Career Development Impact of Family Members who are Teachers to Education Graduates:

A Case Study of Selected Education Graduates of Bacolod City

Allen Jake S. Talimodao, LPT

Recoletos de Bacolod Graduate School, University of Negros Occidental – Recoletos
Bacolod City
2019

Abstract

The present study aimed to investigate the case of career development impact of family members
who are educators to education graduates. The participants of this study were five education
graduates from different schools in Bacolod City. Individual interview and focused group
discussion were made in gathering the data. During the data gathering, the participants were
asked about who among their family members were educators, how did their family members
influence them in taking education program and how did their family members help them
understand teaching. The participants mentioned that their father, mother, sisters and cousins
were educators who influenced them in taking education courses in college. Themes on how
their family members influenced them in taking education program like practicality, fulfillment,
noble profession, leaving a legacy and personal choice were cited by the participants. Moreover,
themes on how their family members helped them understand teaching were being role model
and mentors. The findings of the study proved the positive impact of family members who are
educators to the career development of education graduates. This affirms Bronfenbrenner’s
Bioecological Theory where family members have significant impact to the development of a
child. Furthermore, this study may serve as a literature to parents, education students, education
graduates, researchers and other readers who are interested in the field of teaching, family impact
on career development of learners and parental involvement.

Keywords: Career Development, Education Graduates, Teaching, Education Program,

Practicality, Fulfillment, Noble Profession, Legacy, Personal Choice, Role Model, Mentor,
Parental Involvement

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1. Introduction

1.1. Background of the Study

The involvement of parents in the career development of college students has become an
interest to higher education practitioners (Sax & Wartman, 2010). Not only on the choice of
career of their children but also to the career development do they have a considerable impact.
Data analysis showed that Filipino parents believe that helping their children with schoolwork,
motivating them, and providing structure at home help their children succeed in school,
consistent with the extant literature on parental involvement (Garcia, 2018). Family members
serve as mentors in the career development of the students in school and in the field. According
to Latashia (2012), the involvement of family in the education of their children is often and
especially critical during the transition to life after school and it has been well perceived.
Furthermore, they have the power an ability to shape, sustain and develop their children's career
development through their positive involvement in educational activities of their children (Viola
& Daniel, 2017).
However, some family members may have different careers which can impact career
development of the students. The researcher therefore wants to know how family members who
are teachers impact the career development of education graduates.
This study focuses on the impact of parents who are educators to the career development of
their children. In this qualitative study, the gap between how the children of educator parents feel
and perceive their situation. This study will give an insight whether the parents who are
educators either inspire or stress their children in taking, finishing and further improving their
education career. Furthermore, the results of this study shall provide an insight to professors,
tertiary education students and parents on how to improve andragogy in order to produce more
inspired, competent and ethical teachers.

1.2. Statement of the Problem

In this qualitative research, the researcher wants to know how family members who are
teachers impact the career development of education graduates. A number of researches such that
of Noack, Krackle Gniewostz and Dietrick (2010) highlight the influence of parental
involvement in career development among learners but none specified for the study of education
program. This study therefore focuses on the career development of education graduates whose
family members are teachers.
The objective of this study is to answer the following questions:
1. Who among your family is/are an educator/s?;
2. How did your family member as an educator influence you in taking this program
(BSED/BEED)?; and
3. How does your family member as an educator help you understand teaching?

1.3. Scope and Limitation

This study seeks to determine the impact of education parents to the career development
of their children. The participants are education graduates whose parents are educators. The
study is conducted in the First Semester of Academic Year 2019 – 2020.

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1.4. Significance of the Study

Findings of this study may contribute to the gap of the significant role of family
involvement in the career development of youths. Also, the findings of the study will may
contribute to the research knowledge on how parents can positively impact the career choice and
development of their children. Lastly, the findings of the study may provide areas for future
researchers to study.

