Suggested Title

Therefore, this study intends to determine the factors

affecting career preferences among Grade 12 agricultural senior

high school students of Marilog High School of Agriculture year

2018 to 2019. These factors that serve as preferences of student in

choosing a career in college includes childhood aspirations, family/

relatives, peer/ friends, interest and specialization, values, in-

demand jobs, school guidance counselor; and anticipated problems

encountered are presumed to affect the student preferences of

their career action. Does financial status greatly affect towards

choosing career pathways among our senior high school graduates.

Personally, our school graduates have low employability skills

after graduation. I believe that the Senior High School Program

and training would greatly pave the way to address such as these

problems.
 2

Background of the Study

Career preferences are free opportunity to select a desired

career. It is also a decision-making in a confusing situation which

occurs during the senior year of high school level. When one is

confused in choosing a career, he relies on his friends and

relatives. He was confused in a sense that he cannot make his own

decision and not yet ready to get into college. According to

Tiedeman, career development unfolds within the general process

of cognitive development as one resolves ego-relevant crises. He

further noted out that decision-making is a continuous process in

which individuals will change their courses of career action,

generally by leaving a setting or environment. Such as when a

student is disoriented in his course he have been taken that will

result in decreasing eagerness on that particular field. He decides

to transfer in another school or to shift another course that really

fits his own interest and. When one is unstable in making decision,

these disoriented strategy may be repeated until achieve different

bachelor’s degree which can be a major distraction of one’s future

job. Superbly also considered indecisiveness as a period of

developmental process when interest was not fully crystallized.

 3

Statement of the Problem

The study aimed to determine the factors on financial status

affecting career preferences of senior high school students of Sta.

Cruz National High School of the academic year 2017-2018.

Specifically, it will seek to answer the following queries:

1) What are the socio-demographic characteristics of the senior

high school students in terms of:

1.1 Sexed. Parents Occupation;

1.2 Age. Size of Income;

1.3 Parents Educational Attainment f. Sibling Position;

1.4 What are the top three expressed career choices of the

students?;

2.1 Childhood Aspirations d. Values;

2.2 Peer/ Friends f. School Guidance Counselor; and

2.3 What are the anticipated problems encountered in

making their career choice?

Scope and Delimitations

The following hypotheses are formulated for acceptance or

rejection of study:
 4

Ho1. The socio-demographic characteristics (such as sex,

age, parents’ educational attainment, parents’ occupation, size of

income, and sibling position) does not affect the career preferences

of the senior high school students.

Ho2. The preference of student in terms of childhood

aspirations, family/ relatives, values, in-demand jobs, and school

guidance counselor does not affect their career choice.

The anticipated problem encountered by students does

not affect their career choice specifically financial status.

Significance of the Study

1. Therefore, this study is deemed significant to the following

stakeholder for the following reasons:<br /><ul><li>To the

Students – The respondents are the center of the research

because ultimately they develop the awareness of

themselves, strength, and weaknesses for their career

development by continually summarizing and reflecting upon

what they are learning from home, school, and community.

In totality, students are in charge of their own choice.

2. 41. To the Parents – In this study, parents will realize how

important they are as a source of encouragement in which

 5

children are free to explore different areas of career

preferences. This study will look forward in giving their

children an assurance to acquire quality education that would

enable them to obtain better job, better income, and brighter

future.

3. 42. To the Teacher – This study will give information to the

teachers of EARVHS as to the preferences of students such

that they can focus on the skills needed by the students if

ever the latter would pursue the career they have chosen.

4. 43. To the School Administration – The result of this study

will help the school administration in putting up an effective,

integrated career information and guidance system that plays

a very helpful role in guiding students towards making the

best possible career decisions.

5. 44. To the Researcher – The process and outcome of this

study will produce a great satisfaction, competence, and

professionalism to the field. Although the topic of the study is

focused on career which belongs to the field known as

Industrial Psychology, the purpose is to have a diversity and

idea about the field rather than understanding the

abnormalities of human behavior.

 6

Definition of Terms

1. The following terms are conceptually or operationally defined

to enhance the understanding of the readers of this paper.

2. 47. Crisis – an unstable or crucial time or state of affairs

whose outcome will make a decisive difference for better or

worse. In this study, crisis is mentioned into four: socio-

economic, political, financial, as well as global economic.

