ACKNOWLEDGMENT

First and foremost, we would like to extend our sincerest gratitude to God for giving us

the strength, wisdom, and guidance throughout the completion of our research project on the

Factors Affecting the Career Preferences of Grade 11 Senior High School Students of Benigno

V. Aldana National High School.

We would also like to express our deepest appreciation to Dr. Edmund D. Custodio for

his invaluable expertise and unwavering support in this endeavor. His guidance has been

instrumental in shaping the direction and quality of our research.

Our heartfelt thanks go out to our family for their understanding, patience, and

encouragement during the challenging process of conducting our research.

Special recognition is also due to our leader, Myca Jade Subong, for her exceptional

leadership, organization, and dedication in leading our group towards the successful completion

of this research.

Finally, we would like to acknowledge the hard work and contributions of the members of

our group: Majine Czarina Carganilla, Kim Juvert Acuña, Angeline Quiniola, Kimberly Rijn Felix,

Katrina Angeline Esperanza, Lovely Cadava, Judy Ann Genese, and Ruvhelyn Merca Cherry

May Alagos. Each member has played a crucial role in the research process and their

commitment to excellence has been truly commendable.

We are grateful for the collaborative effort and the unwavering commitment of everyone

involved in this project. Without their collective support and dedication, this accomplishment

would not have been possible.

i
 DEDICATION

I would like to dedicate this research study to the person who conducted the study, for

their dedication, hard work, and perseverance in completing this study. Your passion for

research and commitment to understanding the factors affecting the senior high school career

preferences of grade 11 students is truly commendable.

I also want to dedicate this research to our family and loved ones, who have been our

constant source of strength and support throughout the entire research process. Your

unwavering belief in us has been the driving force behind our success.

Lastly, I dedicate this research to Almighty God, for guiding us and blessing us with the

wisdom and perseverance to see this study through to its completion. Without your divine

intervention, this research would not have been possible.

This study is dedicated to all those who have contributed to its success, and we hope

that it will be a valuable contribution to the field of education. Thank you all for your love,

support, and guidance.

ii
 ABSTRACT

This study aimed to determine the factors affecting the senior high school career

preferences of Grade 11 students of Benigno V. Aldana National High School. Specifically, this

study sought to identify the demographic profile of the students, their awareness of the different

senior high school tracks and strands, their perceived influence of family, peers, and school on

their career preferences, and their career decision-making self-efficacy.

A mixed-methods approach was employed, utilizing a survey questionnaire and

interviews to gather data from 20 Grade 11 students. The results of the study indicated that

most of the students were aware of the different senior high school tracks and strands, with the

academic track being the most preferred among the students. Furthermore, the study found that

family, peers, and school have a significant influence on the students’ career preferences, with

family being the most influential factor. Additionally, the students exhibited a moderate level of

career decision-making self-efficacy, indicating their confidence in making informed career

choices.

The findings of this study have implications for school administrators, educators, and

policymakers in enhancing the career guidance and counseling programs for Grade 11

students. By understanding the factors that affect the senior high school career preferences of

students, educational institutions can better tailor their programs to provide support and

guidance in helping students make informed career decisions. It is also important for educators

and counselors to recognize the significant influence of family, peers, and the school

environment in shaping students’ career preferences and to involve these stakeholders in career

guidance initiatives. Ultimately, these efforts can contribute to the successful transition of

students from senior high school to their chosen career paths.

iii
 Key words: Senior high school students, factors, career, influence, family, peers,

decision-making, preferences, guidance

iv
 TABLE OF CONTENTS

ACKNOWLEDGEMENT.................................................................................................................i

DEDICATION.................................................................................................................................ii

ABSTRACT....... .......................................................................................................................iii-iv

CHAPTER 1: INTRODUCTION
1.1 Background of the Study.................................................................................1-2
1.2 Theoretical Framework...................................................................................2-3
1.3 Conceptual Framework......................................................................................4
Figure 1..............................................................................................................4
1.4 Statement of the Problem...............................................................................4-5
1.5 Null Hypothesis..................................................................................................5
1.6 Significance of the Study.................................................................................5-6
1.7 Scope and Delimitation of the Study...............................................................6-7
1.8 Definition of Terms.............................................................................................7
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
2.1 Related Literature..........................................................................................8-11
2.2 Related Studies...........................................................................................11-12
CHAPTER 3: METHODOLOGY
3.1 Research Design..............................................................................................13
3.2 Sources of Data................................................................................................13
3.3 Respondents of the Study................................................................................13
3.4 Sampling Technique.........................................................................................14
3.5 Research Instrumentation................................................................................14
3.6 Research Procedure........................................................................................14
CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
4.1 Theme 1...........................................................................................................15
4.2 Theme 2...........................................................................................................16
4.3 Theme 3......................................................................................................16-17
4.4 Theme 4......................................................................................................17-18
CHAPTER 5: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
5.1 Findings.......................................................................................................19-21
5.2 Conclusions......................................................................................................21
5.3 Recommendations ..........................................................................................22

BIBLIOGRAPHY....................................................................................................................23-26

APPENDICES
Appendix A..............................................................................................................27-29
Appendix B..............................................................................................................30-38
Appendix C……………………………………………………………………………….39-42

CURRICULUM VITAE………………………………………………………………………………43-52
 CHAPTER 1

THE PROBLEM

Background of the Study

Career preferences refer to an individual's choices, inclinations, or desires regarding the

type of job or occupation they would like to pursue in their professional life. These preferences

are influenced by a variety of factors, including personal interests, skills, values, and

experiences.

Numerous factors influence Grade 11 students' job decisions across the globe. First and

foremost, cultural, and socioeconomic factors are important because students frequently want

occupations that fit with their family traditions, local businesses, or societal expectations.

Additionally, economic prospects have a significant impact on decisions, with students drawn to

occupations that offer long-term financial security and progress. As students, they are more

inclined to pursue occupations, they are aware of and have access to resources for, educational

opportunities and informational accessibility also have an impact on choices. Personal interests,

talents, and passions are additional important factors that direct students into professions that

complement their unique skills and preferences. The landscape of possible careers is also

constantly changing because of technological breakthroughs and changing global trends;

therefore, it is crucial for students to adapt and match their tastes with new opportunities.

