CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction
Choosing a career is one of the many responsibilities for a student especially
after completing the years in secondary school. Students will have future problems if
they will not plan accordingly at present. Deciding and planning on what the student will
do after finishing secondary school should be guided by the parents, teachers, and
school guidance counselor if possible. Career choice have many influencing factors so
as self-concept which has several domains, but this study focused on the relationship of
self-concept and career choice among students whose one or both parents work
location is overseas.
First, we would like to give definition on what the self is. The self is the organized,
consistent, conceptual form or configuration composed of perceptions of the
characteristic of the I or me and the perception of the relationship of the I or me to
others and to various aspects of life together with the values attached to these
perceptions (Rogers, 1959). From there, we can define self-concept as our own
perception about who we are and what we can be. But as we age, our perception
changes because of the environment that we are in to and that the self-concept is said
to be actively changing. During adolescence, according to Erik Eriksons Psychosocial
Stages (1963), an adolescent is experiencing Identity versus Role confusion and it is a
time for testing limits, for breaking dependent ties, and for establishing a new identity,
life goals, and lifes meaning. Failure to achieve a sense of identity results in role

confusion (Erikson, 1963). From a previous study, Donellan and Robins (2009) defined
self-concept as the domain-specific evaluation of the self. Adolescents and emerging
adults make self-evaluations in many domains- academic, athletic, physical,
appearance, and so on. Career choice on the other hand has influencing factors and
these are; environment, opportunity, and personality.
In the Philippines, we practice close family ties and that the Parents serve as role
models to their offspring; their involvement and they in general, can contribute and
affect to their childrens future choices and to the personal development of these
children.
Background of the Study
Out of interest and curiosity, the researchers aim is to find out the relationship of
self-concept on a persons career choice, specifically students that belong in a
transnational family.
From the study of Sebastian, Burnett, and Blakemore (2008) regarding the
development of the self-concept during adolescence, they found out that adolescence is
a period of life in which the sense of Self is profoundly changing. Sebastian, Burnett,
and Blakemore (2008) also review recent behavioral and neuroimaging studies on
adolescent

development

of

the

self-concept

in

which

studies

indicate

that

neurocognitive development might contribute to behavioral phenomena characteristic of

adolescence, such as heightened self-consciousness and susceptibility to peer
influence. Due to the fact that many of the Filipino parents are planning to work
overseas and a huge number are currently working overseas that caused the parents to

spend lesser quality time with their children. Also, Asis (2004) said that in the
Philippines, the Filipino culture has given significance on harmonious social relations
which fundamentally recognizes the need to connect and to establish relationships with
others, as it is considered as the moral core of Filipino values. How would the absence
of labor-migrated parents affect their children? In 2004, it have been found out that,
more than three thousand Filipino workers leave the country everyday as overseas
contract workers. Hence transnational family has become a norm in the Philippines,
transnational family means that one or both of the parents work abroad while their
children lives in the country of origin. In a third world country like ours, it is very common
for its citizens to look for a job overseas to support the needs of the family or to be
financially stable and this scenario is observed among Filipino families without the
parents minding the effects that it will cause the family.
From the time we step in of school, we are being asked by our teachers What
would you want to become in the future? from there, students started pondering
answers to the question on how they see themselves and what they want to be in the
future. Moreover, the parents are the very first significant individuals in the students
lives and they are in the best position to influence their children (Medina, 1991) in line
with this is what Hewitt (2010) said that the factors influencing career choice can either
be intrinsic or extrinsic or both. Hewitt further states that most people are influenced by
careers that their parents favor, others follow the careers that their educational choices
have opened for them, some choose to follow their passion regardless of how much or
little it will make them while others choose the careers that give high income. McQuaid
and Bond (2003) said that a students perception of being suitable for particular jobs

also has been found to be influenced by a number of factors including ethnic

background, year in school, and level of achievement, choice of science subjects,
attitudes and differences in job characteristics. In a study by Perrone, Sedlacek, and
Alexander (2001) on role model influence on the career decisiveness of college
students, it was found that role model supportiveness, and quality of relationship
contributed to the career choice of students. According to an article written by Uhlig
(2014) there is a theory formulated by John D. Krumboltz which is called Social
Cognitive Theory of Career Development. Social cognitive theories hold that things an
individual learns and mimics from others influence his own development. Krumboltz also
acknowledges the fact that workers' changing roles and priorities influence career
decisions.
Self-concept is not a new notion in the field of Psychology since it is being used,
studied, defined and theorized more often by Psychologist and the earliest milestone in
the self-concept theory is that of Rene Descartes, who proposed that a persons
existence depended on how he perceives so (Self-concept is learned, dynamic, and
organized), (Sincero, 2012). On the other hand, career choice of students especially
during adolescence is very important because it can be an indication of future success
and contentment.
The researchers will use Choice of Career Questionnaire (CCQ) which is a tool
for determining the factors that affects a secondary students career choice and Pasao
Self-concept Rating Scale to measure the respondents self-concept.

