1

Chapter I

INTRODUCTION

Rationale

Career choice is one of many important choices students will make in

determining future plans and that this decision will impact them throughout

their lives. The essence of who the student is or want to become will revolve

around what the student wants to do with their life-long work (Basavage,

2007).

Globally, Hiebert (2009) career related decision are complicated and

have broad and long term consequences that are not always obvious. And he

added that the context in which career decisions occur is complex and

therefore many people require assistance in exploring alternatives and

weighing the consequences associated with various options. On the other

hand, Stebleton (2007) and Splaver (2011) both concluded that environment,

opportunities and personality factors play a great role in determining how

students make career choices. It then follows that student perceives their

environment, personality, and opportunity the same and this explains the

different career choices students make (Splaver, 2011).

In Addition, the implementation of the K to 12 Curriculum program,

problems and challenges were already identified by the Department of

Education based on their studies. Among of those, Philippines is the last

country in Asia and one of only three countries in the world (the other two

being Djibouti and Angola of Africa) with a ten-year pre-university program. In

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addition, poor quality of basic education was reflected in the inadequate

preparation of high school graduates for the world of work which

contributes to the relatively high unemployment rate among the young and

the educated (Care, E. & Valenzuela, E. (2012). Also in the study of Career

Decision and K to 12 Curriculum Exits of Senior High School students of

Bacaling, 2018 she stated that after graduation many students will enroll to

college/university (57.4%), followed by finding a job (34.9%), enroll to a

vocational school (4.9%), have his own business (1.9%), and some were

undecided (0.9%). On the other hand, In the Philippines, the employment rate

for is 94.8%, unemployment rate is 5.2% and the under employment rate is

15.6% Philippine Statistics Authority (2019). These rates prove that there still

a percentage of unemployment and underemployment due to lack of

education. The program implemented by the Department of education will be

the key to success and be the path to the improvement and development

country.

However, As the third batch of the K to 12 Curriculum program that is

about to graduate, many senior high school students were hesitant and

worried if they will be able to land a job, establish a business on his/her own,

proceed to college or take higher vocational course. Although, the DepEd has

already prepared the students to decide the possible career exits they will

have through the Career Guidance Program (2015), but still uncertainty still

do exist to the minds of the Senior high school students of AMA Computer

learning Center.

In Davao del Norte, specifically in ACLC College of Tagum, the

researchers have observed that there are quite a huge number of students
 3

who is experiencing those factors, the environmental, oppurtunities and

personality. This leads the researchers to know if the factor that influences the

career choice has something to do with the curriculum exit plans of Grade 11

and Grade 12 students in AMA Computer Learning Center. Since it was

stated above, that making a career choice is complicated for a student to

decide. Thus, there is no further research who studied the correlation of

Career Choice and curriculum exits. To determine if there is a significant

relationship between the two, the researchers executed a study that would

show if there is a relationship between Career Choice and Curriculum exit

among the senior high school students of ACLC College of Tagum.

Research Objectives

The main purpose of this study is to identify the relationship between

the factor that influence the career choice and curriculum exit plans among

Grade 12 students of AMA Computer Learning Center. The research

objectives are as follows:

1. To determine the level of factor that influence the career choice of Grade

12 students in terms of:

1.1 Environmental;

1.2 opportunity; and

1.3 personality

2. To determine the level of Curriculum exit plans of Grade 12 students in

terms of:
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2.1 employment;

2.2 middle-level skills development;

2.3 higher education; and

2.4 entrepreneurship

3. To determine if there is a significant relationship between the factor that

influence the career choice and curriculum exit plans of Grade 12 students.

4. To determine the domain of the factors influencing career choice best

predicts curriculum exit plans.

Hypothesis

This null hypothesis will be tested at 0.05 level of significance.

1. There is no significant relationship between the factor that influence career

choice and curriculum exit among Grade 12 students.

2. There is no domain the in factors influencing career choice best predicts

curriculum exit plans among Grade 12 students.

Review of Related Literature

This section presents the related studies, facts and principles that give

impact and strong foundation of our research. It shows here the related

literature about factors that influence career choice and curriculum exit.

Factors that Influence Career Choice

A review of the literature that influences the student career choice is

looked into in depth. This mainly focuses on three topics namely; how

environmental factors in which students grew have a bearing on the careers

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they make, the power of opportunities in influencing a career choice of a

student and finally how one’s perceptions personality may play a role in

determining the career choice process.

