Welcome!

This is the final module in Personal Development. Congratulations for making it this far!
How Are You? Do not forget to take care of yourself. Check the statements that apply to
you.
o I have taken my breakfast, lunch, or dinner.
o I have taken a bath today.
o I have taken at least 8 glasses of water today.
o I have taken enough sleep and nap time for today.
o I have expressed my prayers and gratitude for today.
Was there anything you missed in the module 4? Check the circles if you have
accomplished them.
o I have completed the practice questions in Quipper.
o I have submitted the Quipper Essay, The Power of Vulnerability.
o I have submitted the Quipper Essay, My Love Language.

What are in this module?

Most Essential Topic: Persons and Careers, and Career Pathways
Most Essential Learning Competencies:
o Explain that understanding different factors, career development concepts
and personal life goals influence career planning and decision-making
o Identify career options based on different factors, career development
concepts and personal life goals
o Prepare a career plan based on the identified career options to attain
personal life’s goals
Specific Learning Outcome:
o The learner shall be able to set a personal career goal based on the results of
self-assessment of various personal factors.
Time Frame: 1-2 weeks

The Weeks At A Glance

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Introduction to PC 8: 16 Personality Factors Flipped Flipped
Module 5 (Formative – Quipper Essay) Classroom Classroom
Activity Activity
Flipped PC 9: Personal Strengths and (Group 1 & 2) (Group 3 & 4)
Classroom Task Abilities
Assignment (Formative – Quipper Essay)
Flipped PC 10: RIASEC Assessment Module 5 Wrap Remaining
Classroom (Summative – Quipper Essay) Up Time Can be
Activity given for PT
(Group 5) PC 11: SMART Goal-Setting updates and
(Summative – Quipper Essay) monitoring
Introduction
Adolescents are often faced with difficulties when it comes to determining the right
career path. They are in constant dilemma since it is difficult to arrive at a single career
decision for various personal factors. Peer pressure can be another problem where
teenagers are influenced by their peers to take a particular course without taking into
consideration their personal abilities and interests. Parents and guardians are also at the
losing end since they must bear the financial responsibility each time their child or ward
decides to take a different course. In the process, adolescents may doubt their capacity to
decide which lowers their confidence and self-esteem. Setting clear career goals from the
start is an effective strategy which guides an individual to a right career path. This can be
accomplished by thoroughly considering personal factors such as abilities, interests, skills,
personality type, and previous experiences which are contributing factors to an effective
and objective career decision-making. In this lesson, different factors in career decision-
making will be tackled. Different career personality theories will also be presented to
explain how career decision-making is done. The self-assessment tools will be helpful to
know your personality type and the jobs which fit your personality.

Jumpstart!
Recall your childhood memories of what you want to be when you grow up? Are you
able to follow your dreams with the journey that you are on?

PC 8: 16 Personality Factors
Do you ever wonder what sets you apart from others? The Personality Trait Theory,
developed by Cattell, proposes the idea that our personalities have 16 dimensions or
factors. Find out what your personality trait is through this test called 16 Personality
Factors (16 PF). Take the test here (https://www.16personalities.com/free-personality-
test). Save a screenshot of your results and answer the guide question below in the
Quipper Essay, entitled PerDev_Module 5_PC 8: 16 Personality Factors.
Do these traits and abilities help you progress in your career? If yes, how? If not, what
measures can you take to make these traits and abilities beneficial to you?
PC 9: Personal Skills and Abilities
As an individual who is considering your career path, it is important to benchmark
on the skills and abilities that we have developed over the years. In this aptitude test, rate
each aptitude according to your perception of your ability. Base your answers on your
knowledge of your past performance in that area. Afterwards, pick out the areas that you
rated three and list them down. Finally, answer the guide question below in the Quipper
Essay entitled, PerDev_Module 5_PC 9: Personal Skills and Abilities.
Areas I rated 3:
> ___________
> ___________
> ___________
Imagine working on your chosen career. How can you apply these strengths in your
future career?

