CHAPTER l

INTRODUCTION

Background of the study

The school-to-work transition (STW) requires that high school graduates make personal and

career choices within the framework of changing social and economic conditions (Bezanson &

Hiebert, 1997; Finnie, 2004; Human Resources Development Canada, 1998; Lowe, Krahn, &

Bowlby, 1997). Future workers must have specific skills training beyond high school to fully

participate in the new realities of the knowledge-based economy (Alberta Human Resources

and Employment & Alberta Learning, 1999; Gilbert; Lee & Johnston; Pelsme & Arnett, 2002;

Sanchez, 2003; Watts, 1996). High schools are challenged to provide graduates with the

knowledge and skills to pursue individual career goals within this rapidly changing and

demanding context (Alberta Human Resources and Employment & Alberta Learning, 1999;

Dickson, 1995; Human Resources Development Canada, 1998). The transition from secondary

education to post-secondary education and the world of work is described as "a process

through which a student travels; a concept or set of relationships which can be defined and

delineated; a set of programs, resources and services" (Minister of Public Works and

Government Services Canada, 1998, p. 7) Students not only learn about the process of finding

work, but are also expected to present their portfolios in a way similar to how they would

present it to a job interviewer. Also, the work experience program provides experiential

learning activities for students in an off-campus setting where students can discover their
career interests and aptitudes, while developing their career planning and employability skills

(Alberta Learning, 1995).

Career development allows individuals to discover who they are, what they like to do and what

they do best. We want student to understand how coursework and activities can enhance their

strengths and move them toward their desired future. Students often have limited exposure to

the full range of possible jobs that are available. Without exploration, students may simply

resort to selecting careers they see in their immediate surroundings or on television and in the

media rather than selecting options that align with their own interest, skills or work values.

This study was designed to gather information on what Grade 12 students career plan and how

they may be helped with their career planning. Data were gathered on the helpfulness of high

school career services and students' perceptions of support and barriers to career plans.It is

important to come up with your career planning as it gives you the much needed direction and

makes it clear there where you see yourself in future. It makes you aware of your strength and

weaknesses and the skills and knowledge that are required to achieve your goals in future.This

study aims to know what will be their plans after they graduate in senior high school. What will

be their future plans, if they continue their studies or they will stop and start a job.

Today students are expected to be clear about their dreams and the career path leading

towards it. This creates a lot of pressure among students and their parents who find themselves

in a dilemma while choosing the right career. All students benefit from career development

resulting in a personal learning plan and portfolio to guide them through high school graduation
and beyond to a postsecondary choice of apprenticeship, higher education, employment,

military or entrepreneurship.

Theoretical Framework

This research is based on the the theory of Careers are determined by an interaction between

our personality and the environment in John Holland's Theory of Career Choice. John Holland's

Theory of Career Choice (RIASEC) maintains that in choosing a career, people prefer jobs where

they can be around others who are like them. They search for environments that will let them

use their skills and abilities, and express their attitudes and values, while taking on enjoyable

problems and roles. Behaviour is determined by an interaction between personality and

environment. Until now, among all schools’ career theories, Super’s theory was viewed as “the

most technically adequate, comprehensive and advanced” (Hackett, Lent and Greenhaus, 1991;

Osipow, 1973) and Super was regarded as “the single most influential person in the field”

(Holland, 1969). Osipow (1973) further mentioned that “Super’s theory was seen as a useful

description of the process of vocational development, as providing a systematic examination of

important components of vocational development and as having considerable utility and

empirical support. In particular, the theory sparked research on vocational maturity, career

exploration and self-concept implementation, and findings were generally supportive of Super’s

theory”(tolailam angel, japan, may 2012).

We want jobs with people like us. The author explores the ossibility of theory integration in

career development and counseling, focusing primarily on bridging the gap between

objectivist/positivistic and constructivist approaches. The potentiality of combining concepts

from varied theories into a preliminary framework is discussed. This framework proposes 3

possibilities: career as self-realization, growing experiences, and context conceptualization.

Because its focus is career development practice, this framework triggers some heuristic

thoughts that might be seen by career counselors as applicable to their counseling

interventions.

Conceptual framework of the study

Input Process Output

the significance of the study

career perception it helps a

student to have an

understanding about the

career he wants to achieve

• students lack of awareness

to themselves while choosing

career
statement of the problem

this study will be conducted to survey grade 12 students of plaridel national high school on

their career plans after graduation

this study seek to answer to the following question:

1. what is the demoographic profile of the respondents asterm of:

1.1 age

1.2 gender1.3 tracks

2. what describe the grade 12 students post high school plan?

3. what is the occupational aspiration?

4. what are the factors of encouragement and discouragement?

5. what perceived helpfulness of career planning services?

Scope And limitations of the study

The goal of this study is to find out what kinds of goals and plans the grade 12 students

have for their future after graduating. By conducting this research, we will be able to identify

what kinds of careers they will pursue after they finish school.

The following are not included in this study to find out why they chose that discipline and what

are their next steps in the development of each of them.