The first indicator of independent variable is environment. Environment

plays a significant role in the career position the student attains in many ways.

The environment that is spoken about there is a factor that is used to nurture

decisions in career choice. Gender, for example has played a significant role

in this environment. In a statement released to the press on the

thirtieth anniversary of the Title IX barring of the sex discrimination, Marcia

Greenberger (2002) of the National Women’s Law Center stated that boys are

still being steered toward the traditional ‘male’ jobs, which are higher paying.

Girls are still expected to cluster into the traditional fields of cosmetology,

childcare, and other similar jobs. In India for example, “94% of the students in

cosmetology are female, while 100% of the students taking plumbing are

male” (Greenberger, 2002).While it should be noted that lawsuits were filed in

these cases, not all states were guilty of gross failure on the part of technical

school to desegregate the jobs to both of the genders.

It is therefore observed that both the individual and the environment as

important factors in the construct. Career theorist Krumboltz (2010) argued

that environmental factors affect career decision making. Since 1960s,

sociologists have explored how career decision making is affected by the

social environment. Some of these components of social environment factors

include; family, social economic status, general economic conditions, society’s

stereotypes about specific occupations, and its attitudes about multicultural

populations all influence career choice (Sears and Gordon, 2008). Career
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choices are partial determined by factors like socioeconomic status, gender,

race, parents’ occupation and level of education and the expectation of your

parental (Khallad, 2000 & Watson, Quatman and Edler 2002). Several

researchers have examined those factors to establish whether they actually

play a role in career choice and if so, what are their roles in career behavior

and how do they affect one’s career choice (Osipow and Fitzgerald, 1996;

Rojewski and Yang, 1997). In recent years there has been an increased

consciousness of the impact of socioeconomic status, race, gender, and on

the career decision-making process and career choices (Stitt-Gohdes, 1997).

The second indicator of this independent variable is opportunity, this

include academic settings, technical schools, entry-level job opening, job

shadowing, vocational guidance, job placement, and industry contacts. A

statement from the National Commission (2012) on Cooperative Education

went on to say that cooperative education combined educational, financial,

and career building opportunities. High school students (and parents of those

students) should be aware of opportunities such as cooperative education.

The commission stated that cooperative education, which has existed for over

90 years, should be an important criterion for selecting the right college (Sear

and Gordon, 2002). The study from Super, Savicks and Super, (2006) added

the career choice that the student take is entrenched in the way they perceive

a job to be, most will take a career which conforms to what they perceive to

be an "ideal job" and their career decision-making maturity. Professional

choice is not ordinary corresponding process; rather, it is a choice made in a

situation of many persuading factors. The insight of the perfect job turns as a

screen for job suitability and inspires the choice process. One has to be
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having an idea of what the perfect job is in his or her head, precisely what one

desires to get up and go to do every day (Sears and Gordon, 2002).

Early career choice has been a cultural, developmental duty that

students are required to have achieved by the end of their high school from

surveyed high schools; varied difference existed in career choice maturity

(Hewitt, 2012). In the most prosperous schools, career choices had been

made, and students entering college or advanced training knew what they

needed and what they were going to do. In the lower income schools, the lack

of career decision-making was the norm of the day (Sear and Gordon, 2002).

Also, Olayinka (2005) added that most of the teenagers in his study pick

career without relating them to their interest and ability to handle the nature of

job. Adeyinka (2000) though acknowledged the variable ''school type'' as

expelling the main influence on teenagers‟ occupational as well as insights

and delusion of working life and the needs, determination and aspiration that

color them. Students are not just going to choose a career just for the sake of

it, they need to link the career they are taking to the ideal job. And in this

independent variable the last indicator is personality, argued by Hin, Tim,

Leung, Fleming, Elena, Vikis and Yoshida, (2007) that it is a fundamental

element of career choice making. A universal definition of personality is “a

collection of qualities or traits that are somewhat stable across situation

(Hewitt, 2010).” An example is that if you are outgoing and assertive with your

friends at school, you will probably be outgoing and assertive with your

colleagues at work. Your personality to some extent can also be influenced by

your environment.
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In the study of Sears and Gordon (2002), for instance, if one is

outgoing and assertive and works in an environment where you are not

permitted to express your personality, you may have to tone down your

vivaciousness, and consequently be unhappy at work because you are not

able to be yourself. Certain personality characteristics are important in career

decision making. Gregarious is a good example, a gregarious person does

better as a politician or a sales representative than would a quieter and shy

person (Hooley, 2012). Although personality is important, it is good to note

that most occupations accommodate a variety of personality characteristics

(Sear and Gordon, 2002). It is more helpful for one to know more about his or

her personality because this increase one’s self-awareness and may help one

in identifying preferred career choice (Sear and Gordon, 2002).