The preferences of Grade 11 students in the Philippines for senior high schools are

influenced by several factors. First and foremost, socioeconomic background is crucial, as

students from financially struggling families may give preference to programs with greater

career prospects or more affordable tuition. Additionally, peer pressure and cultural expectations

have a big impact because students frequently follow in the footsteps of their peers or conform

to norms. Geographical location and ease of access to educational institutions can also have an

1
impact on preferences, with students in metropolitan areas having more options than those in

rural areas. Decisions can also be influenced by exposure to job information, guidance

counseling, and parental assistance. Knowledgeable students frequently choose courses that

are in line with their interests and abilities. Finally, as students seek to ensure bright career

prospects in a job market that is continually changing, shifting labor market patterns and

perceptions of demand for professions influence their decisions.

At Benigno V. Aldana National High School, a wide range of factors affect the job

selections of Grade 11 students. Personal interests and passions are crucial since students tend

to gravitate toward professions that fit with their unique skills and hobbies. Second, family

expectations and socioeconomic status can put great pressure on students, frequently leading

them into careers that are seen as secure or lucrative. In addition, peer pressure and societal

trends might affect preferences since teenagers look to their peers for approval and a sense of

belonging. Their choices are greatly influenced by educational resources, counseling, and

exposure to a variety of job opportunities while still in school. In the end, these elements interact

to create a complex web of choices that shapes these people's future career trajectories.

Theoretical Framework

This study dispenses theoretical foundation on John Holland’s Theory of Career Choice.

John Holland's Theory of Career Choice, also known as the Holland Codes or the RIASEC

model, is a widely recognized framework for understanding career choices and vocational

preferences. It was developed by psychologist John L. Holland in the 1950s. The theory posits

that individuals can be categorized into six personality types based on their interests and

behaviors, which are Realistic, Investigate, Artistic, Social, Enterprising and Conventional.

Holland's Theory holds international significance due to its universal applicability. It

offers a framework to understand how personality traits influence career choices, making it

2
adaptable to diverse cultural contexts. This theory enables cross-cultural comparisons, informs

global educational policies, and prepares students for the competitive international job market.

In a globalized world, its importance lies in facilitating informed and culturally sensitive career

development strategies on an international scale.

Just like in other countries, John Holland's Theory of Career Choice is also crucial in the

Philippines as it provides a culturally adaptable framework for understanding how personality

traits influence career choices. This theory can enhance the effectiveness of career guidance

programs in Philippine schools, ensuring students make informed decisions aligned with their

unique traits. In a country with a diverse job market and a significant overseas Filipino worker

population, this research can help better prepare students for both local and international career

opportunities, contributing to their success and the overall development of the nation.

Lastly, John Holland's Theory of Career Choice has a significance in Benigno V. Aldana

National High School as it offers a structured framework to understand how each student's

unique personality traits align with their career choices. This research can enable the school to

provide personalized career guidance, helping students make informed decisions that match

their interests and abilities. Ultimately, it contributes to the school's goal of preparing students

for successful future careers, enhancing their overall educational experience.

3
Conceptual Framework

INPUT PROCESS OUTPUT

Factors that affect the Data Gathering: Respondents:
career preferences of Interviews Economic Status
Grade 11 Senior High Observations Experiences
School students. Documentations Problems Parents'
Analysis Decision
Data Analysis:
Coding
Theming

Figure 1. Paradigm of the Study

Figure 1 depicts the conceptual model that utilizes in determining the factors affecting

the career preference of Grade 11 Senior High School Students.

Statement of the Problem

This study examines the various factors that impact the career choices of students, with

the goal of gaining insight into the forces shaping their preferences. It aims to answer the

following questions:

1. What are the problems that you encountered in achieving your career?

2. What are the factors that affect your career preferences? How?

•Economic Factors

•Social Factors

•Environmental Factors

•Personal Factors

4
 3. Does your family influence you on your career choice? How?

•Very Highly Influenced

•Highly Influenced

•Low influenced

•Very Low Influenced

4. Does your socio-economic status affect your career preferences? Yes, or no? How?

Assumptions of the Study

This research likely explores variables, such as parental involvement, personal interest,

and societal expectations as key factors. Additionally, it could explore the role of socio-economic

background in shaping the students’ vocational aspirations.

Null Hypothesis

The hypothesis related to factors affecting the career preferences of Senior High School

Grade 11 students at Benigno V. Aldana National High School might be framed as follows:

There is no significant relationship between the factors and the career preferences of

Senior High School Grade 11 students at Benigno V. Aldana National High School.

Significance of the Study

The findings of the study were expected to help determine the factors affecting the

career choice decision of Grade 11 Senior High School students. In line with the main task of

the research, this paper might be beneficial to the following individuals:

5
 Researchers. The investigation will strengthen the analytical thinking of the researchers

regarding the research development. The results of this study can also give the researchers the

data and information they need for related studies and enhance the findings of their own study.

Future Researchers. The research serves as a resource for future investigations.

Future researchers can use this study as a reference for their research study, and the findings

can be used to enrich their knowledge. This study will also support schools' convictions

regarding the significance of doing research focused on factors affecting the Grade 11 students’

preference on their careers.

Teachers. The study serves as a guide for future teacher training initiatives that will

improve the Grade 11 students' career preference. They might be able to work more

productively and effectively using the study's findings.

Students. The study serves as a guide in making the right career choice considering the

different factors. Parents. This study helps the parents assist and guide their children to choose

the right career taking into considerations the different factors affecting career preference of

Grade 11 students.

Scope and Delimitation of the Study

This study will focus on the factors that affect the Senior High School career preferences

of Grade 11 Students of Benigno V. Aldana National High School in school year 2023-2024.

In this study, researchers will investigate a range of factors that influence career

preferences, such as family background, peer influence, academic performance, career

guidance, and personal interests.

Benigno V. Aldana National High School will be locale of the study as is it one of the

schools where students given the opportunity to choose various tracks and strands for Senior

High School.

6
 In particular, the study will concentrate on economic, social, environmental, and

individual aspects. Economic variables influence the availability of jobs or future work demands.

The influence of individuals nearby and the actual environment on students' decision-making is

referred to as social or environmental influences. This could include the amount of counseling

students receive from school guidance counselors as well as their house or the location in which

they live. Personal variables are related to the individual motivations of the students, which may

include academic aptitude and financial difficulties. The researchers will also give any aspects

that might come up while the study is being conducted their due consideration.