Career Development (Flipped Classroom)

Instructions:
o In delivering the topics for this module, the students will take on the role of a teacher
to facilitate the lesson assigned to their group.
o In each class, there shall be 5 groups regardless of the total class number.
o The students are encouraged to share contents from the study guide, and they can
also add more inputs from reliable and credible sources. The lesson assignment are
as follows:
o Group 1: Job vs. Career, and Ginzberg’s Developmental Theory
o Group 2: Career Choice Theories (Super’s and Holland’s Theories)
o Group 3: Setting Life Goals
o Group 4: Personal Factors Affecting Career Choice
o Group 5: External Factors Affecting Career Choice
o The group can be as creative as how they want the delivery to be as long as it aligns
and is relevant to the topic assigned to them.
o Each group is given 5-7 minutes to deliver their presentation. After each
presentation, 2-3 minutes is intended for entertaining questions.
o The presentations are rated according to the rubrics.

Criteria 4 3 2 1
Content Shows a full Shows a good Shows a good Does not seem
understanding understanding understanding to understand
of the topic. of the topic. of parts of the the topic very
topic. well.
 Criteria 4 3 2 1
Creativity of Presentation Presentation Presentation Presentation
the is very is creative andis somewhat is not creative
Presentation creative and the thought of creative and and the
the thought of the content is the thought of thought of the
the content is delivered. the content is content is
well delivered. fairly poorly
delivered. delivered.
Ability to Student is able Student is able Student is able Student is
answer to accurately to accurately to accurately unable to
Questions answer almost answer most answer a few accurately
all questions questions questions answer
posed by posed by posed by questions
classmates classmates classmates posed by
about the about the about the classmates
topic. topic. topic. about the
topic.
Observance of Presentation Presentation Presentation Presentation
the Time Limit is within the is more or less is more or less is more/less
expected than 2-3 than 5+ than 6+
length of 7 minutes minutes over minutes
minutes. over/under the expected 7 over/under
the 7 minutes. minutes. the 7 minutes
Total: 16/16
Are you ready? Read on for the content of the topic assigned to your group.

