CHAPTER I

THE PROBLEM

Introduction

The Philippines has undergone vital stages of development for the past decades

in its educational system. Compulsory basic education, which is six years of primary

education and four years of secondary education, is believed to be one of the

shortest in the world. (Peano, 2008). Educational reform was given a shift from a 10-

year basic education cycle to a 12-year basic education cycle through the implementation

of the Republic Act No. 10533 Department of Education Order No. 43 s. 2013 otherwise

known as the Enhanced Basic Education K to 12 Law. In particular, the Senior High

School program includes Work Immersion that has been part of the curriculum to

effectively give a real workplace setting and enhance the quality of learning by students

to collaboratively work together with industries that relate to their track or strands. There

are four strands of Senior High School namely: General Academic Strand (GAS),

Humanities and Social Science (HUMSS), Science Technology, Engineering and

Mathematics, Accountancy, Business and Management (ABM) and Technical Vocational

Livelihood (TVL). The study will focus on TVL where students will undergo at least 80

hours or 10 work days of work simulation that will cater to their field of specialization and

enhance their competence. This will prepare them to meet the needs and challenges of

employment or higher education after graduation. Malipot (2019) added, the SHS Work

Immersion is a DepEd-mandated program that aims to “holistically develop Grades 11

to “strengthen knowledge through practical application, supplementing classroom

learning.”

The education in the Philippines for the 21st century formulate the enhancement of

Technical Vocational Livelihood (TVL) program in Senior High School. This track focuses

in gaining skills which are essential in having National Certificates and Certificate of

Competency. Agri-fishery, Home Economics, Industrial Arts and Information and

Communications Technology are the four strands under the TVL platform. Pursuing a

degree of this will equip students in skills related job. In line with this, TESDA and

Department of Education signed a Memorandum of Understanding which will establish

a Joint Working Group to ensure that TVET policy is harmonized.(BusinessWorld, 2019)

. TESDA Director-General Isidro S. Lapeña (2019) said in a statement that the

partnership with the DepEd to strengthen TVET will empower Senior High School (SHS)

students in the Technical-Vocational-Livelihood (TVL) track.

In order to make Immersion meaningful and useful, the study needs to get the

companies – and not the just schools aware of the educational objectives and processes

of K to 12(Cruz, 2013) . Since internships are becoming more widely used as learning

tools for students to help fill the gap between classroom learning and the practice of

business, it is important to understand what aspects of these experiences make them the

most worthwhile.(D’Abate, Youndt, & Wenzel, 2009). At the end of the whole duration of

the immersion, students are expected to appreciate the importance and application of

theories taught in school. Moreover, job performance must be parallel to the objectives

that students must acquire upon completion. Despite the emergence of this new trend
and the learning opportunities it can provide to students, it appears that global

competitiveness is still lacking towards students especially in managerial skills such as

critical thinking and problem solving. Considering the age bracket that SHS students have

(16 years to 20 years old), most are not exposed to work related experience. Write up in

the context of the Philippines particularly in Iligan City has not been deliberated thoroughly

on the outcome and effects of the said program. The importance of this study attempts to

determine an assessment of the personal and social competency inspired by the

motivational factors of the Senior High School students and its correlation towards work

immersion program performance. This thesis aims to understand how students at STI

College Iligan City and STI College Cagayan de Oro City assess their own skills. In

addition, this will highlight opportunities to promote skills and competencies cohesion.

The notion of the aforementioned inspired this research to analyze the implications

of Senior High School work immersion performance and its effectivity of obtainment on

the job qualities.

Theoretical and Conceptual Framework

The research study assumes that SHS students’ leadership skills, self-efficacy and

perceived self-determination are associated with their performance in work immersion.

For the purpose of the study, the researcher identified three (3) components

relevant to the study of students’ work immersion performance: (1) perceived self-

determination, (2) self efficacy and (3) leadership skill.

The theoretical framework for this study is anchored through the Self-

Determination Theory (SDT). (Gagné & Deci, 2005) A broad framework on the study of
human motivation and personality has been the highlight of the study for the SDT. SDT

propositions also focus on how social and cultural factors facilitate or undermine people’s

sense of will and initiative, in addition to their well-being and the quality of their

performance. Self-determination theory assumes that that all individuals have a natural

constructive tendency towards developing the self and identifies specifiable factors that

both support and hinder intrinsic motivations. (Fernandez III, 2011). Conditions

supporting the individual’s experience of autonomy, competence, and relatedness are

argued to foster the most volitional and high quality forms of motivation and engagement

for activities, including enhanced performance, persistence, and creativity. The need for

person’s independence and the belief that they are in control of actions gives the definition

of Autonomy. Competence comes to an idea when a person likes that they are good at

the activity in question. Relatedness addresses the need that a person wants what they

are doing to be connected with their own goals or that it connects them to other people.

