Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter will present the focused areas of the discussions on the reviews of related
literature and studies that are very important anchors to support the concept of parental
pressure. It consists of literatures from books and other published or unpublished materials,
journals, and articles and internet resources. This is divided into two sections: the first section is
the related literature, and the second section is the related studies.

Related Literature
A review of related literature provides the researchers a background regarding the aspects
which had been studied and had a relevance on the work at hand. This gives the overviews of
what is known so far of the topic. Parental pressure has been a significant and multifaceted
element in the development and well-being of children and adolescents. Numerous scholarly
works have explored the diverse dimensions of parental pressure, encompassing its influence
on academic performance, psychological health, and social interactions. This review delves into
the existing literature, analyzing the various forms of parental pressure, its sources, effects, and
potential mitigating factors. Understanding this complex interplay is crucial in comprehending
its implications on the younger generation's overall growth and the dynamics within familial
relationships. And the following are the focused areas of related literature and studies to help
illuminate the concept. Parental pressure is a common phenomenon that has been studied in
various contexts. It refers to the emotional stress that parents impose upon their children,
often related to academic performance, sports or other extracurricular activities, cultural or
social standards, appearance, friendships, and romantic relationships. While parental pressure
often starts with good intentions, it can have a profound effect on a child's mental health and
self-esteem. In this review of related literature, we will explore the effects of parental pressure
on different aspects of a child's life, including their educational choices, self-efficacy, academic
achievement, and mental health.

PARENTAL PRESSURE AND ACADEMIC ACHIEVEMENT

Parental pressure is the emotional stress parents tend to put on their children and is often
related to academic success, cultural and social standards, and other factors (Topor D., Keane
S., Shelton T., Calkins S., 2010). Adolescents experience many issues during development
phases, such as career, academic struggle, mental health, and social skills. In addition, other
aspects can impact the outcome of adolescents, such as parents, family, friends, and
 environment. Parenting style is one of the significant factors influencing adolescent academic
performance. Therefore, how parents treat their children will determine their academic
performance. This study aims to explore the parental pressure on academic achievement
among adolescents. This study employed qualitative research through an in-depth interview.
The instrument has three sections, each containing five questions in the protocol document to
guide the data gathering. Next, purposeful sampling was utilized to recruit participants who
could provide in-depth and detailed information about the phenomenon (Ahmad, N., Saruhdin,
F. S., Hamdan, H. S., Zakaria, W. P. N. I., Rozaki N. J., Soffian, N. S. H. M., Karima, N. I., 2023)

PSYCHOLOGICAL WELL-BEING AND MENTAL HEALTH

Adolescence is a critical period of development. Previous research suggests parent involvement
in school directly impacts student success. However, different types of parental involvement
and the efforts of middle school personnel to educate parents about these effective practices
have received scant attention in the literature. The level and type of parental involvement, as
perceived by adolescents, is correlated with adolescent psychological well-being. Perceived
parental involvement positively or negatively affects adolescents' sense of psychological well-
being, especially self-esteem. self-evaluation, and peer relationships. Parenting style greatly
influences children's development as well (Cripps, K., 2009). Adolescence is a critical period of
development. Adolescents are continuously changing mentally. physically, and psychologically
(Santrock, 2004). They are learning more about the 'real world' and trying to strive for both
independence from parents and inclusion in social groups (Santrock & Yussen, 1984). Young
adults with low psychological well-being may encounter lower levels of happiness and
satisfaction. and self-esteem, while experiencing high levels of distress (Amato, 1994). Similarly,
adolescents who possess low psychological well-being or psychological distress may also exhibit
characteristics of low levels of happiness and self-efficacy, along with high levels of depression
(Flouri & Buchanan, 2003). The relationship between perceived parental involvement and
adolescent psychological well-being is based on two realities. The first reality, the home
environment, is the initial social arena in which adolescents have remained more consistently
under the influence and supervision of their parents. Later, these individuals begin to seek an
alternate reality, separating from parents and seeking inclusion with peers during adolescence
(Bossard & Boll. 1966, Santrock & Yussen, 1984). Adolescents begin building their own self-
concept through observing the reactions directed toward them by vital individuals in their lives
(Gibson & Jefferson, 2006).

