Chapter I

INTRODUCTION

A. Background of the Study

Teenage fatherhood has brought about unique challenges, as these young

individuals have to balance their academic responsibilities with the demands of being
a parent. It is crucial to understand how these responsibilities interact and whether
they impact each other. By studying the relationship between academic and parental
responsibility, we can gain insights into the experiences of teenage fathers and
identify any potential areas for support or intervention. According to The National
Institutes of Health, teenage fatherhood has been increasing, teenage fatherhood is
a topic that has been receiving increasing attention in recent years. In particular,
teenage fathers' academic and parental responsibilities have been the focus of many
studies. However, despite these challenges, it is widely recognized that being a
teenage father is not easy. Teenage fathers want to raise healthy, happy, and
well-adjusted children by providing them with educational, social, and emotional
tools to help them succeed in life.
The study on the relationship between the academic and parental
responsibility of teenage fathers among students at Tumauini Stand-Alone Senior
High School aims to understand the challenges faced by teenage fathers and
how they affect their academic and parental responsibilities. This study is
significant because teenage fatherhood is a complex issue that affects not only
the individual but also society as a whole. Teenage fathers often face several
challenges, such as emotional, social, and economic issues. These challenges
can negatively impact their academic performance and their ability to fulfill their
parental responsibilities. Moreover, teenage fathers may also face discrimination
and stigma, which can make it harder for them to balance their responsibilities.
The study will use a mixed-method approach, including surveys and interviews,
to gather data from teenage fathers attending Tumauini Stand-Alone Senior High
School. The surveys will provide quantitative data on the academic and parental
responsibilities of teenage fathers, while the interviews will provide qualitative
data on their experiences and challenges.
The findings of this study have benefited not only teenage fathers but also
parents, educators, and policymakers. Our study provides insights into the
challenges faced by teenage fathers and how to support them in their academic
and parental responsibilities. Additionally, our study highlights the need for
comprehensive sex education and support services for teenage fathers. In
conclusion, the study on the relationship between the academic and parental
responsibility of teenage fathers among students at Tumauini Stand-Alone Senior
High School is a vital step in understanding the challenges faced by teenage
fathers and how to support them in their academic and parental responsibilities.
The findings of our study have a big contribution to the development of policies
and programs that can help teenage fathers fulfill their responsibilities and
achieve their full potential.
 B. Statement of the problem

This study aims to determine the relationship between the Academic and
Parental Responsibility of Teenage Fathers among Students at Tumauini Stand-
Alone Senior High School.

Specifically, this study aims to answer the following questions:

1. Profile of the respondents in terms of:

1.1 Age
1.2 Socio-Ecomic Status

2. What are the responsibilities of the Teenage Fathers in terms of:

2.1 Parental Responsibility
2.2 Academic Responsibility

3. Is there a significant relationship between the Academic and Parental

Responsibility of Teenage Fathers among students at TSASHS?

C. Hypothesis

HO: There is no significant relationship between Academic and Parental

Responsibility of Teenage Fathers among Students at Tumauini Stand-Alone Senior
High School
HA: There is a significant relationship between Academic and Parental Responsibility
of Teenage Fathers among Students at Tumauini Stand-Alone Senior High School

D. Scope and Delimitation

The study had already aimed to explore the impact of becoming a teenage father
on the academic performance and overall responsibilities of the students at
TSASHS. It examines the Relationship between Academic and Parental
responsibility of teenage fathers among students at TSASHS. The research has
been conducted among students at Tumauini Stand-Alone Senior High School
who have become fathers during their teenage years. The study involved
collecting data through surveys and interviews to gather insights into the
experiences and perceptions of these teenage fathers. However, it is important to
note that this study has certain limitations and delimitations. The research has
only focused on teenage fathers in students at Tumauini Stand-Alone Senior
High School, which may limit the generalizability of the findings to other schools
or grade levels. Additionally, the study did not include teenage mothers or non-
parent students, since our focus is specifically on teenage fathers.
E. Conceptual Framework

Input Process Output

Knowing the
1. Age 1. Profiling the
relationship between
2. Parental respondents
Academic and parental
Responsibility 2. Administration of the
responsibility of
3. Academic questionnaire
teenage fathers among
Responsibility 3. Data analysis
students at TSASHS
4. Socio-Economic
Status

