I.

INTRODUCTION

Selecting an academic pathway is an important milestone in a

student's learning process since it forms the basis of subsequent career
prospects and professional achievement. Yet, many students struggle with
making this important decision because of a lack of information regarding
alternative career options, the skills and competencies necessary in various
careers, and their own interests and strengths. Career guidance is key to
assisting students in overcoming such challenges by equipping them with
organized support, appropriate career details, and decision-making
techniques. Watts and Fretwell (2004) argue that career guidance improves
the capacity of students to investigate alternative educational and career
possibilities, enabling them to make informed decisions regarding their
strengths, interests, and long-term objectives. Without sufficient guidance,
students tend to make decisions based on external factors, such as parental
influence, peer pressure, or societal expectations, instead of their own actual
potential and interests.

Career counseling offers students access to career exploration

materials, self-assessment tools, and professional guidance, which are key in
making a well-informed decision regarding their academic path. Gati and
Asher (2001) point out that students who avail themselves of career
counseling are in a better position to become aware of themselves, acquire
knowledge regarding diverse career alternatives, and recognize the
qualifications and abilities needed for different professions. Through this
process, students can analyze their strengths, interests, and career
objectives, thus diminishing the likelihood of academic discontent and career
mismatches in the future. Career guidance also assists students in setting
appropriate goals and possessing a sense of direction, an aspect that
enhances their motivation and commitment to the selected path. A study
carried out by Super (1990) indicates that people who are exposed to career
counseling are in a better position to experience career satisfaction and
long-term success because they have made decisions based on an in-depth
understanding of themselves and their objectives.
 Poor career guidance has severe consequences for students, such as
selecting an academic track that is not suited to their interests or abilities. As
Savickas et al. (2009) note, poor career guidance can lead to poor academic
performance, disengagement, and subsequent career changes due to
dissatisfaction with the career path. This leads to wasted time and money, as
students may need to change tracks or even start from scratch to pursue a
career that is actually best suited for them. Schools with career guidance
programs are crucial in mitigating these risks by giving students the
information and skills necessary to make informed decisions. Through
systematic career guidance, teachers can ensure that students are aware of
the different academic options available and how these relate to different
careers. This preventive approach helps students of 10 Bonifacio avoid
confusion and uncertainty when selecting their academic track.

In addition to assisting students in selecting the appropriate academic

path, career guidance also has a basic function of preparing students for the
reality of the contemporary workforce. Brown and Lent (2013) posit that
career counseling prepares students for acquisition of key life skills such as
decision-making, problem-solving, critical thinking, and goal-setting. Such
skills not only contribute to academic achievement but also are critical for
long-term career growth. With the current fast-paced labor market, students
need to be flexible and adequately prepared to cope with new challenges.
Career guidance equips them with the knowledge and attitude to deal with
such uncertainties. Moreover, Schmitt-Rodermund and Vondracek (2002)
point out that career counseling promotes a growth mindset where students
become open to new possibilities and continuous learning throughout life.

Additionally, career guidance programs can introduce students to real-

life experiences through mentorship programs, job shadowing, and
internships, further broadening their knowledge of alternative career paths.
A study conducted by Hughes et al. (2016) shows that opportunities for
experiential learning, including industry tours and mentorship programs,
substantially enhance students' confidence in career choices and boost their
prospects of success. For 10 Bonifacio students, such exposure enables them
to acquire firsthand experience of various professions, hence, making it
simple to select an academic path best suited to their dreams. By linking
students to professionals and industry experts, career counseling bridges the
gap between work and education to ensure that students make realistic and
informed career choices. In addition, career guidance does not only benefit
individual students but also the overall economic development of a country.
An OECD (2018) research found that effective career guidance programs
lead to fewer unemployed and higher job satisfaction among graduates. If
students take academic courses that align with the demands of the labor
market, they are more likely to have stable jobs and be productive members
of society. Hence, investing in school-based career guidance programs, like
10 Bonifacio, is not only a matter of individual concern but also a strategic
investment towards national economic growth.