Theoretical Framework
The researchers chose Erik Eriksons Psychosocial Development as the studys
framework specifically on the fifth stage Identity vs. Confusion.
Identity versus confusion is the fifth stage of Erik Erikson's theory of Psychosocial
Development. This stage

occurs during

adolescence

between

the ages of

approximately 12 to 18. Teens need to develop a sense of self and personal identity.
During adolescence, children are exploring their independence and developing a sense
of self. As they make the transition from childhood to adulthood, teens may begin to feel
confused or insecure about themselves and how they fit in to society. As they seek to
establish a sense of self, teens may experiment with different roles, activities and
behaviors. According to Erikson, this is important to the process of forming a strong
identity and developing a sense of direction in life. Those who receive proper
encouragement and reinforcement through personal exploration will emerge from this
stage with a strong sense of self and a feeling of independence and control. Those who
remain unsure of their beliefs and desires will insecure and confused about themselves
and the future (Erikson, 1968).
The researchers also chose Self-concept Theory by Carl Rogers and Hollands
Theory of Career Choice.
Self-concept is the core of personality development and adjustment. It is thought
of as an organized configuration of perceptions of the self, such as what we think about
ourselves, how we see ourselves and the person we would want to be. Self-concept has
three components according to Rogers (1959), these are; self-worth which is about
what we think of us, another is self-image which is about how we see ourselves and

lastly, ideal-self which is about what we would like to be. Another theory to support this
research is Hollands Theory of Career Choice which further stated that there are six
personality types and that most people fit into one of these six. These personality types
are classified as; Realistic, Investigative, Artistic, Social, Enterprising, and Conventional.
Within these six personality types according to Holland, there are also six basic types of
work environment which can be correlated to the personality types. Holland emphasizes
that when a person choose to work in an environment similar to his or her personality
type, that person is more likely to be successful and satisfied.
From these three theories we will be able to see the connection of the ideas used
to come up with the research question. These three theories will be the basis of this
study which is on the Self-concept and Career Choice among Senior High School
Students with Labor Migrated Parents.

Conceptual Framework

Figure 1
The diagram shows the relationship of the variables in the study. The
relationship of Self-concept and Career Choice of Senior High School Students with
Labor Migrated Parents.

Statement of the Problem

This study asked if there is a relationship between Self-concept and Career

Choice among Senior High School Students with Labor Migrated Parents. Specifically, it
tested these questions:
1 Do significant differences exist in the Senior High School Students Self-concept and
Career Choice due to the following demographic factors:
1 Sex
2 Type of School
2 Is there a significant relationship between Self-concept and Career Choice of Senior
High School Students when they are grouped to demographic factors:
2.1 Male
2.2 Female
2.3 Public School
2.4 Private School
3. Is there a significant relationship between Self-concept and Career Choice among
Senior High School Students with Labor Migrated Parents?

Hypotheses

The following were the propositions formulated by the researchers that were
tested at the .05 level of significance:
1 There are no significant differences that exist in the Senior High School Students Selfconcept and Career Choice due to the following demographic factors:
1 Sex
2 Type of School
2 There is no significant relationship between Self-concept and Career Choice of Senior
1
2
3
4
3

High School Students when they are grouped to demographic factors:

Male
Female
Public School
Private School
There is no significant relationship between Self-concept and Career Choice among
Senior High School Students with Labor Migrated Parents.

Significance of the Study

This study will benefit the community, the school, the parents, the future researchers,
and most specifically the students:
To the community, for this study is not only beneficial to the present parents and
adolescents, but also to those who will be parents and adolescents in the future.

To the parents, for they will be knowledgeable of the effect of their job and
guidance to the critical decisions (e.g. career choice) of their children.
To the school, for it is considered as the second home of students and one of the
responsibilities of the school is to give direction to students.
To the students, for they are the ones who will direct their lives.
To the future researchers, the result of this study will serve as a guide for other
researchers who would like to conduct a study in the same nature.
Scope and Delimitations
This study was limited to the relationship between self-concept and career choice
among students (14-18 years old) whose one or both parents are working overseas. In
this study, subjects were gathered from selected secondary schools of both public and
private sectors, namely Immaculate Conception Cathedral School and Jose Abad
Santos High School.

Definition of Terms
The following definitions of variables are defined conceptually and operationally:
Career Choice. In this study, career choice pertains to the factors that influences
or affects fourth year high school adolescents in choosing their career based from the

factors that was presented in the Career Choice Questionnaire that was used as a tool
for measuring in this research.
Labor Migrated Parents. In this study, labor migrated parent/s are Overseas
Filipino Workers (OFW) whose children are living in the Philippines.
Self-concept. In this study, self-concept is the manner in which an adolescent
perceives oneself (e.g. I am healthy).
Senior High School Students. In this study, the senior high school students are
graduating fourth year secondary students either male or female with the age of 14-18
years old whose one or both parents work is overseas.
Transnational Family. In this study, transnational family means that one or both
of the parents work abroad while their children lives in the country of origin.
Type of School. In this study, type of school is categorized in to public and
private school.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

Regardless of the fact that there are many existing written works about the
individuals self-concept, its domains, and factors affecting career choice and of the
relationships among these variables. In this chapter, the literature review, however,
serves to fill up the missing gap and on why the researchers chose senior high school
students as its sample instead of using random subjects to represent the population.
One classic definition of self-concept was defined by Carl Rogers (1959) and
according to him; self-concept is the foundation of developing personality and
adjustment. It is understood as an organized view of self, such as how we view
ourselves, how we consider ourselves as an individual and as a person who is part of
the society, and how we imagine ourselves. Self-concept has three components
according to Rogers (1959), these are; self-worth which is about what we think of us,
another is self-image which is about how we see ourselves and lastly, ideal-self which is
about what we would like to be. In addition to this, Bracken (1992) said that self-concept
has many dimensions and is dependent on the context upon learned behavioral pattern
that affects an individuals assessment of past behaviors and experiences, influences an
individuals present behaviors, and predicts an individuals future behavior.
Psychologists and psychoanalysts have also been doing their share of analyzing
what the self really is that made the psychodynamic theories of Freuds and Jungs
popular. It was said by Weiten, Dunn, & Hammer (2012) that the self-concept is a
compiled collection of what we believe in, different qualities and actions. As said by
Crisp, R. J. & Turner, R. N. (2007), your self-concept is how you see yourself in your
mind. It is a collection of how you perceive yourself. According to Crisp, R. J. & Turner,
R. N. (2007), the individual self consists of characteristics and personality traits that

