Chapter 4

AN ANALYSIS OF THE OPPORTUNITIES AND FACTORS AFFECTING SENIOR

HIGH SCHOOL STUDENTS’ CAREER EXITS

This chapter presents the results, analysis, and interpretation of the data gathered from the

responses to the questionnaire. The discussion will focus on the assessment of the preferred

career exits of the senior high school students, along with the factors and perceived opportunities

affecting them. Additionally, the programs and interventions that helped the students select their

career exits.

Preferred Career Exits

Selecting a career exit is one of the most critical choices in students' plans and must be

given more focus. It is essential to consider the alignment of one's choice with their personal

values and long-term goals. A career exit holds significant importance, shaping personal

fulfillment and overall life contentment (Pavericio 2023). In this exploration, the researchers

examined the preferred career exits of the Grade 12 senior high school students at Cabangan High

School.

Table 1: Senior High School Students’ Preferred Career Exits

Career Exits Frequency Percentage Rank

1. Trabaho (Employment) 38 23% 2
2. Negosyo (Entrepreneurship) 24 15% 3
3. Kolehiyo (Higher Education) 87 54% 1
4. Middle-Level Skills Development 1 1% 5
5. Undecided 11 7% 4

From the data presented in Table 1, it is clear that out of the 161 senior high school

students, 54% answered higher education, which was the most preferred career exit. This means

that the pursuit of higher education aligns with personal goals, family expectations, and a desire

for personal growth and prestige. Reinforcing its popularity as a career choice after graduation.
 Employment, as indicated by 23% of the respondents, was the second most favored

career exit. This clearly demonstrates the need for immediate income, wanting a break from

studying, practical experience, alignment with the students’ personalities, family decisions,

financial constraints, and matching interests. Reflecting the diverse motivations and priorities

among graduates when it comes to their choices.

Meanwhile, 15% of the respondents selected entrepreneurship as a career exit. This

amply indicates independence, pursuing their passions, financial potential, making an impact,

inspiration from successful entrepreneurs, possessing the necessary skills and confidence, family

business continuation, and others. It underscores the entrepreneurial mindset driving students to

start their own businesses.

Furthermore, 7% of the respondents remains undecided on what career exit to

choose, due to factors including mental health struggles, fear of making wrong choices, a

desire for self-exploration, lack of confidence, and parental influence and others. This

highlights the importance of providing guidance and support to students as they navigate

these complex decisions about their future.

Lastly, it's worth noting that only a mere 1% of the respondents opted for middle-level

skills development as their chosen career exit after graduation. This career path holds appeal due

to its practicality, cost-effectiveness, quick job entry, and specialized skills in demand by

industries.

Factors Affecting the Preferred Career Exits

Choosing a career exit after graduation is a major decision shaped by countless

factors that play a crucial role in molding a student’s future. According to Gestiada (2021), these
factors include personal dreams and ambitions, the expectations of society and family, the

availability of choices, the values instilled by one's culture, and others mentioned below. In this

discussion, the researchers explored the factors behind the preferred career exits of the senior

high school students, providing insights into the complex influences that guided their decisions.

Each of the tables below lists the frequency rating of the different factors affecting each of the

aforementioned career exits. The interpretation of the data is also included.

Table 2.1: Factors Affecting the Preferred Career Exits of the Senior High School Students
(Trabaho)

Trabaho (Employment) Frequency Percentage Rank

1. Has the personality that prefers to
10 26% 2
work instead of going to college.
2. Has to work to support the family. 20 53% 1
3. They want to take a break from
6 16% 3
studying.
4. Family wants them to work instead 11% 4
4
of going to college.
5. Made the decision after
researching employment options 2 5% 5
that matched their particular
interests.

53% of the respondents answered that they need to work to support their family

financially. A prevalent choice driven by the immediate need for income and a sense of financial

responsibility. Students often prioritize their family's well-being, recognizing various financial

burdens such as housing costs, healthcare expenses, and other daily essential needs. This decision

aligns with the cultural values of filial duty and practicality, allowing them to contribute directly

to their family's financial stability while gaining work experience for future career advancement

(Santos 2019).