1.5 Review of the Related Literature

Parenting is important in the Philippine society because family is viewed as a center to

one's social world (Bartolome, 2017). This study draws from Bioecological Theory of Urie
Bronfenbrenner. According to Bronfenbrenner’s Ecological Systems Theory, children typically
find themselves enmeshed in various ecosystems, from the most intimate home ecological
system. Interactions within the microsystem typically involve personal relationships with family
members, classmates, teachers and caregivers. How these groups or individuals interact with the
children will affect how they grow. Home or family come to the fore quite naturally while
studying the development issues of any person of no matter what age (Härkönen, 2007).
As cited by Lee (2014), the familial resources which children can utilize, though, are
generally regarded as being even more influential in affecting academic performance (Englund,
2004; Furstenberg, 2004). Among the various forms of assistance which families can provide,
parental involvement is perhaps the most essential; as it has been demonstrated to significantly
affect children's academic success in numerous ways (Berthelsen and Walker, 2008; Fan, 2001;
Hara, 1998).
Parent involvement placed a vital role in the education of children as well as the
contribution it gives to the Philippine society (Bartolome, 2017). Epstein (1995, 2001) developed
a typology that consists of six dimensions of parental involvement, namely parenting (providing
parents with resources and skills to help them foster child development at home), home-school
communication (open, two-way, meaningful communication between home and school), home
learning activities (parents’ involvement in children’s learning such as helping with homework),
volunteering at school (school seeking assistance from parents and parents providing assistance
during school functions), decision-making (involving parents in school management decisions),
and collaborating with the community (resources in the community are utilized to promote
children’s learning). Filipino parents may be subscribing to the parent-teacher relationship model
(Getting Ready Research Team, 2013), where both the home and school contexts share the
responsibility of educating the child, contrary to what was earlier implied that schools remain to
hold the main responsibility to educate the children (Garcia, 2018).

1.6 Methodology

Research Design. This qualitative research design, specifically a case study aims to
identify the impact of parents who are educators to the career development of their children. A
case study studies a person, program or event in a defined time frame (Leedy and Omrod, 2001).
A case being investigated may be a group of persons to gain deeper insight on a phenomenon,
validate earlier findings or gather more deep – seated data (Prieto, et. a., 2017).

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 Participants. The participants of the study were five (5) education graduates from
Bacolod who are selected using purposive sampling. The names of the participants were not
disclosed in this study.
Research Instrument. Individual interview and focused group discussion was used by the
researcher to gather data from the participants who are education graduates. Moreover, the
questions in the interview were made by the researcher.
Data Collection Procedure. The researcher sought education graduates who are enrolled
in a review center. The researcher invited the participants for an interview about their lived
experiences as education graduates whose family members are educators. The interview was
done in an air –conditioned room and the participants were made aware of the confidentiality of
their statements. The participants were asked individually and by focused group discussion.
Moreover, the answers of the participants were noted by the researcher for authenticity of the
results without disclosing the names of the participants. Information taken from the interview
was used solely for this study.
Data Analysis Procedure. The data were interpreted and transformed through thematic
analysis by the researcher. This is a form of pattern recognition within the data, it provides a
simple interpretation and concise description of themes and patterns in the data set. The general
procedure involves a careful review of the raw data. One identifies the themes after coding and
categorizing the data (Prieto, et. al., 2017).
Ethical Considerations. The participants freely gave their consent in participating in the
research. The researcher informed the participants of the confidentiality of their names and
responses in the interview.

2. Results and Discussions

The participants responded that teaching runs in their blood. They have mothers, fathers,
sisters, cousins and aunts who are teachers. Added to that, these relatives helped them in
choosing education as a program in college. Themes like, practicality, fulfillment, noble
profession, leaving a legacy and personal choice were mentioned by the participants.
Firstly, practicality as their family stated because teaching offers a relatively high
compensation, benefits and security than other jobs. As the participant said, “My family as an
educator influenced me in taking up BSED by the amount of salary and benefits they receive.” In
contrary, the participant admitted that teaching would not make them financially rich.
Nevertheless, no other job could equate to the benefits that they could gain in teaching.
Secondly, though teaching would not mean being rich, the participants stated that fulfillment in
teaching was one of the reasons why they chose it as advised by their family. It was the internal
fulfillment of touching the lives of each learner and seeing them successful is something that
money cannot buy as they said. As the participant expressed, “Teaching profession makes you
rich when you see your students successful. The sense of fulfillment is much better than the
material things.” Thirdly, their family influenced them in the belief that teaching is the noblest
profession. “Teaching is about self-sacrifice,” as the participant said. It is giving up of oneself in
order to rectify the learners who are our future. Fourthly, their family told them that teaching is
leaving a legacy. “This [teaching] is the only treasure I can give to the world,” said the
participant. As Saint La Salle’s dogma puts, “Teaching minds, touching hearts and transforming
lives,” teaching is a life worth living. Lastly, the participants after careful examination of their