differentiate us from other individuals (for example, 'introverted'). The relational self is
defined by our relationships with significant others (for example, 'sister'). Finally,
the collective self reflects our membership in social groups (for example, 'British'). At
first one's self-concept is very general and changeable. As we grow older, these selfperceptions become much more organized, detailed, and specific said Pastorino &
Doyle-Portillo (2013). If we would rely to Pastorino, et.al (2013) definition of selfconcept, we can conclude that as we grow older our self-concept changes and it
becomes more driven to what we really want to become.
Self-concept encourages the shared inner identity between the self and others,
separating the self from others would mean walang kapwa tao (Enriquez, 1994).
Detaching the self from the environment would make the self, less developed compared
to people who dont (Enriquez, 1994). While, from the perspective of a child
psychologist, Carandang (2004) said that a having a well-conditioned perception of
oneself is an important ingredient in the well-being of an individual. She also added that
formation of an optimistic view of oneself would entirely depend on what is the context
and how is that context delivered by the adults to a child (Carandang, 2004). We should
take into consideration what the self-concept is in the Filipino perspective. For Batican
(2011), a persons self-concept obviously reprograms itself from time to time, but slowly
and selectively. Slowly and selectively means, we only choose the things we want to
change and the changes are not made overnight. Batican (2011) said that there are
several different components of self-concept: physical, academic, social and
transpersonal. The physical aspect of self-concept relates to that which is concrete:
what we look like, our sex, height, weight, etc., what kind of clothes we wear, what kind

of car we drive, what kind of home we live in, and so forth. Our academic self-concept
relates to how well we do in school or how well we learn. Self-concept refers to the main
particular assessment of the self. Adolescents and emerging adults make selfevaluations in many domains- academic, athletic, physical, appearance, and so on. And
with these definitions of self-concept, we can say that the idea of the Filipino selfconcept is somehow synonymous to the western view of self-concept (Batican, 2011).
Peter Blos (1979) also contributed substantially to our understanding of identity.
For him, adolescents must separate themselves from their parents so they could be
more independent and become mature individual Blos (1979). He also regards
adolescence as a second individuation experience. During the second individuation
process, parents must be relinquished if development is to progress Blos (1979). Blos
sees adolescence as a stage of expanding the adolescents environment by gaining
friend (Dusek, 1996).
Theories on self-concept include Erikson (1968), in which our research stands.
Eriksons work take the lead in appreciating the psychosocial nature of identity with the
important role of community in recognizing, supporting and helping to shape the
adolescent ego. Erikson (1968) classifies the identity solutions of introjection during
infancy and identification in childhood from the process of identity formation during
adolescence. It is during the adolescent phase of the life span that Erikson sees
opportunities for identity resolution through a synthesis that incorporated yet transcends
all previous identifications to produce a new whole, based upon, yet qualitatively
different from that which has gone before Erikson (1968). According to him, the final
identity, as fixed at the end of adolescence, is superordinate to any single identification

with individuals of the past: it includes all significant identifications, but also alters them
in order to make a unique and reasonably coherent whole of them (Kroger, 1996).
Addition to this, Erikson (1968) said that adolescence is the stage of development
during which the crisis of identity is most acute. The major task of the individual at this
time is the formation of secure ego identity-- ones perceptions and feelings about
oneself. Ego identity include the three major components a sense of unity among one's
self perceptions; a sense of continuity of self-definition over time; and a sense of
mutuality between one's self-perceptions and those held by others." Failure to achieve
such an identity results in self-diffusion-- a feeling that one lacks definition, commitment,
and a sense of integration or togetherness (Gormly & Brodzinsky, 1986). The
development of Self-concept, is continuous it never stops. The detachment to your
parents is also a big must in order to develop your Self-concept. It is like a cycle, it just
keeps on going. Meeting new people is also part of the development, especially when
developing ourselves as someone in the society. When gender differences are
concerned, as a result of the study of Watkins, Fleming and Alfon (1989), there is a
significant difference between men and women self-concept. The men were significantly
higher than the women according to the three self-concepts scales. As cited by Mello
(2008) on Gender variation in developmental trajectories of educational and
occupational expectations and attainment from adolescence to adulthood, adolescents'
future expectations are a potentially important precursor of adult attainment. Males and
females had similar developmental trajectories or path of educational expectations from
adolescence to adulthood with the sample average expecting to attend college.
According to this article the professional occupation were lower for males than females.