26% of the respondents stated that they have a personality that leans towards working

instead of pursuing a higher education. Those with this preference often prioritize practicality,

immediate financial independence, and a hands-on approach to learning (Manapsal 2018). They
may find the traditional academic environment less appealing and may have a strong desire to

start earning income and gaining real-world experience right away. This choice can align with

their personal characteristics and goals, making employment a more suitable and fulfilling option

for them after graduation.

16% of the respondents indicated that they want to take a break from studying because

they feel stressed and desire a hiatus from the demands of coursework, exams, and classroom

settings (Rachna 2020). It provides a respite from the structured academic life they have

experienced for several years, allowing them to recharge, explore new interests, and gain practical

experience before potentially considering further education. This need for a break reflects the

importance of balancing academic pursuits with personal well-being and exploration.

11% of the respondents said that their families had an impact on their decision, wanting

them to work instead of going to college. It is noteworthy due to potential financial constraints

and the emphasis on immediate financial stability, similar to the mentioned factor. Dagang and de

Mesa (2017) stated that in some circumstances, families put practicality first, believing that

having a job will help them take care of their responsibilities to the family or to the home.

Additionally, different family expectations and values can have a big impact on a graduate's

decision, since different viewpoints on the importance of education and the goal of financial

independence may result in a preference for students working right away.

5% of the respondents agreed that they prefer employment instead of pursuing college,

after researching employment options that match their particular interests. Some job paths do not

necessarily require a college degree, making immediate employment an attractive option for some

students. Also, the prospect of gaining practical experience and income in a field aligned with

their passions can be highly motivating, especially if they see clear opportunities for career

growth.
Table 2.2: Factors Affecting the Preferred Career Exits of the Senior High School Students
(Negosyo)

Negosyo (Entrepreneurship) Frequency Percentage Rank

1. It is their dream to start a business 1
6 25%
at an early age.
2. They need to run the family 3
2 8%
business.
3. Has the skills and confidence to
2 8% 3
start their business.
4. They want to showcase their talent 4% 4
1
and make a profit out of it.
5. They are inspired by other young 3 12% 2
entrepreneurs.

25% of the respondents who preferred entrepreneurship as their career exit, expressed

that they have been dreaming of starting a business at an early age. Students who hold this dream

often prioritize immediate entrepreneurial pursuits over further education, driven by their passion

for a specific business idea. Martinez (2021) stated that they may believe that launching their

business early provides them with a longer runway to learn, adapt, and achieve success.

Additionally, the desire for creative independence, coupled with a strong entrepreneurial spirit,

makes entrepreneurship an appealing option for those eager to turn their dreams into reality

immediately after graduation.

12% of the respondents are inspired by other young entrepreneurs because it serves as a

powerful source of motivation and confidence. Witnessing the success stories of peers who have

embarked on entrepreneurial journeys can demonstrate that age is not a barrier to achieving

entrepreneurial goals, inspiring students to pursue their own business with a sense of possibility.

These role models can provide valuable insights and guidance, making the entrepreneurial path

seem more accessible and less daunting. Moreover, the desire to join a community of like-minded
individuals and be part of a movement of young entrepreneurs making an impact can be a strong

driving force in choosing entrepreneurship over other career options after graduation.

8% of the students need to take charge of a family business, a significant reason why

entrepreneurship is preferred as a career exit. This stems from a sense of responsibility towards

their family and a desire to continue the family's business legacy. According to the study of

Ibrahim (2017), children may feel a strong obligation to preserve and nurture the business that

their family has built, a commitment deeply ingrained in their family's values and traditions.

Family businesses often offer financial stability and an established framework, which influences

their decision to run the family business after graduation.

8% of the respondents emphasized that they have the skills and confidence to start their

business. When students possess the necessary skills and self-assurance, they feel well-prepared

to manage and start their businesses effectively (Nguyen 2018). This combination of competence

and confidence serves as a motivating force, as they believe in their ability to overcome

challenges, make informed decisions, and execute their business ideas.

4% of the respondents answered that they want to showcase their talent and make a profit

out of it. They see their abilities as a way to express themselves personally and earn income,

combining their interests with financial opportunities. These respondents view their talents as a

bridge between personal passion and financial prospects, highlighting their desire to achieve both

self-expression and independence through their skills and abilities.

