognized values, beliefs, emotions, and other perceptions of themselves including the

world they exist in.

2.2) Acceptance

2.3) Empathy

3.) What is the most prefered career indicator used by the respondents in terms of:

3.1) Interest in field

 40

Interest in field is highly important for the students who will be going to decide of

what course they will take up when they go to college. Because it can affect their study if

they are not interested to their course that they will going to choose in college.

3.2) Academic Activity

Extracurricular activities are like the cement that a student's path to success is built

with. They serve as a hard surface for students to find their way on. They let students know

which direction they should go in life. They help students learn which way is the right way.

They even help students move on to other paths. Extracurricular activities are important to

students and they should not be cut.

3.3) Familiarity

Familiarity is a big impact when it comes of choosing your course because when

you are not familiar or does not have a quick background about the course you will take up

you might be innocent in terms of the course and subjects you will have if ever you are not

familiar. Also it can affect/s your future decision in life so that it's important that you are

familiar to what course you will be taking in college.

3.4) Economic Stability

Economic stability can affect the career decidedness of the students especially if

they are depending on their parents income. The students will have their problem in terms

of choosing their course if they are not financially stable because it can affect their life

choices.

3.5) Influence of other people.

 41

This factor got the least score that affects the career decision making of a student.

The family is a major influence on career development of individuals as it is the reference

point for many decisions and attitudes that the adolescent develops (Sands, 2011). But most

of the time the interest of the student dominate the decision process.

4.) What is the relationship of the Confidence Level from the career decidedness of Grade

12 Students of PVMIS?

There is no relationship between Level of Self-esteem and the Career decidedness

of Grade 12 students of PVMIS.

Conclusion:

This study concluded that there is a high self esteem based on the result. Students

find it desirable to surround themselves to other people and express themselves with high

confidence. Students who have high self-esteem are chosen by others to be partners in

school projects, and at social events. Results of the study showed that self- esteem is not

affected by how well a student does in school. Further research needs to be done in order

to find ideas and result about self esteem and academic achievement. Also if one individual

has a high self esteem she/he can express his/her opinion and ideas as a student. This study

will hopefully influence research in the future. Having a high self esteem will help students

succeed academically. Obstacles that students face every single day can leads to a better

and right path if they have a high self esteem.

 42

Recommendation:

First recommendation is the size of the population of this study. The population

used in this study was a small number or group of people. For the better results, a larger

number should be used and larger population. Observe the behavior of the students if she/he

is able to express his/her thoughts and ideas. Also test them if they are able to do their

performace or task confidently. Studies conducted in the future should have a more detailed

questionnaire to get accurate findings and results on students self esteem. The last

recommendation measuring self esteem is the mood of a students, this can affect the

outcome of a self esteem.

 43

REFERENCE

Atitsogbe, K. A., Moumoula, I. A., Rochat, S., Antonietti, J. P., and Rossier, J. (2018).

Vocational interests and career indecision in Switzerland and Burkina Faso: cross-cultural

similarities and differences. J. Vocat. Behav. 107, 126–140. doi:

10.1016/j.jvb.2018.04.002

Hall, C. S., Linzey, G. (1957). Rogers self-theory. "Theories of personality". (pp. 515–

551). New York: John Wiley & Sons, Inc

(Hirschi 2011; Lounsbury et al. 1999).

King, et al.(2010)

Levy and Baumgardner (1991)

Levin, Nimrod & Braunstein-Bercovitz, Hedva & Lipshits-Braziler, Yuliya & Gati, Itamar

& Rossier, Jérôme. (2019). Testing the structure of the Career Decision-Making

Difficulties Questionnaire across country, gender, age, and decision status. Journal of

Vocational Behavior.

McLeod, S. A. (2014, Feb 05). Carl Rogers. Simply Psychology.

https://www.simplypsychology.org/carl-rogers.html

The Associations Between Career Decision-Making Difficulties and Negative Emotional

States Article Nov 2019 J CAREER DEV

Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as

developed in the client-centered framework. In (ed.) S. Koch, Psychology: A study of a

 44

science. Vol. 3: Formulations of the person and the social context. New York: McGraw

Hill.