Adolescent educational and occupational expectations predicted corresponding

attainment in adulthood, although the relationship varied by gender. Based from the
Reciprocal Effects between Academic Self-Concept, Self-Esteem, Achievement, and
Attainment over Seven Adolescent Years: Unidimensional and Multidimensional
Perspectives of Self-Concept self-concept is indeed a hot variable that makes good
things happen. Self-concept is important in achieving positive outcomes such as in
academic settings. It is also suggested in this article that professionals such as
practitioners must focus on developing positive self-concept to enhance more the skills
and performances of the individuals as cited by Mello (2008).
For further understanding of the relationship of self-concept and career choices
among senior high school students whose parents are working abroad, we, the
researchers found out from Gleason (2010) the factors that is affecting the longdistance relationship along with the development of self-concept and these factors were
parenting style, level of attachment, stability of relationship prior to separation,
frequency of communication, manner of parenting, actual physical separation and
frequency of Internet-based parenting. In short, online parenting worked along with the
above in influencing the self-concept of adolescent left-behind children. Technology can
be a big help to parents. Certain technology can help you keep an eye on kids and keep
them safe. Children who are old enough to have cell phones can be tracked on your
own cell phone or computer so you can see where they are at all times. You can also
text or talk to your child at virtually any time because of technology. With younger
children, technology can be helpful as well. Many smartphones have apps to download
that can help children learn the alphabet, colors, numbers or even read stories on the

phone or tablet device (Gleason, 2010). Though, there is a big difference between
seeing a person fully and capable than seeing that particular person in a tablet or in any
kind of devices. Technology can be a big help but still, it cannot prevent the left-behind
adolescent to maintain the attachment, the stability of the relationship created and the
development of the Self-concept (Gleason, 2010).
The family is one of the best influential factors that help an individual to mold
his/her identity, but in the Philippines, labor migration is one of the major pressing
issues faced by the Philippine society today (Gastardo-Conaco, Jimenez, & Billedo,
2003). More and more Filipinos are leaving the country to work abroad to support the
needs of their family. Millions of Filipinos work overseas either temporarily or
permanently, their left-behind children directly carry the burden of living with absentee
parents (Gastardo-Conaco, Jimenez, & Billedo, 2003). Through modern technologies
such as the latest Internet communication features and tools, long-distance
relationships among families thankfully are maintained. Simply put, constant
communication remains possible despite the geographical separation. This was
supplemented by other methods such as online surveys, focus interviews, and focus
group discussions (Gastardo-Conaco, Jimenez, & Billedo, 2003). There are relevant
findings revealed that OFW parents utilized the Internet primarily to monitor, guide,
warn, and advise their left-behind children. They also used long-distance mediated
communication to express emotions as a compensation for their absence. However, for
OFW parents, particularly among OFW fathers, Internet-based parenting was only
complementary to the personal parenting of the left-behind parent/guardian. On another
hand, OFW mothers considered Internet communication as a primary source of their

parenting. When it came to the development of self-concept, findings also showed those
children with OFW mothers and those with both OFW parents were negatively
influenced by the physical separation due to infrequent Internet-based communication
(Gastardo-Conaco, Jimenez, & Billedo, 2003). However, frequent Internet-based
parenting positively influenced their academic, social, physical, and emotional selfconcepts (Gastardo-Conaco, Jimenez, & Billedo, 2003). It was also found that parents
exert the strongest influence on adolescents aspirations followed by their teachers,
friends and relatives. Factors positively relating to career aspirations in adolescents are
mental ability and academic performance, they also found out that there is a correlation
between self-concept and educational aspiration but not in career aspiration (GastardoConaco, Jimenez, & Billedo, 2003).
According to DeDonno & Fagan (2013), children having both parents present
have a higher academic self-concept. While having a single or only one parent with
them has a lower academic self-concept, this we can truly state that the parents plays a
very important role on the development of the childs self-concept especially when it
involves academics (DeDonno & Fagan, 2013). In the study of Song & Glick (2004)
entitled College Attendance and Choice of College Majors among Asian-American
Students, the result indicate that there is gender differences on the probability of
attending college and choice of college majoring. But some studies said that Asian
women like Filipinos tend to enroll on high earning majors like business-related and
health-related courses. Due to the influence of the Filipino parents that migrate to
United States as doctors and nurses, their children seemed to follow their steps.

According to Aonuevo (2002) there is an alarming reality in terms of childrens

aspiration to have a same occupation like their parents. Even if they dream of finishing
college education, they already developed in their consciousness that they could get a
higher salary abroad even without having a college diploma.
Compared to other educational systems, like the educational system of United
States which includes 8th and 9th grades, Filipino students begins collegiate education
at around 16-17 years old, at least a year earlier than their American counterparts
(Carino-Mattison, 2011). To compound the issue, many Filipino universities require
students to have already chosen their major upon entering college, whereas other
countries often allow one to two years of general education before students are
required to choose their field of study, which often leads to their future career path
(Carino-Mattison, 2011).
We already have now K-12 program in the Philippines and Oteyza (2012) said
that in the Philippine context, despite the various development plans and projects
formulated by the government and different sectors, education still remains a top priority
and the quality of Philippine education still leaves much room for improvement. As part
of the continuous plan for progress of the Philippines, the Department of Education had
pushed the implementation of the K-12 program which means A kindergarten level plus
six years of elementary education, four years of junior high school (Grades 7-10) and
two years of senior high school (Grades 11-12). Its main goal is to enhance the basic
education curriculum and the added two years of senior high school will provide the time
for the students to discover their specialties and will have enough to decide what career
they will pursue, (Oteyza, 2012).

