Actualizing self-autonomy: A grounded theory on the Aetas' understanding of higher education

• Main Author: Lapid, Michael Anthony B.
• Format: text
• Language: English
• Published: Animo Repository 2021
• Subjects: Aeta (Philippine people) > Education (Higher); Self-actualization (Psychology); Educational Leadership; Higher Education
• Online Access: https://animorepository.dlsu.edu.ph/etdd_elmd/20; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1016&context=etdd_elmd
• Institution: De La Salle University

Creating and holding initiative is perhaps the best test confronting people today as they work in an inexorably requesting and ever-changing workplace and school environment on both an individual and authoritative level. To be effective on the two levels, these people require the right abilities, practices, and aptitudes to accomplish their goals (Hobkirk, 2003). It is in these lines of thought that Aetas strive to better themselves through higher education. Aetas in higher education need the right perspective and attitude in order to successfully manage their way in their daily rigors of attending classes in higher education. Hence, this research study was an attempt to explore what is really going on with the participants in their experience of higher education as it aims to develop a theory on leadership and management that is sensitive to Aetas’ concerns and struggles. It also ventures into the process that one undergoes as an indigenous person who continually resolves the main concern of thriving for self-realization of goals and aspirations in higher education despite facing discrimination amidst the reality and increasing demands of tertiary education. Classic Grounded theory was applied in the study in order to identify how these selected indigenous people, the Aetas in tertiary education, resolve the main concern. Data collection was done by interviewing Aetas who lived in the mountains. The constant comparison method was employed through coding until theoretical saturation was reached and a core category leading to a theory was identified. Actualizing Self-Autonomy was the emergent theory that accounts for the pattern of behavior among Aetas in understanding higher education as a way of reaching a level of self-actualization that is both on a personal and professional level which was resolved by emergent themes: Visioning Higher Education as Bridge of a Good Future, Igniting Inspiration to Learn, Adjusting to Social and Cultural Ability and Realizing Self-Tendency.