Curriculum Exit

One of the most major changes in the education history of the

Philippines is the implementation of the K to 12 Program which aims to

provide sufficient time for mastery of concepts and skills, develop lifelong

learners, and prepare graduates for higher education, middle-level skills

development, employment and entrepreneurship (gov.ph).

The first indicator of the dependent variable is higher education,

Adebowale (2011) define it as a formal education which leads individuals to

their respective professions. Continuing education after high school after high

school is a path that many students take (Parenttoolkit). According to the

website of Vista College (2017) a higher education not only trains you in your

chosen field, but it also trains you to think analytically, understand subjects
 9

that are complex, and have the ability to communicate them in an effective

way. Additionally, it instills important skills like self-discipline, organization,

and being able to finish task from start to finish. Namely, it helps turn you into

a more professional person with many work-related. Senior High School, as

part of the K to 12 Basic Curriculum, was developed in line with the curriculum

of the Commission of Higher Education (CHED) – the governing body of

college and university education in the Philippines. This ensure that by the

time you graduate from Senior High School, you will have the standard

knowledge, skills, and competencies needed to go to college.

The second dependent variable is middle-level skills development,

Galgali (2008) studied readiness of school management for implementing

structured life skill programme and discuss the topics and methodology

adopted for life skill training and emphasized upon innovative and creative

participatory and experimental learning methods.

In Addition Carnevale (2016) she said that middle-level skills

development is a career choice which a high school graduate chooses to seek

out programs and at community colleges as well as vocational and technical

school, and apprenticeship programs in order to gain the education move into

these lucrative career. With the right education and training, the doors to

these promising careers open wide. As provided by the curriculum spelled

out in RA 10533, the Department of Education (DepEd) from central office up

to the schools and learning centers can say that the K to 12 Basic Education

Program has equipped them with values, knowledge, and skills that

communities, businesses and industries need.

 10

The third indicator is employment. Senior High School creates the

following opportunities; Standard requirements will be applied to make sure

graduates know enough to be hirable. You will now be able to apply TESDA

Certificates of competency (COCs) and National Certificates (NCs) to provide

you with better work opportunities. Partnership with different companies will

be offered for technical and vocational courses. And, you can now get to work

experience while studying; and companies can even hire you after you

graduate.

The fourth indicator of the dependent variable is entrepreneurship,

Department of Education’s advocacy to require senior high school (SHS)

students from all strands take an Entrepreneurship subject. After all, one of

the supposed benefits of the SHS program is preparing students for livelihood

even before college. However, Allen (2003) points out that entrepreneurship

has permeated every industry and arguably every career choice. The days of

spending an entire lifetime in one job or even in one career seem to be a thing

of the past. It is critical to develop skills that can help one move from one job

to another, from one career to another. Entrepreneurship is about the creation

of new ventures. But it is much more than just a set of skills for starting a

business; it is a mindset, an approach to the world. Some researcher define

entrepreneurship as a process universally connected with the founding of a

business ventures, acquiring or expanding an existing business.

Senior High School, as part of the K to 12 Basic Curriculum, was

developed in line with the curriculum of the Commission of Higher Education

(CHED) – the governing body of college and university education in the

Philippines. This ensure that by the time you graduate from Senior High
 11

School, you will have the standard knowledge, skills, and competencies

needed to go to college. Entrepreneurship courses will be included. Instead of

being employed, you can choose to start your own business after graduating

(RA 10533). The K to 12 Program which aims to provide sufficient time for

mastery of concepts and skills, develop lifelong learners, and prepare

graduates for higher education, middle-level skills development, employment

and entrepreneurship (DepEd, 2016).