According to Alutu (2004) career choice should be initiated as early as the

nursery school years through the primary, secondary and to the tertiary school levels.
Individual social status, income, lifestyle, choice of friends, mental and physical health is
influenced by the type of work he or she does. In other words, a persons career choice
plays an important role in his or her entire life. Splaver (2000) said personality plays an
important role in the choosing of the right career. A students personality must be selfmotivated type, as to investigate career possibilities from early on in their lives, and not
the procrastinating type that waits till they are compelled to decide. Students must take
seriously the role grades play in limiting opportunities in the future. Splaver went on to
say It is important for you to have a good understanding of yourself, your personality, if
you are to make intelligent career plans. (Splaver 2000, p. 12).
Another factor that influences career choices of students is the opportunity.
Related to opportunity is the issue of poverty which is a determinant of career choice
also. As per Salazar-Clemena, Filipino career choices where influenced mainly by
economic needs and family considerations (Salazar-Clemena, 2002). Adolescents
experiences

distressing

feelings,

specifically

uncertainty

when

physical

and

psychological change occurs (Ogena, 2001, as cited by Gastardo-Conaco, Jimenez, &

Billedo, 2003). As said to earlier, opportunity or salary is a factor on the career choice of
the adolescent specially when experiencing poverty. Culturally speaking, Filipino
parents will be a very influential factor on the career path their children will choose since
the Philippines has a close family ties. (Ogena, 2001, as cited by Gastardo-Conaco,
Jimenez, & Billedo, 2003)

Ogena (2001) said that family influences the career choice of adolescents if were
raised with ideas of certain professions like the parents are having, the adolescents may
follow their footsteps. This is considered as the positive parental influence. While the
negative parental influence occurs when the children chooses the opposite of their
parents career professions (Ogena, 2001, as cited by Gastardo-Conaco, Jimenez, &
Billedo, 2003). It was also found that parents exert the strongest influence on
adolescents aspirations followed by teachers, friends and relatives (Gastardo-Conaco,
Jimenez,&Billedo,2003). Factors positively relating to career aspirations in adolescents
are mental ability and academic performance while self-concept is found to be
correlated with educational aspiration but not with career aspiration (Gastardo-Conaco,
Jimenez, & Billedo, 2003).
Espiritu (2001) alludes to the existence of gendered parenting among Filipino
immigrants such that immigrant parents tend to restrict the autonomy, mobility, and
personal decision making of their daughters more than that of their sons (p. 431).
Proportionally more females than males argued about their conflicting goals with their
parents, and many second-generation Filipinos resent the gender inequities in their
families (Espiritu, 2001).
Majority of the local researches on career decisions and the factors influencing
them focus on adolescents. Similarly, the literature and studies on Overseas Filipino
Workers (OFWs) usually delve on the economic and social repercussions of overseas
employment (Asis, 2004; Nicodemus, 1997). There is no available study regarding the
career decisions of the adolescent children of OFWs in particular. Although a recent
research on the impact of migration on Filipino families revealed the career aspirations

of young children (Episcopal Commission for the Pastoral Care of Migrant and Itinerant
People of the Catholic Bishops Conference of the Philippines, 2003, in Asis, 2004), this
study, which employed adolescents, focused on their decision making process, career
decisions, and the extent of relationship between the career decisions and selected
internal (personal) and external (social/environmental) factors.
From Episcopal Commission for the Pastoral Care of Migrant and Itinerant
People of the Catholic Bishops Conference of the Philippines, 2003, in Asis, 2004, it
was said that the gravity of the impact of migration on children varies depending on their
situation. Children affected by migration can be categorized in the following (a)
children as migrants, (b) children of inter-racial marriages or relations, and (c) children
left behind by migrant parents. More than three thousand Filipino workers leave the
country everyday as overseas contract workers; hence transnational family has
become a norm in the Philippines". There really is no exact data on the number of
children affected by migration but based on several studies done by nongovernmental
organizations and local government organizations in Manila, there are approximately 9
million Filipino children under the age of 18 who are left behind by one or both parents
to work tentatively or live permanently abroad (Episcopal Commission for the Pastoral
Care of Migrant and Itinerant People of the Catholic Bishops Conference of the
Philippines, 2003, in Asis, 2004). A more recent study about this is conducted by Reyes
(2008) said that People have been on the move since human life began. Migration is a
new phenomenon, a failure of development, nor a substitute for development.
Individuals move as part of their effort to improve their lives and the lives of their
families, to learn new skills, to gain new experiences, to find a job or to flee insecurity,

disaster or famine (Reyes, 2008). Migration is an economic, social and political process
that affects those who move, those who stay behind, and the places where they go.
And with the advent of globalization, labor migration has become a worldwide
phenomenon. People are crossing borders to search for better job opportunities and to
provide a better future for their families. Reyes (2008) also mentioned that along this
development is the plight of more children being left behind by either one or both
parents, leaving them to the care of extended family members or friends. Reyes(2008)
pointed that in Asia, the Philippines is the major supplier of labor migrants to over 100
countries and the leading female migrant sending countries along with Indonesia. More
than 8 million (10%) out of the 85 million Filipinos were working or living abroad. While
over 72% of total migrants from Philippines were women workers. Many of these
women work as domestic helpers, nurses, caregivers, and entertainers. With this huge
number of Filipino migrants (and still more) living the country temporarily (or
permanently), a more pressing concern is with regards to children left behind. Though
there is no systematic data on the number of children left behind, it is estimated to be 9
million or 27% of the total youth (Reyes, 2008). People chose to go abroad for they only
want one thing in life. Its progress or change, they want to improve their living, they
want their children or family to have a better life rather than having life with poverty
(Reyes, 2008).