I. Concepts of Career Development

A. Job VS. Career
Difference between CAREER and JOB
A career can be defined as “a pattern of work experiences comprising the entire
lifespan of an individual and which is generally seen with regard to a number of phases or
stages reflecting the transition from one stage of life to the next” (Weinert, 2001). One the
other hand, a job can be defined as something done short-term to earn money by engaging
in a work assignment for an organization or institution. Moreover, Collin (1998) expounds
that the term career arises from the interaction of individuals in organizations and society.
This means that individuals are considering their personal views as well as external
influences in dealing with career choice. Savickas (2009) states that “current view of
careers temporary, contingent, casual, contract, freelance, part-time, atypical, self-
employed, and external.” Collective terms we can get from these lexes – handling a career
should be ‘dependent’ upon the individual and that is incessantly ‘moving’ in different
directions. Finding a satisfying career takes time as it is in experiencing through phases
and stages we can say that we have found a rewarding one. In starting your journey, it is
imperative to have your goals set. How do we define goal-setting then?
B. Career Choice Theories
According to J. Santrock in his book, Adolescence 12th Edition published in 2008,
three main theories describe the way adolescents make choices about career
development: Career choice theories such as Ginzberg's Developmental Theory,
Super's Self Concept Theory and Holland's Personality Type Theory are mentioned.
1. Eli Ginzberg's Developmental Theory - this is a developmental career choice theory
which sees children and adolescents to undergo three (3) career choice stages such as
fantasy, tentative and realistic (Ginzberg, 1972; Ginzberg et al., 1951).
o Fantasy stage from childhood until around 11 years old, children tend to
fantasize on different careers with boundless possibilities through engaging in
playful acts, simulating different professions such as being a doctor, police
officer, teacher etc.
o Ginzberg claimed that until about age 11 to 17, adolescents are now the tentative
stage of career development; a transition from the fantasy stage of childhood to
the realistic decision making or young adulthood undergoing the following
periods under this stage:
a. Interest stage (11 to 12 years) - evaluating interests (knowing likes and
dislikes)
b. Capacity stage (13 to 14 years) - evaluating capacities (aligning abilities
with interests)
c. Values stage (15 to 16 years) - evaluating values (awareness of how a
career choice fulfills personal values)
d. Transition stage (last under the tentative stage) – self-reliance and
awareness of occupations.
o Furthermore, the thinking shifts from less subjective to more realistic career
choice at around 17 to 18 years of age. He calls the period from 17 to 18 through
early 20's the “realistic stage of career choice." During this time, according to
Ginzberg, the person extensively explores available careers, then focuses on a
particular career and finally selects a specific job within the career (such as
general practitioner or a specialist in the field of medicine). Realistic sub-stages
of career development:
a. Exploration stage
- explore college or
formal training
b. Crystallization
stage - declare major
or commit to certain
type of work
c. Specification
stage - specialize in
graduate school or
specific job
2. Super's Self-Concept Theory - this is a career self-concept theory by Donald Super
where an individual's self-concept plays a vital role in career choice. Super claimed that in
adolescence stage, teens initially construct a career self-concept (Super, 1967, 1976). He
emphasized that career development has five different phases as follows:
AGE BRACKET PHASE DEVELOPMENT TASKS
14-18 years old Crystallization Adolescents develop ideas about
work that fit with their already
existing global self-concept
18-22 years old Specification Adolescents narrow their career
choices and initiate behaviors which
enable them to enter some type of a
career
22-24 years old Implementation Young adults complete their
education or training and enter the
world of work.
24-35 years old Stabilization The decision on a specific appropriate
career is made.
35 and up Consolidation Individuals seek to advance their
careers and to reach higher status
positions

The age ranges should be thought of as approximate rather than rigid. Super
believed that career exploration in adolescence is a key ingredient of adolescents' career
self-concept (Giannantonio & Hurley- Hanson, 2006).

3. Holland’s Personality Type Theory - this is a personality type theory by John

Holland where there is a match with an individual's career choice and his personality. He
argues that individuals will stay longer at work if it suits or is similar to their personality.
Holland emphasized six basic personality types for a career.
RIASEC:
REALISTIC
INVESTIGATIVE
ARTISTIC
SOCIAL
ENTERPRISING
CONVENTIONAL
PC 10: RIASEC Assessment
Learn about your RIASEC trait by answering the RIASEC test in the given link.
Afterwards, take a screenshot of your results and paste it in your Quipper Essay, entitled,
PerDev_Module 5_PC 10: RIASEC Assessment, answer the guide questions provided.
• Do you agree with the results?
• What is/are the benefits of working in career aligned to your personality and
strengths?
(https://www.hawaiipublicschools.org/DOE%20Forms/CTE/RIASEC.pdf)
Rubrics:
Criteria 4 3 2 1
Content The learner The learner The learner was The learner gave
(Relevance was was able to give incomprehensive
and Depth) able to give able to give fairly answers and was
highly moderately comprehensive not able to share
comprehensive comprehensive answers and relevant
answers and answers and was able to answers.
was able to was able to share relevant
share relevant share relevant answers.
answers. answers
Content The learner The learner The learner The learner was
(Openness) highly moderately fairly expressed not open in
expressed expressed openness in expressing their
openness in openness in sharing their thoughts.
sharing their sharing their thoughts.
thoughts. thoughts.
Organization The sequence The sequence The sequence of The sequence of
of of thoughts/ideas thoughts/ideas
thoughts/ideas thoughts/ideas are are
are are less clear and unclear and
very clear and somewhat organized. disorganized.
organized. clear
and organized.