Table 2.3: Factors Affecting the Preferred Career Exits of the Senior High School Students
(Kolehiyo)

Kolehiyo (Higher Education) Frequency Percentage Rank

1. They do not want to be left out by 5
9 10%
their friends.
2. They received a scholarship offer. 14 16% 2
3. They prioritize education above 1
50 57%
anything else.
 4. They have connections in certain 14% 3
12
colleges or industries.
5. They are pressured by their 4
10 11%
parents.

57% of the students place a high priority on education. This emphasis on education

highlights the significance they attribute to gaining knowledge and skills for their future. It also

demonstrates their dedication to personal growth and the belief that a strong educational

foundation is essential for achieving their career aspirations (Nazareno 2021). This commitment

to education acts as a motivating factor, inspiring them to excel academically and make the best

use of the opportunities that come their way.

16% of the respondents said that they had received a scholarship grant. Scholarships

provide crucial assistance by covering educational expenses some students cannot afford. This

financial support not only makes higher education more accessible. According to Arcayera

(2021), scholarships serve as powerful motivators; knowing that they've earned a scholarship

through their academic achievements or other merits can inspire students to excel in their studies

and actively engage in their college experience.

14% of the respondents stated that they have connections in certain colleges or industries.

These connections can offer invaluable insights into navigating the academic and social aspects

of college life, smoothing the path toward academic success. Students with such connections may

have access to information about academic programs, campus life, and scholarship opportunities

that make a particular university more appealing.

11% of the respondents expressed that they are pressured by their parents. Cultural norms

and expectations often shape these pressures, with parents exerting influence to align their

children's career paths. Also, parental experiences and their perspectives on stability and prestige

can further drive these pressures. The strong desire for parental approval can lead students to
select career paths that may not align with their own passions and aspirations, highlighting the

complex interplay between familial expectations and personal career choices.

10% of the respondents answered that they do not want to be left out by their friends. The

strong connections formed with friends during high school are emotionally important, and the

idea of being separated from friends who chose to attend college can make students worry about

feeling alone or missing out on shared experiences (Ahmed, Sharif and Ahmad 2017). Peer

pressure plays a role too; when friends are enthusiastic about college, they can influence others to

make the same choice to stay together. The fear of missing out on personal and social growth, as

they see their friends enjoying college life, can push students to choose college to avoid feeling

like they're being left behind.

Table 2.4: Factors Affecting the Preferred Career Exits of the Senior High School Students
(Middle-Level Skills Development)

Middle-Level Skills Development Frequency Percentage Rank

1. They do not have enough money
1 100% 1
to afford college.
2. Their family encourages them to 2
0 0%
take this instead of college.
3. It is an education with less than a
0 0% 2
four-year degree.
4. They want to be trained to better 2
0 0%
develop their middle-level skills.
5. They got rejected by their dream
0 0% 2
school.

100% of the respondents mentioned that they do not have enough money to afford

college. This often leaves individuals with limited options, making middle-level skills programs

the only viable choice for many. These programs provide a practical and cost-effective alternative

to traditional higher education. The financial constraints may push individuals to opt for these

programs as a means to enter the employment field swiftly and without the burden of significant

student loan debt, aligning their career exit with their immediate financial realities. Duy Linh Le

(2021) stated that this approach not only addresses the pressing need for financial stability but
also allows individuals to focus on building practical skills that can lead to successful and

fulfilling careers.

None of the respondents stated that family encourages children to take middle-level skills

program instead of college, wanted to be trained to better develop their middle-level skills, got

rejected by their dream school and it is an education with less than a four-year degree.

Table 2.5: Factors Affecting the Preferred Career Exits of the Senior High School Students
(Undecided)

Undecided Frequency Percentage Rank

1. Their parents will determine their
0 0% 4
career path.
2. They struggle with mental health 2
2 18%
problems.
3. They are afraid of making the
wrong choice and regretting it 2 18% 2
later.
4. They are still confused and do not
3 27% 1
see their selves in any career.
5. They lack confidence and afraid of
1 9% 3
taking their path alone.
6. They want to explore and assess
their selves first before deciding on 2 18% 2
a career exit.