CHAPTER 3
METHODOLOGY

In this method section, the target participants, materials or the test

questionnaires, the procedure before, during, and after data gathering, the statistical
treatments and the research design will be discussed.
Research Design
The researcher will use Correlational Research in this study. This studys aim is
to obtain information concerning the relationship of the variables. Specifically, the study
focused on the existing relationship between Self-concept and Career choice among
Senior High School Students with Labor Migrated Parents.
Participants
The study will be conducted among selected senior high school students of two
schools; Jose Abad Santos High School and Immaculate Conception Cathedral School
(public and private) both located inside Metro Manila. Researchers will use purposive
sampling on getting the participants. Also, participants will be recruited through the help
of the Guidance Counselors of the said schools since the scope of this research is
limited to Senior High School Students with Labor Migrated Parents. Participants
should fit in to a characteristic because the sample needed does not define the entire
population. With that, the researchers used purposive sampling technique, a nonprobability sampling technique. A total of 100 respondents (50 students in each school)
will participate in the study. All participants ages from 14-18 years old and one or both of
their parents are Overseas Filipino Workers (OFW).
Instruments

The instruments that the researchers will use to collect data are:
The Career Choice Questionnaire (CCQ) is a tool consists of thirty (30)
statements on the environment, influence of peer groups and parents and opportunity
on the choice of career based on the Likert-type scale. The respondents were required
to indicate perception by putting a check mark across after each statement under the
columns SA (strongly agree), A (agree), U (undecided), D (disagree), and SD
(strongly disagree). The questionnaire was subjected to a test-retest treatment using
Pearson coefficient of correlation formula. This test was used among secondary school
students.
The Pasao Self-Concept Rating Scale, which is bilingual evolved from the need
for a self-concept scale applicable to Philippine culture. It is applicable to the high
school group and can be used for counseling, general guidance, and the research. The
self-concept scale evolved used a 5-point frequency scale ranging from never to
always. In this instrument, the respondent is asked to indicate how often he feels the
trait applies to him. For positive items, the higher the frequency of the behavior
described, the higher the score. Thus, items rated 0 means I never: 2, rarely, 3,
sometimes, 4, often, and 5, always. For the negative items, the less frequent the
behavior, the higher the score, thus scoring is reversed. The highest possible score is
500. The Pasao Self-Concept Rating Scale, which is bilingual evolved from the need for
a self-concept scale applicable to Philippine culture. It is applicable to the high school
group and can be used for counseling, general guidance, and the research.
Procedure

In this study, we made a letter of appointment addressed to the principal and

guidance counselor of our target schools. One of the researchers will read the cover
letter, upon reading the cover letter, test questionnaires with the attached informed
consent in it and answer sheets will be distributed. Senior High School Adolescents
(from public and private schools) will be given test questionnaires outside their
classroom hours. Then, giving of instructions followed. The participants were given
enough time to finish the two given questionnaires.
Statistical Treatment of Data
This study is correlational and it used parametric test. Since, this study has a
ratio data and seeks to find out relationship between Self-concept and Career Choice
among Senior High School Students with Labor Migrated Parents the researchers will
use Pearson Product Moment Correlation or commonly called as Pearson Correlation
(Pearson r) for the statistical treatment of data to compute for the relationship of the two
independent variables (Self-concept and Career Choice). To answer for the
demographic factors the researches will use t-test two independent samples. To answer
for the frequencies (when grouped according to demographic factors) the researcher
will use F/Percentage.
Furthermore, the researchers used SPSS to compute and analyze data.
The formula for Pearson Correlation:

The formula for T-test two Independent samples:

The formula for F/Percentage:

Cumulative frequency% = (C.F /N)*100

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NAME: _____________________________________________________________AGE: _________

GENDER: _________
SCHOOL: ___________________________________ CONTACT NO.: ____________DATE:
____________

SELF-CONCEPT RATING SCALE

The following items will describe some of your traits and characteristics. This
is not a test. There is no right or wrong answers. Each item is to be rated by you.
Simply put a check inside the parenthesis under the heading which you feel
describes you best. Pilipino translation is given for every item.
Ang sumusunod na mga katanungan ay naglalarawan ng inyong mga paguugali at katangian. Ito ay hindi isang pagsusulit. Wata itong tama o maling sagot.
Sa bawat isa nito ay mamarkahan mo ang antas in iyong katangian. Lagyan
lamang ing isang tsek sa loob nga panaklong na napapailalim sa antas ng
katangiang sa palagay moy pinakaangkop sa paglalarawan ng iyong sarili. Bawat
isang tanong ay may salita sa Pilipino.
NEVER
(HINDING
-HINDI)

1. I am healthy.
Ako ay malusog
2. I dress up well.
Ako ay maayos magdamit.
3. I lack a goal.
Ako ay kulang sa hangarin.
4. I am wasteful.
Ako ay maaksaya.
5. I am disliked by other people.
Ako ay hindi kinagigiliwan.
6. My family has harmonious relationships.
May magandang pagsasamahan ang
aking pamilya.
7. I am courteous.
Ako ay magalang.
8. I am trusted by others.
Ako ay pinagkakatiwalaan.
9. I have no real close friends.
Ako ay walang malapit na mga kaibigan.
10. I am careless.
Ako ay pabaya.
11. I make friends and adjust to people
easily.
Ako ay madaling makipagkaibigan at
marunong makisama.
12. I am unable to see positive points in
myself.
Ako ay hindi makakita ng mabuting
katangian sa sarili.