Screenshot of The learner (no points if the

the results was able to learner did not
show their post a screen
results of the capture of their
RIASEC quiz results)
through
attaching a
screen capture
from the given
website.
Total: 16/16
II. Goal-Setting
A. What is Goal-Setting?
Goal setting is a major component of the career planning process. It is the process
of identifying something an individual wants to accomplish and establish measurable
goals and timeframes to achieve it. In this context, if a senior high school student wants to
be a successful doctor someday, he/she will take steps leading to that goal, such as,
finishing senior high school, taking and graduating Page 3 of 12 from a pre-med course,
passing the National Medical Admissions Test (NMAT), earning a medical degree,
completing a residency program, and passing and obtaining a medical license following a
specific timeline. Goal setting is a technique pioneered by Locke (1968) which affects
performance in four ways:
1. Focuses attention – if an individual has her goals set, she is more focused in order
to achieve it. In this case, if her goal is to finish senior high school, she is more
attentive to do little things leading to her goal, such as coming to school on time,
reciting in class, and passing written exams.
2. Mobilizes effort in proportion to the demands of the task – if an individual is so
focused on her goal, she is determined to exert extra effort in order to accomplish a
task at hand. Going back to our example, different tasks involve varying degrees of
willpower. Being active in class recitations poses a lot of effort from an individual as
well as passing written exams and attending classes on time.
3. Enhances persistence - Enhances persistence the determination of an individual
to finish a task at hand is a clear manifestation that she is focused on her goal.
Moreover, if she sees she is close to achieving it, her dedication to finish a task is
amplified.
4. Encourages the individual to develop strategies for achieving their goals - the
individual is ready to take different approaches in order to achieve her goal. In this
case, if she finds it hard to wake up early for class, she can think of ways on how to
attend her class on time, such as using an alarm clock, sleeping on time, or finding a
boarding house near her school.
B. Rules in Goal-Setting
In having your goals set, you have to use effective strategies in order to accomplish your
aims. In an article published by MindTools.com, presented five ideal rules of goal setting:
1. Set Goals that Motivate You - it is necessary to establish a goal which you find
important or interesting. If you happened to set a goal which has no impact or has
little importance to you, this will likely jeopardize the chances that you can make
this goal a reality. Hurdles along the way will discourage you to proceed. The
motivation to start and end a goal is dependent on your capacity to push forward
which is dependent on your level of interest to achieve it. Achieving a goal needs a
strong willpower and "I must do it" attitude against all odds; otherwise, it will easily
be swayed by unforeseen events which will keep you from making it a reality. In this
case, if Alice is determined to move on from a destructive and abusive relationship,
 she must first realize the importance of moving on and appreciate the beauty of a
peaceful life away from her abuser as well as value self-respect; thru these
realizations and her desire for change, she can now think of plans in order to achieve
her goal towards a better life ahead.
2. Set SMART Goals - in order to have your goals achieved you have to make this
acronym a guideline in setting your aspirations. Specific. Measurable. Attainable.
Relevant. Time-bounded.
• Set Specific Goals - goals should be dear and precise, indefinite goals will
confuse you. It is important that your goals are clear enough to show you a
well-defined direction. By thinking where you want to end up will give an idea
where you will start. In this case, if Katrina's goal is to support her sister to
finish school, it is obvious that the first step is to find a job where she could
earn in order to provide for her sister's tuition fee and other school
obligations.
• Set Measurable Goals -goals should be quantifiable. This will give you an idea
if you are progressing. Include a particular timeline, or precise amount (if
money is involved) in order to check if you are succeeding. If your goal is to
save money, you have to include in your goal the specific amount to be saved
and the specific period when you can achieve it. Example, in saving your
allowance, if your goal is to save 1,000 per month, you have to save 250.00 per
week which is equivalent to saving your 50.00 allowance for a day for five
school days. By having a means to examine your progress, you can be assured
that you are nearing to achieve your goal.
• Set Attainable Goals - make sure your goals are feasible or achievable. What
can be worse than setting a goal which is beyond reality or impossible to
achieve. However, setting too easy goals can lead you to be laid back and
eventually become scared of setting high goals in the future. The key here is
to set challenging but attainable goals which will make you realize that you
are capable of achieving higher things in life through your efforts and
perseverance. What a great way to test your capacity!
• Set Relevant Goals - your goals should be appropriate or related to how you
want your life to proceed. In this case, if you want to live a comfortable
financial life, your goals should be aligned with this perspective. Dispersed or
scattered goals will consume all your time and efforts which will keep you
from what really matters.
• Set Time-bounded Goals - each goal should be time-based. If you are making
use of a timetable in order to achieve a goal, consider it done since you are
using your time wisely. In our previous example, deadlines can help you track
if you are progressing or achieving something for your goals.
3. Set Goals in Writing- writing it in a diary or a piece of paper will help you remember
your goals. The more you write it, the more it acts as a reminder that you must do
something to achieve it. For others, this serves as an act of commitment to push
forth.
 4. Make an Action Plan - in any goals, you have to have a plan in order to attain it. This
serves as 'backbone' which supports your dreams. A step-by-step plan can help you
track where you are headed on and check if you are progressing.
5. Stick with it! - stick to your goals until you achieved it. Remember all the hard work
and sacrifice you have shown in order to achieve your goals. At the end of the day, it
is not merely the destination that matters but the journey that goes with it which
made you a better and wiser person enriched with exciting and colorful experiences
you get out of life - which is far more important than any goals you may have set.

