Work-related self-efficacy and work immersion

satisfaction among grade 12 general academic

students
Context and Rationale

One of the goals of the K to 12 Basic Education Program is to develop the learners the competencies,
work ethic, and values relevant to pursuing further education and/or joining the world of work. To
achieve greater congruence between basic education and the nation’s development targets, Work
Immersion, a required subject, has been incorporated into the curriculum. This subject will provide
learners with opportunities: to become familiar with the work place; for employment simulation; and to
apply their competencies in areas of specialization/applied subjects in authentic work environments. To
achieve the said objectives, Work immersion is thus a requirement for graduation from secondary
education. Learners are immersed in actual work environments such as workshops offices and
laboratories in which their prior training is relevant. (DepEd Order No. 30 S. 2017)

Qualitative Work Immersion Programs are considered a useful instrument that bridge between school and
professional life which can be used by the school in order to develop appropriate skills among students
aimed at increasing their employability chances on the very competitive labor market.

According to Wood & Bandura (1989) as cited in Machmud (2018) states that perception in completing a
job is self-efficacy. Moreover, self-efficacy relates to someone's confidence in achieving his/her duties in
uncertainty. While Bandura (1997) as cited in Domenech-Betoret et al. (2017) defined self-efficacy as “an
individual’s belief in his or her own ability to organize and implement action to produce the desired
achievements and results”. Self-efficacy is one’s faith in accomplishing task successfully. Learners
automatically adjust and adopt the new environment they are in for them to finish the immersion program
while developing their efficiency.

The study was conducted to identify the level of self-efficacy and work immersion satisfaction and
determine the degree of their relationship.

The result of the study could help in collaboration with the school head and administration for them to
generate innovations or strategic design for Continuous Improvement Plan that would serve as one of the
best practices of the school.

The outcomes of the study can be of interest for the institution and can be taken into consideration when
formulating and proposing improvement recommendations of the policies, regulations and operational
measures in this field that would serve as best practices of the school.
Innovation, Intervention and Strategy

Class advisers, work immersion teachers and coordinators, industry partners as well as parents and
guardians played a vital role in developing learners’ self-efficacy. Parents’ upbringing influenced the
level of learners’ self-efficacy. Home is a primary place where learners’ personality development take
place. Proper parenting contributed a lot to learners’ self-esteem. Teachers at school nurture the talents
and skills of every learner. They are responsible in instilling the required competencies in every strand of
senior high school curriculum. Proper orientation of learners before work immersion deployment
contributed a lot to the readiness of the trainees. Emphasizing the importance of task completion and self-
efficacy to each trainee helped in accomplishing the work immersion program successfully.

Work immersion teachers and coordinators should develop a program focusing on the development of
self-efficacy of the learners before their deployment to different industry partners. This program would
help learners to trust their own ability and develop their self-confidence. Thus, learners would be
encouraged and satisfied to be active and motivated to finish work immersion program. The satisfaction
that the learners’ experienced, the knowledge, skills and attitude they acquired from the actual work
environments would inspire them to pursue higher education, others would engaged in entrepreneurship
and some would find an employment.

Action Research Questions

This study sought to answer the following questions:

1. What is the Self-Efficacy of the students towards work?
2. What is the level of work immersion satisfaction of the students in their respective workplace?
3. What is the relationship of Self Efficacy and Work Immersion Satisfaction of the students?
4. Based on the result of the study, what Continuous Improvement Plan may be proposed as part of the
Best Practices of the school?

Action Research Methods

a. Participants and/or other Sources of Data and Information

The participants were Grade 12 General Academic Strand students who underwent Work Immersion
Program on the 3rd Quarter of SY 2017-2018. The total population of this strand is 249, however, only
164 students voluntarily participated the study. Since they belong to this strand, most of them are not
certain yet on what course to take in college. Total enumeration was used in sampling procedure.

b. Data Gathering Methods

The Self-Efficacy Questionnaire and Work Immersion Satisfaction Scale were developed and used in
gathering data, content validated by the experts and implemented pilot testing to establish its reliability or
internal consistency. Then, all students from General Academic Strandwere given the Self-Efficacy and
Work Immersion Satisfaction Scale.