ADOLESCENTS PERSPECTIVES ON PARENTAL PRESSURE

Parenting and development. Family, friends, and school have been found to play a strong role
in the socialization and development of children and adolescents (Gergen & Gergen, 1992). Of
 these three social influences, the family is usually the most powerful. An immediate family
usually contains at least one parent or caregiver and may also contain one or more siblings.
Larger family systems can also include grandparents, cousins, or other relatives. Of these family
members, parents have been shown to have the most influence on the development of
offspring (Bryant, Zvonkovic, & Reynolds, 2006). Parenting occurs as a part of a larger
multilayered system of daily life, which researchers sometimes call “family context”. Family
context is always relevant throughout the course of development. Furthermore, child
development factors continually interact with family context factors (Bryant, Zvonkovic, &
Reynolds, 2006). Most family context models consider this interaction to be bi-directional
(Kuczynki, Lollis, & Koguchi, 2003). In other words, parents influence their child’s behaviors, just
as the child influences her parent’s behaviors. Coleman (1998) identified that in every family
there are financial, human, and social capital, which are used and developed by members of the
family. Parenting occurs through theses avenues of capital. Financial capital refers to wealth,
whereas human capital refers to skills and capabilities of the child that parents encourage or
discourage. Social capital refers to social functions between individuals, which include
expectations, norms, sanctions, trustworthiness, and social structures within and outside the
family that enhance child development (Bryant, Zvonkovic, & Reynolds, 2006). This capital and
the broader social environment form a basis for a child’s future plans (Law, 1982).
Within the area of child development, parenting literature is mainly limited to the discussion of
parenting styles (authoritarian, authoritative, permissive, neglectful), which reflect aspects of
parental behaviour (i.e., warmth, control, punishment styles, responsiveness, and neglect) (Park
& Walton-Moss, 2012). Parental control has blossomed as its own concept in the parenting
literature and has also been applied to other disciplines and areas of study. Since little research
has examined parental pressure specifically, and since parental control is a similar and
overlapping concept, aspects of parental control will be discussed in this section.

PARENTING STYLES AND PRESSURE

Parents form the first social group in an individual's life. Their day-to-day interaction and the
way of raising their child leaves a long-lasting effect on their personality. Adolescents majorly
rely on others for their daily decisions. Their lifestyle depends on others, and they often face
role confusions, Peers arepeoplee of similar age groups that can be classmates, fiends, play
mates, etc (Bansal, S., &, Bansal, A., Dr., 2022). Ozabaci (2006) examined the relationship
between the emotional intelligence of the parents and the family environment they offer to
their children. The study revealed that parents who are emotionally stable offer a balanced and
constructive family environment to their children. Chakra and Prabha (2004) found that parents
build the personality of their ward. Their love, support, emotional bond and understanding
develop emotional competencies in them.
PEER COMPARISON AND SOCIAL NORMS
Social norms have been found to be an important factor in individuals' health and risky
behaviors. Past research has typically addressed which social norms individuals perceive in their
social environments (e.g., in their peer group). The present article explores normative social
influences beyond such perceptions by applying a multilevel approach and differentiating
between perceived norms at the individual level and collective norms at the group level. Data
on norms and three road traffic risk behaviors (speeding, driving after drinking, and texting
while driving) were obtained from a representative survey among young German car drivers
(Geber S., Baumann E., Czerwinski F., Klimt C., 2019)

ACADEMIC EXPECTATIONS AND FUTURE GOALS

Perceived parental expectations and pressure can affect students’ academic stress. Although
academic functioning and mental health among European American and African American high
school students have been identified as having a positive relationship with perceived parental
involvement (Wang & Sheikh Khalil, 2014) and among Asian American college students with
authoritative parenting style (Turner, Chandler, & Heffer, 2009), Wang and Sheikh-Khalil argued
that parental expectations may be seen as pressure to achieve academically and can lead to
increased depression levels among Asian American students. For example, studying high school
students in India, Deb, Strodl, and Sun (2015) found that perceived parental pressure, academic
stress, and psychological difficulties were all positively related. Sarma (2014) reported similar
findings for university students in India. Higher perceived parental pressure was directly related
to more academic stress. In their study of Asian American college students, Gloria and Ho
(2003) reported that 88% of the mothers and 81% of the fathers strongly supported and
encouraged their child to obtain a college education. Gloria and Ho noted that social support
was the strongest positive predictor of academic persistence decisions. Concluding that Asian
American students may see family support as pressure to succeed academically, they suggested
that feelings of shame, guilt, inferiority, and loss of face may result from perceived family
pressure to succeed academically, especially when students do not meet their families’ ideals of
academic success. Indeed, in a more recent qualitative study with young Burmese refugees,
Koh, Liamputtong, and Walker (2013) reported that these refugees had various reactions to
parental expectations about their academics, with some experiencing stress because of
perceived parental expectations. Specifically studying Asian American men, Liu (2002) asserted
that perceived parental pressure is positively associated with academic stress, poor selfimage,
and interpersonal difficulties. With a sample of undergraduate students between the ages of 18
and 25, Chang et al. (2010) described that over involvement or directedness by parents in their
children’s education had a significant negative correlation with their children’s academic
achievement. Furthermore, Watkins et al. (2011) noted that college counselors agreed that
perceived parental pressure for academic achievement often led to mental health difficulties
such as depression. Parental messages that pressure their children to perform academically at
or above the level of other children, that remind them of their family sacrifices to promote their
academic success, and that suggest that academic performance honors the family have been
studied (Dundes et al., 2009). These perceived parental expectations and pressures related to
academic achievement among Asian American students can serve as sources of not only academic stress
but also depression.