Definition of Terms

The researchers cited these following terms for the readers to understand more about

the study. These terms are:

Career A person’s lifelong work or occupation.

Career preference A term describing things you'd prefer to have or get out of a career.

Decision A choice made after considering options and information.

Education A process of gaining knowledge and skills through teaching and learning.

Holland’s Theory A framework that categorizes people’s career preferences based on their

personality types and interests.

Occupation Refers to a person’s job or profession.

Personal Interest Refers to one’s individual preferences or hobbies.

Skills Are learned abilities and competencies that enable someone to perform tasks effectively.

Socio-economic Status A person’s societal standing based on income, education, and

occupation.

7
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Career Preferences

According to Ghuangpeng (2011), career preference is the process in which individuals,

particularly students, make decisions about selecting a specific career for their college

education. However, this choice is a challenging one for students, given that it profoundly

influences their future in the professional sphere (Edward & Quinter, 2011). Typically, their

decisions are rooted in their perceptions of different professions, with many opting for what they

perceive as the most suitable (Super, Savick, and Super, as cited by Gavo, 2014). Individual

career preferences also exhibit variability due to differences among people in terms of

personality, behavior, age, environment, and more (Hewitt, 2010). Consequently, a profession

that interests one person may not align with the interests of another (Gavo, 2014).

Counseling and Decision-making

As outlined by Pafili and Mylonakis (2011), effective career selection empowers students

to utilize their knowledge and skills for societal development and welfare. However, some

students lack sufficient understanding of the suitable career path (Aguado, Laguador &

Deligero, 2015).

Hence, proper counseling becomes essential. Guiding individuals to explore diverse

options is a primary purpose of guidance and counseling. Vocational guidance counseling,

specifically, enables counselors to assist individuals in acquiring the necessary competencies

8
for planning the right career (Pascual, 2014). Besides career planning, individuals should

engage in extensive career research to adapt to contemporary socio-economic changes

(Wattles, 2009). Consequently, possessing ample knowledge and effective decision-making

strategies forms the foundation for sound decision-making (Kroll, as cited by Borehert, 2002).

On the contrary, Parsons (as cited by Ghuangpeng, 2011) suggests three foundational

factors for vocational or career choices:

1. A clear understanding of oneself, encompassing attitudes, interests, ambitions,

resources, limitations, and knowledge of their causes.

2. Knowledge of the requirements, conditions of success, advantages and

disadvantages, compensation, opportunities, and prospects in different lines of work.

3. True reasoning on the relations between these two groups of facts.

These factors provide straightforward guidelines for individuals in the process of

choosing a career, emphasizing the importance of self-awareness, understanding the desired

career, awareness of alternatives, and the application of this knowledge in making informed

decisions (Jokes, as cited by Ghuangpeng, 2011). Aligning with this perspective, Braza and

Guillo (2015) propose that students should select a career aligned with their skills and abilities

for a better-equipped and successful future.

K to 12 Program

The Philippine government firmly holds the view that a nation’s strength is intricately tied

to the robustness of its educational system (Sergio, 2011). Consequently, aligning with this

perspective, the government instituted the K to 12 Program, recognized as a pivotal reform

within the Philippine system (Abarro, 2016).

9
 As per the Department of Education (2012), this program encompasses kindergarten

and a 12-year span of basic education (comprising six years of primary, four years of Junior

High School, and two years of Senior High School). Its aim is to allocate ample time for the

thorough mastery of concepts and skills, fostering the development of lifelong learners, and

preparing graduates for tertiary education, middle-level skills development, employment, and

entrepreneurship. Moreover, even before entering college, high school students are afforded the

opportunity to choose from various tracks and strands provided by schools (Official Gazette of

the Philippines).

Affecting Factors

Several factors can impact a student’s career preferences both in Senior High School

and college. As noted by Hewitt (cited by Edwards and Quinter, 2011), these factors, classified

as intrinsic, extrinsic, or a combination of both, play a significant role. Individuals often base

their career choices on parental preferences, available opportunities, personal desires

disregarding income considerations, or a pursuit of high-income professions.

The social environment, particularly the influence of parents and those around the

student, stands out as a major factor shaping career preferences. Students frequently rely on

parental advice to make decisions that align with family expectations and express gratitude for

the financial support provided for college entry (Pascual, 2014). Additionally, the physical

environment where a student resides can also impact career preferences; for example, a

student living near an island might be inclined towards a water-related career (Borchert, 2002).

Economic factors, such as employability and job availability, significantly influence

students’ career decisions. Students ensure that jobs are accessible after graduating from their

10
chosen career path, understanding that economic conditions can positively or negatively impact

industry growth and job demand (Pascual, 2014; Ghuangpeng, 2011).

Opportunities related to the quality and level of education received are another influential

factor for students (Hoonley, 2012). Those exposed to quality education are more likely to make

early career choices, although not all students have equal access to the best educational

opportunities (Sear and Gordon, cited by Gavo, 2014).

Personality is also a crucial element in career decision-making, defined by Hewitt (2010)

as a “collection of qualities or traits that are somewhat stable across situations.” Understanding

one’s personality enhances self-awareness and proves beneficial in determining the suitable

course of study (Sear and Gordon, cited by Gavo, 2014).

In addition to these factors, age, gender, area of residence, and parental occupation can

also exert influence on career preferences (Huern, Khairuddin, Ismail, and De, 2014).

Related Studies

A career is the combination and organization of the positions that an individual fills over

the course of a lifetime. These roles include those of a kid, student, worker, citizen, and others

that are less prevalent, such as that of a criminal, reformer, and lover Wales (2010). Each of

these roles has expectations that are copied by most people at some point in their lives. Every

student’s life is defined by the decision they make about their career. Before deciding, students

must consider several aspects. Other significant indicators are the parents’ wealth, profession,

and educational attainment. At some point in their lives, every student must decide on their

career. It is expected of pupils to choose wisely. Oladele (2013).

The study by Smith and Johnson (2018), "Determinants of Career choices among High

School Students” examines how the students’ personal interests, their families’ perspectives,

11
and their educational experiences affect their employment choices. The study “Influence of Peer

Groups on Career Aspirations” (Brown et al., 2017) looked at how peer influences can influence

decision-making and how peer groups shape high school students’ career choices.