PC 11: SMART Goal-Setting

Learning to craft a comprehensive goal, i.e, specific, measurable, attainable, relevant,
and time-bounded, can be rewarding the individual. With what you have learned in the
flipped classroom, create a list of career goals that adhere to the SMART goal setting, and
answer the guide question. Do this activity in the Quipper Essay, entitled, PerDev_Module
5_PC 11: SMART Goal-Setting.
o S
o M
o A
o R
o T
How important are SMART goals in planning for our career?
Rubrics:
Criteria 4 3 2 1
SMART Goals All the goals Most of the goals Some of the goals Few of the goals
followed the (4 out 5) followed (2-3 out 5) (0-1 out 5)
SMART format. the SMART followed the followed the
format. SMART format. SMART format.
Content The learner was The learner was The learner was The learner gave
(Relevance and able to give highly able to give able to give fairly incomprehensive
Depth) comprehensive moderately comprehensive answers and was
answers and was comprehensive answers and was not able to share
able to share answers and was able to share relevant answers.
relevant answers. able to share relevant answers.
relevant answers
Content The learner highly The learner The learner The learner was
(Openness) expressed moderately fairly expressed not open in
openness in expressed openness in expressing their
sharing their openness in sharing their thoughts.
thoughts. sharing their thoughts.
thoughts.
Organization The sequence of The sequence of The sequence of The sequence of
thoughts/ideas thoughts/ideas thoughts/ideas thoughts/ideas
are are are are
very clear and somewhat clear less clear and unclear and
organized. and organized. organized. disorganized.

Total: 16/16
III. Factors Influencing Career Choice
A. Personal Factors
1. Skills and Abilities - How an individual fits for a certain job basing on his skills and
abilities is a big factor considered in the earliest career development theories such
as the Trait and Factor Theory of Occupational Choice developed by Frank Parsons.
His theory's basic assumption is that occupational choices are made if one has an
accurate understanding of his traits such as his aptitude, interests and personal
abilities. Moreover, these traits can be accurately identified and profiled to analyze
an individual's potential. In addition, occupational profiling and pairing an
individual's skills and abilities to a specific job are still common practices nowadays.

2. Interest and Personality Type - Personality can be a determining factor in

choosing a career. Holland's Career Typology, a personality type theory compares
individual's personality to the kind of job she wishes to be in. In this context, if a
person tends to be enterprising, she is more likely to fit and become successful in
jobs concentrating in fields of sales or management.