FEEDBACK

Figure 1. Conceptual Framework Model

This part of the research includes a discussion about the conceptual model of the
study. The researchers adopted the Input Process Output (IPO) Model as shown in
Figure 1. The input illustrates the respondents’ age, parental responsibility, academic
responsibility, socio-economic status, and the motivational factors that affect the
academic and parental responsibility of being a teenage father in Grade 12 and
Grade 11 students at TSASHS. This input is relevant as the variable to determine the
output of the study. The process involves the profiling of respondents with the use of
survey questionnaires and the analysis of quantitative data gathered from the
respondents. The process is another relevant part of the research to determine the
Motivational factors: its level of influence on the academic performance of students
at risk at Tumauini Stand-Alone Senior High School (TSASHS).

F. Theoretical Framework
Our research has utilized various viewpoints to investigate particular facets of early
fatherhood. The goal of the research is to learn more about how young men
integrate being a parent into their adolescent identity and how external factors affect
this process. Our study is guided by three main research perspectives: ecological
systems theory, the concept of self and identity, and a developmental framework.
According to psychologists, the teenage father is associated with academic and
parental responsibility that might affect the future of their children. Stephen Kendrick
outlines seven roles that a father plays in the life of his family: provider, protector,
leader, teacher, helper, encourager, and friend. That can help with aspects of time
management and being at academics while being a parent.
Moreover, Matthew Jacobson has a motivational quote “Behind every young child
who believes in himself is a parent who believes first.” However, the directness of
this motivation deals with teenage fathers that Most psychologists and educators use
motivation as a word to describe those processes that can, Fatherly love helps
children develop; a.) a sense of their place in the world which helps their social; b.)
emotional; c.) and cognitive development and functioning.

G. Significance of the study

The study aims to provide valuable information on the correlational study of

academic and parental responsibility of teenage fathers among students in Tumauini
Stand–Alone Senior High School. The following will be the beneficiaries of the study:

Students. Knowing the impact of being a teenage father while in academic and
parental responsibility may help them to improve their knowledge on what actions to
avoid in academic and parental responsibility. This can result in the students having
more time to study, allowing them to balance their academic and parental
responsibilities.

Teachers. Knowing how to teach more effectively when teenage fathers doing their
responsibilities while being a student. So, they will be more flexible in teaching so
that the students can learn effectively and will not get behind on the competencies
that are being taught.

Future Researchers. The study will provide baseline data as a basis for future
researchers on the impact of academic and parental responsibilities on students.
The study will also provide them with new insights regarding the study of academic
and parental responsibilities.

H. Definition of Terms

To better understand the terms being used in the study, the following terms were
defined conceptually and operationally.

Academic responsibility. The learning style of a young father inside the classroom
or their performance in school.

Parental responsibility. The duties and obligations of being a parent, while

studying.

Teenage fathers. A 13 – 19-year-old who becomes a teenage father.

Responsibility. A Teenage Father's actions, obligations, or doing their roles/duties

in their academic and parental roles.

Time Management. Balancing their time between a relationship of students being

teenage fathers towards their academics and parental responsibility.
Obligation. The duty or responsibility of Teenage Fathers to fulfill a task or meet a
requirement in being parents at the same time on their academic responsibilities.

CHAPTER II
REVIEW OF RELATED LITERATURE

AGE
According to Mvue et. al. April 24, 2018, Drawing on findings from a qualitative
based study with twenty teenage fathers aged between seventeen and nineteen
years old, we examine how they talk about two highly sexualized gatherings –
umhlalaphansi (an overnight Zulu dance ceremony) and inkwari (a weekend-long
rave-like party). We find that these social and cultural gatherings provide
opportunities to express gender and sexuality whilst simultaneously increasing
the risk for early childbearing. According to Jennifer Beggs Weber et. al. January
18, 2018, Using in-depth interviews with twenty-six teen fathers, I explore how these
young men negotiate the absent-father discourse in making sense of their identities
as young dads. I find that teen fathers draw on culturally available notions of gender
and age in their attempts to construct and maintain good-dad identities. Teen fathers
deploy the expectation that “most dad’s aren’t around” to “lower the bar” and elevate
their own performance by comparison. Teen fathers also feel the need to defend
themselves from the discourse’s assumptions by invoking tropes of adult masculinity
—insisting that “fatherhood means stepping up” and “being a man.” Because the
fathers are unable to meet all the expectations of adult manhood, they create an
escape hatch for themselves by citing their own adolescence and claiming a need for
youthful freedom. Ironically, by invoking gendered and aged norms of adulthood, the
fathers reify those norms into something harder to escape. Additionally, Weber et.
al. January 18, 2019 Teen fathers also feel the need to defend themselves from the
discourse’s assumptions by invoking tropes of adult masculinity—insisting that
“fatherhood means stepping up” and “being a man.” Because the fathers are unable
to meet all the expectations of adult manhood, they create an escape hatch for
themselves by citing their adolescence and claiming a need for youthful freedom.