3. 48. Recession – a period of reduced economic activity or

withdrawal. In this study, recession refers to a decrease of

employees in a company affected by economic crisis.

4. 49. Career – a field for or pursuit of consecutive progressive

achievement especially in public, professional, or business

life. In this study, career is the application of education

whereby it is the totality of acquired knowledge.

5. 50. Ego-Relevant Crisis – is derived from Erik Erikson’s eight

psychosocial crises such as

6. 51. 1)Trust, 2)Autonomy, 3) Initiative, 4) Industry, 5)

Identity, 6)Intimacy, 7) Generativity, and 8) Ego-Integrity.

 7

7. 52. 5. Disoriented Strategy – displace from normal position

or relationship. In the study, this term refers to mechanism

of students when he or she is unstable in choosing a career

which can be repeated.

8. 53. 6. Socio-Demographic Characteristics – refers to sex,

age, parent’s educational attainment, parent’s occupation,

size of income, and sibling position.

9. 54. 7. Sibling Position – the position of respondent in his

family, whether he or she was a first child, second child, third

child, etc. .

10. 55. 8. Preference – other term for recommend ; the

power or opportunity of choosing. In the study, the term

career preference refers to the basis of student in choosing

the course he wants whether it comes from his childhood

aspirations, relatives, peer, his values in life, interest and

specialization, and school guidance counselor.

11. 56. 9. Childhood Aspirations – the child’s infantile

wishes of what he wants when grew up.

12. 57. 10. Interest – to induce or persuade ; to participate

or engage.
 8

13. 58. 11. Specialization – to concentrate one’s efforts in

a special activity of field.

14. 59. 12. Values – refers to motivated drives the

individual is striving to achieve their aspirations in life.

15. 60. 13. “In-Demand” Jobs – refers to the majority of

present occupation which many companies are in need for a

particular job.

16. 61. 14. School Guidance Counselor – is a type of

counseling profession specialized in assisting the students in

choosing their career in college and as well as vocational or

educational problems.

17. 62. 15. Anticipated Problems – the expected problems

of student’s career choice. For example, financial

sustainability, poor health, self-conflicts, etc.

18. 63. 16. Self-Concept – the mental image one has of

oneself.

19. 64. 17. Vocational Self-Concept – a driving force that

establishes a career pattern one will follow through life.

20. 65. 18. Vocational Ego-Involvement – a term which

describes Tiedeman’s self-development approach to career.

 9

Chapter 2

Review of Related Literature (RRL)

1. The study is anchored on the theory of Donald Super

which focuses on the development of life roles over the life

span with emphasis on interrole congruence. His vocational

concept as a part of self-concept is formed, it is the driving

force that establishes a career pattern one will follow through

life. Vocational developmental tasks are derived from

vocational stages which provides framework for vocational

behavior and attitudes.

2. 23. VOCATIONAL DEVELOPMENTAL STAGES

3. 24. Growth (birth-age 14 or 15), characterized by

development of capacity, attitudes, interests, and needs

associated with self-concepts;

4. 25. Explanatory (ages 15-24), characterized by a tentative

phase in which choices are narrowed but not finalized;

5. 26. Establishment (ages 25-44), characterized by trial and

stabilization through work experiences;

6. 27. Maintenance (ages 45-64), characterized by a continual

adjustment process to improve working position and

situation; and
 10

7. 28. Decline (ages 65+), characterized by preretirement

considerations, reduced work output, and eventual

retirement.</li></ul>The crystallization task (ages 14-18) is

forming a preferred career plan and considering how it might

be implemented. Pertinent information is studied with the

goal of becoming more aware of the preferred choice and the

wisdom of preference. The specification task (ages 18-21)

follows in which the individual feels the need to specify the

career plan through more specific resources and explicit

awareness of cogent variables of the preferred choice. The

implementation task (ages 21-24) is accomplished by the

completion of training and entry into the career and develops

a feeling of security in career position. The stabilization (ages

24-35) is reached when the individual is firmly established in

a career and develops a feeling of security in career position.