RARE
L
(BIHI
RA)

SOMETIMES
(PAMINSANMINSAN)

OFTEN
(MADAL
AS)

ALWA
YS
(PALA
GI)

13. I cannot concentrate well.

Ako ay hindi makapagtuon ng isipan.
14. I believe that success is the result of
personal effort exerted.
Ako ay naniniwalang ang tagumpay ay
nagmumula sa sariling sikap.
15. I cooperate with others.
Ako ay nakikipagtulungan.
16. My friends value my ideas.
Pinahahalagahan ng mga kaibigan ko
ang aking mga paniniwala.
17. I disobey my parents.
Ako ay sumusuway sa aking mga
magulang.
18. I am lazy.
Ako ay tamad.
19. I compare myself with others.
Ihinahambing ko ang aking sarili sa iba.
20. I exercise self-control.
Ako ay may kakayahang magtimpi.
21. I have a good memory.
Ako ay matandain.
22. I am shy.
Ako ay mahiyain.
NEVER
(HINDING
-HINDI)

23. I borrow from friends.

Ako ay naghihiram sa mga kaibigan.
24. I am a good sport.
Ako ay hindi pikon.
25. I pay attention to personal grooming and
cleanliness.
Pinahahalagahan ko ang sariling ayos at
kalinisan.
26. I like to be with friends.
Gusto kong makasama ang mga
kaibigan.
27. I am moody.
Ako ay sumpungin.
28. I exhibit behavior inappropriate for my
sex.
Ako ay kumikilos nang hindi angkop sa
aking pag Kalalaki/pagkababae.
29.
I cannot defend my position in an
argument.
Hindi ko maipagtanggol ang sariling
paninindigan.
30. I share things with friends.
Binabahaginan ko ng mga bagay-bagay
ang mga kaibigan.
31. I am proud to be a student in my school.
Ikinararangal ko ang pagiging isang
mag-aaral sa aking Eskuwelahan.
32. I am arrogant.
Ako ay mayabang.
33. I am honest in dealing with others.
Ako ay tapat sa pakikitungo sa kapwa.
34. I feel loved by my family and friends.
Nadarama ko na minamahal ako ng

RARE
L
(BIHI
RA)

SOMETIMES
(PAMINSANMINSAN)

OFTEN
(MADAL
AS)

ALWA
YS
(PALA
GI)

aking pamilya at mga kaibigan.

35. I tend to worry too much.
Ako ay lubhang mapag-alala.
36. I hide real feelings.
Itinatago ko ang tunay na damdamin.
37. I have poor study habits.
Ako ay hindi masinop mag-aral.
38. I am confident of teachers trust.
Ako ay nakakatiyak ng tiwala ng mga
guro.
39. I am impatient.
Ako ay maninipin.
40. I hurt others unintentionally.
Ako ay nakasasakit ng hindi sinasadya.
41. I am not satisfied with my looks.
Ako ay hindi nasisiyahan sa sariling
ayos.
42. I show sense of humor.
Ako ay nagpapakita ng sense of
humor.
43. I view failures as challenges to be met.
Tinatanggap ko ang kabiguan bilang
hamon sa buhay.
44. I enjoy the company of my classmates.
Ako ay nasisiyahan sa piling ng kamagaral.
45. I am confident of myself.
Ako ay may tiwala sa sarili.
46. I am distrustful of others.
Ako ay walang tiwala sa kapwa.
47. I am slow in making decisions.
Ako ay mabagal magpasya.
48. I am cheerful.
Ako ay masayahin.
49. I am easily hurt and upset.
Ako ay madaling magdamdam at
mapundi.
50. I am unsympathetic to others problems.
Ako ay walang pagmamalasakit sa
suliranin ng iba.
51. I am proud of my family.
Ikinararangal ko ang aking pamilya.
52. I am loyal to friends.
Ako ay tapat sa mga kaibigan.
NEVER
(HINDING
-HINDI)

53. I like to perform assigned tasks in school.

Ikinasisiya kong tupdin ang mga
gawaing pampa-aralan.
54. I want to be flattered.
Gusto kong magpapuri.
55. I like a lot of things in myself.
Ako ay maraming nagugustuhan sa
sarili.
56. I find fault in others.
Ako ay palapuna.
57. I am easily influenced and persuaded by

RARE
L
(BIHI
RA)

SOMETIMES
(PAMINSANMINSAN)

OFTEN
(MADAL
AS)

ALWA
YS
(PALA
GI)

others.
Ako ay madaling mahikayat ng iba.
58. I am popular with members of my sex.
Ako ay popular sa kapwa babae/lalaki.
59. I am helpful and accommodating.
Ako ay matulungin at mapagbigay.
60. I am accepted by friends as I am.
Tinatanggap ako bilang ako ng aking
mga kaibigan.
61. I think intelligently.
Ako ay matalas mag-isip.
62. I allow myself to be bullied around.
Ako ay pumapayag kayan-kayanin ng
iba.
63. I am dependent on my parents.
Ako ay palaasa sa magulang.
64. I am responsible.
Ako ay responsable.
65. I am free to worship according to my
wishes.
Ako
ay
malayang
nakapananampalataya.
66. I accept occasional awkward moments
as unavoidable.
Tinatangap ko ang paminsan minsang
nakakhiyang
Pagkakataon
na
hindi
maiiwasan.
67. I am quarrelsome.
Ako ay palaaway.
68. I fail to accept personal inadequacies.
Hindi ko matanggap ang sariling
pagkukulang.
69. I can depend on friends in times of need.
Ako ay makaaasa sa kaibigan sa oras ng
pangangailangan.
70. I make a habit of criticizing others.
Ako ay pintasero/pintasera.
71. I am unable to express myself well.
Hindi ko maipahayag nang mabuti ang
aking sarili.
72. I allow myself to be taken advantage of
by others.
Hinahayaan kong mapagsamantalahan
ang aking sarili ng iba.
73. I am considerate and understanding of
others.
Ako ay maunawain.
74. I have good personal taste.
Ako ay may mainam na panlasa.
75. I am conscientious.
Ako ay dibdibang magtrabaho.
76. I keep grudges.
Ako ay mapagtanim ng sama ng loob.
77. I gossip.
Ako ay nagtsi-tsismis.
78. I do things without thinking them over.
Ako ay padalus-dalos (hindi nag-iisip
bago kumilos).
79. I am easily discouraged.
Ako ay madaling masiraan ng loob.