PHENOMENOLOGICAL STUDIES ON PARENTAL PRESSURE

The Influence of academic pressure on adolescents’ problem behavior are defined by Jiang, Gao, Wu,
Guo (2022). As a negative social issue, teenagers’ problem behavior not only affects individuals’ physical
and mental health and social function development but is also not conducive to social harmony and
stability. This study mainly discusses the influence of academic pressure on adolescents’ problem
behavior, and the potential relationship between these and academic pressure, examining issues such as
selfcontrol, parent–child conflict, and subjective well-being. Academic pressure refers to the tension,
discomfort, and other emotions caused by the pressure from school, family, and society in the learning
process (Luo et al., 2020). When academic performance does not match expectations, this can create
negative emotions, which will lead to deviant behaviors (Celik, 2019)

PARENTAL INVOLVEMENT IN EDUCATION

Developing parental involvement is a fundamental aspect of a teacher’s responsibility (Snell et
al., 2018). According to Wang et al. (2019), teachers from elementary, middle, and high school
levels asserted that the most critical aspect in various schools is the “lack of parental
involvement, ” which was listed as a top concern. However, successful solutions to creating
meaningful parent-school partnerships are scarce (Wang et al., 2019). Also, the disparities in
relation to parental involvement among various racial ethnicities and socioeconomic classes are
alarming for parents and educational stakeholders (Jeynes, 2018). Jeynes (2018) viewed
parental involvement as being highly related to family structure and availability. According to
the 2018 National Survey of Children’s Health, adolescent children of single-parent homes and
those Parental pressure experiences and perceptions of control are related to an individual’s
career autonomy in the face of external pressures. Autonomy reflects self-direction and
selfregulation and is recognized as a behavioral indicator for the way decisions are made (Perez
& Cumsille, 2012). Past research demonstrates that autonomy is likely the foundation for the
relationship between perceived parental pressure and perceived control. For example,
KoperaFrye, Saltz, Jones and Dixon (1991) found that the quality of the relationship between
adolescent and parent, measured by communication, had a direct effect on adolescent locus of
control, whereby a negative adolescent-parent relationship resulted in lower perceived control.
Perceived choice has also been found to be quite influential in perceived control (Perlmuter,
Scharff, Karsh, & Monty, 1980), suggesting that parental pressure concerning career choice
might have an influence on an individual’s level of perceived control. Research on the direct
relationship between parental pressure and autonomy has revealed that a parent who allows
 his adolescent child to make his own decisions and act by himself, and who reduces pressure
strategies based on obedience and conformity, fosters the development of autonomy in that
child (Perez & Cumsille, 2012). Both psychological and behavioral pressure and control were
found to be associated with negative autonomy development in adolescents. When parents
placed limitations on their children’s actions, it also limited their child’s decision-making
process, reducing his or her autonomy. Furthermore, research has shown that individuals with
higher perceptions of control were found to be less sensitive to social pressure in cases in which
they did not perceive the pressure to be to their advantage (Joe, 1971; Papirnik, 1981). Overall,
these findings indicate that there may be a significant bidirectional relationship between
perceived control and perceived parental pressure. For example, when a young adult is already
demonstrating low perceptions of control, a pressuring parent may be viewed by the young
adult as a “powerful other” that maintains control over her career decisions. Alternatively, a
pressuring parent may maintain control in the relationship and over career actions, which may
then influence the young adult to have lower perceptions of control. Furthermore, these
findings indicate that both real and perceived autonomy are major factors in this bidirectional
relationship, due to the central role that autonomy likely plays in both constructs
independently and together. Perceived control and parental pressure experiences are
important for knowledge in the area of career exploration and planning due to Previous
research has explored the role of perceived control on aspects of career development in young
adults. The role of parental pressure experiences on career development has been the focus of
some literature although to a lesser extent. Some research has even examined the relationship
between these two constructs. However, the role of both perceived control and parental
pressure experiences in the career development of young adults has not yet been explored.
Furthermore, the influence of parental pressure and perceptions of control on the career
environment of young adults has also not been investigated. Therefore, this study aims to shed
light on these key social and cognitive components, and their interconnectedness, in relation to
the career exploration and career development of young adults.