This literary review creates the impression that there are a lot of

perspectives from which career choice has been approached. This review

pointed out the many factors that senior high school students might face as

they attempt to construct a career plan. The purpose of this study is to identify

the factors that students have used in identifying career choices so that

the support teams of those students may better aid in the decision making

process. Also it tackles and pointed out the four exits where students will

choose career after they graduated senior high school namely, higher

education, entrepreneurship, employment, and middle skills development.

Theoretical Framework

This study is linked from the study entitled The Factors Determining

the Choice of Career Among Secondary School Students by Olamide and

Olawaiye (2013) about the factors that influence the career choice. This was

supported with the John Holland’s Theory of Career Choice. The John

Holland’s Theory of Career Choice (RIASEC) maintains that in choosing a

career, people prefer jobs where they can be around others who are like

them. They search for environments that will let them use their skills and abilities, and
 12

express their attitudes and values, while taking on enjoyable problems and roles.

Behaviour and career is determined by an interaction between personality and

environment. Also, the study was supported by Structural Theories which

attempt to explain careers and career choices in sociological terms: the social

position of an individual and his family background will influence opportunities

that are open to him (Bowles & Gintis, 1976).

This study was also anchored on the study of John Dewey (2002),

about the curriculum which should ultimately produce students who would be

able to deal effectively with the modern world. Therefore, curriculum should

not be presented as finished abstractions, but should include the child views

his or her own world. Additionally, the Department of Education (DepEd)

asserted the four exits envisioned for SHS graduates – namely, higher

education, middle-skills development, employment, or entrepreneurship. The

K to 12 program aims to produce lifelong learners who are locally and globally

competitive, and ready to pursue their desired path (DepEd, 2018).

In summation John Hollands Theory of career choice and Structural

theories emphasized that environment, opportunity, and personality are the

factors influencing in choosing a career, while John Dewey and Department of

Education emphasized that after a student graduated in senior high school

they be able to land into four exits namely, higher education, middle-skills

development, employment, entrepreneurship.

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Conceptual Framework

The conceptual framework of this study is shown in the Figure 1. The

independent variable in this study is Factors that influence Career Choice

which has three indicators namely, environment and personality based on the

proposition of Holland (1992) and opportunity which has been explained by

Bowles & Gintis (1976).

And then the dependent variable is the Curriculum Exit in which the

Department of Education established four envisioned for SHS graduates –

namely, Higher education, middle-skills development, employment, or

entrepreneurship (DepEd, 2018).

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CONCEPTUAL MODEL OF THE STUDY

Independent Variable Dependent Variable

Curriculum Exit
Factors that Influence
• Employment
Career Choice
• Middle-level School
• Environment
Development
• Personality
• Higher Education
• Opportunities
• Entrepreneurship

Figure 1. Conceptual framework showing the variable of the study.

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Significance of the Study

The study on factor that influence career choice and curriculum exit

among Grade 12 Senior High Students could be beneficial to the following:

Department of Education, this study will serve as their guide and basis for the

improvements in the educational background of the country. To achieve the

equality in pursuing the desired career choice of every student.

Students, they will begin to explore real career possibilities before they finish

their secondary school. That student seriously considers many alternatives

choices in career selection more than through some influence such as

parents, mentors and peer groups.

Parents, the outcome of this study will help the parents to be aware and it

could be an avenue of new learnings for them.

School Administrators, the outcome of this study will help the administrators to

assist the school in the course of the K-12 program and problems to be solved

for the next batch of student.

Teachers, the result of this study will serve as the key for them to engage

better teaching skills and enrich teaching strategies. The product of this will

also be the source of new learnings for them.

Future Researchers, This study will help the future researcher as their tool

guide to determine the factors that influence career choice of a student.

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Definition of terms

Career Choice. The decision in the individual’s life that is influenced by

multiple factors which includes cultural values, family background, personal

attitude and career expectations and many more (Özbilginet al., 2005;

Kyriacouet al., 2002; Ozkaleet al., 2004). In this study Career choice simply

means making a choice or decision leading to the type of work one will do in

his/her life.

Curriculum Exit. This serve as the learners’ choice to decide on what

to continue on the four exits envisioned for SHS graduates – higher

education, entrepreneurship, employment, or middle-level skills development

– so that they become full-fledged contributors to social development and

nation-building as envisioned by the Department of Education (Mendoza,

2018). In this study Curriculum exit means you graduated/ finished senior

high school and to decide on what to continue on the fours exits.