SOCIO-ECONOMIC STATUS
The Main Findings according to Rantho et. al September 4, 2021: The study
found that teenage boys are not immune to the challenges of parenthood. More
like their counterparts, teen fathers experience psychological and socio-
economic challenges as far as parenthood is concerned. Moreover, Stanton et.
al. July 2019 Stated that there is also evidence that adolescent fathers were
disproportionately Black or Latino (vs. White), had lower academic competence,
engaged in more delinquent behavior (e.g., vandalism), and had peers who
engaged in more anti-social behaviors. Articles on the outcomes of adolescent
fatherhood (k = 23) yielded consistent evidence that their offspring are at greater
risk of being preterm or low birthweight and psychological disorders as compared
to the offspring of adult fathers. The results of the findings according to Green et. al.
December 12, 2018. Latino teen fathers came from families with lower educational
attainment and greater reliance on public assistance. No statistically significant
differences by race and ethnicity were found in parental involvement, school
connectedness, marijuana use, and delinquency during adolescence. By their early
20s, a lower proportion of African American teen fathers were married compared to
White and Latino teen fathers. By young adulthood, adjusted regression analyses
showed that African American teen fathers were more likely to be arrested and
earned a lower mean income than White teen fathers. Findings suggest that African
American teen fathers, while no more disadvantaged or delinquent than the other
two groups in their adolescence, experience greater accumulation of disadvantages
over the life course. Intervention

programs must consider the broader social and institutional context that may
contribute to the disproportionate disadvantage among African American teen
fathers in their young adulthood. Additionally, according to Takagishi et. al. May 1,
2021. Birth rates among adolescents and young women 15 to 19 years of age have
declined overall and for each race and ethnicity group in 2017, the year of the most
recent available data. Overall teen birth rates were 18.8 per 1000 live births and
have declined 51% since 2007 and 67% since 1991, with the greatest decline among
15- to 17-year-olds. American Indian or Alaskan native teenagers had the highest
birth rates (32.9 per 1000), followed by Hispanic (28.9 per 1000), Black (27.5 per
1000), and white teenagers (13.2 per 1000). Repeat birth rates in teen mothers have
also declined from 20% in 2004 to 17% in 2016. This decline is likely attributable to
the increase in sexual education and/or increased contraception use among this
population over the past 20 years. Despite the perceptions that teen mothers have
high preterm birth rates (10.3%), the highest rates of preterm births occur in women
40 years and older (14.6%). However, among teen births, mothers younger than 17
years are at increased risk of preterm delivery, of delivering low birth weight infants,
and of neonatal mortality, compared with older teen mothers.