27% of the respondents answered that they are still confused and do not see their selves

in any career. This uncertainty often arises from a lack of clarity about one's interests, strengths,

and long-term goals. Ibrahim (2017) stated that without a clear sense of direction, students may

hesitate to commit to a particular career path, fearing they might make the wrong choice.

18% of the respondents emphasized that they struggle with mental health problems.

Mental health challenges can create a sense of uncertainty and self-doubt, making it difficult for

students to envision their future or commit to a specific career path. Anxiety, depression, or other

mental health issues may hinder their ability to make decisions and take proactive steps toward

their career goals. In such cases, seeking professional help and support is crucial. It is essential
for individuals facing these challenges to prioritize their mental health and seek the assistance

they need to navigate this critical juncture in their lives.

18% of the respondents mentioned that they are afraid of making the wrong choice and

regretting it later. According to Aftab (2019), this fear stems from the recognition that the

decision they make now can have long-lasting consequences on their professional and personal

lives. The pressure to select the "right" career path can be paralyzing, leading some to postpone

their decision while they seek more information, guidance, or clarity.

18% of the respondents stated that they want to explore and assess their selves first

before deciding on a career exit. Students recognize the importance of self-discovery and personal

growth before making a pivotal career decision. They may want to explore their interests,

strengths, and values, as well as gain a deeper understanding of their long-term goals and

aspirations. While it may involve some uncertainty, this approach reflects a commitment to

personal growth and the pursuit of a fulfilling and meaningful career path.

9% of the respondents indicated that they lack confidence and afraid of taking their path

alone. Students may doubt their abilities or feel overwhelmed by the prospect of making

important decisions independently. They may hesitate to commit to a particular career path

because they fear they might not succeed or handle the challenges that come with it.

Lastly, none of the respondents said that their parents will determine their career path. In

such cases, parental influence and decision-making can override a student's personal preferences

or aspirations. This can create a sense of uncertainty and conflict within the individual, as they

may struggle to reconcile their own desires with their parents' expectations. The fear of

disappointing or going against their parents' wishes may lead them to postpone making a career

choice until they can negotiate or assert their own preferences.

Perceived Opportunities Affecting the Preferred Career Exits

In the journey of life after graduation, students are presented with a myriad of

opportunities, each like a door leading to a different future. These opportunities play a crucial role

in shaping their choices for a career exit, guiding them toward paths that align with their

aspirations, values, and dreams. In this exploration, the researchers delved into the perceived

opportunities that influence students' preferred career exits, as they set out on their distinct paths

following graduation. Each of the tables below lists the frequency rating of the different

perceived opportunities affecting each of the aforementioned career exits. The interpretation of

the data is also included.

Table 3.1 Perceived Opportunities Affecting the Preferred Career Exits of the Senior High School
Students (Trabaho)

Trabaho (Employment) Frequency Percentage Rank

1. They will have a source of income
12 32% 2
after graduation.
2. They will have an early work 3
6 16%
experience.
3. They can help their family 1
15 39%
financially.
4. They can broaden their social 2 5% 5
network.
5. They will have enough savings to
5 13% 4
attend college.

39% of the respondents mentioned that they can help their family financially. This

perceived opportunity carries immense weight, as it directly addresses the immediate financial

needs and responsibilities students often face. The prospect of earning a steady income can

provide essential support for their families, alleviating financial burdens like tuition fees, daily

expenses, and other financial obligations. This choice aligns with deeply ingrained cultural values
of filial duty and practicality, allowing students to contribute directly to their family's financial

stability while gaining valuable work experience that may aid in future career advancement.

32% of the respondents stated that they will have a source of income after graduation.

This assurance of financial stability and independence post-graduation is a compelling motivator.

It provides them with a sense of security, allowing them to meet their immediate financial needs

and contribute to their own well-being. The prospect of earning a steady income aligns with the

practical need for financial resources, making employment a tangible and appealing choice as

they transition from academia to the professional world.

