Environmental and personal factors influencing the career history of outstanding female educators

• Main Author: Salvosa, Noraida G.
• Format: text
• Language: English
• Published: Animo Repository 2008
• Subjects: Women educators; Professions > History; Counseling Psychology
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/295; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1294/viewcontent/CDTG004764_P__2_.pdf
• Institution: De La Salle University

The purpose of this study was to examine the factors influencing the career history of 10 outstanding female educators. This study used a qualitative multiple-case study approach. The participants shared their career history through in-depth interviews to answer the research papers statement of the problem. The key findings of the study indicate that the career history of the participants started during the growth stage (age 4 to 14) when the educators were in grade school as they developed their concept of self and career brought about by interaction with and exposures to the context of the family and the community. These led them to develop an awareness of their abilities and interests, what they are good at and what they are capable of doing. During the exploration stage (age 15 to 24), when the educators were in third year high school, they became aware of their personal resource and career alternatives, which enabled them to make initial and final career choices, or the course that they will pursue in college, which is either Education or non-education degree program, which they later pursued in college. After graduation, they entered teaching with much enthusiasm and despite experiences of adjustment and difficulties they stayed on and performed excellently. In the establishment stage (age 25 to 44), the participants decided to stay in the teaching profession. They were promoted to new positions and awarded by different organizations in recognition of their commitment and exemplar performance. They were further motivated to continue teaching and improved themselves by further studies to make themselves more relevant in the profession that they have chosen. iv Through the years, their commitment and satisfaction motivated them to hold on to and to stay in teaching for many, long years. This is the maintenance stage (age 45 to 64) where the educators chose to further continue in teaching and through the years, they went through a slowing stage, a time when they had to retire because of age (65 years and over). The educators in this stage were not deterred from continuously engaging themselves in productive but less active activities related to education. As the retirees put it, retired but meaningfully engaged. The findings also indicate that environmental and personal factors influenced the educators career history. The environmental factors include the family which involves interaction with and exposure to parents (particularly the mother) and relatives job or occupation, traits and values and the familys socioeconomic status. It also includes the school factors; formal and informal learning experiences in school and community. The personal factors include the traits, abilities, interests and values. Based on the findings, recommendations and implications for counseling are discussed.