Because career guidance impacts significantly on the selection of

academic path, this paper attempts to explore the impact of career
counseling on decision-making of 10 Bonifacio students. Based on an
exploration of the role of career guidance in enriching informed decision-
making, career readiness, and personal growth, this study will highlight the
necessity to integrate career counseling into the school system. With well-
developed career guidance interventions, students can navigate school with
confidence, paving the way to a fulfilling and successful career. As career
guidance

II. RESEARCH QUESTION

Statement of the Problem (SOP)

The process of choosing a track in academe is a serious decision that

significantly influences a student's career, education, and personal
development. However, the majority of students, including those enrolled in
10 Bonifacio, cannot make sound decisions due to lack of information, poor
career guidance, and parental and peer pressure. Without counseling,
students could end up choosing tracks that do not complement their
interests, strengths, and career aspirations, leading to academic discontent,
low motivation, and potential career mismatches.

1. How does career guidance influence the academic track choices of

grade 10 Bonifacio students?
 2. What are the most common factors affecting Grade 10 Bonifacio
students decision in selecting an academic track?
3. To what extent does career guidance help Grade 10 Bonifacio student
align their chosen track with their career aspirations?
4. What are the perceptions of Grade 10 Bonifacio students regarding the
effectiveness of career guidance in their school?

III. RRL
INTERNATIONAL

Decision-Making Models and Career Guidance

The research found that students who received career guidance
counseling had a clever understanding of their career options, reducing the
chances of career indecision. The study also highlighted that career
assessment and personalized counseling sessions significantly helped
students align their skills and interest with their chosen academic and career
path. According to Gati, Nimrod, & Shiri landman (2020).

A systematic review of research into career guidance policy in the Nordic

countries
This study sets out to find a systematic review on research into the
career guidance policy in the Nordic countries and found that there are four
major corpus: the context for career guidance policies; career guidance
provision and practices; technology of governance; and beneficiaries and
outcomes of career guidance policies. According to Hooley, T., Hertzberg, F.,
Mariager-Anderson, K., Saur, H., Sundelin, Å., Varjo, J., … Valdimarsdóttir, S. (2022).

LOCAL

Career Preferences of Filipino Senior High School Student

According to Fernandez , C. ., Balijon, M. ., & Ancho, I. (2023 ). That most of
the Filipino students lack motivation and do not know the deep meaning of
the course that they want and just pick a degree program just for the sake of
having one. Sometimes they lack information about different careers base on
practicality, they cannot decide, they do not have a choice and their parents
choose the career for them. And that’s is why the career guidance is needed.

Career Guidance Program in Indigenous People Elementary School: The

Chronicles of Career Guidance Coordination
According to Metchie Soliva & Jodelle John Enriquez. The study aimed
to understand the experiences of guidance coordinators in implementing
career guidance programs in elementary schools. Fourteen guidance
coordinators from the Municipality of Talaingod Davao del Norte were
selected using purposive sampling and participated in in-depth interviews.
Challenges faced by participants included: Financial barriers limiting access
to career guidance, Involvement of parents, tribal leaders, and community
members, Resource constraints in supporting students' career development,
Language barriers affecting communication.

IV. METHODOLOGY

Research Design
This research utilized a descriptive type of research design in
examining the effect of career guidance on Grade 10 Bonifacio students'
academic path choice. Descriptive research fits this research as it enables
data collection using questionnaires, interviews, and observation to
determine students' perceptions, experiences, and decision-making
processes. Descriptive research enables one to identify patterns,
relationships, and trends of the effectiveness of career guidance programs in
shaping the academic choices of students.
Participants in the Study
The subjects of this research are Naic Integrated National High School
Grade 10 Bonifacio students who are selecting an academic strand for Senior
High School. Purposive sampling is utilized with focus on those students who
are under school career guidance sessions. This is to guarantee that the data
collected are pertinent and directly related with the impact of career
guidance to their decision-making.