SUPPORT SYSTEMS AND RESOURCES

Adolescents often face a lot of pressure from their parents, whether it's about their academic
performance, their future career choices, or even their social behavior. It's crucial that they
have access to resources and support systems to help them cope with these pressures.
Emotional weight and experience unhealthy mental states at precisely the same rates (Luthar &
Latendresse, 2005). Even though their struggles and hardships differ, it is still worth
considering. Parents end up putting much weight on their children’s shoulders, which affects
the way their child thinks. Consistency in achieving goals has always been a determiner of one’s
success. At an early age, the notion of becoming a failure in life due to the inability to achieve
one’s goals becomes engrained in the child’s mind until adolescence (Malik, 2019). Beyond
counseling, some schools also provide workshops and programs focused on stress management
and emotional well-being. These can equip students with tools to cope with pressure and stress
and promote a healthier school environment.

OPING MECHANISMS AND RESILIENCE

Impacts of the other parent's pressure. Gender differences in association between childrearing
behaviors and adolescent functioning were discovered. Both female and male adolescents
evaluated mothers as showing higher warmth and pressure than their fathers, however, both
parents' behavior was related to children’s mental health, in general fathers' childrearing
(particularly academic pressure) had more grounded relationship than mothers' childrearing
with adolescents' misery undiscerned anxiety. Greater parental warmth generally diminished
the relationship. In the community, there are often local youth centers and organizations that
offer support services. These can include mentoring programs, group therapy sessions, and
workshops on various topics related to adolescent mental health. As for their effectiveness, it
can vary greatly. It often depends on the individual adolescent's willingness to seek help, the
quality of the services provided, and the level of support from their surrounding environment.
It's also worth noting that these resources can be underutilized due to stigma or lack of
awareness. Between that parent’s academic pressure and adolescences' psychopathology
symptoms, yet one parent's warmth had mixed impacts on the other's pressure. Ramifications
of the findings for encouraging adolescence psychological well-being with regards to the
Chinese concept of "preparing" children to be academically successful are discussed (Quach,
Epstein, Riley, Falconer, and Fang, 2013). Based on the researchers test tension has turned into
a significant issue in current society (e.g., Peleg, 2004). Studies have observed it to be related
with childrearing and family designs (e.g., Peleg et al., 2003) and explicitly with separation of
self (Peleg, 2004; Peleg et al., 2003).Additional studies reported that parents' academic desires
may assume an especially imperative role in offspring’s test anxiety (e.g., Fox, Henderson,
Marshall, Nichols, an Ghera, 2005; Peleg-Popko and Klingman, 2002).The reason for the present
study was to assess the connections between separation of self, perception of parents'
academic expectation and test uneasiness among college students, Sources Parental pressure is
the emotional stress parents impose upon their children and is often related to academic
performance, sports or other extracurricular activities, cultural or social standards, appearance,
friendships, and romantic relationships While some studies suggest that parental pressure can
boost students' self-efficacy in terms of studying, pressure can have harmful mental health
consequences and lead to parent-child conflict Parental pressure can also affect adolescents'
problem behavior through parent-child conflict it is important for parents to exercise parental
authority without being authoritarian and to encourage their children without engaging in
unhealthy parental pressure Some tips for encouraging children without excessive pressure
include using praise more than criticism, focusing on effort rather than outcome, and allowing
children to make their own choice, In some cases, parental pressure can have positive effects
on educational choices and achievement
CULTURAL AND CONTEXTUAL FACTORS
Cultural and contextual factors, including cultural attitudes toward education and family
dynamics, can have a significant impact on the experiences of adolescents in the context of
parental pressure. Based on Culture and Traditions, How Parental Pressure Affects the
Academic Attitude of Asian Children in the United States: Analyzing the Gender Differences
conducted by Wang&Cherry(2021).The impact of parental pressure on their children’s
academic attitudes and behavior, as well as how that impact varies across genders. Asian
American parents use an authoritarian parenting style, with notable gendered pattens also
revealed. For example, Asian American mothers play a more significant role in their children’s
development than do Asian American fathers. Meanwhile, the results of the involvement vary
between boys and girls. Notably, Asian American girls are more affected by parental pressure
than are boys. For instance, girls are concerned with good grades, while boys worry about
getting a job and residence after graduation. Nonetheless, previous research shows that both
genders are significantly affected by parental pressure through stress and depression.
According to the Department of Education (DepEd) in the Philippines, parental pressure can
negatively affect the academic performance of students. When parents expect too much from
their children, students may become overwhelmed, stressed, and anxious, leading to poor
academic performance (Umali, 2020). A study by Arceo and Tordesillas (2020) found that
parental pressure can even cause mental health issues among students, such as depression and
anxiety. The authors also noted that parental pressure can result in students losing interest in
learning and developing a fear of failure. Furthermore, a study by Licuanan et al. (2021) found
that parental pressure can lead to a decrease in student motivation, with students becoming
more concerned about meeting their parents' expectations than learning for themselves. This
can result in students experiencing burnout and losing their passion for learning. In a study by
Verona and de Guzman (2022), it was found that Filipino parents often pressure their children
to excel academically to secure a good job in the future. However, this mindset can lead to
students prioritizing their grades over their mental and physical well-being, resulting in lower
academic performance in the long run. Therefore, it is important for parents to have realistic
expectations and provide support and guidance instead of placing undue pressure on their
children. The DepEd encourages parents to communicate openly with their children and create
a nurturing and supportive environment that values their academic and personal growth
(Umali, 2020).
 Chapter III
RESEARCH METHODOLOGY
The study's approach environment, respondents, sampling planning, inclusion and exclusion
criteria, instrument, data collection process, statistical data handling, and ethical considerations
are all covered in this chapter.