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Chapter II

METHODS

This chapter explains the research methodology of this study which

was selected in order to answer the research questions. Presented in this

chapter are the following: the research design, research instrument, research

locale, population and sample, data collection, and statistical tools.

Research Design

The non – experimental quantitative research design utilizing the

descriptive correlational techniques is used in this study. In scientific research,

a descriptive correlational method refers to a type of study in which

information is collected without making any changes to the study subject. This

means that the experimenter cannot directly interact with the environment in

which she is studying in a way that would cause any changes related to the

experiment (Reference 2019). This method was used when the objective is to

describe the status of the situation as it existed at the time of the study to

explore the causes of a particular phenomenon. In correlational research, it

involved collecting data in order to determine whether the degree of a

relationship exists between two or more quantifiable variables (Travers,

2006). It is for the purpose that this method is used since the focal point of the

variables is to measure the significant relationship between career choice and

curriculum exit.
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Research Locale

This study was conducted in the Republic of the Philippines, Southeast

Asia. Specifically, the academic institution where the study was conducted is

ACLC College of Tagum, located in the Municipality of Tagum, Davao del

Norte Province, Region XI. The respondents of this study were the Grade 11

and 12 senior high school students of the said institution.

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Figure 2. Map of ACLC College of Tagum in Tagum City

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Population and Sample

The sample respondent for this study involves the senior high school

students, according to their Sex and year level in Grade 11 and Grade 12

students, of AMA Computer Learning Center Tagum Inc. The researchers

used the Random Sampling technique and Slovin’s Formula has been utilized

to determine the number of respondents who received the questionnaires for

them to answer and to help the researcher collect and gather the data needed

in this study.

There are 64 girls and 51 boys in Grade-11 with a total of 115students.

There are 56girls and 45 boys in Grade-12 with a total of 101 students. The

total population is 216.

GRADE 11 POPULATION SAMPLE PERCENTAGE

Male 51 45 45%

Female 64 55 55%

TOTAL: 115 100 100%

GRADE 12

Male 45 40 45%

Female 56 49 55%

TOTAL: 101 89 100%

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Research Instrument

The researchers were able to gathered a set of questionnaires from the

study entitled The Factors Determining the Choice of Career Among

Secondary School Students by Olamide and Olawaiye (2013) about the

factors that influence the career choice. Which has three indicators:

environment, opportunity, personality and it consist ten question per indicator.

Also, the curriculum exit plans questionnaire which consists four indicators

higher education, middle-skill development, employment and

entrepreneurship that has been cited form the DepEd page.

RANGE DESCRIPTION INTERPRETATION

This means that the indicator embodied is

4.50-5.00 Very High observed at all times.

This means that the indicator embodied is

3.50-4.49 High observed most of the times.

This means that the indicator is observed in

2.50-3.49 Moderate some occasion.

This means that the indicator embodied is

1.50-2.49 Low observed in few instances

This means that the indicator embodied is not

1.00-1.49 Very Low observed at all.
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Data Collection

In gathering data for this study, the researcher did the following steps.

The researchers sent permission latter addressed to the school

administrator to allow them to conduct the said study. After the approval of the

school administrator, the researchers formulated the instruments that will be

utilized in the conduct of the study.

The researcher made a questionnaire to measure the level factor that

influence the career choice of students, particularly the Grade 12 Senior High

School Student of AMA Computer Learning Center, both male and female.

The researchers looked for questionnaire and it was derived from Olamide

and Olawaiye who conducted the same study last 2013.

Afterwards, the researchers personally administered the distribution of

the questionnaire and the observation checklists after the respondent have

answered them. After getting the relevant data, the data were given to the

statistician for analysis and the interpretation was done by the researchers.

Statistical Tools

For more comprehensive analysis and interpretation of data, the

following statistical tools will be utilized:

Mean. This was used to determine the level of the factor that influence career

choice and curriculum exit of the Grade 12 students.

 23

Pearson r. This test was utilized to determine the relationship between the

extent of factor that influence the career choice and curriculum exit of the

Grade 12 students.