Finally, the consolidation task (35+) follows with

advancement and seniority in a career. Super also identified

six dimensions that he thought were relevant and

appropriate for adolescents:<br /><ul><li>Orientation to

Vocational Choice (an attitudinal dimension determining

 11

whether the individual is concerned with the eventual

vocational choice to be made);

8. 29. Information and Planning (a competence dimension

concerning specificity of information individuals have

concerning future career decisions and past planning

accomplished);

9. 30. Consistency of Vocational Preferences (individuals’

consistency of preferences);

10. 31. Crystallization of Traits (individual progress toward

forming a self-concept);

11. 32. Vocational Independence (independence of work

experience);

12. 33. Wisdom of Vocational Preferences (dimension

concerned with individuals ability to make realistic

preferences consistent with personal tasks.)</li></ul>This

theory is found to be appropriate because of its stressfulness

in terms of developing a career plan that will guide the

individual in choosing a career in college. Also, Super’s six-

dimension is appropriate for adolescent is truly applicable

because senior high school students are fall under this

category.<br />Another theory adopted for the research is

 12

David Tiedeman’s5 self-development approach to career. He

believes that evolving ego-identity is of central importance in

the career development process. He referred to the evolving

self-in-situation from the earliest awareness of self to point

at which individual becomes capable of evaluating

experiences, anticipating, and imagining future goals, and

storing experiences in memory for future reference with his

context of Erik Erikson’s eight psychosocial crises. Self-in-

situation, self-in-world and the orientation of work evolve as

one resolves the psychosocial crises of life. He therefore

conceptualized a paradigm for problem-solving as the

mechanism of career decision making. His paradigm covers

four aspects of anticipation or preoccupation (exploration,

crystallization, choice, and clarification) and three aspects of

implementation of adjustment (induction, reformation, and

integration).<br />ASPECTS OF ANTICIPATION,

PREOCCUPATION, IMPLEMENTATION, AND

ADJUSTMENT<br />Aspects of Anticipation

CharacteristicsAspects ofCharacteristics<br />Or

PreoccupationImplementation<br />Exploration1. Thinking is

ratherInduction1. This period begins<br />temporary and

 13

evanescent the social interaction experience<br />in nature.

with career identification.<br />2. There is consideration2.

There is a further <br />and reconsideration ofidentification

of self and defense<br />possible courses of action.of self

within the career social<br />3. Through

imagination,system.<br />one experiences numerous3. As

acceptance is experienced<br />activities by relating

feelingswithin the career, part of self is <br />of self within

certain merged with the accepting<br />structures or

premises.group.<br />4. There is searching through4. There

is further progression of <br />projection into tentative

goalsindividualized goal but within the<br />5. There is a

focus on futureframework of the totality of a <br />behavior

with alternative coursescareer concerning social

purpose.<br />of action.<br />6. There is reflection upon

aspirations,<br />abilities, interests, and future

societal<br />implications related to career choice.<br

/>Crystallization1. There is a continued Reformation 1. The

career group offers<br />assessment of

alternatives.acknowledgement of <br />2. Fewer alternatives

are underacceptance as a group<br

 14

/>consideration.member.<br />3. There is an emergence of

2. There is assertive action<br />tentative choices.on the

part of the individual<br />4. Tentative choices may bethe

career group and outside<br />reevaluated in the process

ofthe career group, spawned by<br />valuing and

ordering.the newfound conditions.<br />3. Assertive action

takes the<br />form of convincing others to<br />5. Goals

become more definite andconform to the self-view

held<br />formed but are not irreversible.by the individual

and toward<br />6. There is a definite more towardgreater

acceptance of<br />stability of thought.modified

goals.<br />Choice1. A definite goal is chosenIntegration1. A

compromise of <br />2. There is focus on the

particularintentions of goals is<br />behavior necessary to

reach the achieved by the individuals<br />chosen goal.as

he or she interacts with <br />the career group.<br />2.

Objectivity of self and the <br /><ul><li>career group is

attained.

13. 34. 3. Identification of a working

14. 35. member within the total

15. 36. system of the career field

 15

16. 37. emerges.