3. Life Roles - Super's Lifespan Theory specifically the Life Career Rainbow in 1980
centers on multiple life roles and stages which a person takes on and can influence
how they see their careers general and how an individual makes a choice for himself
which can change over the course of time. For an in-depth analysis, try to visit this
link: https://www.mindtools.com/pages/article/newCDV_95.htm

4. Previous experiences - Early experiences can also influence career choice.

Krumboltz's Social Learning Theory takes place through observations as well as
through direct experiences simplifying the process of career selection, basing
primarily on life events influential in determining career selection. Whereas
Planned Happenstance Theory is taking advantage of 'chance events' in one's life. It
is in the awareness and integration of 'chance events' in life where one can create
the opportunities by acting on one's curiosity and life's chance events. An individual
must develop five traits to make the most of opportunities such as curiosity,
persistence, flexibility, optimism, and risk-taking.

5. Gender - Gender-based careers have been a consideration among individuals.

Gender is still a factor considered for some when deciding for a specific job. This
cultural issue is being addressed in Multicultural Career Counseling.

6. Childhood Fantasies - Ginzberg's Developmental Theory proposes three career

choice stages which evolve from fantasy, tentative and realistic and can influence
how a person forms his career idea and how it develops and affects his choice in
later life.
B. External Factors
C. Ryan in his study, "Factors influencing Adolescent Choice with Particular
Emphasis on the Role of Personality' in 2004 (http://conference.pixel-
online.net/FOE/files/foe/ed0004/FP/0507-SOE385-FPFOE4.p) define external factors
as "those over which the adolescent has no power or control and which cannot be
changed." Below factors have been collated and synthesized, from various readings and
enumerated as follows.
According to Venable in her article, "What Influences Your Career Choice"
(http://www.onlinecollege.org/2011/05/17/what-influences-your-career-choice) in
2011, "all of our career choices take place within the context of society and the economy."
Events that take place in our lives may affect the choices available to us and even dictate
our choices to a certain degree." Further, Venable added that "changes in the economy and
resulting job market may also affect how our careers develop. For instance, in the
Philippines, most high school students opted for education as their course for the
assurance that they will easily find a stable job after graduation. A few years ago, HRM
became the most considered course in college because of the influx of job opportunities
abroad. Socioeconomic status, parents, peers, school, teachers, and guidance Counselors
belong to social influences which affect career decision-making of adolescents. Let us
discuss each.
1. Socioeconomic status- The family's financial status can affect the choice of course
to take in college. Some adolescents resort to settling for a course which is cheaper
and easy on the budget. For instance, David wishes to take up Architecture.
However, his parents' combined salary is only P 25,000.00 per month which is
shared between him and his other three siblings. With this, David is certain that
pursuing Architecture without the help of any scholarship will be impossible to
achieve since it will strain the family's budget. On the other hand, Miguel, a son of a
lawyer (father) and a surgeon (mother) is free to decide between
Multimedia/Animation courses or Landscape Architecture in a prestigious school.
Others like Sofia, are forced to take up Education major in TLE for it is the course
which her benefactor wanted her to pursue or else she will not get any sponsorship.
2. Parents- According to Gostein as cited by Fabea in 2014 (International Journal of
Research in Social Sciences; June 2014. Vol. 4, No.2) there are ways in which parents
influence their children's career choices. These are direct inheritance; the provision
of apprenticeship; and role models. Direct inheritance, according to him, is when
adolescents take the same course as that of their parents so they can continue their
parents' line of work and take over the family's business. As parents want their
children to succeed, they ensure that they get a good education, choose the best Page
7 of 12 courses and get well-paying jobs. Parents may expose their children to their
line of work in the hope that their children will also appreciate their jobs. They
believe that by taking the same course, they will no longer have difficulty looking for
work since jobs are available right after college. Consequently, adolescents may
agree since they know that one day they will own and manage the family's business.
Others may feel obligated but for most, will find this easier since they no longer need