Design
The research study used a phenomenological research design since the study centers on the reasons for
the participants' experiences – particularly on the aspects that affect academic pressure. Creswell (2013)
described phenomenological research as an approach to qualitative research that focuses on the
commonality of a lived experience within a particular group. The goal of the ground theory approach is
to generate a theory explaining the conceptual level, process, action, or interaction about a topic
(Creswell, 2007) and for this study the goal was to generate a theory that explains the perceptions of
parental pressure regarding their child’s education. I also felt it was important to focuse on the
sensitizing concepts that provided a theoretical perspective that were relevant to understanding
behavior and “self” (Bogdan & Biklen, 2007). By utilizing a theoretical framework influenced by a critical
perspective. To provide more clarity, researcher's used in-depth and open-ended interviewing processes
to explore the different perspectives of each participant

Environment
This study is going to be conducted through a face-to-face survey to the students of Sto.Nino
Mactan montessori Senior High School, which is primarily located in Soong 1, Maribago, Lapu-
Lapu City, exploring the Parental Pressure in the Context of Students' High Grades as an
Academic Achievement: Adolescents Perspectives and Coping Strategies The school can be
reached through public and private transport, such as a tricycle and jeep because it is situated
along pool Bankal - Buaya Road Adding to its convenience, the school is also stationed beside
the Haven of peace Memorial Garden Sto.nino Mactan montessor school – Senior High is a
pravite school under the department of education (DepEd). It is considered as a mega school in
Lapu-Lapu City for it consist of approximately over 1000 enrolled students in Senior High School
in the school year 2023-2024. You sent The Senior High School department of Sto.nino Mactan
montessori Senior High school was first established in 2009. In compliance with the
implementation of K to 12 Program of the Department of Education.
Humanities and Social Sciences (HUMSS), General Academic Strand (GAS), Accountancy,
Business and Management (ABM), were the first three strands under the Academic Track, while
the three strands that were offered under the Technical, Vocational and Livelihood Track, are
Computer System Servicing (CSS),
Informants
Informats
The informants of this study will be ten (10) senior high students, five (5) boys and five (5) girls
of Sto. Niño Mactan Montessori – Senior High, who would've experienced parental pressure in
the field of academics. Qualitative in-depth interviews will be used with students who know
what's going on with their daily life, and how they would manage it. It aims to collect
information from a wide range of students. The Purposive Sampling Method will be used in the
selection of the informants. Sampling will be a judgmental, selective, or subjective sampling
acceptable as a form of non-probability sampling in which the researcher relies on their
judgment when choosing members of the population to participate in the study. How they
manage stress in parental pressure is relevant in this study. The senior high students of Sto.
Niño Mactan Montessori School are considered the key informants for the study interviews
because they are currently studying at Besides, the main target of the researcher is to
document the experiences and the life of senior high students who are doing their school
activities while their parents 'expectations from them are too high. The inclusion criteria include
a.) Students who are experiencing parental pressure, and b.) They are the senior high school
students of Sto. Niño Mactan Montessori School. However, for the exclusion criteria the senior
high students who are not within the Sto. Niño Mactan Montessori School and those students
who are not experiencing parental pressure are not included. In this manner, the informants
gave rich information that was suitable for this research. The data from 10 informants were
utilized until data was reached. Data saturation in the qualitative research process is when no
new information has been discovered in the data analysis and the redundancy signals the
researchers that the data collection may cease. Saturation means that the researcher can be
reasonable and would be assured that further data collection would yield similar results and
serve to confirm emerging themes and conclusions. The informant identities hold
confidentiality for compliance. The answers of the ten different senior high school students will
be the same or not totally the same. To sum up, I had big similarities of ideas from the
informants. They were asked questions about how they handled doing school activities while
under their parents' high expectations? so that time no more other information. The researcher
got the point of saturation on his/her investigation.

