FACTORS THAT INFLUENCE

SENIOR HIGH SCHOOL

STUDENTS’ CAREER
CHOICES

DR. FILOMENA G. MONTEALTO

EASTERN MINDANAO COLLEGE OF
 ABSTRACT
 
Choice shapes one’s destiny; many of life’s blessings and problems
originate from the word “choice.” This study was about the students’
career choice after graduating from senior high school. It endeavoured
to identify the factors that influence their choices; and whether or not
their senior high academic preparation has also affected their career
choice. The study was guided by the descriptive-quantitative method
with survey forms distributed to 883 participants comprising 16
schools in Pagadian City. Results showed that 78.03% were enrolled in
the academic tract and only 21.07% took the technical-vocational-
livelihood track and 0% for other tracks.  
 
As to their career choices, 92% chose to proceed to tertiary education where
their preferred degree programs are aligned to education, criminology, and social
work. The most influential factors of career choice were “interest”(rank 1) and
“ability” (rank 2). Students affirmed that their high school preparation has
developed in them the sense of maturity to engage in career decision making.
From the findings, the researcher recommended that the career counselling
services of schools have to be strengthened in order to provide more
encouragement to students to engage in life skills training thru the TVL track; and
for students to choose college degree programs according to their interest and
ability.

Keywords: career choice factors influence

 
 Choice shapes one’s destiny. In Dy’s (2014) inspiring book,

“Your Career Roadmap,” he said that many of life’s blessings

and problems can be traced to one word: CHOICES. That we

are all on a career journey; some are just orienting themselves

with the terrain; some are sputtering by the wayside, while

others seem to be zooming at warp speed. Dy further

emphasized that what every journey needs is a roadmap not

drawn up in an ivory tower, but created from being ahead of

the journey, and coming back to tell novices of the delights

Theoretical Framework
In a span of 75 years, several theories on career choice have been
developed and are categorized into four: Parson’s (1929) Trait Factor;
Holland’s (1980) Psychological-Personality Type; Bandura’s (1969)
Decision-situational or Sociological (Self-Efficacy); and Super’s
(1950) Developmental-Self-concept over a life span. However,
succeeding theorists: Hackett and Betz (1981), Taylor and Betz
(1983), Multon, Brown, and Lent (1992), Hackett and Lent (1992),
Lent, Brown, and Hackett (1994), Lent, Brown, and Hackett (1996)
all collaboratively worked to refine Bandura’s (1969) general theory
on social cognition. They summarized their works using propositions
that show the interconnectedness of the different factors that directly
or indirectly influence career choice. These factors are: interest,
ability, self-efficacy beliefs, outcomes expectations, and choice goals
 Abilities

Self-efficacy beliefs
F
a Career Choice:
c  
t Academic field
interest
o or
r occupation
s Choice goals  

Outcomes expectations
 
 

Fig. 1.0 Factors of Career Choice

Statement of the Problem

This paper tried to investigate the factors that influence career choices of Senior

High school students (Grade 12) during the School Year 2017- 2018 in Pagadian City.

Specific questions were raised:

1. What are the students’ choices for a life career in terms of:

a. Employment after graduation

b. Getting a college degree

c. Entrepreneurship/business

d. Advanced skills training thru the TESDA diploma course?

2. To what extent do the following factors of career choice influence

students’ decisions for a career:

1. Interest

2. Ability

3. Choice Goals

4. Self-Efficacy Beliefs

5. Outcomes Expectations?

3. To what extent does the Senior High School curriculum prepare them for

their career decision?

4. How do students’ picture out their financial and moral support on their
Research Method and Design

A quantitative research paradigm guided this investigation using the

descriptive-survey method.

Sampling

The study was conducted among the 16 (47%) randomly chosen

Non DepEd (9) and DepEd (7) schools offering SHS program in Pagadian

City Schools Division. The student participants were selected using

purposive sampling technique. The sample size of the participants was

derived by getting 25% sample from every participating school which

totalled to 883 students.

 DATA PRESENTATION

Age of Participants
Out of the 16 participating SHS, the total number
of Grade 12 participants was 883 with the mean age
of 17.96. The participants have reached the stage of
attaining a level of maturity where they can identify
and decide already the career they want to pursue
in their life. Reaching this age level, the individual’s
personality, skills, interest, and values become
prominent as Gattfredson described it.
Track Strand Enrollment Percent Rank
Academic        
  1.GAS 258 37.38 1
  2.HUMMS 43 6.31 4
  3.ABM 206 29.94 2
  4.STEM 182 26.37 3
  Total 689 78.03  
         
TVL        
  1.H.E. 73 37.82 2
  2.Agri- 17 8.98 3
  Fishery      
  3.Industrial 14 7.05 4
  Arts      
  4.ICT 90 46.15 1
  Total 194 21.97  
       
Sports & Total 0 0
Arts    
  Grand Total 883
 
         
 
 Table 2.0 Degree programs SHS graduates intend to take in college
Degree Programs Frequency Rank