PARENTAL RESPONSIBILITIES
According to the findings of Mashilo et. al. December 1, 2018. The study
showed that a substantial majority of participants had feelings of stress when they
discovered that they were teenage fathers. While, an overwhelming majority of
teenage fathers reported that they were unprepared for their new role as fathers. In a
nutshell, teenage fathers are psychologically, socio-economically and emotionally
affected by teenage fatherhood. The study concludes that teenage fathers’
experiences are negative as far as fatherhood is concerned. They are overwhelmed
by responsibilities that come with becoming a father. The study recommends that
Social Workers, Psychologists and other related professionals should develop
primary prevention and early intervention programmes that are focused on
addressing teenage fatherhood. Moreover, Mousavi et. al. 2019 The results showed
that direct paths are all positively significant, the indirect path showed that
parental alliance is significant through parental involvement in the self-regulation
of learning and the indirect effect of parental alliance through parental
involvement on social competence is not significant. However, Madiba et. al. July
2018 The Findings: Four themes emerged from the data; (a) reacting to being a teen
father, (b) transition to becoming a father, (c) perception of self as a father, and (d)
involvement with the child. Fatherhood came as a surprise to teen fathers who
reacted with shock, denial, and fear. Their perceptions of good fathers were limited
to a financial provider for the child. Most were transformed by the experience of
being a father. According to Castillo et. al. March 9, 2021 Results indicate that the
contribution of fathers to adolescent SP implies PI, considering that the direct effect
of SES on SP is significant but small in comparison to the mediated path through PI.
This article addresses the relevance of father’s contribution through involvement to
understand the SP of adolescents, suggesting issues for studying the role of fathers
in the adolescent’s outcomes. Based on Stanton et. al. July 2019 The aims of this
systematic review were to identify evidence-based factors that increase the
probability of adolescent fatherhood and to identify outcomes that differ between
adolescent fathers compared to two other groups, namely adult fathers and non-
father age peers. The current study used a theoretical framework, Parke's systems
view, to guide the review. However, Madiba et. al. July 2018. The aim of the study
was to explore teen fathers’ perceptions and experiences of fatherhood.
Methods: Twenty-five teenagers who fathered a child between 16-19 years
participated in in-depth interviews. Teenagers were selected using purposive
sampling from two high schools in a rural district in Limpopo Province, South
Africa. NVivo data analysis software was used to facilitate data analysis of
verbatim transcripts using thematic data analysis. Findings: Four themes
emerged from the data; (a) reacting to being a teen father, (b) transition to
becoming a father, (c) perception of self as a father, and (d) involvement with the
child. Fatherhood came as a surprise to teen fathers who reacted with shock,
denial, and fear. Their perceptions of good father were limited to a financial
provider for the child. Most were transformed by the experience of being a father.
They wanted to be good fathers and planned to complete school and get
employment. The relationship with the child’s mother and lack of financial means
to support the child were significant barriers to involvement in the life of their
children. Conclusion: Given the high incidence of teenage pregnancy in South
Africa, prevention of teen pregnancy interventions should design appropriate
programs for teen fathers to prepare them to transition from teenagers to
fatherhood. Healthcare professionals who engage with teen mothers during
antenatal and post-natal care could use this opportunity to engage with teen
fathers to empower them to cope with fatherhood Additionally, Bully et. al. June
20, 2019 Data showed that both for males and females, the same structure of
parent–teenager relationship predicted teenagers’ academic performance, via
psychological and school maladjustment. However, the intensity of the relationship
between parental acceptance and teenagers’ results in all the other factors differed
depending on teenagers’ gender. Fathers’ influence was greater in males, and
mothers’ influence was higher in females. According to Deater-Deckard et. al.
November 13. 2018. The present study investigated the associations between
parenting styles and parent–adolescent relationship factors, examined the
mediating effects of adolescents’ expectations of behavioral autonomy and
beliefs about parental authority, and explored whether adolescent gender
moderated these effects. Results from a sample of 633 Chinese adolescents (7th
grade: Mage = 13.50 ± 0.62 years, 9th grade: Mage = 15.45 ± 0.67 years, 11th
grade: Mage = 17.30 ± 0.75 years) suggested similar levels of parent–adolescent
conflict frequency for all parenting styles. However, for parent–adolescent conflict
intensity, youth of neglectful and authoritarian parents reported higher levels
compared to those with indulgent parents. The highest levels of cohesion with
both parents were reported by adolescents with authoritative parents, followed by
indulgent, authoritarian and neglect parenting styles. Cohesion with mothers for
youth with authoritative or indulgent mothers was higher for girls than boys.
Adolescents’ expectation for behavioral autonomy mediated the links between
parenting style and conflict, whereas adolescents’ beliefs about the legitimacy of
parental authority mediated the links between parenting style and cohesion;
some of these mediating effects differed by gender. Findings highlight the
importance of studying the potential effects of adolescents’ values and attitudes
within the family system in specific cultural contexts.However, according to
Broadfield et. al. August 2018. Twenty teenage fathers between ages 13 through
19 are surveyed around the relationship between levels of involvement with their
children as related to their treatment as a child. Data are randomly gathered from
attendees of Boys Clubs and Public Housing Recreation Centers. Subjects were
administered five pencil-and-paper surveys: (a) Parental Stress Index-Short
Form, (b) Empathy scale of Adolescent Adult Parenting Inventory, (c) Inventory of
Parent and Peer Attachment, (d) Father Infant Involvement Scale, and (e)
demographic questionnaire. The study revealed a significant inverse correlation
between financial involvement and alienation of the teen father’s father. This
suggests that teen fathers who are more involved with their own fathers probably
internalize a more traditional provider role and contribute more financially to the
raising of their children. Study is similar to Bucklin, J.E. (1999). Additionally,
Rowshani et. al. October 31, 2021. The results showed that direct paths are all
positively significant, the indirect path showed that parental alliance is significant
through parental involvement on selfregulation of learning and the indirect effect of
parental alliance through parental involvement on social competence is not
significant. Therefore, creating empathy between parents in adopting parenting
practices by increasing their level of involvement in performing or advising children
for academic and non-academic activities can have positive academic achievements
such as increasing selfregulation in learning and social competence.