“Parental Influence on Career Decision-Making” – Research by Davis and Miller (2016)

explored the extent to which parents influence their children’s job preferences and decisions

during high school. Salazar (2002), however, asserts that employment choice in the Philippine

context is unquestionably a family matter. Parental influence is a significant factor in the job

decisions made by Filipino adolescents, according to (Suba). This reflects the tremendous value

that Filipinos place on their families, to the extent where they are willing to sacrifice for it.

The requirements of the family and the family income are important career-determining

factors. According to Onjing (2009), a person’s desire to pursue a job is driven by economic

considerations because employment will provide resources and financial recompense for the

individual and his or her family to meet social and economic demands. According to Boon and

Illias (2011), there are several approaches that students take while selecting a career. For

example, some students may lack a thorough understanding of the scope of a certain career

due to a lack of education or general ignorance. Because of this situation, they make job

decisions based on what their family members have done or what is obvious from the outside.

According to Alexander, Entiwisle, and Bedinger’s (1994) research, parents with moderate or

high incomes have views and expectations about their children’s performance that are more like

those of low-income families than vice versa. Instead, low-income families had lofty

expectations and performance ideals that were poorly correlated with their kids’ actual academic

success.

12
 CHAPTER 3

METHODOLOGY

Research Design

The study used a descriptive research design to see if dependent variables are

significant factors affecting the career preference of Grade 11 Senior High School students. The

research findings are described based on data gathered and analyzed. The findings are tested

to determine the factorial variables affecting the career preferences of Grade 11 Senior High

School students at Benigno V. Aldana National High School. Descriptive research aims to

provide a description of a phenomena along with its features. What has happened is more

important to this study than how or why it happened. As a result, methods for observation and

interviews are frequently employed to collect data (Gall, Gall, & Borg, 2007).

Source of Data

The study primarily relied on information collected by Grade 11 ABM students

concerning the factors affecting the career preferences of Grade 11 students at Benigno V.

Aldana National High School during the academic year 2023-2024.

Respondents of the Study

Twenty (20) Benigno V. Aldana National High School Grade 11 students who were

willing and able to complete the study's questionnaires were chosen using convenience

selection and considered as respondents.

13
Sampling Technique

The target population appertaining to the study were the Grade 11 students of Benigno

V. Aldana National High School who experienced the convincingness of the influence of others

in achieving their careers. Furthermore, the sample size was determined using convenience

sampling technique. Conforming to Kassiani Nikolopoulou convenience sampling is a non-

probability sampling method where units ate selected for inclusion in the sample because they

are the easiest for the researcher to access. This study is aimed to select at least 30

respondents who would provide detailed information of their experience.

Research Instrumentation

The chosen Instrumentation equipment was an Observation Guide and Interview Guide.

The decided location for Students in the senior class were given the survey interview. The

students' participation in this survey was voluntary and elective. It is purposefully constructed to

provide students with a task to complete the survey interview in a sincere and courteous

manner.

Research Procedure

The researchers meticulously adhered to protocols before, during, and after the study.

They personally distributed research questionnaires to participants, highlighting the study’s

objectives. The selected respondents willingly cooperated, providing a letter of consent with

assurance that their data would remain anonymous and exclusively used for the study. The

questionnaires were digitally recorded and stored for subsequent analysis.

14
 CHAPTER 4

RESULTS AND DISCUSSIONS

This chapter presents the results and discussion of the study pertaining to the Factors

Affecting the Career Preferences of Grade 11 Senior High School Students of Benigno V.

Aldana National High School.

Theme 1. The Triumphs

Overcoming your fear of failure can help you take the risks necessary to advance your

career. Taneja, I. (2023, January 12). 12 Your career may not advance if you don’t believe in

your own ability. For instance, rather than emphasizing their current skill set, some professionals

may concentrate on the abilities they need to accomplish their goals. Take some time to

evaluate your talents and how you may use them to accomplish your goals if you are self-

doubting about your career. Create a self-proclamation that you can use to boost your self-

esteem, such as “I have many valuable skills.” By emphasizing your special abilities, you’ll feel

more motivated to keep pursuing your objectives. Stone, H. (2021, April 27).

According to the answers of the respondents, the main obstacles to achieving their

career are being a slow learner, having financial difficulties, coping with the influence of friends

and technology, handling family pressure, and not managing their time well. Maintaining a

balance between these factors is essential for both academic and personal success,

understanding that while progress may be slow, it is still attainable with hard work and a well-

thought-out plan.

15
Theme 2. Lifestyle Choices

The study by Smith and Johnson (2018), “Determinants of Career choices among High

School Students” examines how the students’ personal interests, their families’ perspectives,

and their educational experiences affect their employment choices. The study “Influence of Peer

Groups on Career Aspirations” (Brown et al., 2017) looked at how peer influences can influence

decision-making and how peer groups shape high school students’ career choices.

Opportunities related to the quality and level of education received are another influential factor

for students (Hoonley, 2012). Those exposed to quality education are more likely to make early

career choices, although not all students have equal access to the best educational

opportunities (Sear and Gordon, cited by Gavo, 2014).

One of the respondents shared that “The factors that affects my career preferences is

about my personal life, because there are times I think of stopping to go to school to help my

parents by working” suggests that personal life circumstances, such as financial responsibilities

and the desire to support parents, significantly influence career preferences. The respondents is

considering the possibility of interrupting their education to work and contribute to their family’s

needs. This highlights the intricate balance individuals often face between personal obligations

and educational pursuits when shaping their career paths.

Theme 3. Familial Footprints

“Parental Influence on Career Decision-Making” – Research by Davis and Miller (2016)

explored the extent to which parents influence their children’s job preferences and decisions

during high school. Salazar (2002), however, asserts that employment choice in the Philippine

context is unquestionably a family matter. Parental influence is a significant factor in the job

decisions made by Filipino adolescents, according to (Suba). This reflects the tremendous value

16
that Filipinos place on their families, to the extent where they are willing to sacrifice for it. As one

participant said “They’re doing everything they can just to make sure that I’m getting all the

things that I need in my school” that only indicates that strong parental support is needed in

providing for the student’s educational needs. On the other hand, there are students who are

not influenced by their parents, like participant number 11 “I don’t feel any support coming from

them” that conveys a lack of perceived support from the parents. The inconsistency might be

rooted in the student’s emotional perception rather than the actual support provided.