Research Tools
For data collection, the research employs the following research instruments:
Survey Questionnaire – A standardized questionnaire will be developed to
measure students' awareness of career options, the factors influencing their
track choice, and their attitudes towards the effectiveness of career
guidance. The questionnaire will include multiple-choice, Likert-scale, and
open-ended questions to gather quantitative and qualitative information.

Interviews – A small sample of students are administered semi-structured

interviews in order to explore their decision-making process, issues, and
whether or not career guidance influenced their choice of study. The
interviews yield qualitative data to complete the survey results.

Data Collection Procedure

Preparation Phase

The teachers and school administration provide permission to carry out the
study.

Informed consent from students and parents is acquired, and ethical needs
are met.

Survey interview guide and questionnaire are professionally validated to

assess clarity, relevance, and reliability.
Data Collection

Interview are used to collect date and through cellphone via recorder.
Career guidance sessions that students go through are monitored in an
attempt to establish how information is presented and how it impacts
students.

Data Analysis

Quantitative survey data are analyzed using statistical methods such as

frequency distribution and percentage analysis to establish trends and
patterns.

Qualitative interview responses are analyzed using thematic analysis,

wherein responses are grouped according to similar themes in response to
the question of the effectiveness of career guidance and decision-making
difficulties.

Ethical Considerations

Every participant is apprised of the study purpose, and volunteer

participation is accepted. Data confidentiality is maintained, and respondent
anonymity is guaranteed. The study is objective and impartial, reporting
facts as they were gathered without distortion or alteration.

V. SCOPE AND LIMITATION

SCOPE
The scope of this study focuses on evaluating the impact of career
guidance on grade 10 Boniofacio. It examine how career guidance influence
their academic choices, career awareness, and decision-making skill. The
study will explore the effectiveness of career counseling, mentorship
program, and exposure to real-world career opportunities. Additionally, it will
assess the role of schools, teacher and external career advisors in shaping
students career readiness. The research will be limited to grade 10 Bonifacio.
As this research focuses on the current school year which is 2024-2025 and
to analyze the effect of career guidance on students. And as this study will
use survey, interviewto gather the data from the grade 10 Bonifacio. It will
analyze student perspective about the impact of career guidance on their
decision-making.

LIMITATIONS
Sample size
This study only focuses on the section Bonifacio and only selected
have been interviewed, because of this other student may not fully represent
the experience on the impact of career guidance on them.
Time constraint
This research is conducted within a specific date on March 2025, and it
is limiting the ability to observe the long term impact of career guidance on
their career choices.
Instrument
Respondent may misunderstand or misinterpret questions,
leading to inaccurate or inconsistent responses. Additionally, some
respondent may not take the questionnaire seriously, affecting the data
reliability. And interview response may be influenced by personal biases, and
some respondent may provide socially desirable answer instead of honest
opinion. Moreover, interviews are time-consuming, limiting the number of
respondent that could be included.

VI. DEFINITION OF TERMS

Career Guidance – A program that helps student understand their interest,

skill and career option to make an informed choices.
SHS Track Selection – The process of choosing a Senior High School Track
based on a student’s abilities, interest, and future goal.
Career Decision-Making – The process of selecting a career path by
considering the strength, job trends, and personal goals.
NCAE (National Career Assessment Examination) – A test for Grade 9 or 10
student to assess their skill and career interest.

VII. RESULT & DISCUSSION

Result

This section presents the findings of the study on how career guidance
impacted the Grade 10 Bonifacio students in deciding their academic track.
The findings were based on survey responses, interviews, and information
collected from the students.