ACADEMIC RESPONSIBILITY
According to Albiso et. al. June 23, 2023 Based on the findings; it showed that there
is a very low negative correlation between the two variables. Thus, there is no
significant correlation between PI and AP among JHS students, r (30) =-. 06, p=. 74.
With these results, the null hypothesis was not rejected since the p-value is greater
than the significance level, p>. 05. Therefore, PI does not affect the AP of the
students. Findings suggest that educational staff and administrators be able to
identify other factors that influence the AP of the students. In the study of Zaranis et.
al. December 2019. This study presents the main findings from a research
conducted with 293 families in Greece between September 2018 and November
2018. It reports on parents’ perceptions regarding children’s usage of smart mobile
technologies both at the home and the kindergarten context. The study results show
that most of the parents have positive attitudes towards the use of these
technologies. Parents want to support their children’s learning and seek to provide a
stimulating home learning environment for them. Parents’ answers seem to
differentiate depending on socioeconomic background, age and education. Older
and less-educated parents seem unable to adapt appropriately to rapid technological
progress and thus cannot effectively exploit the advantages that mobile learning
technologies have to offer to children. On the contrary, younger parents or parents
with a higher education level seem to more easily adapt to the new conditions
striving to develop a better learning environment at home. However, the positive
parents’ attitudes about mobile learning are hampered by the lack of the knowledge
about the choice of apps with ‘substantial educational value’ as well as their use,
particularly in the domestic environment. We anticipate that the findings from this
study would provide valuable information for early childhood researchers,
stakeholders and teachers leading to better learning digital experiences and even
better outcomes for young aged children. The main findings of Beckman et. al. April
04, 2019. Teens between the ages of 13-19 in enrolled in education, juvenile
court/detention center, and local service agencies located in Miami Valley, Ohio will
be studied using multistage cluster random sample. Collection/Analysis: A voluntary
mobile-online survey will be sent out to the teachers, social workers in the court
system and social workers at the social service agencies to distribute to their
teenage students and clients. Three statistical tests will be run using SPSS software.
Frequency distribution and Chi-square will compare teens living with a biological
father, a father figure, or no father figure. One-way ANOVA will examine the
differences in social functioning among teens with a biological father, father figure, or
no father figure. Expected Findings: We expect to find higher social function in teens
with an involved biological father who lives in the home. We also expect to find teens
with father figures to have lower social functioning than those with biological fathers
living in the home, while having higher social functioning than those with no
biological father or father figure. Keywords: Father-figure, social functioning, teens,
fatherless, biological father. However, according to Redondo et. al. June 25, 2019.
The sample comprised 823 students (416 males and 407 females) from the Basque
Country (Spain), with ages ranging between 12 and 16 years (M = 13.7, SD = 1.2).
Students completed a sociodemographic data form, the PARQ-Control
questionnaire, and the BASC-S3 test. Teachers answered an ad hoc question on
each student’s academic performance. The data showed that, both for males and
females, the same structure of parent–teenager relationship predicted teenagers’
academic performance, via psychological and school maladjustment. However, the
intensity of the relationship between parental acceptance and teenagers’ results in all
the other factors differed depending on teenagers’ gender. Fathers’ influence was
greater in males, and mothers’ influence was higher in females. This study is
considered a starting point for a theoretical model predicting academic performance
and psychological and school maladjustment among teenagers . Moreover, Futris et.
al. 2018 findings suggest that labeling all adolescent fathers as “at-risk”
misrepresents them as a homogenous group and ignores the variability of behaviors
and experiences affecting their education.
 CHAPTER III
METHODOLOGY

A. Research design

Our study used a descriptive correlational research design to determine the

relationship between the academic and parental responsibility of teenage fathers
of Tumauini Stand-Alone Senior High School.