16% of the respondents emphasized that they will have an early work experience. This

practical exposure to the professional world can be highly appealing to students. It allows them to

apply their academic knowledge in real-world settings, acquire valuable skills, and build a

foundation for their future careers. Early work experience is seen as an investment in their

professional development, potentially opening doors to more advanced roles and opportunities

down the line. This perceived benefit of immediate career growth and skill acquisition makes

employment an attractive choice for those eager to kick-start their professional journeys.

13% of the respondents indicated that they will have enough savings to attend college.

These individuals recognize that by working and saving money, they can financially prepare

themselves for higher education in the future. This choice allows them to build a financial

foundation, cover tuition costs, and potentially reduce the need for student loans or financial aid.

It reflects a strategic approach to securing a college education while simultaneously gaining

valuable work experience. By prioritizing savings through employment, students aim to create a

pathway to their desired academic pursuits without the burden of immediate financial constraints.

5% of the respondents answered that they can broaden their social network. They

recognize that entering the workforce provides a unique platform to connect with a diverse range
of professionals, colleagues, and mentors. Building these relationships can be instrumental in

their future career development, opening doors to new opportunities, collaborations, and valuable

insights. The workplace becomes a dynamic social environment where they can expand their

horizons, learn from others, and cultivate a robust professional network that may benefit them in

various aspects of their careers. This social networking aspect makes employment an attractive

choice for those eager to enrich their personal and professional connections while gaining

practical experience.

Table 3.2 Perceived Opportunities Affecting the Preferred Career Exits of the Senior High School
Students (Negosyo)

Negosyo (Entrepreneurship) Frequency Percentage Rank

1. They can build connections with
1 4% 3
other entrepreneurs.
2. They will acquire knowledge of 1
5 21%
business at early stage.
3. It will teach them how to handle 17% 2
4
their finances wisely.
4. Having the right skills will set 1 3
4%
them to turn passion into profit.
5. Their communication skills will
1 4% 3
improve.

21% of the respondents agreed that they will acquire knowledge of business at early

stage. They recognize that starting and managing a business provides hands-on experience in

various aspects of entrepreneurship, from operations to marketing and financial management,

which can be valuable for their future entrepreneurial endeavors or leadership roles.

17% of the respondents said that it will teach them how to handle their finances wisely.

By earning an income, they gain firsthand experience in budgeting, saving, and managing their

finances effectively. This early exposure to financial independence equips them with valuable life

skills that can serve them well in the long run. They understand running a business involves

developing a sound financial foundation, ensuring they are better prepared to handle their

financial affairs and make informed decisions in both their lives.

 4% of the respondents stated that they can build connections with other entrepreneurs.

They understand that starting their own business allows them to meet and learn from people who

have experience in entrepreneurship. These connections can be valuable for future partnerships or

collaborations, making entrepreneurship an attractive choice for those who want to be part of the

entrepreneurial community.

4% of the respondents said that having the right skills will set them to turn passion into

profit. They see this as an opportunity to use their abilities to build successful businesses based on

what they love, and they believe that having these skills gives them a competitive edge in the

entrepreneurial world. With the right skill set, they can more effectively navigate the challenges

of starting and running a business while pursuing their passions and financial goals

simultaneously.

4% of the respondents mentioned that their communication skills will improve. They

understand that running a business requires effective communication with different people. This

can benefit them not only in entrepreneurship but also in various aspects of their lives.

Table 3.3 Perceived Opportunities Affecting the Preferred Career Exits of the Senior High School
Students (Kolehiyo)

Kolehiyo (Higher Education) Frequency Percentage Rank

1. It will help them gain advanced
1
knowledge that will shape them a 38 44%
bright future
2. They will learn the importance of 2
20 23%
perseverance and determination.
3. They will have access to 3
employment opportunities and 15 17%
increase earning potential.
4. They can build connections with 5
7 8%
professors and other colleagues.
5. They can pursue an internship as a
13 15% 4
way to gain practical experience
related to their course.
 44% of the respondents stated that it will help them gain advanced knowledge that will

shape them a bright future. According to the study of Padios (2021), students understand that

higher education provides specialized learning and valuable qualifications, setting them on a path

to promising careers and personal growth. They believe that the knowledge and skills acquired in

college will not only prepare them for success but also open doors to a wide range of

opportunities, helping them achieve their long-term goals and aspirations.