If the student feels unsupported despite the parents’ efforts, it can impact their overall

well-being and, subsequently, their career choices. Emotional support is crucial in career

decision-making, and feelings of inadequacy or lack of support may lead the student to make

choices influenced by emotional stress rather than a clear career path.

Theme 4. Economic Threads

According to Onjing (2009), a person’s desire to pursue a job is driven by economic

considerations because employment will provide resources and financial recompense for the

individual and his or her family to meet social and economic demands.

Although the influence of Socio-Economic Status (SES) on the growth of individuals has

been extensively taught by social education (Perry and McConney, 2013; Castillo-Vergara et al.,

2018). However, in the past, it was mainly concentrated on the SES disadvantages of the

younger growth stage, as well as the family environmental resources restrict the learning status

and performance at school (Destin et al., 2019), such as: dropout tendency (Perry and

McConney, 2013; Shogren et al., 2018). Regardless of the theory or practice of higher

education, it is very important to explore the career-decision making of college students who

grew up in SES families. (Jenkins et al., 2013; Hsieh and Huang, 2014; Destin et al., 2019). In

17
terms of career development prospects, with the socioeconomically disadvantaged brought

about by the unequal economic resources of the family, the poor living environment and

physical health, lack of social networks that contribute to academic or career.

In terms of choosing career, economic status is always included, as shared by

participant 1 “We are facing financial problem so I’m going to choose a more practical and cost-

efficient career” that underscores a direct impact, as financial difficulties prompt a focus on

practical and cost-efficient career options. In contrast, participant 2 said “our status doesn’t

affect my career choice because my family can provide my needs” that suggests despite

acknowledging financial challenges, the individual believes their family can sufficiently provide

for their needs, minimizing the perceived impact on career choices. On the other hand,

participant 3 said "I can sustain my needs by having a scholarship by joining different events

and being a working student” that introduces a proactive approach, indicating a willingness to

overcome financial constraints through strategies like obtaining scholarships, participating in

events, and working part-time. Together, these perspectives highlight the nuanced relationship

individuals may have with socio-economic factors when shaping their career aspirations,

ranging from direct influence to attempts at mitigating financial barriers through various means.

18
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATONS

This chapter presents the summary of findings, conclusions, and recommendations pf

the study pertaining to the Factors Affecting the Career Preferences of Grade 11 Senior High

School Students of Benigno V. Aldana National High School.

Findings

The pinpointed significant career obstacles include being a slow learner, having financial

struggles, navigating the impact of friends and technology, handling family pressures, and

struggling with time management. The consensus is that achieving career success requires a

delicate equilibrium among these factors, crucial for both academic and personal triumph. While

acknowledging progress may be gradual, respondents stress that success remains attainable

through dedicated effort and a meticulously devised plan. Confronting being a slow learner

involves personalized strategies and fostering a growth mindset. Overcoming financial

challenges entails proactive planning and exploring alternative paths. Managing social

influences and technology wisely is crucial, while effective communication helps navigate family

pressures. Successful time management, prioritization, and organizational skills are

underscored for overall success. The overarching theme is the interdependence of these

challenges and the potential for success through sustained effort and thoughtful planning.

It highlights how much their personal circumstances—financial obligations in particular, and

the desire to assist one’s parents—influence their professional preferences. The respondent

muses over the possibility of quitting school in order to work and support their family. This

realization emphasizes the difficult balance people must strike while selecting their job pathways

19
between their personal responsibilities and their academic goals. It highlights the significant

influence that family and financial concerns can have on a person’s educational and

professional path and sheds light on the intricate interactions between personal life dynamics

and job decisions. The respondent’s consideration of stopping their schooling highlights a typical

conundrum and the complex decision-making process involved in balancing personal

obligations with professional goals. This situation demonstrates the many difficulties people

experience while balancing their career and educational goals.

Parental advice has a major impact on the career decisions of students, demonstrating the

great importance Filipinos place on family. The participants emphasize the strong parental

support for educational requirements and their willingness to make sacrifices for family

necessities. Sometimes, though, kids feel as though their parents aren’t supporting them.

Rather than the genuine support being given, the reason for this inconsistency can be the

pupils' emotional perceptions. Perceived lack of support can have an emotional impact on one’s

general well-being, which can therefore have an impact on professional decisions. In the context

of Filipino adolescents’ familial influences, this highlights the significance of emotional support in

career decision-making by implying that students may become disoriented from a clear career

path due to feelings of inadequacy or lack of support. It also highlights the complex relationship

between emotional well-being and career decisions.

Different people have different opinions on the effect of economic status while choosing a

vocation. The varied ways in which people’s relationship with socioeconomic issues shapes

their job aspirations are highlighted via participant perspectives. Certain scholars highlight a

direct correlation between financial difficulties and the decision to pursue a practical and

economical career path. On the other hand, some downplay this effect and depend on their

family’s financial support. Some take a proactive stance, attempting to get over financial

obstacles by means of schemes like part-time jobs and scholarships. From direct impact to

20
attempts to mitigate financial constraints through a variety of strategies, these differing points of

view highlight the complexity that people encounter. The dynamics reveal how economic

considerations intertwine with personal career decisions, reflecting the multifaceted nature of

individuals’ responses to socio-economic factors in the pursuit of their professional paths.

Conclusions

Career success involves overcoming challenges like being a slow learner, financial

struggles, social influences, family pressures, and time management. Respondents believe

dedicated effort, personalized strategies, and a well-devised plan can lead to success.

Balancing personal responsibilities and academic goals is crucial, with decisions like quitting

school to support family highlighting the complex process of choosing between personal and

professional aspirations. This reflects common challenges in aligning career paths with familial

and financial realities.

Filipino students’ career decisions are heavily influenced by parental advice, emphasizing

the importance of family. Emotional well-being and career choices are intertwined, showcasing

the complex relationship between familial influences and individuals’ pursuit of career paths.

Perspectives on the impact of economic status on career choices vary, illustrating the

complexity of responses to socio-economic factors. From direct correlations between financial

difficulties and practical career choices to proactive measures like part-time jobs and

scholarships, the dynamics reveal how economic considerations intertwine with personal career

decisions.