to start on their own especially if an existing business is stable.
 To illustrate, Mr. and Mrs. Generoso are both dentists and they own two clinics in
Manila. Stephanie and Aimee as they were growing up were already exposed to the
nature of their parents' work and business. They helped their parents in the clinic
during weekends. When they reached senior high school, they were both expected to
take Dentistry and specialize in Orthodontics in order to continue the family's business.
Using the same scenario for the factor provision of apprenticeship, by taking Stephanie
and Aimee to the clinic and allowing them to assist patients, they were already exposed
and received indirect "apprenticeship training"(Gostein, 2000) from their parents.
This means that Stephanie and Aimee learned the skills necessary for dentists by actual
observation and hands on training. They had a "feel" of how things are done inside the
clinic even at an early age. The same applies to low-income families. For instance, Mang
Binong is a well-known plumber in their community. Although he is already 60 years
old, he still needs to work to feed his wife and seven children. He taught his eldest son,
Nuno all his plumbing skills even when Nuno was just a young boy. Mang Binong often
brings him to his work to acquaint him with his work; later on, Nuno thus became a
plumber.
Adolescents often looked up to their parents as role models in choosing their
careers. They may choose to follow their parents' career choices for they have seen how
successful their parents were. They may consider the financial rewards and satisfaction
it brings to their parents. As they have been witnesses to their parents' positive
attitudes towards their work and successes, they opt to have the same careers. Gostein
called this as 'development of interest', a parental influence wherein as he said "from
the time they are young, parents cultivate certain career interests in their children done
through the play materials they provide, the encouragement or discouragement of
hobbies and interest, by the activities they encourage their children to participate in
and by the total experiences they provide in the family" (Gostein, 2000 as cited in Fabea,
2014).
Likewise, a parent's active involvement in the adolescent's career decision
making can bring positive and negative influence on them. A parent who imposes a
course to an adolescent may be seen as controlling which may prompt adolescence to
lose interest to pursue college. Gostein sees this parental influence in the choice of a
career as 'direct order’. Parents insist on the choice of school and course they want
their children to focus on. They no longer consider their abilities, interests, skills and
desires. Most often, their motive is for their children to finish a course they were once
interested in but never had the chance to pursue. Using this premise, their children
became an extension of themselves. As adolescents normally want to please their
parents, they are ready to accept whatever their parents' decisions.
On the contrary, parents who provide support by allowing their children to
explore and learn helps build their self-confidence and trust in their skills and abilities.
Thus, they can make sound career decisions.
3. Peers - It is with great knowledge that peers play an important role in an adolescent's
life. Like parents, they can influence one's career choices. The sense of belongingness
may lead an individual to choose a course like that of his peers. There are times when
a person chooses a particular course without first considering his interest or abilities.
Some adolescents believe their friends can help them pass the course. On the contrary,
supportive peers can motivate each member to achieve an individual's dreams
regardless of how different it might be from the other members.
4. School Influences “Schools, teachers, and counselors can exert a powerful influence
on adolescents' career development" (Gore & Metz, 2005).
• School - can be most effective in developing students by using its various
resources including manpower to meet students' career guidance needs. The
school can sponsor seminars, training and workshops to assist students to
become more aware of their skills and/or talents. In partnership with parents,
teachers, and counselors, the school curriculum can be designed in such a way
that it can supplement specific areas to empower career development.
• Teachers - they strongly influence their students' career choice as they work
closely with them on a daily basis. A study entitled "Educational Factors that
Influence the Career Choices of University Cape Coast Students" conducted at
the University of Maine in Maine in 1998
(http://ijsk.org/uploads/3/1/1/7/3117743/4_education_career_choice.pdf)
which sought to find the extent to which personnel influence career plans,
revealed that 39% of the respondents considered teachers in the senior high