Instrument
There was an interview schedule used in this study. It was developmental, probing, and
concluding questions. This interview schedule was a researcher-made question guided by the
principles of philosophical studies. The interview schedule had four parts: First, the main
question. Second, the developmental question. Third, the probing question. Fourth, the
concluding question. Furthermore, the researcher was the main instrument of the study
because reseacher did it face to face with the informants. Researchers will interact with them
to conduct interviews. There was direct contact between the investigator and the informants as
an actor in the situation. The in-depth inquiry interviews and observation in a real-life situation
about the life of students towards parental pressure were used to get raw data that was
needed to find meaning in the research study. Lastly, researchers were involved in qualitative
interviewing indeed. The embodiment of the special researcher as the instrument for
qualitative records series has been broadly mentioned (Turato, 2005). Using semi-structured or
unstructured qualitative interviews, unique researcher attributes have the practicable ways to
impact the series of empirical materials. There was frequent for scholars to advocate for
interviewer reflexivity (Pillow, 2003). He acknowledges himself as the researcher in the
predominant instrument in qualitative interview research (Merriam, 2002). Some excellent
exceptions (Watts, 2008) have sincerely examined the qualitative interview as a collaborative
enterprise, as trade between two parties, reflecting on the approaches in which the interviewer
influences the informants of this direct interaction. The strategies used, which the discussion
produced