17. 38. 4. Satisfaction of a

18. 39. committed cause or action is

19. 40. at least temporarily

attained.</li></ul>Clarification1. This period is marked

by<br />further clarification of self<br />in the chosen

position.<br />2. Further consideration of the<br

/>anticipated position lessens the<br />doubts of the career

decision.<br />3. A stronger conviction about<br />the

career decision is developed.<br />4. This ends the

anticipatory or<br />preoccupational stage.<br />Tiedeman

stressed out why individual change their courses of action

because of external factors because of external forces (such

as the call of the armed forces, an economic crisis, the work

setting itself) or by broad psychological drives (such as

unmet needs, changing aspirations, role diffusion). According

to the prescribed sequence, a new decision unfolds and must

be made, beginning with exploration and eventually reaching

integration. If integration is not reached once again, the

individual may adapt to a career environment or may simply

 16

withdraw and begin a new search for eventual

integration.<br

Conceptual Framework

1. Review of Related Literature and Studies

2. 68. Career preference is the process of decision-making. A

great number of studies, researches, and write-ups has been

conducted for a period of time and still emerged as one of

the top-priority researches due to rapid changing and need of

time. This chapter is the presentation of literature and

studies from foreign to local which may directly or indirectly

bearing to study at hand. Relevance to present studies will

give a big picture why these literature and studies from

foreign to local are used.

3. 69. 2.1. Foreign Literature

4. 70. According to Howard and Ill stressed out that whenever

students are in their high school experience, they are the

center of learning. In a traditional high school, the center of

 17

the system is the content or subject, not student learning.

Howard and Ill present a system to promote the shift from

traditional content or subject –centered high schools to

student-centered high schools which is called as Collaborative

Career Pathways – a system of organizing the student

learning interests and aptitudes around career paths. It

provides a structure for students to reference their learning

and comment each year of their high school experience. It

allows students to plan and practice their skills while creating

a smooth and successful transition to a post-secondary

option.

5. 71. Goffredson’s Developmental Theory of Occupational

Aspirations describes how people become attracted to certain

occupations. Self-concept in vocational development is the

key factor to career selection and people want jobs that are

compatible with their self-image. The key determinants of

self-concept are one’s social class, level of intelligence, and

experiences with sex-typing. Roe’s need approach9

emphasized that early childhood experiences play an

important role in finding satisfaction in one’s chosen field.

The need structure of the individual, according to Roe, would

 18

be greatly influenced by early childhood frustrations and

satisfactions.

6. 72. According to John Holland , individuals are attracted to a

given career by their particular personalities and numerous

variables that constitute their backgrounds. First of all,

career choice is an expression of, or an extension of

personality into the world of work followed by subsequent

identification with specific occupational stereotypes.

Accordingly, one chooses a career to satisfy preferred modal

personal orientation. Modal personal orientation is a

developmental process established through heredity and the

individual’s life history of reacting to environmental demands.

If the individual has developed a strong dominant

orientation, satisfaction is probable in a corresponding

occupational environment. If, however the orientation is one

of indecision, the livelihood of satisfaction diminishes.

7. 73. 2.2. Local Studies

8. 74. According to the study conducted by Siguan Jr. (1994), it

was found out that the students self-concept showed no

significant influence on their career preferences. The

academic achievements of students proved to be significant

 19

related to their career preferences. The school were students

came from had no influence on their choice of career. He

recommends that a more improved and functional guidance

provided in school to help students make sound career

choices. The guidance services in school must be

collaborative efforts of the administrator, guidance

counselors, and teachers. Classroom teachers are

encouraged to do their best in improving teaching learning

processes, considering that academic achievement of student

influences their career preferences. Another study conducted

by Almerino (2003), it was found out that a big picture of a

big family with low educational attainment and inadequate

investment was the sole foundation of choosing a course,

which was psychologically motivated. The respondent’s level

of preferred intelligence did not match to their chosen

course. This could be drawn from the required level of the

course in contrast with their level of preferred intelligence.

9. 75. The necessity of developing a career development

program was need in order to prevent any misfits and to

assist students in the process of crystallizing their career in

 20

life. She recommended that this program be effectively

implemented.

10. 76. Personal interests, abilities, skills, and values are

the most influential factors in coming chosen occupation by

the participants according to Pabiton (2007). These imply

that like other graduating students in high school students,

the participants seemed to have chosen occupation. She also

noted that the students be given all the chances to learn and

develop the skills and attitudes required for various

occupations. She recommends that career counselors could

give more emphasis on this environmental factor during

individual and small group career counseling.

11. 77. 2.3. Foreign Studies</li></ul>According to the

study conducted by Garcez (2007) , it was found out that by

increasing career development activities, which includes

setting career goals, students had a higher self-esteem.