school as the most influential in their career decision while 20% indicated that
their university influenced their career choice. This was consistent with a study
on the “Determiners of Career Choice of Students” conducted by Johnson in
Kumasi Ghana
(http://ijsk.org/uploads/3/1/1/7/3117743/4education_career_choice.pdf)
where he used a sample size of 300 students and he concluded that school
personnel influence on students in the boarding school was more prominent.
Rapport with teachers was considered to be the reason for the result. It further
revealed that students talked with teachers on matters such as careers if they
have known them well enough. Specifically, 41% of the entering students have
known one or two teachers well enough to be friends with them while 26%
knew three or four teachers that well and 24% knew five or more teachers.
On this basis, it is evident from these studies that students consider the
support of teachers as important. In view of this, teachers need to establish a
positive relationship with their students. It is important for students to know
that they are heard, seen, felt and understood. This way it gives them the feeling
that there are people apart from their family who give importance to their
future careers. Teachers, through their daily lessons and varied classroom
activities can gauge their students' academic strengths and weaknesses and
from these can align lessons with actual job readiness skills and demands. For
instance, they can link lessons in mathematics developing logical reasoning and
analysis to careers such as Computer Science or Computer Programming.
Unfortunately, there are some teachers who are only interested in how students
should master a particular lesson and how to complete requirements for a
certain subject. They miss out on the opportunity to teach students the ability
to acquire life skills to succeed in real life work situations. For instance, a special
education teacher who simply explains and reports on the concept of
Individualized Education Program (IEP) for special students but failed to train
his students to develop their own specific programs for this area missed out on
the opportunity to develop students' competency on this skill.
 In the same way, teachers who fail to motivate students to excel lose the
opportunity to inspire them to be at their best. They may learn to settle for
mediocrity and might accept the "bahala na" or "pwede na” way of thinking.
• Guidance Counselors - play an important role in the adolescents' life
especially during high school since they have the access to students various
data 'such as entrance examination results, aptitude tests, attendance and
counseling records. They can readily assist students in their educational and
career goals. Moreover, Alfred-Davidson in his study, "Factors Affecting Career
Choices of College Students Enrolled in Agriculture" as cited by Fizer in 2013
(https://www.utm.edu/departments/msanr/_pdfs/Fizer_Research_Project_Fi
nal.p df) mentioned that guidance counselors "can also help students by trying
to match the personalities of students to careers that would fit them best.”
Highlighting and discussing students' personal interests, abilities and skills give
them the much needed push to pursue a certain career choice. Consideration of
weaknesses in view of their career choices can make students aware of how
they can enhance these to better prepare for their chosen career. Generally,
counselors can work together with other school administrators and design
programs through seminars or activities which can provide hands-on
experience to help students develop to best fit their chosen careers. A well-
designed career guidance their program aimed at developing Competencies for
each year level helps strengthen skills making students confident to decide on
a particular career.
--- End of Content ---
Let us hear from you…
Rate the following statements according to your own Yes Somewhat No
evaluation.
Explain that understanding different factors, career
development concepts and personal life goals
influence career planning and decision-making
Identify career options based on different factors,
career development concepts and personal life goals
Prepare a career plan based on the identified career
options to attain personal life’s goals
Cheers! You have finished the last module!
Here are some reminders:
• Make sure to complete the practice questions in Quipper.
• Complete the four activities in the Quipper Essays.
• Submit your performance task on the set schedule.
• Eat well, sleep well, and stay healthy to keep yourself away from the virus. Stay safe,
stay sane.

Crafted by:
Dr. Marivic G. Diwa, RGC Mr. Jerrico James Abacajan Mrs. Zyra Marie L. Arce
Ms. Jhanina Albert Arceo Mr. Earl John Besario

References:
Bernabe, G., Personal Development for Senior High School, Mindshapers Co., Inc.,
Recoletos St., Manila, 2016, pp. 211-249