Essays, UK. (November 2018). Empathy unconditional positive regard and congruence. Retrieved

from https://www.ukessays.com/essays/psychology/empathy-unconditional-positive-

regard-and-congruence-psychology-essay.php?vref=1

Burks, D. J., & Robbins, R. (2011). Are you analyzing me? A qualitative exploration of

psychologists’ individual and interpersonal experiences with authenticity. The Humanistic

Psychologist, 39(4), 348–365. doi:10.1080/08873267.2011.620201.CrossRefGoogle

Scholar

Quatman T, Watson CM. Gender differences in adolescent self-esteem: An exploration of

domains. Journal of Genetic Psychology. 2001;162(no. 1):93–117. [PubMed] [Google

Scholar]

Wattles, D. W. (2009). The science of getting rich. Business Journal, 4-45 retrieved from

https://www.academia.edu/37443809/CAREER_CHOICE_OF_STUDENTS_BASIS_FOR_CURRICUL

AR_OFFERING_OF_SENIOR_HIGH_SCHOOLS_IN_REGION_XI

Splaver, S. (1977). Your personality and your career. New York, NY: Julian Messner.
 45

APPENDICES
 46

Appendix A

PALM VALLEY MULTIPLE INTELLIGENCE SCHOOL, INC

483 Denmark St., Alaminos Heights Subdivision, Alaminos, Laguna
A DepEd-Recognized Educational Institution

November 15, 2019

Mrs. Edna G. Ramos

School Principal

Dear Madam:

Good day!

We are Group 3 from Grade 12-ABM students and we are in the process of working our research
paper entitled “The Level of Self-Esteem and The Career Decidedness of Grade 12 Students ”.

We would like to ask for your kind permission to allow us to conduct on the 25 th of November
2019. This survey will only take
3-5 minutes. All information provided will be kept with utmost confidentiality and would be used
only for academic purposes.

We really respect your decision and we are hoping for your consideration.

Thank you!

Respectfully yours,

MARC GABRIELLE M. RIVERA KYLE FRIZTINE C. CASTRO GERALDINE E.

SAHAGUN

Noted by:

ANNE LOUISE CAPERIŇA, M.A.

Practical Research 2- Teacher

Approved by:

EDNA GABRIDO-RAMOS, M.A., Ed. D. cand.

 47

Appendix B

PALM VALLEY MULTIPLE INTELLIGENCE SCHOOL, INC

483 Denmark St., Alaminos Heights Subdivision, Alaminos, Laguna
A DepEd-Recognized Educational Institution

DEMOGRAPHIC PROFILE
Name:_______________________________ Gender: _______Age:
_______
Section:___________
Religion________
1st Choice of Course: ________________________________________
Preferred School/University: _________________________________
Socio Economic Status:
5,000-10,000
11,000-15,000
16,000-Above
Former School: ____________________________________
Type of School: ____________________________________
Mother’s Educational
Attainment:_____________________________Occupation:_________
Father’s Educational Attainment: _____________________________
Occuption:_________

Good day! We are Group three (3) of Grade 12-ABM we are conducting a survey about “

The Level of Self-Esteem and the Career Decidedness of Grade 12 Students” wherein we

will be able to find out how students decide on their chosen career.
 48

A.) Level of Self-Esteem

Genuineness Strongly Agree Disagree Strongly

Agree Disagree

1.) I have a great feeling

that I do not know myself

very well.

2.) . I cannot understand

what I am really feeling

deep within me.

3.) I am living in

accordance of my values

and beliefs.

4.) I can be myself during

my day-to-day activities.

5.) I feel free when i

express my emotions with

other people,

Acceptance

1. 1.) The painful experiences

I have make it difficult for

me to value myself.

2. 2.) My painful experiences

and memories make it

 49

difficult for me to live a

life that I would value

3. 3.) I am worried about not

being able to control my

thoughts and feelings.

4 4.) The painful experiences

I can recall prevent me

foon having a satisfied and

fulfilling life.

5.) It seems like most

people are handling their

lives better than mine.

Strongly Agree Disagree Strongly

Empathy Agree Disagree
1. 1.) When someone feels
excited, I tend to be
excited too.
2. 2.) The misfortunes of the
surrounding people do not
affect me.
 50

3. 3.) It makes me upset

whenever someone gets
disrespected.
4. 4.) When someone is
unhappy I do not feel
anything at all.
5. 5.) I have a great feeling of
happiness whenever I
makes someone feel
better.

B.) Career Decidedness

Interest in Field Strongly Agree Disagree Strongly

Agree Disagree
1.) I know the
qualifications I need to
possess with regards to my
preferred course.
2.) I am aware that my
preferred course is suited
for my skills and abilities.
3.) I chose the career I
want based on the current
trends.
4.) I considered my
preferences when I made
my decision.
5.) My ideal career is one
of the factors I considered
 51

in making a career
decision.