5
family’s insights about teaching as a career to pursue, they decided to take it as their personal
choice. Though, they were greatly influenced by their family, who are educators, they were the
ones who freely chose teaching as their career.
Family impact on the career development of education graduates does not end there. The
participants likewise mentioned that their family members who are educators are their role
models and mentors in understanding teaching. Family members serve as the role models of the
participants. The family members are paragons of virtue of the education graduates who show
how to live like a teacher and the participant said, “She [cousin] told me that in teaching, you do
not only share knowledge but inspire students to become lifelong learners.” The participants also
mentioned, “It takes passion and commitment to stay in this profession. You have to sacrifice
yourself for the future of the students.” Likewise, a participant added, “I understood teaching
when I saw the struggle of my father and his passion in teaching the students.” Moreover, family
members serve as mentors to education graduates. As one participant said, “My mother taught
me some of her [teaching] techniques.” A participant also stated, “She [sister] tell me her
experiences and how she handled different situations.”

3. Summary of Findings, Conclusion and Recommendations

3.1. Summary of Findings

As cited by Garcia (2018), Filipino parents affirm that both the home and school contexts
share the responsibility of educating the child, contrary to what was earlier implied that schools
remain to hold the main responsibility to educate the children. Similarly, according to Latashia
(2012), the involvement of family in the education of their children is often and especially
critical during the transition to life after school and it has been well perceived. Furthermore, they
have the power an ability to shape, sustain and develop their children's career development
through their positive involvement in educational activities of their children (Viola, M. & Daniel
N., 2017). Considering these studies, the researcher conducted a study on the career development
impact of family members who are teachers to education graduates. After the data collection and
analysis, the researcher was able to identify major themes of career development impact of
family members who are teachers to education graduates. These themes in choosing education as
a career are: practicality, fulfillment, noble profession, leaving a legacy and personal choice.
Moreover, the themes on how family members who are educators make education graduates
understand teaching are: being a role model and mentor.

3.2. Conclusion

A number of researches such that of Noack, Krackle Gniewostz and Dietrick (2010)
highlight the influence of parental involvement in career development among learners but none
specified for the study of education program. The results of this study fill this gap. The career
development impact of family members who are educators to education graduates is positive. It
is seen on the themes in choosing education as a program and on how to understand teaching as
summarized by the researcher based on the participant’s responses in the interview. In
conclusion, education students have been influenced by their family members who are educators
in choosing education program. Likewise, the family members help education graduates in

6
understanding teaching by being role models and mentors. This affirms the Bioecological Theory
of Bronfenbrenner (1979) that states, “Children [education graduates] typically find themselves
enmeshed in various ecosystems; primarily in home ecological system.”

3.3 Recommendations

The researcher would like to recommend to the future researchers to conduct a parallel
study having a larger number of participants. Similarly, conducting a phenomenological study on
this subject would mean a greater scope and time frame in order to have deeper understanding on
how family members who are educators impact the career development of education graduates.
Furthermore, this study may serve as a literature to parents, education students, education
graduates, researchers and other readers who are interested in the field of teaching, family impact
on career development of learners and parental involvement. Significantly, the study will guide
education students in a similar manner as having family members who are educators which will
equip them the knowledge, skills and values they need and make them understand the teaching
profession.

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 Appendices

Appendix 1.1. Research Instrument

General Instructions: This interview was made to identify your lived experiences as education students
whose family members are educators. Please answer the questions honestly. Your answers will be kept
confidential and will solely be used in this study.

1. Who among your family is/are an educator/s?

2. How did your family member as an educator influence you in taking this program
(BSED/BEED)?

3. How does your family member as an educator help you understand teaching?

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Appendix 1.2. Curriculum Vitae

Personal Information
Name: Allen Jake Sajot Talimodao
Birthdate: March 20, 1997
Address: Brgy. Granada, Bacolod City, Negros Occidental
Phone: 435-0660
Email: allenjake.talimodao.ajt@gmail.com

Education
Tertiary:
University of Negros Occidental - Recoletos
Bachelor of Elementary Education Major in General Education
Summa Cum Laude
Academic Year 2017 – 2018

Secondary:
St. Joseph School – La Salle
Academic Year 2013 – 2014

Elementary:
Asuncion L. Lizares Elementary School
Valedictorian
Academic Year 2009 – 2010

Work Experience
Faculty
Basic Education Department
University of Negros Occidental – Recoletos
October – December 2018

Review Master
St. Louis Review Center
Global Experts Review and Training Center
Studylink Review and Training Center
March 2018 – Present

Teacher 1
Department of Education, Division of Bacolod City
July – Present

References
References available on request

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