21
Recommendations

Invite readers to consider their own problems and create individualized plans by looking for

resources or mentorship that fits their needs. This strategy can increase the efficiency of their

attempts to get over challenges and succeed in their careers.

Examine other options that let you achieve your academic objectives as well as your

personal obligations, like taking on part-time employment, having flexible hours, or contacting

educational resources for assistance. Finding a balance that supports your principles and long-

term goals is crucial.

Appreciating parental guidance is vital, but you should also think about your own interests

and hobbies. A more fulfilling and peaceful career path can result from having open discussion

with your family about your professional goals and from trying to find a balance that fits with

both personal fulfillment and family values.

Investigate several options to deal with financial difficulties, like applying for financial aid,

scholarships, or part-time work that fits with your professional objectives. A more robust and

sustainable path can result from striking a balance between practical considerations and

pursuing a meaningful profession. Furthermore, networking and mentoring can provide insightful

guidance on navigating the difficulties of job choices in a range of economic situations.

22
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24
 APPENDICES

Appendix A. Letter of Communication

Dear Respondents,
This questionnaire is an instrument to be utilized in order to determine the factors affecting the
senior high school career preferences of grade 11 students of Benigno V. Aldana National High
School for A. Y. 2023-2024
In connection to this, we are asking for your precious time and effort to answer all the questions
that are important and helpful for the completion of the study. Rest assured that all the data
gathered from you will be kept of confidentiality.
Your positive response in this request will be valuable contribution for the success of this study
and will highly appreciate.
Thank you very much for your cooperation.

Part I. Demographic Profile

Name (optional):
Strand & Section:
Sex: Female Male

Part II.

1. What are the problems that you encounter in achieving your career?
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

2. What are the Factors that affect your career preferences?

___ Economic Factors
___ Social Factors
___ Environment Factors

25
___ Personal Factors

3. How much influence does your family have on your career choice?
___ Very high
___ High
___ Low
___ Very low

4. Does socio-economic status affect your career preference? Yes, or no? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

26
EFREN K. TERES, EdD
OIC, SHS Assistant Principal II
Benigno V. Aldana National School

Sir
Greetings of peace!
We, the students of Benigno V. Aldana National High School are currently enrolled in the
Practical Research 1 in the senior high school curriculum. One of the requirements for this
subject is to make a research paper.
In this connection, we would like to ask approval from the office to allow us to conduct research
on the qualitative analysis on the factors affecting the senior high school students’ career
preferences at Benigno V. Aldana National High School and to conduct an interview to the
Grade 11 students.
We appreciate your time and help in this academic exercise.
Thank you very much!

Respectfully,
MYCA JADE A. SUBONG
Group Leader

Noted:
EDMUND D. CUSTODIO, PhD
Subject Teacher

Approved:
EFREN K. TERES, EdD
OIC, SHS Assistant Principal II

27
 Appendix B.
Coding

INITIAL CODING
Question Answer of respondents First coding

Q1. What are the problems P1. Slow learner Slow learner
that you encountered in - =Problems/hindrances in
pachieving your career? career

P2. Money, time Money, time management,

management, and and schoolwork
schoolwork. =Problems/hindrances in
career.

P3. Having no self- No self-confidence

confidence in achieving my =Problems/hindrances in
goals and thinking I can’t career
achieve it.
Gadgets and friends
P4. Gadget and friends. =Problems/hindrances in
career

Self and peer pressure

P5. I have encountered =Problems/hindrances in
pressure by myself and career
sometimes my peers.
Gadgets and friends
P6. Friends and gadgets. =Problems/hindrances in
career

Family pressure
P7. I encountered being =Problems/hindrances in
pressured and always career
worried about my grades
because my family is
expecting too much. Peer pressure and distraction
=Problems/hindrances in
P8. Peer pressure and being career
distracted by gadgets.
Financial and personal
problems
P9. One of the problems that =Problems/hindrances in
I encountered is financial career
problem and I’m also having
a hard time about my

28
personal problems. Self-pressure
=Problems/hindrances in
P10. I’m encountering a self- career
pressure on my way on
achieving my career. Academic problem
=Problems/hindrances in
P11. Problem in career
understanding mathematics.

Financial problem
=Problems/hindrances in
P12. Being financially career
unstable.
Lack of financial and moral
support
P13. Lack of financial and =Problems/hindrances in
moral support. career

Financial problems
=Problems/hindrances in
P14. Financial problems. career

Academic pressure
=Problems/hindrances in
P15. Academic pressure. career

Homework
=Problems/hindrances in
P16. Academic problems career
(assignments).
Family pressure
=Problems/hindrances in
P17. The problem in career
achieving my career is
pressure because of my Pressured by parents.
parents. =Problems/hindrances in
career
P18. I’ve encounter pressure
from my parents. Problems in managing time
=Problems/hindrances in
career
P19. The problems that I
encounter was that I had
lack of time especially when I Criticism and social
have lots of priorities to do. judgement
=Problems/hindrances in
P20. One of my problems in career
achieving my career is I was
being criticized, having a lack
of courage to continue, and
easily giving up due to social

29
 judgement.
2. What are the factors that P1. Personal Factors – being Personal Factors- being a
affect your career a slow learner can affect my slow learner and having lack
preferences? How? career preferences because of self-confidence.
 Economic Factors of that, I’m having lack of =Determinant in choosing
 Social Factors self-confidence to be active career
in class.
 Environmental
Factors P2. Economic Factors – Economic Factors- having
 Personal Factors money is the main reason insufficient fund.
why I can’t achieve my =Determinant in choosing
career; I don’t have enough career
money to start or even invest
on my career.

P3. Personal Factors – the Personal Factors- interested

factor is my personal interest in baking and cooking.
which is baking and cooking. =Determinant in choosing
career

P4. Environmental Factors – Environmental Factors- very

my studying environment is noisy environment
very noisy. =Determinant in choosing
career

P5. Personal Factors – the Personal Factors- interest in

factor that affect my career is business
that I love business because =Determinant in choosing
we have a business – a store career
that I want to manage.