A descriptive design has used to present the profile of the respondents using
frequency count. On the other hand, the correlational design will be used to show
the relationship between the respondents’ academic and parental responsibility.

B. Locale of the study

The study has been conducted at Tumauini Stand-Alone Senior High School,
which is located in the municipality of Tumauini, in the province of Isabela,
Philippines. The study will focus on teenage fathers who are currently enrolled as
grade 11 and grade 12 students in this institution.

C. Respondents of the study

The respondents of this study are the Grade 11 and Grade 12 teenage fathers
who were officially enrolled during the School Year 2023-2024 at Tumauini Stand-
Alone Senior High School, Tumauini, Isabela.

Listing of all the Grade 12 and Grade 11 teenage father’s students is secured
from the school’s senior high school registrar. The exact number of respondents is 6.

D. Sampling procedure

The study utilized the purposive sampling method in the selection of the
respondents, a technique used to select the specific students used for analysis
which is the teenage fathers.

E. Data gathering instrument

Survey questionnaire will be given to those who are involved in this research the
teenage fathers. The interview questions focused on the Problems and experiences
encountered by parents in their different parenting styles.

F. Data gathering procedure

To have a systematic flow of conducting the study, the researcher will do the
following steps:
1. Secure permission to the school for the gathering of data procedure and to
administer the data gathering instrument.

2. The researchers will personally administer the questionnaire to the respondents.

The gathered data will be confidential and will be utilized only for the said research
purposes, tabulated, analyzed, and interpreted to determine the relationship between
the academic and parental responsibility of teenage fathers of Tumauini Stand-Alone
Senior High School.

G. Data collection

An Open-Ended interview is used to collect information on the problems they

experience or encounter with their Teenage Father towards their academic
Responsibility and Parental Responsibility.

H. Data analysis

By gathering the total of teenage fathers here in Tumauini Stand-Alone Senior

High School, a statistical instrument of frequency and proportion can total the
population of teenage fathers in Tumauini Stand-Alone Senior High School and also,
we can compute the total average of teenage father’s students here in Tumauini
Stand-Alone Senior High School.
 Age N Percentage
19 4 66.67%
20 2 33.33%
CHAPTER IV Total =
100%
6
Table 1: Profile of the Respondents

Table 1.1 Age

Table 1.1 Shows the summary ages of the teenage fathers. From six (6)
respondents, four (4) or 66.66% has a age of 19 while two (2) or 33.33% are the age
of 20. Therefore, the majority of the respondents age are 19 years old.

Table 1.2 Socio Economic Status

Socio Economic N Percentage

Less than 10,957 6 100%

The financial situation of the adolescent fathers is summarized in Table 1.2.

Based on the responses of six (6) respondents, the majority of monthly income of
teenage fathers who are classified as poor is less than 10,957, or 100%.

Mean N SD
Table 2: Responsibilities of
2.951 6 0.987
Teenage Fathers

Table 2.1 Parental Responsibility

Parental Responsibility Mean of Respondents

Table 2.1 shows the Parental responsibility of the teenage fathers. Among the
6 respondents, the mean of parental responsibility is 2.951 with a standard deviation
of 0.987.
Table 2.2 Academic Responsibility Mean of Respondents

Academic Responsibility Mean of Respondents

Mean N SD
3 6 1.0208

Table 2.1 shows the Academic Responsibility of the teenage fathers. Among
the 6 respondents, the mean of the academic responsibility is 3 with a standard
deviation of 1.0208.

Table 3: Relationship between Academic and Parental Responsibility of Teenage

Fathers

N Person r
Parental Responsibility 6 1
Academic Responsibility 6 -.917
0.05

Correlation is significant at the 0.01 level (2-tailed)

 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the study, the conclusions as drawn from
the findings and the recommendations based on the results of the research done.

Summary

This study found out a correlation study of academic and parental responsibility
of teenage fathers at TSASHS.

Out of 6 respondents of the study there were more 20 years old respondents
than 19 years old respondents. Moreover, all of the respondents were classified
as poor based on their socioeconomic status which is less than 10,957.

The result of the correlation of academic and parental responsibility of teenage

fathers has a value of 0.0415 which is highly significant it means that the null
hypothesis is rejected. Therefore (put your alternative hypothesis here)

Conclusion

Based on the foregoing findings, the following conclusions were drawn:

The correlation of academic and parental responsibility of teenage fathers at
TSASHS is significantly. different when they grouped according to profile
variables. Meanwhile, it is shown in the result that there is a significant
correlation in the study of academic and parental responsibility of teenage
fathers at TSASHS.