Regression. This was utilized to test the significant influence of the factor that

influence career choice and the curriculum exit of the Grade 12 student
 24

CAREER CHOICE AND CURRICULUM EXIT: A QUANTITATIVE RESEARCH

AMONG THE SENIOR HIGH SCHOOL STUDENTS OF
AMA COMPUTER LEARNING CENTER

NAME (optional): __________________ SECTION: _____________

SEX: __________________

Direction: In this section, you will be going to rate yourself about the Factors that
Influence your Career Choice and The Curriculum Exit. Please read each item and
feel free to rate yourself that corresponds to your answer. Kindly check (✓) the
ratings using the following scales:

5 STRONGLY AGREE
4 AGREE
3 MODERATELY AGREE
2 DISAGREE
1 STRONGLY DISAGREE

Part 1 - FACTORS THAT INFLUENCE CAREER CHOICE

A. Environment 1 2 3 4 5

I…
1. Am influenced by my parents in choosing a career.
2. Am influenced by my teachers in choosing a
career.
3. Am influenced by our counselors in choosing a
career.
4. Am influenced by my schoolmates and peers in
choosing a career.
5. Have been influenced with the behavior of my
schoolmates and peers in choosing a career.
6. Have been influenced with my group of peers in
moving in tertiary institutions which affect my
career choice.
7. Have been affected in financial aspect in choosing
a career.
8. Have been living in a low socio economic status
which affect my choice of career.
9. Let my parents choose my career.

10. Have considered my governmental policies which

do affect me in choosing a career.
B. Opportunity

I…
1. Will determine my career based on my grades.
2. Am always affected with my socio economic status
in choosing a career.
3. Have access to employment in a family business

4. Plan to work in a job for a while, then attend a

 25

school or get a training .

5. Will have to work for the money needed to attend
any training after secondary school.
6. Am fully aware of what technical colleges have to
offer.
7. Will consider working after secondary school rather
than make a career choice.
8. Have no one to motivate me in making a career
choice.
9. Have considered the opportunities and privileges
in choosing a career.
10. Have considered the educational status of my
parents in choosing a career.
C. Personality

I…
1. Have definitely make a career choice on my own.
2. Have no career plans at present.

3. Have done career choice on my own.

4. Already made the decision on my career after

graduating.
5. Will choose my career choice based on my
interest in a particular occupation.
6. Have determined my choice of career based on
my parents occupations.
7. Have been thinking about my career choice.

8. Have considered my academic ability in

determining my career choice.
9. Have considered my skills in determining my
career choice.
10. Have been influenced with my teachers
characteristics in motivating me in choosing a
career.

PART II THE CURRICULUM EXIT

A. Higher Education 1 2 3 4 5

I…
1. Am ready to proceed in higher education.
2. Have decided the course I want to take in college.

3. Am prepared to the consequences I may face in

higher education.
4. Am emotionally ready to continue my studies.

5. Am confident that I can make it in higher

education.
 26

6. Am confident that my parent or guardian can

support me financially.

7. Am aware that my parent or guardian wants me to

go to college.
8. Am ready to pursue my desired profession.

9. Have sufficient information about what I may face

in higher education.
10. Am ready to take my chosen field.

B. Employment

After I graduate...

1. I want to earn money.

2. I want to help my family in financial aspect.

3. I know my family wants me to work.

4. I am responsible and independent already.

5. I want to work.

6. I want to have what I want or personal needs.

7. I want to be hired as an employee.

8. I want to be in higher position.

9. I want to work to save money for my higher

education.
10. I want to try and test my skills as an employee.

C. Middle-level Skills Development

I…
1. Am ready to nurture my skill more after I graduate.
2. Know how to use my skills in the corporate world.

3. Feel confident about my ability skills.

4. Want to learn new techniques for me.

5. Want to work more in the career areas that

interest me.
6. Want to developed in what I have learned.

7. Have decided to enhance my capabilities in the

area that interest me.
8. Want to develop my skills.

9. Am confident and want to develop my skills.

 27

10. Am ready to enhance my skills

D. Entrepreneurship

I…

1. Want to be an entrepreneur.
2. Am ready to be an entrepreneur.

3. Know I can start a small business, with what I

have learned.
4. Am financially ready to start a business.

5. Have an idea about business field.

6. Want to earn money through a business.

7. Want to manage our family business.

8. Want to fulfill my needs and buy things that I have

earned in my business.
9. Want to start a business to earn money so that I
can save money to pursue my studies.
10. Am responsible in business management.
 28

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Aggarwal, T. (2008). Factors influencing career choice of

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Albert K. A. and Luzzo, D. A., (1999), The Role of Perceived Barriers in

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