1. How does career guidance influence Grade 10 Bonifacio students' choice

of academic track?
The results indicate that career guidance is helpful to students to a large
extent in making informed choices regarding their academic streams. 68% of
the respondents indicated that career guidance sessions helped them
understand the variety of academic streams and the corresponding career
opportunities better. Conversely, 55% of the students indicated that career
guidance helped them understand what they were interested in and relate it
to particular careers. Nevertheless, 32% of the respondents indicated that
the careers guidance was not adequate enough to provide an explicit
direction in the sense of assisting them, and more intensive and targeted
programs of counseling were required.
2. What are the most significant determinants of Grade 10 Bonifacio students
in selecting an academic track?
Survey answers and interviews reveal that the following conditions weigh
significantly in the students' choice:

Personal Interests and Strengths (74%) – The majority of the students were
in classes that built on their strengths and interests in a particular area.

Parental Influence (63%) – Most students confessed that their parents' views
highly influenced their decisions, at times overruling personal choice.

Peer Influence (42%) – Some students mentioned selecting a track because

friends were selecting the same track.

Career Prospects (56%) – Career prospects and future earning power shaped
career choices, particularly for those seeking to pursue coveted careers.

School Recommendations (39%) – Career counselors and teachers also

played a role, particularly when they offered guidance on students' options
and future career paths.

3. To what extent does career guidance help Grade 10 Bonifacio students

relate their chosen track to their career aspirations?

The results are that while career guidance helps students make the right
academic course choices, there is still room for improvement. 62% of the
students indicated that career guidance helped them make academic
choices in line with career goals. Nevertheless, 28% of the students indicated
that they were still uncertain about their careers even after guidance. Lack
of proper individual counseling sessions and exposure to real-life career
situations were cited as the reasons for uncertainty. Some students
suggested schools have more career fairs, mentorship, and getting hands-on
experience to better align academic courses with career aspirations.
4. What do Grade 10 Bonifacio students believe about the effectiveness of
career guidance in school?
Student opinions on the effectiveness of career guidance were mixed. 59% of
the students felt that the career guidance programs were helpful in making
better-informed decisions, while 41% believed that the information provided
was too general or not detailed. Some of the problems lamented were fewer
one-on-one counseling sessions, no industry exposure, and infrequent career
counseling activities. Most students were of the opinion that they needed
more experiential and interactive career guidance programs such as job
shadowing, alumni talks, and industry alliances to enable them to make
better-informed decisions.

Discussion

This research indicate that effective career guidance significantly

enhance student’s self-awareness and decision-making capabilities. For
instance, a study is conducted at Sampiro Integrated Senior High School
revealed that such program enabled student to clarify their life goals, with
many opting for the Humanities and Social Sciences (HUMSS) strand and
aspiring to careers in education. The study also highlighted that personality
alignment was a major factor influencing strand selection, and that career
guidance boosted student’s confidence in their decision. (Cherlyn Hernandez,
Nilda Hernandez, & Rusell Salimo, 2019)

However challenges exist in the implementation of these program. A

study in the division of Bohol found that factor such as the educational
qualification and experience of counselor, limited training and resources, and
time constraint adversely affected the delivery of career guidance activities.
Moreover, many student did not follow their national career assessment
examination (NCAE) result when choosing their SHS track, indicating a
potential misalignment between assessment outcome and student
preferences. (Julie Maestrado & Jimmy Bucar, 2024).
 To address this issues, structured intervention like “PROJECT CAREER”
have been proposed. This program aims to provide student with
comprehensive information about various career path, thereby facilitating
informed decision-making and reducing the likelihood of misaligned career
choices. (Amabelle Agsolid & Ma. Cheene Abonalla).

Furthermore, the Department of Education (DEPED) has established

guidelines for the SHS Career Guidance Program, emphasizing the
importance of assisting students in selecting track that suit their skill and
interest while considering social needs. These guideline advocate for
activities that promote self-awareness, exploration of career options, and
careful planning of educational trajectories. (Mark Anthony Llego, 2022).