1. Education 277 1
2. Criminology 127 2
3. Social Work 109 3
4. Accountancy 77 4
5. Hotel & Restaurant Management 39 5
6. Nursing  32 6
7. Information & Communication 30 7.5
Technology  30  7.5
8. Civil Engineering  
9. Business Administration 27 9
10. Nautical Engineering  
11. Medical Technology 17  10  
12. Architecture  
13. AB-Political Science 6 12.5
14. Agriculture 6 12.5
15. Tourism    
5 14
2 15
 
 Top 15 Schools where students desire to enrol in college
Schools frequency Rank
1. Western Mindanao State University Extension Campus 277 1
2. Saint Columban College 52 2
3. Southern Mindanao Colleges 51 3.5
4. Pagadian Capitol College 51 3.5
5. Mindanao State University 49 5.5
6. JH Cerilles State College 49 5.5
7. Zamboanga del Sur Maritime Institute of Technology 25 7
8. Our Lady of Triumph 24 8
9. Universidad de Zamboanga-Pagadian Campus 17 9
10. Iligan Institute of Technology 15 10
11. Misamis University 14 11
12. Medina College 12 12
13. Eastern Mindanao College of Technology 11 13
14. University of the Philippines 8 14.5
15. University of San Carlos 8 14.5
 
 
 Table 3.0 Factors that influence career choices
Factors Indicators Frequency Rank
1.Interest I will choose a career that:    
1.1. fits my interest and passion. 613 2

     
2.Ability 2.1. is suited to my abilities and skills. 706 1
 
 

3. Choice Goals 3.1. will help me realize my childhood ambition. 436 4

4.Self-Efficacy 4.1. will relate to my previous accomplishment in 256 6
Beliefs school and community.    
4.2. I admire from career models whom I am 183 7
exposed to.    
4.3. is similar to those of my relatives and close 53 10
friends.    
4.5. fits my physiological and other aspects of my 338 5
Well-being.

5.Outcomes 5.1. is based on my belief that I will succeed and I will 607 3
Expectations be an effective and efficient worker.    
5.2. I will be properly compensated or I will earn 104 9
Senior High School Preparation’s Impact to Career Choice
The survey also tried to gauge the impact of SHS
preparation on their plan for a lifetime career. Students were
asked on how they view about their SHS engagement.
Majority (440 or 45.3%) of the participants answered that
their SHS experiences have encouraged them to define their
career choice for the future (rank 1). This is supported by
their perception that their SHS preparation has been greatly
advantageous in making a career decision (with 381
responses or 43.15%, rank 2). These responses suggest that
the two years in Senior High Schools have allowed them
ample time to experience maturity and to make a better
decision to plan for a lifetime career. Only 47 or 5.32 %
 Table 3.0 Financial and moral support in their tertiary education

People/group/organization Frequency Percentage

1. Parents 443 47.53

2. Guardians 47 5.04

3. Relatives 387 41.52

4. Self 25 2.69

5. government 30 3.22
Conclusion

The results obtained from the survey have shown a clear picture of where

the grade 12 graduates would go after graduation. Majority or 92 % chose to

proceed to tertiary education where mostly have chosen education,

criminology and social work degree programs. Access is the reason for their

choice of schools to enrol because the top schools in their choices are just

within Pagadian City and Zamboanga del Sur Province. The most influential
 Students perceived not to only rely from parents for financial

support in their studies but also from their relatives. When asked

about how the SHS preparation has provided impact in their choices

to plan for a lifetime career, majority disclosed that the two more

years of preparation in SHS has developed in them that sense of

maturity to make decisions in life and has encouraged them more to

pursue what career plan they wish to take in the future.

Recommendations

The findings and conclusions are sound considerations upon which

recommendations are formulated.

1. There is a strong indication that our Junior High School completers still opt to

choose the academic tract than the technical-vocational, sports and arts tracks

which results to their preference in proceeding to college for tertiary education.

It is suggested that the DepEd has to encourage students to prioritize skills

training than mere advancing in the academics.

2. The DepEd in partnership with TESDA are encouraged to orient both

students and parents on the government’s thrust for life skills as well

to prepare the youths for the world of work. The TESDA leadership is

also advised to double its efforts to attract grade 10 students for basic

and advance skills training. Teachers have to inculcate the value of work

among the students.

3. The Technical –Vocational Institutions (TVI’s) are encouraged to

conduct career guidance caravan to motivate and enlighten Grade

10 students on the benefits of undertaking skills training through

the Senior High School Technical Livelihood Tract (TVL) and the

TESDA short-term courses.

4. Parents shall be advised to provide moral support instead of coercing the

children to take the path they are not interested in. With the government’s

assistance to higher education, parents are financially free in educating their

children; they only need to inspire their children to pursue what their children

want for a lifetime career.

5. While this is the first attempt of the SHS curriculum implementation

to succeed, it is suggested that a study of this nature be pursued to see if

there are new developments as to trends and behaviours of the

variables considered in this study to establish a clear pattern of

behaviour as far as planning for a career among the grade 12 students

are concerned.
6. Tertiary Schools may be served with feedbacks on this result to help

them strategize the development of future academic programs and

marketing plans for positive image building. The Deped schools are

encouraged to expand students’ access to a variety of TVL track, strands

and specializations and correspondingly propose to the government

greater allocation for this purpose.

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Thank you