Maybe even more important, however, is that students were

more satisfied about the education they were receiving. This

will, in turn, hopefully lead to students having a deeper

desire and commitment to succeed in their education.

Another outcome of a higher self-esteem, is that those

 21

students chose more difficult goals than students with low

self-esteems. She noted that excellent detailed plan for

teaching parents and teachers how to teach young students

to set career goals. The plan requires a total community

effort through educators, parents, and businesses. Students

must be given an opportunity to identify and explore their

desired careers. They can accomplish this through the

“School to Work Transition” or “Job Shadowing Program.”

Through the cooperative efforts of the entire community,

students can identify career choices, set career goals, and

have higher self-esteems at an early age. Ultimately, they

will further their education and have a better chance of

succeeding in the “do or die” world in which we live. <br

/><ul><li>2.4. Local Literature

12. 78. According to Elmer (1989), career planning is life

goal-setting. Without such a plan, it is like making a journey

to an unfamiliar destination without a map. He proposed a

Career Planning Guide that will help the students in choosing

their appropriate course from planning a career, steps in

planning career, goal-setting and self-understanding. Also, it

reveals that guidance and counseling is intervention of

 22

underemployment individuals and career preparedness must

be initiated.

13. 79. 2.5. Relevance to the Present Studies

14. 80. The studies reviewed provide ample evidence that

career development program is in need and must have a

collaborative efforts made by school administrator, teachers,

and mostly guidance counselor in crystallizing student’s

career decision. The teaching methodologies or strategies

must be improved and concentrate on student’s learning and

not by subjects. </li>

Hypothesis

This will involve at most 10 school administrators and 10

school teachers who will comprise in answering qualitative

questions with correlational analysis to the quantitative data

gathered in which they are required to give their opinion on a

written interview.

Chapter 3

Methodology

1. This chapter presents the research design, population and

sample of the study, research instruments, data gathering

 23

procedures, and statistical treatment of data.<br

/><ul><li>Research Design</li></ul>This study used a

descriptive survey method used to assess socio-demographic

characteristics such as sex, age, parent’s educational

attainment, parent’s occupation, size of income, sibling

position; the top three expressed career choices; preference

of student in choosing a career and anticipated problems that

affect the career choices of senior high school students of

EARVHS of academic year 2009-2010. Descriptive research is

a purposive process of data gathering, analyzing, classifying

and tabulating data about prevailing conditions, practices,

beliefs, processes, trends, and cause-effect relationships and

then adequate and accurate interpretation about such data

with or without aid of statistical treatment.<br

/><ul><li>Population and Sample of the

Study</li></ul>The respondents of this study came from

EARVHS. They were identified using the Sloven’s formula: n

(sample size) = N (population) / 1 + N (population) x e2

(margin of error at .03 squared). Stratified random sampling

is used to select randomly, samples from the different strata

of the population. This type of sampling is used when the

 24

population has class stratifications or grouping either

horizontally of vertically.<br /> <br />3.2.1.Statistical

Paradigm<br />SectionsTotal No. of Students in Each

SectionPercentage(%)SampleA44.8035B50.8040C55.8044D4

1.8033E45.8036F44.8035Total Population279Total

Sample223<br />n = N1+N e2 The students are grouped

into 6 categories<br />n = 2791+279 (.03)2 according to

their specialization, so the <br />n = 2791+279

(0.0009)researcher used stratified sampling.<br />n =

2791+0.2511Sample Proportion (%) = nN = 223279 = .

7992 > 80%<br />n = 2791.2511<br />n = 223Therefore,

the total sample is 223.<br /><ul><li>Research Instrument

2. 81. The instrument used was a researcher-made

questionnaire checklist to gather the needed data for the

student’s profile. The draft of the questionnaire was drawn

out based on the researcher’s readings, previous studies,

professional literature, published and unpublished thesis

relevant to the study.

3. 82. In the preparation of the instrument, the requirements in

the designing of good data collection instrument were

considered. For instance, statement describing the situations

 25

or issues pertaining was toned down to accommodate the

knowledge preparedness of the respondents. Open-ended

options were provided to accommodate to free formatted

views related to the topics or issues. In this way, the

instrument is authorized to obtain valid responses of the

students.

