Personality Trait Development and Career Adaptability Among Junior High School Students: Basis for a Project LIKHA
DOI:
https://doi.org/10.5281/zenodo.22011934Keywords:
personality trait development, career adaptability, RIASEC, junior high school students, career guidance, Project L.I.K.H.A.Abstract
This study assessed the relationship between personality trait development and career adaptability among junior high school students in District I, Quezon City, as a basis for Project L.I.K.H.A. A descriptive-correlational research design was employed. The study involved 1,047 respondents consisting of 55 school administrators, 220 teachers, 386 parents, and 386 junior high school students selected from seven public secondary schools. Data were collected using a researcher-made, expert-validated questionnaire based on six RIASEC personality traits—Realistic, Investigative, Artistic, Social, Enterprising, and Conventional—and six career-adaptability dimensions—Concern, Curiosity, Control, Confidence, Commitment, and Resilience. Percentage, weighted mean, one-way analysis of variance, and Pearson's r were used in the analysis. Personality trait development was Moderately Evident overall (grand mean = 3.25), with Artistic (M = 3.42) and Enterprising (M = 3.41) rated Evident. No significant differences were found among the four respondent groups in their assessments of the six personality traits. Career adaptability was Moderately Adaptable overall (grand mean = 3.24), with Career Confidence receiving the highest composite mean (M = 3.42; Adaptable). Personality trait development was significantly related to all six career-adaptability dimensions, with correlations ranging from r = .70 to .71. The identified challenges were Moderately Encountered overall (M = 2.75), led by peer pressure to conform (M = 3.50). Based on these findings, Project L.I.K.H.A. was developed to strengthen underdeveloped personality traits, career adaptability, career confidence, resilience, and supportive home-school relationships. The proposed intervention was rated Acceptable overall (M = 4.00). The findings underscore the value of personality-focused and career-adaptability interventions in preparing junior high school students for career-related decisions, transitions, and future challenges.
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