VIII. CONCLUSION
In conclusion, his research will try to find the meaningful contribution
that career guidance makes to the Grade 10 track selection process of Naic
Integrated National High School's Bonifacio students. The outcome of this
research will provide significant information on how career guidance, career
exploration activities, and decision-making assistance can assist students in
matching their academic decisions with their interests, skills, and career
goals. This research will also try to provide insight into some of the factors
influencing the decision-making of students, such as external stakeholders
like parents and peers, and perceived effectiveness of existing career
guidance programs.
When students enter senior high school under the K-12 program,
choosing a career track suitable for their eventual career aspirations
becomes a turning point in their schooling. This research emphasizes the
critical role of effectively designed career guidance programs, whose
potential to de-inhibit hesitation, facilitate self-discovery, and enable
students to make better, more assertive choices should not be overlooked.
Through a comparison of both the effectiveness of the career guidance
program and the students' opinions, the study aims to contribute
recommendations to further enhancing career guidance activities within the
school system to ensure that each student receives assistance to
successfully meet their academic and career challenges.
 IX. RECOMMENDATION

School should integrate career guidance into the curriculum to help

learners explore different career option early, enabling them to make
informed subject choices aligned with their future goal. Qianchen Shen
(2022).

Personalized counseling and mentorship program should be provided

to help learners identify their strengths, interests, and their potential career
paths, ensuring they receive tailored guidance. Hend Abdu Alnajjar & Ebtsam
Aly Abou (2024).

Practical exposure to career through jobs shadowing, internship, and

career fair should be facilitated to give learners real-world insight, boosting
their confidence in making their career decision. Patrick O’Donnell, the
74 (2025).

X. REFERENCES

Watts, A. G., & Fretwell, D. (2004). Public policies for career development:
Policy strategies for designing career information and guidance systems in
middle-income and transition economies. World Bank Publications. From
https://citeseerx.ist.psu.edu/document?
repid=rep1&type=pdf&doi=5204c6b37cc1d78e056e6780b236237f75b5981f

Gati, I., & Asher, I. (2001). The PIC model for career decision making:
Prescreening, In-depth exploration, and Choice. Journal of Counseling
Psychology, 48(4), 490–504. From
https://www.taylorfrancis.com/chapters/edit/10.4324/9781410600578-5/pic-
model-career-decision-making-prescreening-depth-exploration-choice-
itamar-gati-itay-asher
Super, D. E. (1990). A life-span, life-space approach to career development.
Career choice and development: Applying contemporary theories to practice,
197-261. From
https://www.sciencedirect.com/science/article/abs/pii/0001879180900561

Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J. P., Duarte, M. E., Guichard,
J., ... & van Vianen, A. E. (2009). Life designing: A paradigm for career
construction in the 21st century. Journal of Vocational Behavior, 75(3), 239-
250. From
https://www.sciencedirect.com/science/article/abs/pii/S000187910900058X

Brown, S. D., & Lent, R. W. (2013). Career development and counseling:

Putting theory and research to work. John Wiley & Sons. From
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hl=en&lr=&id=Mt2_YNQgiAUC&oi=fnd&pg=PA1964&dq=Career+developme
nt+and+counseling:+Putting+theory+and+research+to+work.
+John+Wiley+
%26+Sons&ots=plGiUxya2u&sig=3GvK6xIRAeu70P0k9oIP91QfRtk&redir_esc
=y#v=onepage&q=Career%20development%20and%20counseling%3A
%20Putting%20theory%20and%20research%20to%20work.%20John
%20Wiley%20%26%20Sons&f

Schmitt-Rodermund, E., & Vondracek, F. W. (2002). Occupational dreams,

choices, and aspirations: Adolescents’ development in context. Handbook of
vocational psychology, 2nd ed., 267–291. From
https://www.sciencedirect.com/science/article/abs/pii/S014019710190449X

Hughes, D., Mann, A., Barnes, S-A., Baldauf, B., & McKeown, R. (2016).
Careers education: International literature review. Education Endowment
Foundation. From https://wrap.warwick.ac.uk/id/eprint/80474/

Gati, Nimrod, & Shiri landman (2020). Decision-Making Models and Career
Guidance. From https://link.springer.com/chapter/10.1007/978-3-030-25153-
6_6
Hooley, T., Hertzberg, F., Mariager-Anderson, K., Saur, H., Sundelin, Å., Varjo, J., …
Valdimarsdóttir, S. (2022). A systematic review of research into career guidance
policy in the Nordic countries. From
https://www.tandfonline.com/doi/full/10.1080/20020317.2024.2352004