The scoring and interpretation of Work -Related Self- Efficacy and Work Immersion Satisfaction is as
follows:

Abbildung in dieser Leseprobe nicht enthalten

Discussion of Results and Reflection

Table 1 The level of Work-Related Self Efficacy of GAS students

Abbildung in dieser Leseprobe nicht enthalten

Table 1 shows the level of work-related self-efficacy is (x̅=4.16) which means that GAS students have a
high self-perceived work-related self-efficacy. As shown ranked 1 is item #13, they think that can
extensively improve self to become a better person (x̅=4.43) followed by item #5 that they can become
successful if something accomplished is important (x̅=4.36) followed by item #15 that they are confident
that with their inherent ability can contribute in the workplace (x̅=4.33). Ranked 4th are items #4 that can
develop just about any skill doing the same skill everydayand #6 that they are confident that can achieve
the goals they set particularly with studies (x̅=4.28). Ranked 6th is item #10 that they believe that hard
work pays off (x̅=4.18). Ranked 7th is item #14 that they can significantly change basic level of their
ability for advancement (x̅=4.16) followed by such inherent ability increases with perseverance (x̅=4.14)
and they believe in their capacity as well as their limitations about themselves (x̅=4.13). Ranked 19th is
item #1 that can learn things easily what is being taught (x̅=4.11) followed by item #3 that they can figure
out anything when try hard enough to learn things (x̅=4.08); item #7 that they focus on progress instead of
being discouraged when struggling to accomplish something difficult (x̅=4.07); and item#8 that they
believe that what mind can conceive, the body can achieve (x̅=4.06) respectively. Ranked 14th is item #2
that they have the ability to see success in anything they do (x̅=3.96) and lastly, item #9 that they certain
that can be successful in whatever career path to choose (x̅=3.86)

In this study Work-related Self-efficacy refers to one's confidence in executing courses of action in
managing a wide array of work immersion situations, it also pertains to the level of confidence and self-
perceived ability to develop skills as required and expected in their workplace experiences. Self-efficacy
has been widely established in the literature as a critical construct within Albert Bandura'ssocial learning
theory.

Table 2 The level of Work Immersion Satisfaction of GAS students

Abbildung in dieser Leseprobe nicht enthalten

Table 2 shows that the mean score of work immersion satisfaction of GAS students is 4.11 which
indicates a High Satisfaction with such happiness is scored 4.64 as ranked 1 in item #1 followed by
feeling proud to exercise skills during work immersion (x̅=4.37) in item #3. Ranked 3rd is item # 14 that
they improve the basic level of ability for advancement because of work immersion (x̅=4.34) followed by
item # 10, they believe that being happy in the work immersion could be a stepping stone for the success
of chosen career (x̅=4.30). Ranked 5th is item #13 that they can improve themselves to become a better
person because of the work immersion experienced (x̅=4.23) followed by item #15. fully satisfied t with
ability, it can contribute in the workplace because of the experience in work immersion (x̅=4.13). Ranked
7th is item #12 that they are satisfied in the nature of work in the immersion (x̅=4.23) followed by item #4
that theyfeel satisfied with the experience gained in the work immersion (x̅=4.07) and item #5 that they
can’t describe the happiness having experienced the work immersion (x̅=4.06). Ranked 10th is item #8
that they believe that experience on work immersion, can achieve the set goal/s (x̅=4.04) followed by item
#11 the satisfaction in the work immersion increases each day.(x̅=4.01). Ranked 12th is item #2 feel
contented with the knowledge gained from work immersion (x̅=3.97) followed by item #7 that they are
ready to pursue the career path to choose because of the training in work immersion (x̅=3.93). Ranked
14th is item #9 that they are certain that they can be successful in whatever career path they choose
because of the experience in work immersion (x̅=3.78) Finally, last in the rank is item # 6 that they are
confident enough to face the real world because of the experience gained during work immersion
(x̅=3.67).

Immersion experiences are a form of experiential learning which typically involve intensive educational
instruction and exposure to complex social issues, often taking students outside of their “comfort zones”
to critically examine their own pre-conceived notions and biases. Beyond case studies and other more
qualitative work (e.g., Jones, Rowan-Kenyon, Ireland, Niehaus, &Skendall, 2012). It can be concluded
that students are happy to experience learning outside the four corners of the classroom, they need
exposure and learning the skills cannot be confined in classrooms where the environment is too limiting.

Table 3 The Relationship of Work-Related Self efficacy and Work Immersion Satisfaction of GAS
students

Abbildung in dieser Leseprobe nicht enthalten

Table 3 shows that Work-Related Self Efficacy (x̅=4.16) has a σ=.4571; while the Work Immersion
satisfaction ((x̅=4.11) has a σ=.496 which indicates that the score of the latter is spread out. The table also
shows a positive linear stronger correlation of .532 between work-related self-efficacy and work
immersion satisfaction with a p value of.001 which is lower than .05 which rejects the null hypothesis. It
can be concluded that that there is a significant correlation between work-related self-efficacy and work
immersion satisfaction. As the work- related self- efficacy increases, the work immersion satisfaction also
increases and vice versa. It further recommends continuing the monitoring of Work immersion
coordinators to enhance students’ skill as well their work-related self-efficacy. The school may continue
to establish linkages, increase supportive stakeholders and other immersion partners that will enhance
students’ skills and further develop their work-related self-efficacy to become more productive as they
practice their profession in the real work setting.