23% of the respondents mentioned that they will learn the importance of perseverance

and determination. They see the challenges of higher education as a means to cultivate these vital

traits, recognizing that these qualities can contribute to their success in future careers and life's

endeavors. College provides a structured and supportive environment for personal and academic

growth, preparing students for a wide range of career opportunities and helping them achieve

their long-term goals.

17% of the respondents emphasized that they will have access to employment

opportunities and increase earning potential. They see college as a way to get the skills and

qualifications that employers like, helping them land good-paying jobs and have a successful

career. It's like opening doors to a variety of careers and learning experiences.

15% of the respondents expressed that they can pursue an internship as a way to gain

practical experience related to their course. They see internships as a valuable step towards

bridging the gap between classroom learning and real-world application. This hands-on

experience not only enriches their understanding of their field but also enhances their

employability by providing tangible skills and industry connections. It's a pathway to test their

knowledge in a professional setting, setting the stage for a smoother transition into their chosen

careers.
 8% of the respondents stated that they can build connections with professors and other

colleagues. They see college as a place where they can learn from experienced teachers and make

friends with people who have similar interests. These connections can help them in their studies

and future careers, providing advice and opportunities for projects or research. Plus, they can stay

in touch with these connections even after graduation, which can be helpful for their future job

prospects and personal development.

Table 3.4 Perceived Opportunities Affecting the Preferred Career Exits of the Senior High School
Students (Middle-Level Skills Development)

Middle-Level Skills Development Frequency Percentage Rank

1. They will gain experience that will
0 0% 2
open up job opportunities.
2. They will be awarded a national 2
certificate when they pass the 0 0%
assessment.
3. It will serve as a stepping stone for 1
1 100%
further career growth.
4. It is transferable between different 2
jobs, making it easier to switch 0 0%
careers if they desire.
5. They will be set for the necessary
0 0% 2
qualifications needed for career
abroad.

100% of the respondents stated that it will serve as a stepping stone for further career

growth. These skills are often in demand in specific industries, making graduates from such

programs highly employable. By choosing this path, students believe they can gain a foothold in

the job market and lay the foundation for future career advancement. This perceived opportunity

aligns with their desire for a direct route to meaningful employment and ongoing professional

development.

Table 3.5 Perceived Opportunities Affecting the Preferred Career Exits of the Senior High School
Students (Undecided)

Undecided Frequency Percentage Rank

1. To live life freely without any
0 0% 5
 responsibility.
2. To not spend life under any 3
2 18%
pressure of striving.
3. To better assess their selves in the 3 2
27%
remaining time.
4. Focusing on their selves and their 6 55% 1
family.
5. Freedom of not facing any
1 9% 4
deadlines.
6. They can do the things they love
3 27% 2
with their time.

55% of the respondents indicated that focusing on their selves and their family. They can

explore their interests, take care of their well-being, and spend time with their loved ones without

the rush to make a quick career decision Eremie and Okwulehie (2018) . This helps them discover

what they truly want and support their family when needed.

27% of the respondents answered that it can better assess their selves in the remaining

time. They see this period as a valuable window to reflect on their interests, strengths, and

aspirations. It allows them to make more informed decisions about their future careers. By taking

the time to self-assess, they can align their choices with their genuine passions and goals,

ultimately leading to a more fulfilling and well-suited career path.

27% of the respondents also answered that they can do the things they love with their

time. They see this as a chance to engage in hobbies, explore new interests, and pursue their

passions without the constraints of a fixed career path. It allows them to enjoy their present

moment, nurture their creativity, and discover what truly brings them joy.

9% of the respondents stated that freedom of not facing any deadlines. They see this as a

time to escape the pressures of immediate decision-making and the stress of strict timelines. It

allows them to breathe, relax, and take life at their own pace.
 None of the respondents mentioned they can live life freely without any responsibility.

By being undecided of what career exit to go for, this as a time to embrace a carefree lifestyle,

focusing on personal experiences and adventures. It will allow students to enjoy the present

without the weight of immediate career decisions and responsibilities.