4. 83. Preference for the use of the structured questionnaire is

premised on several research assumptions such as a) cost of

being a least expensive means of gathering data, b)

avoidance of personal bias, c) less pressure for immediate

response, and giving the respondents a greater feeling of

anonymity. In the end, it encouraged open responses to

sensitive issues at hand.

5. 84. Data Gathering Procedure

6. 85. The first step before going to the testing proper is to

make a request letter. Upon approval, the researcher

retrieves the request letter. The assistance of guidance

counselor, as well as class advisers and other faculty

members were selected in the administration.

7. 86. In administering the questionnaire, the researcher was

use the time allotted for vacant to avoid distractions of class

 26

discussions. The student responses were given enough time

to answer the questions.

8. 87. After data gathering, the researcher now collected it for

tallying the scores and to apply the statistical treatment to be

used with the study.

9. 88. Treatment of Data

10. 89. The responses made by students describing their

socio-demographic characteristics, preference of choosing

their career, and anticipated problems were presented. For

instance, sex, age, parent’s educational attainment, parent’s

occupation, size of income and sibling position. This was also

applied for top three career choice and students preference in

making his career choice. In providing overall picture of the

socio-demographic characteristics and career preference, as

well as anticipated problems in pursuing their studies and it’s

effect on students, summary presentations will also

presented.

11. 90. Statistical Treatment for Data

12. 91. Responses to the questionnaire by senior high

school students were statistically analyzed with the data

requirements of the study. Students were statistically

 27

analyzed with the data instruments of the study. Descriptive

statistics such as frequency count, mean, percent and rank

are considered.

Chapter 4

Results and Discussion

The researcher sought the approval of the title of the study from

the members of the panels with the researcher’s adviser; and the

process include the following: (a) constructing the terms of

reference for the approval of the title and (b) constructing the topic

in chapter and the proposed questionnaires of the research study

and defended the same with the panel members. Research experts

from the Division Office of Davao City and TESDA- Wangan were

also consulted to further enhance the research instrument. The

variables are conceptualized and are set in a paradigm form which

the specific questions are based. The analysis of the variables is

 28

drawn in reference to the conceptual framework of the study. The

researcher then proceeds with reviewing literature and related

studies of the subject.

After the research has been defended to the panel members

with some changes and adaptation and re-consultation with key

experts related to the study, the tools was designed, and validated.

There were multiple revisions done to the survey questionnaire.

Formal transmittal letters were sent to the Office of the

Schools Division Superintendent, Davao City, Division Tech-Voc.

Secondary Schools Supervisor, The respective Tech-Voc. Schools

Administrators, Vocational Department Heads and Related Subject

Department Heads.

The researcher identified a target or focused group in

accordance with the criteria set in. The tools were modified and

given to different target groups for them to provide their personal

insights and evaluation. The first tool was given to the school

administrators to evaluate the tools Practicability and Reliability to

Gather Data based on the Manual of Operations for Public Tech-

Voc. High Schools and Tech-Voc. Technical Key Competencies. The

 29

second tool was given to the vocational teachers to evaluate the

status of Readiness and Preparedness of their school to give the

Quality Skills Education and Training Services towards their

students in the different areas of specialization using the tool and

lastly the third tool was given to the related subject teachers to

evaluate the Level of Contextualization of Learning Modules as

stipulated in the “Contextual Learning Matrix” using the tool.

A maximum of one hour one-on-one interview was conducted

by the researcher in gathering raw and reliable responses from the

research respondents then transcribing it in the database. The key

informant interviews were done after questionnaires are answered

on the factors that determine the practicability and reliability of the

tool and the school’s status in terms of readiness and

preparedness.

A month long was allotted for data gathering. When the

questionnaires are already answered by the respondents, the data

were collected; results are tabulated, summarized and interpreted.

After collating the retrieved data for any suspected or blatantly

erroneous entries, the researcher forwarded it to the statistician for

statistical analysis.
 30

1. APPENDIX A<br />SURVEY QUESTIONNAIRE<br

/>Direction: Please answer this survey questionnaire

by either supplying the requested information or by

placing the check mark (√) on the appropriate space

provided for. Please kindly answer all the items.<br

/>PART I – PERSONAL INFORMATION<br

/>Name:Sex:<br />Name of School:Age:<br />A.

Sibling Position<br />First Child<br />Second

Child<br />Others, please specify<br />PART II –

SOCIO-DEMOGRAPHIC CHARACTERISTICS<br />a.