SDT comprises four mini-theories: Cognitive evaluation theory which describes the

effects of social contexts on people intrinsic motivation. Next, Organismic integration

theory concerns internalization and integration of values and regulations, and was

formulated to explain the development and dynamics of extrinsic motivation which is

correlated to autonomy experience. Causality orientations theory was formulated to

describe individual differences in people’s tendencies to orient toward the social

environment in ways that support their own autonomy, control their behavior. Lastly, the

basic needs theory was formulated to explain the relation of motivation and goals to health

and well-being. Associated to value configurations and regulatory styles to psychological

health, across time, gender, situations and culture. All these mini-theories anchored to
same authors Deci and Ryan.(2004) SDT has been a guiding philosophy in the field of

education and psychology. This approach has been used by scholars around the globe

to further study its dynamics regarding attitudes and values which has been

advantageous for health promotions.

The main reason that the researcher select SDT is because of its usefulness in

explaining motivation as this sets the core elements of the SDT. The understanding of

student motivation is important as it can also lead to positive academic outcome. This

perspective will give insights that will elicit relevant information from students’

engagement from the overall course.

Similarly, the Self Efficacy Theory (Bandura, 2004) has also been one of the most

prominent theories that has been integrated with SDT. Self-efficacy refers to beliefs in

one’s capabilities to organize and execute the courses of action required to manage

prospective situations. Self efficacy beliefs are assumed to play a central role in any type

of personal change, and this construct is considered the “foundation of human

motivation”.(Iwanaga, 2018) This can support the effectivity of our study to equate self-

efficacy to competency. Learning efficacy has been one of the pioneered platforms

among education research in the world. The educational settings are requested to

achieve academic results, and thus the curriculum focuses to a great extent on academic

training in detriment of social and emotional skills.(Christian, Alcalay, Lidia, Torreti,

Alejandra, & Milicic, 2011) Most studies discussed the relationship between motivation

and learning efficacy especially on off-campus internship as this will strengthen the career

planning and preparation among students.

level. Students’ field expectation from program content is to foster quality leadership.

Also, students are expected to have high level of knowledge, skill, appropriate disposition

and effort which supplement the need for the student to exercise leadership competence.

As a result, this will enhance the cognitive, interpersonal, business and strategic skills.

James Macgregor Burns authored the Transformational Leadership Theory(1978). The

concept of transformational leadership as defined by Burns can be seen when “ leaders

and followers make each other to advance to a higher level of moral and motivation”

(Allen et al., 2016). Transformational leaders are leaders who engage with followers,

focus on higher order intrinsic needs, and raise consciousness about the significance of

specific outcomes and new ways in which those outcomes might be achieved(Hay, 2012).

Bernard M. Bass further developed the theory of Burns and suggested four components

of transformational leadership namely Intellectual Stimulation, Individualized

Consideration, Inspirational Motivation and Idealized Influence. Intellectual Stimulation

encourage creativity among followers, Individualized Consideration involves offering

support and encouragement to individual followers. Transformational leaders can give

open communication and can freely share ideas. Inspirational Motivation highlights

positive outcomes and stimulates teamwork. Through these sorts of means,

transformational leaders encourage their followers to imagine and contribute to the

development of attractive, alternative futures .(Bass, Avolio, Jung, & Berson, 2003).

Lastly, individualized consideration seeks to emulate as a role model for his followers

which best distinguished an authentic form of leader. Followers will internalize his/her

ideas. It is referred today as Bass’s Transformational Leadership(Bass & Riggio, 2006).

development to the ethical and critical reasoning of students and will provide reflection

and encourage students independent practice synthesizing their interpersonal skills.

Scholars have made great stages of progress over the past decades in providing

a comprehensive explanation in determining concepts of job performance and job

satisfaction. A determination for job satisfaction can be viewed to the worker’s motivation

and effective performance. In modern organizations, the human is an active labor force

which can be affected by many factors, sensitive to all kinds of attitudes and behaviors,

develops attitude according to an organization, performs individual performance on

demand and always follows alternative organizations. Therefore, if performance and

productivity are required within an organization, it is absolutely necessary for the labor

force to be externally motivated (Uysal, Aydemir, & Genç, 2017).

The figure shows the interaction of variables in which work immersion performance

can be determined. The three identified components (perceived self-determination, self-

efficacy and leadership skills) will contemplate the independent variable and how it

influences the dependent variable (work immersion performance). The integration of

these will attribute to better understand the goal of the study to come up with effective

grasp in the work immersion performance.