Significance of the study

This study’s findings will redound to society’s benefits.Career guidance help students

understand their strengths and weaknesses and then match them with their skills and interest

so that they get the best suitable career choice. One wrong choice can not only cost a lot of

money but also amount to waste of some precious years and Help you identify the factors

influencing your career development, and help you assess your interests, abilities, and values.

Help you locate resources and sources of career information. Help you to determine next steps

and develop a plan to achieve your goals.Students need career guidance to explore and plan for

future career endeavors based on their individual interests, skills and values. Unfortunately, a

lot of students lack self-awareness and many times choose a career that doesn’t match their

capabilities. Students might choose a college or career that is chosen by most of the people

around, but it is not certain that it will be the best choice for them.
 CHAPTER ll

REVIEW OF RELATED LITERATURE

Foreign literature

school-to-work transition (STW) requires that high school graduates make personal and career

choices within the framework of changing social and economic conditions (Bezanson & Hiebert,

1997; Finnie, 2004; Human Resources Development Canada, 1998; Lowe, Krahn, & Bowlby,

1997). Future workers must have specific skills training beyond high school to fully participate

in the new realities of the knowledge-based economy (Alberta Human Resources and

Employment & Alberta Learning, 1999; Gilbert; Lee & Johnston; Pelsma & Arnett, 2002;

Sanchez, 2003; Watts, 1996). High schools are challenged to provide graduates with the

knowledge and skills to pursue individual career goals within this rapidly changing and

demanding context (Alberta Human Resources and Employment & Alberta Learning, 1999;

Dickson, 1995; Human Resources Development Canada, 1998). It is important to consider the

implications of these public policy plans on high school career curriculum and education in the

discussion of adolescent career needs.Data were gathered on the helpfulness of high school

career services and students’ perceptions of support and barriers to career plans. The Career

guidance asked questions regarding how school programs and services helped in career

planning, what students’ levels of confidence were in finding an occupation they love, and if

students believed they would get the training or education they need. This study was designed

to gather information on what Grade 12 students need for career planning and how they may

be helped with their career planning. Career guidance help Every kid is unique and has unique
strengths, weaknesses, and requirements. When students get into a career or college that is

not suitable for them, they might find it difficult to cope up with it and this might take them

away from the success they deserve.students understand their strengths and weaknesses and

then match them with their skills and interest so that they get the best suitable career

choice.When dealing with a lot of options, the most logical solution is the process of strategic

elimination. Professional career and college counselling help in narrowing down the options so

that finding the right career or college becomes easy.

Local literature

perception is the aspiration of an individual about the career to pursue or to be achieved. It is

the goal for someone to set for themselves to achieve either their desired profession or current

profession. Moreover, it is an individual's perceived path that he wants to follow (Menon &

Santha 2017). The concept of perception refers to being aware, having comprehension, and

understanding of something. This concept also refers to a process whereby the students will

organize, select, and interpret their interests to develop a meaningful career choice in the

future (Bordean & Sonea, 2018). Different studies presented that some of the students have a

positive outlook in pursuing their career. Schools usually provide career guidance to their

students to prepare them after they graduate. Your career choices should be your mirror

image, you are the biggest ingredient for a successful career and hence it is very important to

understand yourself before choosing a career. Unfortunately, a lot of students lack self-

awareness and many times choose a career that doesn’t match their capabilities. Students
might choose a college or career that is chosen by most of the people around, but it is not

certain that it will be the best choice for them.

Foreign studies

the researchers agreed that when you say career perception, it is about being aware of the

interests and skills that an individual wants to pursue in the future. As the concept of career

perceptions is associated with the decision-making of a human being, the study of Njoroge et

al. (2015) shows that the majority of the undergraduate respondents want to work for an

airline company, even though they have experienced working in a hotel. Meanwhile, Masdonati

et al. (2017) revealed the five distinct reasons for a career change are the following: (1) dealing

with health problems; (2) reducing dissatisfaction; (3) attaining attractive working conditions;

(4) pursuing a vocation; and (5) growing personally. The career guidance program aims to

achieve long-term outcomes that are measurable when the students leave the school. The

same study indicated that the engagement of the schools with the local employer for the

success of the career programs is typically challenging in terms of building a good relationship

with them.

Local studies

Thetsane et al. (2020) further revealed that there are three factors that the students

considered in choosing a career: (1) the fascinating experience when meeting new people; (2)

good source of investment; and (3) possibility of earning more money. It was also stated that

young adults are more likely worried about their careers and that anxiety impacts future career

plans. Individuals may be affected by the environmental factors in building their jobs, and
interacting with ecological factors like restrictions and opportunities may affect the behavior of

realizing one's career.One wrong choice can not only cost a lot of money but also amount to

waste of some precious years. Professional guides use modern scientific techniques like Career

Assessment Test, etc. to find out the student’s strengths and weaknesses and then use these

results to find a college or career.