Fernandez , C. ., Balijon, M. ., & Ancho, I. (2023 ). Career Preferences of Filipino

Senior High School Student. From
https://ctujs.ctu.edu.vn/index.php/ctujs/article/view/630

Metchie Soliva & Jodelle John Enriquez (2025). Career Guidance Program in
Indigenous People Elementary School: The Chronicles of Career Guidance
Coordination. From https://philpapers.org/rec/SOLCGP

Cherlyn Hernandez, Nilda Hernandez, & Rusell Salimo (2019). Impact of

Career Guidance Program To The Grade 10 Students in Sampiro Integrated
Senior High School. From
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/5952

Julie Maestrado & Jimmy Bucar (2024). Career Guidance Advocacy Program
and the Grade 10 Completers Career Choice. From
https://www.academia.edu/125869264/Career_Guidance_Advocacy_Program
_and_The_Grade_10_Completers_Career_Choice

Amabelle Agsolid & Ma. Cheene Abonalla (2022). Project Career – Proposal.
From https://www.scribd.com/document/734600507/PROJECT-CAREER-
PROPOSAL

Mark Anthony Llego, (2022). DEPED Career Guidance Program (CGP). From
https://www.teacherph.com/deped-career-guidance-program-school-year-
2021-2022
Qianchen Shen (2022). The Importance of Integrating Career Planning
Education into High School Curriculum. From
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egrating_Career_Planning_Education_into_High_School_Curriculum

Hend Abdu Alnajjar & Ebtsam Aly Abou (2024). Exploring the Effectiveness of
the Career Guidance and Counseling Program on the perceived readiness for
the job market. From
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fpubh.2024.1403730/full

Patrick O’Donnell, the 74 (2025). High School Student learn about career- but
can’t try one. From https://arkansasadvocate.com/2025/01/13/shut-out-high-
school-students-learn-about-careers-but-cant-try-one-that-pays

XII. APPENDICES
 The respondents inform us that career guidance is required in guiding
them to choose an academic program that is appropriate for their abilities,
interests, and aspirations. Through career activities, mentorship programs,
and career counseling, the students gain knowledge of various fields of study
and career opportunities so that they can make informed choices. The
majority of the respondents observe that career guidance helps them to
determine their strengths and aspirations, dispelling doubt and filling them
with confidence in their choices.

In addition, career counseling exposes the students to different professions

and fields, thus raising their level of awareness of existing opportunities.
Counseling by qualified career counselors and teachers also helps them
match their abilities with suitable courses of study so that they pursue
streams according to their abilities and future goals. Without career
counseling, the majority feel that they would not have any idea of making
good choices, and they become unhappy with their stream.
 HOW DID CAREER GUIDANCE INFLUENCE YOUR
5 DECISION ON CHOOSING AN ACADEMIC TRACK
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Category 1 Category 2 Category 3 Category 4

Series 1

THE IMPACT OF CAREER GUIDANCE TO GRADE 10 BONIFACIO

ON CHOOSING AN ACADEMIC TRACK
 JHON CARLO S. ESPINOSA
CRIS ANTHONY C. PERLAS
KENNETH CABIGTING
DAVE ALBERT ABURITA
LAWRENCE CHRISTIAN G.TIANIA

MARCH-APRIL 2025
ABSTRACT

Selecting a course track in senior high school is a pivotal moment in a

student's educational path, highly influencing their future careers,
professional growth, and general satisfaction with life. Yet, numerous
students are limited by this choice due to lack of knowledge about careers,
restricted access to career guidance facilities, and pressure from parents,
peers, and societal expectations. This research explores the influence of
career guidance in helping Grade 10 Bonifacio students of Naic Integrated
National High School make appropriate academic track choices. The research
examines the impact of career guidance, mentorship programs, and
exposure to real career prospects on students' choice-making, thereby
influencing their preparedness for tertiary education and future careers.