Data Gathering and Procedures Pre-Data Gathering

First, the researchers will submit three title proposals to the adviser of the research. The title approval
was given to me to proceed with this study. Next, in making the research study for chapters I and II, I
underwent a design hearing proposal with the adviser, chairperson, and (5) five members of the
research study. Suggestions to improve the study. Researchers complied with all the suggestions to
improve our study so that it can be submitted to the IRB for further review of the research. Institutional
Review Board (IRB) the manuscript suggested new changes that needed to be complied until such times
the (NTP) Notice to Proceed would be given to the researcher. Furthermore, before the approval to
conduct this study, researcher asked permission from the Schools Division Superintendent in the Cebu
division office, l Lapu-Lapu City and office of the District Supervisor Bankal District III, Bankal, Cebu which
they granted the permissions respectively. Researchers also sent a letter to the informants who were
chosen based on the criteria and informed them of the purpose of the research undertakings.
Researchers will ask for their cooperation to answer the interviews on a faceto-face basis. Researchers
aim to be the main instrument in this research study. In this manner, an open-ended art of questioning
during interviews will be responsible task of the researcher that aimed to get acquired relevant
information about the leading and managing in the life of Senior High School students. Moreover,
bracketing was a method used in collecting data for the lived experiences of Senior High School students
under parental pressure. The senior high students were the key informants of the study in qualitative
research philosophies, especially phenomenology and other approaches requiring interviews and
observations, such as ethnography. Mind mapping or phenomenological reduction was used. “This
process intends to develop a non- judgmental research team" whose objectivity about the participants
such as the senior high school students in Sto. Niño Mactan Montessori School needed to know their
phenomenological life experiences. The materials like notetaking, tape recording and the observation of
their life as Seniour High students did not impede the perception of the phenomenon at the heart of the
study, according to (Chris, Tattersall, et al). However, the competences of the researcher to conduct
phenomenological interviews will be observed in the process. First, researchers described what
interview will be the nature of the interview in which one encounters parental pressure in the context of
 academic. In the second part, researcher will do qualify why it was worthwhile making the time-
consuming effort to engage in a phenomenological interview. In the third and fourth parts, reseacher
was in general terms discussing how to conduct the Actual Data Gathering The researcher will utilize in-
depth interviews using face to face surveys. Given the nature of the job and sporadic area of residence
of the participants, face-to-face interviews will be difficult as it demands a great amount of time. Some
participants are situated in distant areas of the prefecture; hence the researcher will spend a great deal
of time traveling if face-to-face interviews are considered. Using face to face in-depth interviews Your
paragraph text interview and the subsequent phenomenological analysis. Researchers shared more
ideas and inputs in the research study. Researchers will help and suggest better ideas. There was a need
to consult the phenomenologist from time to time for further knowledge on phenomenological research
to have better results on raw data gathered. Researchers did take down notes to record their answers
from the main interview questions. Moreover, reseacher will be gathering interviews with raw data
results from the informants. Researchers needed to ask permission to conduct the interviews during in
their free time for about thirty (30) minutes to one (1) hour. Researchers will be meeting them in two
sessions as much as practicable in the research study. After the interview, we will have time to
transcribe the information given by signing meaning, ideas, concepts, and significant themes of Sto. Niño
Mactan Montessori Senior High School life experiences under parental pressure.

Actual Data Gathering

The researcher will utilize in-depth interviews using face to face surveys. Given the nature of
the job and sporadic area of residence of the participants, face-to-face interviews will be
difficult as it demands a great amount of time. Some participants are situated in distant areas of
the prefecture; hence the researcher will spend a great deal of time traveling if face-to-face
interviews are considered. Using face to face in-depth interviews Your paragraph text interview
and the subsequent phenomenological analysis. Researchers shared more ideas and inputs in
the research study. Researchers will help and suggest better ideas. There was a need to consult
the phenomenologist from time to time for further knowledge on phenomenological research
to have better results on raw data gathered. Researchers did take down notes to record their
answers from the main interview questions. Moreover, reseacher will be gathering interviews
with raw data results from the informants. Researchers needed to ask permission to conduct
the interviews during in their free time for about thirty (30) minutes to one (1) hour.
Researchers will be meeting them in two sessions as much as practicable in the research study.
After the interview, we will have time to transcribe the information given by signing meaning,
ideas, concepts, and significant themes of Sto. Niño Mactan Montessori Senior High School life
experiences under parental pressure. preferred by the participant, the researcher will be able
to dig deeper and understand the lives of Senior High School students in Sto. Niño Mactan
Montessori. Computermediated communication also offers a way to discuss behaviors or
phenomena. The researcher chooses to conduct the face-to-face interview because it is a
convenient way to meet participants and they are geographically dispersed within Sto. Niño
Mactan Montessori. Participants will also be contacted once research findings are made. As the
 interview will be done with the aid of documentation it will be even more convenient than
most of the social platforms. This documentation will then be transcribed verbatim promptly to
determine the accuracy of the findings. To ensure that a substantial amount of information is
obtained from the research participants, the researcher will conduct the interview with more
probing questions to allow participants to provide unrestricted flow of sharing regarding their
experiences. The interview will last until all data is saturated and was based on consensus
between the researcher and the participant. This data will then be analyzed by employing
Colaizzi`s strategy.