Sythesis and relevance of the related literature

It is further stated that the development of such programs plays a huge role in preparing the

students in their lives, particularly in choosing a career path after graduation. This also includes

developing students’ ability to choose the right direction for career opportunities based on

their core skills that will suit the corporate world they will be facing in the future. In

consideration of all the mentioned related literature, it is believed that this study will address

the gap in the literature, especially in determining the students' career perceptions. With a

defined career path, the student gets the maximum output for his/ her efforts. it’s our efforts

and career choices that determine the quality of our life in the future. College and career

guidance can help you effectively in the career choice part, but there are no alternative efforts.

When career guidance is fused with hard work, determination and perseverance can ensure a

smooth path towards one’s dreams.

 CHAPTER III

RESEARCH METHODOLOGY

This study aim to survey grade 12 on their career perceptions after graduating senior high

school. We use descriptive design since we are gathering a survey in grade 12 students, it help

us to collect information from a sample of individuals through their responses to questions

(check & +schutt, 2012, p. 160). career guidance help the

students to broaden the mind of student in planning their future career and increase students

knowledge in improving career preparation and management. This study aims to know the

career perceptions of student so we gathered data using survey method, may survey not be

able to answer all question but sinceout topic our topic are0 only focus on career perceptions

of grade 12 students survey method will be applicable.

Population, sample size, and sampling technique

The researchers came with a sample size of 50 respondents. Every tracks composed of ten (10)

selected grade 12 students in plaridel national school. We use the simple random sampling

(SRS), random sampling provide best results since all candidates have an equal chance of being

chosen

Description of respondent4
The ten (10) chosen respondents in general academic strands has answered the following

survey question.

Research instrument

The researcher use survey questionnaire as the main instrument for conducting the research,

the instrument consists a series of question that help for gathering information from the

respondents.

Data-gathering procedure

We prepare to use a survey questionnaire for the students of grade 12 who have already plan

their career after grade 12.

We give the survey questionnaire to a chosen ten (10) respondents in every strand that

already sure in their chosen career path

The researchers retrieved the survey questionnaire after they finish answering.

The researcher sort the data and encoded as a result of the study.

Ethical consideration
The respondents were guaranteed that the data they had given would be used only for the the

purpose of this study. The following information they revealed to the researchers would be

highly confidential and would not be disclosed to anyone for the matter.

The researcher give the respondent a information consent for participating in evaluation and

fully informed about the evaluation being conducted.

References

https://www.researchgate.net/publication/339785865_The_Career_Human_Agency_Theory

https://www.careers.govt.nz/resources/career-practice/career-theory-models/hollands-

theory/#:~:text=Careers%20are%20determined%20by%20an,others%20who%20are%20like

%20them.

thehttps://www.researchgate.net/publication/339785865_The_Career_Human_Agency_

https://www.pushfar.com/article/the-importance-of-career-counselling/

https://www.boisestate.edu/career/what-is-career-counseling/

https://idreamcareer.com/blog/college-and-career-guidance/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8606300/

https://www2.ed.gov/about/offices/list/ovae/pi/cte/cgcp.html

https://www.researchgate.net/publication/

342631244_Lesotho_Students_Career_Perceptions_in_Tourism_and_Hospitality_Industry

https://files.eric.ed.gov/fulltext/EJ1247094.pdf

https://files.eric.ed.gov/fulltext/ED065733.pdfThe ten (10) chosen respondents in general

academic strands has answered the following survey question.

https://files.eric.ed.gov/fulltext/EJ796324.pdf
 Survey questionnaire

Part l: demographic profile

Age:

gender:

tracks:

Part ll: what describe the grade 12 students post high school plan?

Response

Full time studies at university, college, or technical institute

Part-time work

Full-time work

Travel

Part-time studies at university, college, or technical institute

Other (not specific Ed)

Other training

Volunteer

Return to gh school
Part lll: what is the occupational aspiration?

Occupation

Professional education/ social services

Health

Technology/science/health

Trades/skilled blue collar

Natural/applied science

Management

Paraprofessional/ social science/arts/culture

Business/finance

Culture

Skilled sales/service

Unskilled / blue collar

Don't know / incorrect response

Part lV: what are the factors of encouragement and discouragement?

Factor

Factor of encouragement

Income

Success and work satisfaction

Enjoyment

Life role

Personal strength

Helping

Learning

Working with children

Support parent and other

No/inappropriate response

Factors of discouragement

Nature of working conditions

Perceived difficulty of post-secondary education

Personal factors

Income

Work schedule

Other

Job security

No/ inappropriate response

Part V: what perceived helpfulness of career planning services?

Response 1 2 3 4

(not at all (not (Important) (very

important) important) important)

Finding ways to pursue things I am

passionate about

Understanding my interests and

abilities

Information about financial help for

continuing my education
Information about post-secondary

institution

Getting support for my career plan

Help with planning the next steps in

my career

Information about different kinds of

occupational options

Information about the world of work

Help with choosing between two or

more occupational options

Information about opportunities

within my community

Convincing me it is important

Other
Career perception of grade 12 students in Plaridel
national high school

Abigail Bless Jagocoy

Lorena Matibag

Laurinda Matibag

Phoebe Ann Tibio

Shiela Mae Gabuco

Irish Jane Tabunda

Froi Aron Keith Palen

Jan Xerxes Dean Palen