Personal Factors Work Immersion Performance

 Perceived self-  Technical competence

This study wants to determine the relationship between the significance of job

characteristics and the participants’ performance in their work immersion. Specifically, it

desired to answer the following questions:

1. To what extent do the participants assess their work performance in terms of:

1.1 Perceived self-determination;

1.2 Self-efficacy; and

1.3 Leadership skills?

2. What is the level of the participant’s work immersion performance as perceived by

the work immersion coordinator in terms of:

1.1 Technical competence;

1.2 Attitude;

1.3 Quality of work; and

1.4 Interpersonal relationships?

3. Do the identified personal factors (perceived self-determination, self-efficacy and

leadership skills) significantly associated with the participants’ performance in

their work immersion?

Hypothesis:

Number 1 and 2 problems are hypothesis true. Only problem 3 is hypothesized as

follows:
 HO1: The participants’ assessment of perceived self-determination, self-efficacy

and leadership skills significantly associated with the participants’ performance in their

work immersion.

Significance of the Study:

This study wants to prospect the impact of work immersion experiences of the

Senior High School students of STI College from Iligan City and Cagayan de Oro City

taking the Technical-Vocational-Livelihood track strand according to the evaluation of

their host training establishment. This study will give favorable outcomes to the following

sectors:

To the students, the result of this research will give advantageous benefits to the

students to reinforce their field of interest and to further develop the key practices learn

in school. Furthermore, the trainings assimilated from an actual work-related environment

will enhance their knowledge and skill competence that will help them in the future in

preparing students to explore the careers they have chosen

To the teachers, the outcome of this study will be a useful tool in acquiring

information on the knowledge and skills of students. This will also be a means in helping

students what course will fit on them.

To the school, the findings will recognize an appreciation of the students that have

undergone the work immersion program. Also, this will appraise the linkages of the school

towards building community involvement by partnering with industries that help students

expose to gain practical industrial skills.

a guide in SHS job performance competencies which can be used as a basis to improve

on.

Scope and Delimitations of the Study

The study focuses on personal factors in terms of perceived self-determination,

self-efficacy and leadership skills obtained by the Grade 12 SHS students. The study will

also emphasize the effectivity of SHS work immersion performance based on the

perspective of the coordinators in the host training establishments. The participants of the

study are the SHS students of STI College Iligan and STI College Cagayan de Oro City

taking the work immersion subject and their work immersion coordinator/s from the

partnered establishment. The work immersion coordinator/s and the SHS students will

determine the job performance result which will be the backbone of the study. The

students will participate through survey questionnaires that will help in addressing the

goal of the study. The research will focus on the three strands in the TVL program of STI

which are the following:

1. Hotel Operations (HOPER)

2. Culinary Arts (CUART)

3. Media and Web Development (MAWD)

For the clarity of the study, the following terms are defined either conceptually or

operationally:

Personal Factors

Leadership skill is setting a good example for others, looking ahead to the future,

taking initiative to change the status quo, building teamwork and trust, and encouraging

others to succeed (Kouzes & Posner, 2013)

Self-determination is an underlying need satisfaction need mechanism. The

person’s needs for competence, autonomy and relatedness through the work

environment. (Wiedemann, 2016)

Self-efficacy is concerned with people’s beliefs in their ability to influence events

that affect their lives. This core belief is the foundation of human motivation, performance

accomplishments, and emotional well-being.(Bandura, 2006)

Work Immersion Performance

Attitude referred as job attitude which is closely defined as extra-role performance

includes behaviors such as helping, civic virtue, and courtesy. In-role performance

includes employee behaviors that are consistent with organizational objectives and that

are formally rewarded by the firm.(Jaramillo, Mulki, & Boles, 2011)

Inter-personal relationships an area in the job context where it facilitate the

fulfillment of an individual the “need to belong” in their workplace. The practice of positive

working relationship.
 Job Performance is defined as the total expected value to the organization of the

discrete behavioral episodes that an individual carries out over a standard period of time.

A job performance should be useful for the full range of strategies and interventions that

the field of industrial–organizational (I-O) psychology might utilize to improve human

performance in work organizations. (Motowidlo & Kell, 2012) This will be in accordance

with the work immersion performance that the researcher wants to measure in the study.

Quality of work is the value of work itself. A basic consideration in managing

company’s performance including its workers, programs and projects. Delivering best

practices and business integration processes.

Technical competence includes the ability to develop and design products and

processes, and to operate facilities effectively(Patel & Pavitt, 1997)

Work immersion is part of the SHS Curriculum that consists of 80 hours of hands-

on experience which the Grade 11 and 12 students will have to undergo to expose them

to the actual workplace setting and enrich the competencies provided by the

school.(DOLE, 2017).

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