Academic Activity Strongly Agree Disagree Strongly

Agree Disagree
1.) I can handle the
subjects waiting for me in
my college years.
2.) I am not worried with
the academic activities
needed for my future
career.
3.) I am having a hard time
in doing my projects,
homeworks, etc.
4.) The activities
embedded with my course
worried me.
5.) I believe that I can
finish the tasks accounted
to me.
 52
Familiarity Strongly Agree Disagree Strongly
Agree Disagree
1.) I believe that the skills I
have are important to the
course that I will be taking in
college.
2.) The potentials I have will
be very useful in my chosen
course.
3.) I believe that the
qualifications I possess is
appropriate from my preferred
course.
4.) I believe that the knowledge
I have with regards to my
chosen course plays an
important role for me to be
successful in my career.
5.) My expected regarding my
future career if near from what
I think.

Economic Stability Strongly Agree Disagree Strongly

Agree Disagree
1.) I consider the financial
resources of my family in
choosing my college course.
2.) The financial status of my
parents affects my career
decision-making.
 53

3.) I know that my chosen

career is appropriate from mym
parents financial status.
4.) Our status in life must
consider in choosing a career.

5.) I chose the

school/university that I prefer
based from its location and the
monetary expenses that I will
encounter.

Influence of other people Strongly Agree Disagree Strongly

Agree Disagree
1.) My family helps me in
formulating my career
decision.
2.) When choosing my
preferred courses, my
peers play a significant
role during the career
decision making process.
3.) I tend to be more
encouraged in pursuing
my preferred course
whenever someone
encouraged me to pursue
it.
 54

4.) Social media

influencers play a
significant role on my part
when choosing the right
course.
5.) I always consider my
teachers recommendations
and suggestions with
regards to the most
preferred course.
 55

Appendix C

A.) Level of Self-Esteem

ABM ( Accountancy and Business Management )

STEM-A ( Science, Technology, Engineering, and Mathematics )

 56

STEM-B ( Science, Technology, Engineering, and Mathematics )

HUMSS ( Humanities and Social Sciences)

 57

B.) Career Decidedness

ABM ( Accountancy and Business Management )
 58

STEM-A ( Science, Technology, Engineering, and Mathematics )

STEM-B ( Science, Technology, Engineering, and Mathematics )

 59

HUMSS ( Humanities and Social Sciences)

Appendix D

Respondent’s Number Self-Esteem Career Decidedness

1 Acceptance Interest in Field

2 Genuineness Familiarity

3 Genuineness Economic Stability

4 Empathy Economic Stability

5 Acceptance Economic Stability

6 Genuineness Economic Stability

7 Acceptance Interest in Field

8 Empathy Academic Activity

9 Empathy Interest in Field

 60

10 Acceptance Interest in field

11 Empathy Interest in Field

12 Acceptance Interest in Field

13 Acceptance Economic Stability

14 Genuineness Influential People

15 Empathy Economic Stability

16 Genuineness Economic Stability

17 Genuineness Economic Stability

18 Empathy Interest in Field

19 Acceptance Academic Stability

20 Genuineness Interest in Field

21 Genuineness Influential People

22 Empathy Economic Stability

23 Empathy Economic Stability

24 Empathy Familiarity

25 Genuineness Economic Stability

26 Genuineness Economic Stanbility

27 Acceptance Economic Stability

28 Empathy Economic Stability

29 Genuineness Influencial People

30 Genuineness Familiarity
 61

O E 0-E (O-E)2 (O-E)2

E
3 2.4 0.6 0.36 0.15

2 0.8 1.2 1.44 1.8

3 5.2 -2.2 4.84 0.93

3 2.8 0.2 0.04 0.01

1 0.8 0.2 0.04 0.05

3 2.2 0.8 0.64 0.29

0 0.73 -0.73 0.53 0.73

5 4.76 0.24 0.06 0.01

3 2.56 0.44 0.19 0.07

0 0.73 -0.73 0.53 0.73

0 1.4 -1.4 1.96 1.4

0 0.47 -0.47 0.22 0.47

5 3.03 1.97 3.88 1.28

1 1.63 -0.63 0.39 0.24

1 0.46 0.54 0.29 0.63

TOTAL 8.79