RECOMMENDATIONS

Based on the research findings, the following recommendations are made:

Addressing the issue of teenage fatherhood requires a multifaceted approach

that involves education, support, and open communication. Here are ten
recommendations and pieces of advice that can help prevent teenage
fatherhood:

1. Comprehensive sex education programs and support services: can help

teenage fathers balance academic responsibilities with parental duties, leading to
improved academic performance. Adolescent fathers can achieve better academic
results by learning how to manage their parental and academic responsibilities with
the aid of comprehensive sex education programs and support services.
2. Encourage Open Communication: Parents and guardians should foster an
environment where teenagers feel comfortable discussing sex and relationships.
Open, judgment-free communication at home can guide teens to make informed
decisions about their sexual health.

3. Access to Contraception: Ensure that teenagers have easy access to

contraception and understand how to use it. This includes not just condoms but also
an understanding of female contraceptives, emergency contraception, and where to
obtain these resources.

4. Role Models and Mentorship: Engage male role models who can speak openly
about masculinity, sex, and responsibility. Young men greatly benefit from having
positive, relatable figures who can guide them through their formative years.

5. Life Goals and Ambitions: Engage teenagers in discussions about their future
ambitions and how becoming a parent at a young age could affect those plans. Help
them set goals and understand the steps required to achieve them.

6. Media Literacy: Teach teenagers to critically assess media portrayals of sex and
relationships. This can help challenge unrealistic or harmful perceptions that might
influence their behavior.

7. Respect and Consent: Emphasize the importance of respect and consent in all
relationships. Understanding and respecting boundaries is crucial in preventing not
only teenage pregnancy.
Name (Optional): __________________________________

Age: 14 ( ) 16 ( )
17 ( ) 19 ( )
20 ( ) 22 ( )
Above 23. ( )

Socio-economic Status:
( ) Less than, 10,957
( ) ₱ 19,520 – ₱21,194
( ) ₱21,194 - ₱43,828
( ) ₱43,828 - ₱76,669
( ) ₱76,669 - ₱131, 484
( ) ₱131,484 - ₱219, 140
( ) ₱219,140 and above

Direction: Kindly put check (/) and rate yourself honestly using the following:

4 – (SA) 3 – (A) 2 – (D) 1 – (SD)

Table 2.1 Academic Responsibility

STATEMENT 3 (A)
4 (SA) 2 (D) 1(SD)
1. I believe that being a
teenage father has negatively
impacted my academic
performance.
2. I prioritize my academic
responsibilities over my
parental responsibilities.
3. I believe that being a
teenage father, I need to be
more determined to succeed.
4. I believe that being a
teenage father, it is my
responsibility to maintain my
good grades.
5. I believe that performing
well academically is the key
to a better future.
6. I feel happy when I
manage my academic
responsibility to be a positive
role model to my child.
7. I feel a sense of fulfillment
when I excel academically for
the sake of my child’s future.
8. I feel like I have to work
harder than my peers to
succeed academically.
9. I feel comfortable asking
for help about my academic
task.
10. I feel guilty when I have
to choose between my
academic task over my
parental responsibilities.

2.2 Parental Responsibility

STATEMENT 3 (A)
4 (SA) 2 (B) 1(SD)

1. I believe that being a

teenage father made me
more emphatic.
2. As a father, it’s my duty to
protect and take care of my
child.
3. I have a legal and moral
obligation to ensure the
safety and well-being of my
child.
4. I feel supported by my
school in my role as a
teenage father.
4. I believe that being a
teenage father made me
more mature.
5. I can proride all the needs
and wants of my child

6. I feel like I have to sacrifice

a lot to be a good father.

7. I feel both drained when

I am doing parental
responsibilities.
8. I feel happy when I am with
my child, and spending time
with her/him.
 9. I believe that being a
teenage father has made me
more responsible.

10. It’s my responsibility to

give attention to my child.

Kindly answer the following questions honestly. Please answer our inquiry please
specify your reason. Personal experience is accepted. Thank you!

1. How do teenage fathers manage their parental responsibilities?

Answer:
_______________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________

2. How do teenage fathers balance their academic obligations?

Answer:
_______________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________
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