Post Data Gathering

After data gathering through face-to-face interviews with the participants, their personal
accounts regarding their experience with parental pressure will then be examined and carefully
refined. Colaizzi’s strategy of data analysis in descriptive phenomenology will be effectively
utilized in this research that will enable participants in reflecting their experiences of working
with parental pressure. The process analyzing the data gathered from the participants includes
seven steps as cited in Sanders,2003: Speziale and Carpenter, 2007. The steps include 1. Each
transcript should be read and re-read in order to obtain a general sense about the whole
content. 2. For each transcript, significant statements that pertain to the phenomenon under
study should be extracted. These statements must be recorded on a separate sheet noting their
pages and line numbers. 3. Meanings should be formulated from these significant statements.
4. The formulated meanings should be sorted into categories, cluster of themes and themes. 5.
The findings of the study should be integrated into an exhaustive description of the
phenomenon under study. 6. The fundamental structure of the phenomenon should be
described. 7. Finally, the validation of the findings will be sought from the research participants
to compare the researcher`s descriptive results with their experiences. After the completion of
the analysis to which concepts and frames are being coded, the researcher would proceed in
answering the research gap through analyzing the observable patterns and properties of the
script, bearing the philosophical views. Findings and implications are constructed through
analyzing the data (enumerate the criteria for analysis if needed) The researcher will then seek
validation and attestation of the results and recommendations from the research adviser and
internal expert in h er field, Dr. Lorlaine Dacanay. Furthermore, all discussions,
recommendations, and implications articulated in this paper would be managed by the
Institutional Review Board to ensure that everything has been followed with ethical
considerations.

Analysis of Qualitative Data

 In the analysis of the data, researcher used Collaizzi's Method of analysis. Collaizzi’s (1978),
method of analysis involved the following steps. First, each transcript should be read and
reread to obtain a general sense about the whole content; second, for each transcript,
significant statements that pertain to the phenomenon under study will be extracted. These
statements will be recorded on a separate sheet noting their pages and lines numbers. Third,
meaning should be formulated from these significant statements. Fourth, the formulated
meaning should be sorted into categories, clusters of themes, and themes. Fifth, the finding of
the study should be integrated into an exhaustive description of the phenomenon under study;
and sixth, the fundamental structure of the phenomenon should be described. Finally,
validation of the findings should be sought from the research informants to compare the
researcher's descriptive results of the experiences. Each transcript was read several times to
gain a sense of the whole content. During this stage, any thoughts, feelings, and ideas that
arose about the lived experiences of parental pressure in school. It helped to evaluate the
phenomenon experienced by the informants themselves. Significant themes were extracted
from the transcripts and meaning was formulated regarding the recorded experiences of
students towards parental pressure’ life in school, the challenges encountered, and their
personal experiences to share in this research as informants of the study. Then, quantitative
data around demographic details were presented. Qualitative analysis aims at capturing themes
among informants. The results of this study will be presented to the participants. As they were
informed during the interview, they will once again be contacted to return the research
findings. The researcher will discuss the results with the participants via any digital platform of
their preference. Based completely on their feelings and experiences, participants will be asked
to share their insights on the findings of the study.

Criteria For Trustworthiness

The four constructs suggested by Lincoln and Guba (1999), namely credibility, transferability,
dependability, and conformability, were used to evaluate the quality of this research. This was
done to ensure trustworthiness of the procedure followed. According to Niewenhuis
(2007:113), trustworthiness is the test of data analysis, findings, and conclusions. Credibility -
Ensure the participants' perspectives on parental pressure are accurately represented. You can
achieve this by spending sufficient time collecting data, using various data sources (like
interviews, surveys, or focus groups), and cross-checking information between participants.
Transferability - Provide detailed descriptions of the participants and the context of the study.
This could include their cultural background, age, educational level, and relationship with their
parents. This allows future researchers to determine if the findings are applicable to other
groups experiencing parental pressure.
Dependability - Document your research process in detail, so it can be followed by others. This includes
how you selected participants, how you collected and analyzed data, and how decisions were made
throughout the research process. Confirmability - Confirmability is about whether the findings of this
study could be confirmed by another. In that sense I had to provide evidence that corroborates the
findings and the interpretations by means of auditing. In order to reduce the effect of my own bias I
made use of triangulation. I made use of a member check by giving participants the opportunity to verify
if their symbolic drawings, narratives, and interviews had been analyzed accurately and if the data was a
true reflection of what transpired.

Ethical Considerations
In any research study, it is essential to protect human subjects through employing the proper
ethical guidelines. Due to the in-depth nature of the study process, ethical problems are
especially relevant in qualitative research. Ethical considerations in research involving parental
pressure necessitate a commitment to informed consent and privacy. As the study might
involve sensitive information regarding the dynamics between parents and their children,
ensuring the voluntary participation of individuals, whether parents or children, is imperative.
Emphasizing the voluntary nature of participation, clearly stating the purpose, risks, and
benefits of the study, and obtaining consent from both parents and children (if they are
involved) is vital. Additionally, the privacy of participants must be respected and protected.
Anonymizing data and ensuring confidentiality through secure data storage and limited access
can prevent any potential harm or breaches of privacy that might arise from the sensitive
nature of the research.

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