80. I like to see others suffer.

Ako ay sadista.
81. I would like to become more intelligent.
Nais kong maging mas matalino.
82. I am able to cope with problems.
Kaya ko na magdala ng mga suliranin.
NEVER
(HINDING
-HINDI)

83. I am trusted by my family.

Ako ay pinagkakatiwalaan ng aking
pamilya.
84. I am unruly.
Ako ay magulo.
85. I accept constructive criticism.
Ako ay marunong tumanggap ng punang
nakabubuti.
86. I consider others welfare before my own.
Inuuna ko ang kapakanan ng iba sa
aking sarili.
87. I can deal with opposite sex.
Kaya kong makihalubilo sa babae/lalaki.
88. I want to be born again as myself if given
the chance.
Nais kong isilang muli sa dating
katauhan kung may pagkakataon.
89. I am childish.
Ako ay asal-bata; isip-bata.
90. I am unable to keep secrets.
Ako ay hindi makapagtago ng lihim.
91. I treat others as I like to be treated in
turn.
Itinuturing ko ang iba tulad ng gusto
kong pagturing nila sa akin.
92. I feel that I will fare better in life if I were
to remain as myself.
Naniniwala ako na magiging
matagumpay sa buhay kung
mananatili
akong ako.
93. I find it hard to stay with a permanent
group of friends.
Ako ay nahihirapang manatili sa isang
samahan/barlada.
94. I am disappointed over failures in small
tasks.
Ako ay nasisiraan ng loob sa munting
kabiguan.
95. I pretend to be smarter than what I really
am.
Ako ay nakukunwaring mas matalino.
96. I enjoy time spent with my family.
Ako ay masaya sa piling ng aking
pamilya.
97. I talk things over with friends without
inhibition.
Ako ay bukas makipag-usap sa kaibigan.
98. I am prejudiced against others.
Ako ay may kiling tumingin sa iba.
99. I am bad-tempered and curse others.
Ako ay mainitin ang ulo at nagmumura.

RARE
L
(BIHI
RA)

SOMETIMES
(PAMINSANMINSAN)

OFTEN
(MADAL
AS)

ALWA
YS
(PALA
GI)

100. I am envious of others achievements.

Ako ay naiingit sa tagumpay ng iba.

CHOICE OF CAREER QUESTIONNAIRE (CCQ)

Instructions: Put a
on the box that corresponds to your answer. Please practice
honesty upon answering the questionnaire. Thank you and God bless!
Note: SA = Strongly Agree
A = Agree
U = Undecided
D = Disagree
SD = Strongly Disagree
Environmental:
STATEMENT
1. My parents had/ will have great influence in my career choice.
2. Teachers are/ have been the greatest influence in my career choice.

S
A

A U D SD

3. Secondary school students can be influenced by their peers in

making career choice.
4. Counselors are/ have been the greatest influence in my career
choice.
5. Deviant behavior of secondary school students in career choice are
influenced by the peer groups.
6. Money has been an issue in choosing a career.
7. Moving with students in tertiary institutions do affect secondary
school students career choice.
8. Living in a low socio economic environment can affect the choice of
career among secondary school students
9. My parents chose my secondary school subjects
10. Governmental policies do affect choice of career among secondary
school students.
Opportunity:
STATEMENT

S
A

A U D SD

S
A

A U D SD

1. My grades will determine my career choice.

2. Socio economic status of student always affect the students choice
of career
3. I have access to employment in a family business.
4. I plan to work in a job for a while, then attend a school or get a
training
5. I will have to work for the money needed to attend any training after
secondary school.
6. I am fully aware of what technical colleges have to offer
7. I will consider working after secondary school rather than make a
career choice.
8. I have on one to motivate me in making a career choice.
9. Opportunities and privileges do affect career choice.
10. Educational status of parents can affect career choice.
Personality:
STATEMENT
1.
2.
3.
4.

I have definitely made a career choice.

I have no career plans at present.
I did/ have done career choice on my own.
I made the decision choosing my secondary school subjects.

5. I will choose my career choice based on my interest in a particular

occupation.
6. My parents occupations determine my choice of career.
7. Thinking about career choice now is a waste of time.
8. My academic ability will determine my career choice.
9. Once I have my NCAE results, then I can make a decision on my
career choice
10. Teachers characteristics do influence students motivation in
choosing a career.

The International Journal Of Engineering And Science (IJES) ||Volume||2 ||Issue|| 6 ||Pages|| 3344||2013|| ISSN(e): 2319 1813 ISSN(p): 2319 1805 www.theijes.com The IJES Page 33
The Factors Determining the Choice of Career Among Secondary School Students.
1SALAMI OLUFUNMILAYO OLAMIDE, 2 SALAMI OLUWASEUN OLAWAIYE
1Department of Science and Technology, Federal College of Animal Health & Production
Technology, Moor Plantation, Oyo State, Nigeria. 2Department of Computer Science, United
High School, Ikenne, Ogun State