P6. Environmental Factors – Environmental Factors-

I’m distracted by gadgets. distracted by gadgets.
=Determinant in choosing
career

P7. Economic Factors – Economic Factors- financial

financial problem. problems
=Determinant in choosing
career

P8. Personal Factors – Personal Factors- focused on

gadgets because I am more playing games.
focused on playing games. =Determinant in choosing
career

P9. Personal Factors – the Personal Factors- thinking of

factor that affects my career stopping to help his/her
preferences is about my parents.
personal life because there =Determinant in choosing
are times, I think of stopping career

30
to go to school to help my
parents by working.

P10. Personal Factors – one Personal Factors- interest in

factor in choosing my career solving math problems.
is my interest which is =Determinant in choosing
solving math problems. career

P11. Environmental Factors Environmental Factors-

– I’m distracted by noisy distracted by noisy
environment. environment.
=Determinant in choosing
career

P12. Personal Factors – I’m Personal Factors- having a

having a hard time in making hard time in decision-making.
decision. =Determinant in choosing
career

P13. Economic Factors – Economic Factors- financial

having a financial problem. problems
=Determinant in choosing
career

P14. Environmental Factors Environmental Factors-

– I’m distracted because of distracted by noisy
noisy environment. environment.
=Determinant in choosing
career

P15. Economic Factors – Economic Factors- money is

because in my career, a very important thing in
money is a very important career.
thing. =Determinant in choosing
career

P16. Economic Factors – Economic Factors- lack of

lack of financial support. financial support
=Determinant in choosing
career

P17. Personal Factors - one Personal Factors- skills and

of the reasons in choosing interest in solving math
my career is my skills and problems.
interest in solving math =Determinant in choosing
problems. career

Economic Factors- lack of

P18. Economic Factors – finance
lack of finance. =Determinant in choosing
career

31
 Personal Factors-
P19. Personal Factors – underestimating his/herself
because I often =Determinant in choosing
underestimate myself. career

Personal Factors- relying on

P20. Personal Factors – I the criticism of others.
always compare or rely onto =Determinant in choosing
the criticism of other people. career
I sometimes lose the
courage to gain energy to
continue studying.

3. Does your family influence P1. Very highly influenced- Very highly influenced-
you on your career choice? They are the one who guides guiding in choosing career
How? me. =Family influence in career
 Very highly choice
influenced
 Highly influenced P2. Very highly influenced- Very highly influenced- giving
They are giving the things the things needed.
 Low influenced that I need. =Family influence in career
 Very low influenced choice

P3. Highly influenced- Highly influenced- financial

Giving financial support support
=Family influence in career
choice

P4. Highly influenced- Highly influenced- guiding in

Guiding me in making decision making
decision =Family influence in career
choice

P5. Highly influenced- Giving Highly influenced- giving

moral support moral support
=Family influence in career
choice

P6. Highly influenced- Highly influenced- giving

Giving advice to have good advice
grades. =Family influence in career
choice

P7. Highly influenced- Highly influenced- dictating

Dictating me what should I the things that needed to do.
do. =Family influence in career
choice

Highly influenced- supporting

P8. Highly influenced- on what is wanted.

32
Supporting me on what I =Family influence in career
want choice

Highly influenced- guiding

with choices
P9. Highly influenced- =Family influence in career
Guiding me with my choices choice

Highly influenced- giving

advice
P10. Highly influenced- =Family influence in career
Giving me advice choice

Very low influenced- don’t

feel any support.
P11. Very low influenced- =Family influence in career
I don’t feel any support choice
coming from them.
Low influenced- most of the
time they don’t show support.
P12. Low influenced- =Family influence in career
Sometimes, they show choice
support but most of the time
they not. Highly influenced- encourage
to do more.
P13. Highly influenced- =Family influence in career
They encourage me to do choice
more.
Very low influenced- they
don’t show that they care
P14. Very low influenced- =Family influence in career
It looks like they don’t care choice
about me.
Very highly influenced-
they’re doing everything that
P15. Very highly influenced- they can.
They’re doing all that they =Family influence in career
can just to make sure that choice
I’m getting all the things that I
need on my school.
Highly influenced- making
P16. Highly influenced- sure that he/she have the
They make sure that I get the things needed.
things that I need. =Family influence in career
choice

Very highly influenced-

P17. Very highly influenced- supports financially and
They support me financially morally.
and morally. =Family influence in career

33
 choice

Low influenced- busy with

P18. Low influenced- their own family
They are busy with their =Family influence in career
other families. choice

Highly influenced- support

P19. Highly influenced- and guidance
Supporting and guiding me =Family influence in career
choice

Highly influenced- giving the

P20. Highly influenced- things needed.
Giving me the things that I =Family influence in career
need choice

4. Does your socio-economic P1. Yes, I can’t start my Yes, they have enough
status affect your career career because I don’t have finance to pursue his/her
preferences? Yes, or no? enough finance. career.
How? =Effect of economic status in
career

P2. Yes, I can’t start my Yes, their status belongs to

career because our socio- lower class.
economic status is low. =Effect of economic status in
career

P3. No, fortunately we’re No, they belong to upper

belong to upper class that’s class and his/her mother can
why my mother can provide provide that is needed.
what I need in my course. =Effect of economic status in
career

P4. Yes, a student like me Yes, he/she is experiencing a

who’s experiencing financial financial problem that affects
problem, I can say that his/her career choice.
socio-economic status really =Effect of economic status in
affects my career choice. career

P5. No, I’m free to choose No, free to choose what

the career that I want. he/she wants.
=Effect of economic status in
career

34
P6. Yes, we are facing Yes, they’re facing financial
financial problem so I’m problem, so he/she is going
going to choose a more to choose a more budget
practical and cost-efficient friendly career.
career. =Effect of economic status in
career

No, he/she have supportive

P7. No, my family is family.
supportive for everything I =Effect of economic status in
want in my career. career

No, his/her family can provide

P8. No, our status doesn’t his/her needs.
affect my career choice =Effect of economic status in
because my family can career
provide my needs.
No, his/her father is being
P9. No, my father is a chef paid highly to provide his/her
and being paid sufficiently to needs.
provide my needs. =Effect of economic status in
career

No, his/her parents give

P10. No, I can say that my him/her freedom and support
parents give me freedom and him/her in choosing career.
support to choose my career. =Effect of economic status in
career

No, he/she can sustain

P11. No, I can sustain myself support his/her needs.
and I’m focusing on my own =Effect of economic status in
goal. career

Yes, he/she can’t decide on

P12. Yes, I can’t decide on his/her own because he/she
my own because I’m is considering what his/her
considering the money that parents have.
my parents have. =Effect of economic status in
career

Yes, they don’t have enough

P13. Yes, we don’t have money for the career that
enough money for the career he/she want.
that I want. =Effect of economic status in
career

No, he/she follow what

P14. No, I will follow what I he/she want and support
want and provide myself the himself/herself.