The self-efficacy and work immersion satisfaction are helpful in distinguishing some of the other
constituents necessary to develop a work self-efficacy. However, that it is not sufficient to "empower"
students and expect improved work performance/ skills without considering individual differences that
might be differentiated by self-efficacy and related constructs.

A published article from International Journal of Sociology and Social Policy describes a study
constructed on the self-efficiency of adolescent, especially on high school teenagers, with previous work
experience. The study showed that those with employment lasting for a firm duration than those with
random pattern of employments has a stronger self-efficiency. In turn, the heightened self-efficiency
increases the confidence level of young adults for the future anticipations of family lives, community
participations, personal health and economic achievements (Cunnien, Rogers, & Mortimer, (2009).
Conclusion

Based on the result of the study, the following conclusions were made:

1. When the respondents have a high level of self-efficacy, they are confident, they are aware of the duties
and responsibilities as expected of them, they have high regard to self and positive outlook towards own
efficacy and capacity.

2. A high level of work immersion satisfaction would mean that the respondents enjoy the learning
experience in the work place that made them worthwhile, they got the chance to see their career path in
the near future.

3. A strong positive correlation between work-related self-efficacy and work immersion satisfaction mean
that there is a direct association between the two variables, as the work-related self-efficacy goes high, the
work immersion satisfaction also gets high. The level of work immersion satisfaction relies/depends on
the level of work-related self-efficacy of the respondents.

Recommendations

1. Proper orientation and trainings of learners prior to their work immersion would help accomplish their
tasks easily and finish the program on time.
2. Regular monitoring of learners and coordination to industry partners of the immersion teachers and
immersion coordinators would maintain harmonious relationship on both sides.
3. Trustworthy and long-term partnership between the schools and industry partners is ideal for the
realization of the immersion program of the current and incoming learners.

Action Plan

This study may generate innovations in policy and strategic planning for continuous improvement plan of
the school. It can be replicated by other schools as best practices and it will be presented during the
institutional, regional or any national or international conferences to disseminate this information that
may help immersion teachers, program coordinators, school heads and school administrators.

References

Bandura, A. (1978). Reflections on self-efficacy. Advances in Behavioral Research and Therapy, 1(4),
237–269.

Cruz, Isagani. Immersion In Senior High School. The Philippine Star

June 20, 2013. http://www.philstar.com/education-and- home/2013/06/20/955943/immersion-senior-high-
school

Cunnien, K.A., & Rogers, N.M., & Mortimer, J.T. (2009). Adolescent work experience

and self-efficacy. "International Journal of Sociology and Social Policy", 29 (3/4), 164-175.

DO 30, s. 2017 - Guidelines for Work Immersion

Department of Education http://www.deped.gov.ph/orders/do-30-s-2017

Dole sets guidelines for K-12 work immersion program

http://www.sunstar.com.ph/manila/local-news/2016/07/06/dole-sets-guidelines-k- 12-work-immersion-
program-483704

Domenech-Betoret, F., Abellan-Rosello L., & Gomez-Artiga A. (2017) Self-efficacy,

Satisfaction, and academic achievement: the mediator role of students’ expectancy-

value beliefs. Frontiers in Psychology. 8(1193). doi:10.3389/fpsyg.2017.011193

Jones, S. R., Rowan-Kenyon, H., T., Ireland, S. M., Niehaus, E., &Skendall, K. C.

(2012). The meaning students make as participants in short-term immersion

programs. Journal of College Student Development, 53, 201-220. doi: 10.1353/csg.2012.0026.

Labor Advisory No 8 Series of 2016 Protection for Senior High School Students on K-12

Work Immersion Program

https://www.dole.gov.ph/files/Labor%20Advisory%20No_%2008-16.pdf

Mateo, Janvic. Work immersion guidelines for SHS out. The Philippine Star. June 29,

2017. Retrieved from: http://www.philstar.com/education-and- home/2017/06/29/1714501/work-

immersion-guidelines-shs-out

Machmud, S. (2018). The influence of self-efficacy on satisfaction and work-related

Performance. International Journal of Management Science and Business Administration, 4(4), 43-47.
Retrieved from http://dx.doi.org/10.18775/iimsba.1849-5664-5419.2014.44.1005

The Relationship between Continuous Improvement and Strategic Planning in

Innovation Insight Series Number 13 ©2006 The Pennsylvania State University

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Details
Title

Work-related self-efficacy and work immersion satisfaction among grade 12 general academic
students

Author

GEMMAR ANTHONY GUIMBA (Author)

Year

2018

Pages

Catalog Number

V456670

Language

English

Tags

work-related

Quote paper
GEMMAR ANTHONY GUIMBA (Author), 2018, Work-related self-efficacy and work
immersion satisfaction among grade 12 general academic students, Munich, GRIN Verlag,
https://www.grin.com/document/456670

https://www.grin.com/document/456670