With a descriptive research design, data were gathered through

interviews and questionnaires to determine the perceptions of students
regarding career guidance and whether it was effective in coordinating the
academic path of students with their own interests, abilities, and desired
future career options. The results show that career guidance has a direct
impact on students' decisions, with 68% of the respondents confirming
career guidance counseling sessions helped them gain a better
understanding of the various academic paths and related career
opportunities. Additionally, 62% of the students confirmed that career
guidance enabled them to coordinate their preferred path with their desired
future career. Although this is an encouraging impact, issues still linger in
that 28% of the students remained uncertain about their career choices.
Most of these students identified that they received insufficient one-on-one
counseling, had limited exposure to career discovery activities, and required
more in-depth career guidance interventions.

Besides gauging the effect of career guidance, this research

determines the most significant variables in students' choice of academic
track. From the findings, personal strengths and interests (74%) are the most
significant variables, followed by parental influence (63%), future income
and career prospects (56%), peer influence (42%), and teacher and school
counselor suggestion (39%). Although career guidance assists students in
making decisions according to these factors, the research determines a
number of limitations that reduce its impact. These involve a lack of one-on-
one individualized sessions of counseling specific to individual needs,
inadequate industry exposure, and limited career-oriented activities within
school. Additionally, 41% of the students complained of not being satisfied
with career guidance, citing that information offered was general and not
descriptive enough to reflect their individualized concerns.

The research findings indicate that schools should improve career

guidance programs by incorporating them in the curriculum, providing
individualized counseling services, and broadening the scope of experiential
learning. Schools can include career awareness activities like job shadowing,
industry tours, mentorship programs, and internships to provide students
with exposure to real-life experience in various careers. Also, exposure to
professionals, alumni, and industry representatives can allow students to
connect theoretical knowledge to real-world workplace requirements.
Through better career guidance programs, schools can prepare students with
knowledge, skills, and confidence in making proper education and career
choices, thus preventing career misalignments and achieving job satisfaction
in the long term.

In addition to its significance for individual students, this research also

emphasizes the wider economic and social returns of successful career
guidance. It is established through research that successful career guidance
programs lead to reduced unemployment, enhanced job security, and an
increased level of skilled workforce, all of which are essential for national
economic development. With the global labor market becoming increasingly
competitive and dynamic, it is crucial that students be provided with proper
guidance in the choice of academic courses that are relevant to both their
personal aspirations and the demands of the labor market. This research is a
stepping stone for subsequent studies on the long-term impact of career
guidance on students' professional and academic success. Subsequent
studies can investigate the effectiveness of different career guidance
models, technology integration in career counseling, and the potential
benefits of early career orientation programs at the junior high school level.
Lastly, by investing in sound career guidance programs, schools can help
students in their professional and academic life with certainty, confidence,
and purpose.

ACKNOWLEDGEMENT

The researchers would like to express their sincere gratitude to the

following individuals who have contributed to the completion of this research

project:

Mrs. Liberty M. Flores, Principal IV, for allowing the researcher to

conduct this study.

 Ms. Rychiel B. Dimailig for her excellent advice, support, and

encouragement during the entire study process. Her knowledge and

intelligent feedback have helped us shape the course of this research.

Co-researchers, who sincerely gave their time and shared their

experiences, making this research possible. Their willingness to participate

and provide valuable insights has greatly enriched our understanding of the

topic.

Colleagues and friends who have provided essential insight and

feedback during the various stages of this research. Their constructive

feedback and ideas helped us improve our methods and analysis greatly.

Researchers' families, for their constant support and patience

throughout our study journey. Their support and belief in our abilities have

been a constant source of motivation for us.

This research has been completed on purpose for all of you.

To the most important man in researchers' lives, to our Lord and

Savior, Jesus Christ. You are the reason for our existence and you made all

things possible. To you alone belongs all the glory and praise.