35
things that I need. =Effect of economic status in
career

P15. Yes, we don’t have Yes, they don’t have enough

enough money to pursue the money to pursue his/her
career that I want. career.
=Effect of economic status in
career

P16. No, my family can No, his/her family can give

sustain my needs. his/her needs.
=Effect of economic status in
career

P17. No, my family is No, his/her family is

supporting me and can supportive and can handle all
handle all the expenses. the expenses.
=Effect of economic status in
career

P18. No, my parents can still No, his/her can handle the
handle it. expenses in his/her chosen
career.
=Effect of economic status in
career

P19. Yes, my parents only Yes, his/her parents don’t

graduated high school, so have a high-paying job to
they don’t have a high- support him/her.
paying job. =Effect of economic status in
career

No, he/she can sustain

P20. No, I can sustain my his/her own needs by being a
needs by having scholar, a hard-working
scholarships, by joining student and by joining events.
different events and being a =Effect of economic status in
working student. career

36
Appendix C.
Pictures

37
38
39
40
 CURRICULUM VITAE

Name: Myca Jade A. Subong

Academic Degree: High School Grade 11 ABM

Place of Birth: San Antonio Nueva Ecija, Philippines

Date of Birth: October 28, 2006
Religion: Catholic
Citizenship: Filipino
Sex: Female

Address: Asan Sur Sison, Pangasinan

Contact: 09463704468
Email: [email protected]

Education
•2023-2024: Benigno V. Aldana National High School

Languages
•Tagalog
•Ilocano
•English

41
Name: Majine Czarina A. Carganilla

Academic Degree: High School Grade 11 ABM

Place of Birth: Rosario, La Union

Date of Birth: January 23, 2007
Religion: Catholic
Citizenship: Filipino
Sex: Female

Address: Barangay Malokiat Pozorrubio Pangasinan

Contact: 09391601330
Email: [email protected]

Education
•2023-2024: Benigno V. Aldana National High School

Languages
•Tagalog
•Pangasinan
•English

42
Name: Kim Juvert S. Acuña

Academic Degree: High School Grade 11 ABM

Place of Birth: Barangay Malokiat, Riverside Zone 5,

Pozorrubio Pangasinan
Date of Birth: August 28, 2007
Religion: Catholic
Citizenship: Filipino
Sex: Male

Address: Barangay Malokiat, Riverside Zone 5, Pozorrubio Pangasinan

Contact: 09187840073
Email: [email protected]

Education
•2023-2024: Benigno V. Aldana National High School

Languages
•Tagalog
•Ilokano
•English

43
Name: Ruvhelyn F. Merca

Academic Degree: High School Grade 11 ABM

Place of Birth: Barangay Palacpalac Pozorrubio, Pangasinan

Date of Birth: March 21,2007
Religion: Catholic
Citizenship: Filipino
Sex: Female

Address: Barangay Bobonan, Riverside, Pozorrubio, Pangasinan

Contact: 09389995641

Education
•2023-2024: Benigno V. Aldana National High School

Languages
•Tagalog
•Ilokano
•English

44
Name: Angeline S. Quiniola

Academic Degree: Senior High School Grade 11 ABM

Place of Birth: Cablong Pozorrubio, Pangasinan

Date of Birth: October 23, 2007
Religion: Catholic
Citizenship: Filipino
Sex: Female

Address: Olarte, Pozorrubio, Pangasinan

Contact: 09215284591
Email: [email protected]

Education
•2023-2024: Benigno V. Aldana National High School

Languages
•Tagalog
•Pangasinan
•English

45
Name: Katrina Angeline M. Esperanza

Academic Degree: Senior High School Grade 11 ABM

Place of Birth: Urdaneta, Pangasinan

Date of Birth: April 21, 2007
Religion: Catholic
Citizenship: Filipino
Sex: Female

Address: Rosario Pozorrubio, Pangasinan

Contact: 09127414381
Email: [email protected]

Education
•2023-2024: Benigno V. Aldana National High School

Languages
•Tagalog
•Ilokano
•English

46
Name: Judy Ann M. Genese

Academic Degree: Senior High School Grade 11 ABM

Place of Birth: Jenkins Pozorrubio, Pangasinan

Date of Birth: July 15, 2007
Religion: Catholic
Citizenship: Filipino
Sex: Female

Address: Araneta Pozorrubio, Pangasinan

Contact: 09458638459
Email: [email protected]

Education
•2023-2024: Benigno V. Aldana National High School

Languages
•Tagalog
•Pangasinan
•English

47
Name: Lovely M. Cadava

Academic Degree: Senior High School Grade 11 ABM

Place of Birth: Maddela Quirino

Date of Birth: September 05, 2006
Religion: Catholic
Citizenship: Filipino
Sex: Female

Address: Nantangalan Pozorrubio Pangasinan

Contact: 09065708155
Email: [email protected]

Education
•2023-2024: Benigno V. Aldana National High School

Languages
•Tagalog
•Ilocano
•English

48
Name: Cherry May S. Alagos

Academic Degree: Senior High School Grade 12 HUMSS

Place of Birth: Mabini Street, Digos City

Date of Birth: August 1, 2002
Religion: Seventh Day Adventist
Citizenship: Filipino
Sex: Female

Address: Villa Alipangpang Pozorrubio, Pangasinan

Contact: 09948363957
Email: [email protected]

Education
•2023-2024: Benigno V. Aldana National High School

Languages
•Bisaya
•Tagalog
•English

49
Name: Kimberly Rijn R. Felix

Academic Degree: High School Grade 11 ABM

Place of Birth: Nueva Viscaya

Date of Birth: January 15, 2007
Religion: Methodist
Citizenship: Filipino
Sex: Female

Address: Amagbagan Pozurrubio Pangasinan

Contact:09672832503
Email: [email protected]

Education
•2023-2024: Benigno V. Aldana National High School

Languages
•Tagalog
•Ilocano
•English

50