Parent’s Educational Attainment<br

/>FatherMother<br /> Elementary Graduate<br />

First Year<br /> Second Year<br />Third Year<br />

Fourth Year<br /> College Graduate<br />

Undergraduate<br /> Masteral Degree<br /> Doctoral

Degree<br />b. Parent’s Occupation<br

/><ul><li>Father

2. 93. Mother </li></ul>c. Family Income (Monthly

Income of Parents). Please check the appropriate

range.<br /> 6,000 - below<br /> 6,001 -

8,000<br /> 8,001 – 10,000<br /> 10,001 –

 31

12,000<br /> 12,001 – 14,000<br /> 14,001 and

above<br />PART III – ON CAREER

PREFERENCES<br />1. Have you chosen a course to

pursue after graduation?<br />Yes ( )No ()<br />If

the answer is no, kindly state your

reason:_____________________________________

<br

/>_________________________________________

_______________________________<br />2. What

are your top three choices of courses in college?<br

/>a. First Preference -

________________________________<br />b.

Second Preference -

_______________________________<br />c. Third

Preference -

________________________________<br />3. What

is your preference in choosing a career in college?

Choose only one.<br /><ul><li>Childhood Aspirations

3. 94. Family / Relatives

4. 95. Peer / Friends

5. 96. Interest and Specialization

 32

6. 97. Values

7. 98. “In-Demand” Jobs

8. 99. School Guidance Counselor</li></ul>Kindly

justify your choice for your career

preference:______________________________<br /

>__________________________________________

_______________________________<br />4. Which

of the following would you consider problems in

pursuing your choice?<br /><ul><li>Financial

Sustainability

9. 100. Perceived Ability

10. 101. Maintain Academic Performance

11. 102. Stringent Requirements of School

12. 103. Location of the School from Residence

13. 104. Family Pressure

14. 105. Poor Health

15. 106. Peer Influence

16. 107. Confusion due to varied interests

17. 108. Undecisiveness

18. 109. Not stability for my chosen career

 33

19. 110. Others, please specify:

___________________________________________

__________

20. 111. ___________________________________

_____________________________________

Chapter 5

Summary, Conclusion and Recommendation

The analysis and interpretation of the research data was

facilitated using the following tools: Frequency counts and simple

percentage distribution was used to describe the profile of the

respondents as well as the respondent’s school profile.

Weighted mean was used to determine the level of readiness

and preparedness of the respondent school towards the mandated

standards of operation for public tech-voc. high schools and the

implementation of the Senior High School (SHS) Program of the K-

12 Law.

Chi-square (c2) test was used to determine that the level of

prompt response into actions and preparations made by the

respondents to its mandated operational standards in their

respective school had made significant as to its readiness and

 34

preparedness most especially in the implementation of the Senior

High School (SHS) Program of the K-12 Law.

Pearson Product Moment Correlation (Pearson r) was used to

find out whether significant relationship exists between the levels

of readiness and preparedness of the respondents to standard

operating procedures and the Senior High School Program

Implementation.

F-test is used to find out whether significant difference exists

between the school’s compliance to manual of operations by

prompt actions made towards readiness/preparedness to the K-12

and the demographic profiles of the respondents. It will compare

which statistical models has the best fit from the total population

which the data gathered were sampled in which the test statistics

has a frequency distribution under the null hypothesis.

Thematic content analysis is used to determine in analyzing

the factors that affect the state of readiness and preparedness

among the respondents. All statistical computations are done

using Statistical Package for Social Sciences (SPSS) 16.0 Software.

Testing of hypothesis is based at alpha = 0.05 level of significance.

BIBLIOGRAPHY
 35

</li></ul>. Zunker, Vernon. Career counseling: applied concepts

of life planning (5th edition). Brooks / cole publishing company:

511 forest lodge road pacific grove, ca 93950, 1998; p. 30.<br

/>2. Zunker, . . . P. 40<br />3. Zunker . . . P. 94<br />4. Zunker,

. . . p. 32.<br />5. Zunker, . . . p. 41.<br />6.

http://wikimapia.org/4313274/Eulogio-Amang-Rodriguez-

Vocational-High-School<br />7. Elaine Markus Howard and Pamela

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1.<br />8. Zunker, . . . p.45<br />9. Zunker, . . . p.49<br />10.

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 36

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