The (ages 24-35) is reached when the individual is

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 inter-role 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 (Super, 1990). Vocational developmental tasks are derived from vocational stages which provides framework for vocational behavior and attitudes. The vocational developmental stages are as follows: 1. Growth (birth-age 14 or 15), characterized by development of capacity, attitudes, interests, and needs associated with self-concepts; 2. Explanatory (ages 15-24), characterized by a tentative phase in which choices are. 3. Establishment (ages 25-44), characterized by trial and stabilization through work experiences; 4. Maintenance (ages 45-64), characterized by a continual adjustment process to improve working position and situation; and 5. Decline (ages 65+), characterized by preretirement considerations, reduced work output, and eventual retirement. 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 6 a career. Super also identified six dimensions that were thought to be relevant and appropriate for adolescents: 1. Orientation to Vocational Choice (an attitudinal dimension determining whether the individual is concerned with the eventual vocational choice to be made); 2. Information and planning; 3. Consistency of VocationalPreferences (individuals’ consistency ofpreferences); 4. Crystallization of Traits (individual progress toward forming a self-concept); 5. Vocational Independence (independence of work experience); and 6. Wisdom of Vocational Preferences (dimension concerned with individuals ability to make realistic preferences consistent with personal tasks.) 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 his/her career pathway. Also, Super’s six-dimension is appropriate for adolescent is truly applicable because high school students fall under this category. Another theory adopted for the research is David Tiedeman’s “Self -Development Approaches to Career”. Tiedeman believes that evolving ego-identity is of central importance in the career development process. Tiedeman 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 withTiedeman’s context of Erik Erikson’s eightpsychosocial crises. Self-in-situation, self-in-world and the orientation of work evolve as one resolves the psychosocial crises of life. Tiedeman therefore conceptualized a paradigm for problem-solving as the mechanism of career decision making. The paradigm covers four aspects of anticipation or 7 preoccupation (exploration, crystallization, choice, and clarification) and three aspects of implementation of adjustment (induction, reformation, and integration). 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 withdraw and begin a new search for eventual integration. The rationale between these two theories is one follows a vocational self-concept which is a driving force that establishes a career pattern one will follow through life but there are some factors could might altered this pattern. These factors, such as external forces (called of armed services, economic crisis, and work setting itself) and psychological drives (unmet needs, changing aspirations, role diffusion) altered the career patterns of individual. Super said that indecisiveness is a period in developmental process when interests have not been fully crystallized. Individuals lead to discriminate two or more choices of two or more occupational objectives when uncertainty about future occurs. Tiedemann noted that as individuals become more aware of the developing character of the career process itself, they are more willing to make changes and to alter or redefine a decision. 8 THE PROBLEM Statement of the ProblemThis study aims to determine the factors that affect the senior high school track preferences of the Grade 9 students of Don Bosco Technology Center of the Academic Year 2014-2015. Specifically, it seeks to answer the following: 1. What are the socio-economic profile of the Grade 9 students in terms of: a. Age; b. Gender; c.Parents’ EducationalAttainment; d.Parents’ Occupation; e. Socio-Economic Status? 2. What career/field do the respondents want to specialize and pursue further once they graduated from Grade 10? 3. What track would the respondents prefer to take up for senior high school? 4. What are the leading factors that affect the respondents’ preference among these areas: a. Personality b. Family/Relatives c. Interests; and d. Job Opportunities? 5. To what extent do the four factors mentioned in Question 4 influence the students’ track preference? 9 Significance of the StudyLearning is the aspect of development that connotes modification of behavior, skills and knowledge that results from practice and experience which sought for quality education. The generalization of this present study would be a great contributionto the vast knowledge in relation to student’s achievements. Vital results of this investigation could be highly significant and beneficial specifically to the following:Researchers – As future instructors of the K-12 curriculum, this study will greatly help and inspire them to be more innovative and carry out the programs of Department of Education (DepEd) that will be beneficial to both the learners and teachers.Students – As the prospective Senior High School learners in the future, the findings of this study would benefit and inspire them to formulate and act upon on their career plans in the future.Teachers – As the ones who have a huge part in the teaching-learning process, this study would help them to reassert and focus more on their fields and subsequently cater a better learning experience for students, especially for the teachers who would be teaching in Senior High School.School Administrators –This study would enable them to find waysand means to improve the students’ abilities and skills that would empowerthem to pursue meaningful careers. They can also gain insights into the quality of education that they currently offer to the K-12 students.Curriculum Planners  – This study would give insights to them in designing and implementing a feasible Senior High School curriculum that would teach the skills and knowledge that the students need.Don Bosco Technology Center – This is where the results of the study shall serve as reference in the materialization of the K-12 Senior High School Curriculum. 10 Community  – The community shall also benefit from the study in a sense that they are vital to the development of the school (DBTC) and as such, they would eagerly give support in the future development of this school.External Stakeholders  – The alumni, parents, local leaders andorganizations would be motivated to support the student’s right for education. Government Agencies  – Agencies, especially the Department of Education, are benefited for they will gain wisdom in providing quality service to the students especially the secondary students through the realization of K-12 program and would be motivated to continuously shape and improve the quality of education in the country.Future Researchers – This study would serve as reference that would help in conducting their own research studies.Scope and Limitations The study is to be conducted at Don Bosco Technology Center – BED Department. The said school is selected based mainly on the proximity of its location to the researchers and on the kind of the education that they offer to its clientele. DBTC is a Catholic school situated at Pleasant Homes Subdivision, PuntaPrincesa, Cebu City. The school’s education system ischaracterized by reason, religion and loving kindness, and aims to instill religious values to the students and at the same time giving emphasis to technological work of education that hones their self-discipline, skills and attitude while maintaining sense of self-responsibility. This study focuses on the senior high school track preferences of their Grade 9 students of the Academic Year 2014-2015. It will look into their socio-demographic profiles in terms ofgender, age, parents’ educational attainment, parents’ occupation, and size of income, their choice of field of study to specialize, their track preference, and the influence of personality, family/relatives, interests and job opportunities on the said track preference.GET PDF

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