Programs and Interventions that Helped Choose Career Exits

In the process of shaping their future careers, students often benefit from a range

of programs and interventions designed to provide guidance and support. These initiatives serve

as guiding lights, offering valuable insights, resources, and direction as students navigate the

crucial decision-making phase after graduation. In this exploration, the researchers look into the

impactful programs and interventions that have played a pivotal role in helping students make

informed choices about their career exits. The table below lists the frequency rating of the

different programs and interventions that helped students decide on a career exit. The

interpretation of the data is also included.

Table 4: Programs and Interventions that Helped Senior High School Students Choose their
Career Exits

Programs and Interventions Frequency Percentage Rank

Virtual Career Orientation Program 13 8% 4
DepEd Career Guidance Program 39 24% 1
Legazpi City Career Workshop 27 17% 2
Career Counseling 10 6% 6
Career Group Assessment 14 9% 3
Computer-Assisted Career Guidance
11 7% 5
Systems
Counselor-Free Interventions 8 5% 7

24% of the respondents answered DepEd Career Guidance Program. This is a specific

career guidance initiative implemented by the Department of Education (DepEd) in the

Philippines. The CGP aims to guide secondary level students in choosing career tracks that they

intend to pursue through informed career choices towards becoming productive and contributing

individuals as stated in RA 10533 otherwise known as the Basic Education Act of 2013 (Llego

2021).

17% of the respondents answered Legazpi City Career Workshop. It is a specific career-

related event or program that may take place in Legazpi City or any other location. These

workshops often include various activities such as career counseling, resume building, and

networking opportunities.

9% of the respondents answered Career Group Assessment. This involves categorizing

individuals into career-related groups based on common characteristics, such as interests, skills,

or personality traits. It can help individuals explore careers that align with their group's

characteristics. According to the study of the University of Cambridge (2020), an effective team

is made up of a variety of roles, and members will each have their different strengths to bring to

the group.

8% of the respondents answered Virtual Career Orientation Program. It is typically an

online initiative or workshop designed to provide individuals with career-related information and

resources. These programs can be hosted by various organizations or institutions.

7% of the respondents answered Computer-Assisted Career Guidance Systems. These are

digital tools or software programs that provide personalized career guidance by using assessments

and databases to match individuals with suitable career options. The strengths and limitations of

these CACGS in addressing the career development needs of individuals are discussed (Leung

2022).

6% of the respondents answered Career Counseling. According to the guide posted by

Bennett (2021), career counseling, sometimes called career coaching, helps individuals choose or
change their careers. This type of counseling is led by a therapist, life coach, or another

professional who is trained to discuss general career information and career development.

5% of the respondents answered Counselor-Free Interventions. These are self-help

resources, including online assessment tools, career exploration websites, books, or apps, that

individuals can use independently to address career-related challenges or make career decisions.

PROJECT PROPOSAL

I. Project Summary:

1. Project Title: "Students’ Personal Inventory”

2. Project Proponents:

Pia Aura, Lyn Jean, Arvegel, George, Sheralyn, Raymart, Jay Kian, Jhun

3. Schedule of Implementation: October 28, 2023

4. Beneficiaries and Project Location:

Cabangan High School - Senior High School Students

(Grade 12 Senior High School Students)

5. Project Cost: PHP 3,000

6. Source of Funds: Sponsorships and Donations

II. Rationale:
 This project, entitled “Students’ Personal Inventory,” aims to have a positive impact on the

graduating students who are unsure of their career exits. It is essential to comprehend these

aspects to provide tailored guidance and support, facilitating a smoother transition into the

professional world.

III. Objectives:

1. To help the senior high school students reflect on their possible career exits and to better

understand and analyze themselves.

2. To provide students with the opportunities to develop and acquire new sets of qualities and

knowledge.

IV. Project Arrangement:

The project will be organized and executed in a structured manner to ensure efficiency and

successful achievement of the outlined objectives. The proposed activity shall be implemented

through Sponsorships and Donations.

V. Resources Required:

1. PHYSICAL ARRANGEMENTS

• Visual equipment for presentations

• Venue for project analysis and discussions

2. SUPPLIES AND MATERIALS

• Research materials for data analysis

• Survey questionnaires
 • Printing and stationery for project documentation

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