Influences, Motivations, and Challenges Shaping the Career Aspirations of Education Students: Implications to Educational Management

Authors

Windsor B. Flores Dr. Gloria D. Lacson Foundation Colleges, Inc. Author

DOI:

https://doi.org/10.5281/zenodo.20423499

Keywords:

career aspirations, career preparedness, challenges, criminology students, influence, motivations

Abstract

This study aims to contribute to a more human-centered understanding of education students’ career aspirations. It recognizes that behind every career choice are personal stories, family situations, social influences, financial realities, and academic experiences. Through this research, educational leaders may gain a clearer basis for designing responsive management strategies that address the actual needs of students. Ultimately, the findings may help strengthen teacher education programs and support the development of future educators who are motivated, prepared, and committed to serving learners and the wider community. This study employed a descriptive quantitative research design to investigate the career aspirations of criminology students, focusing on the influences, motivations, and challenges they encounter. Descriptive quantitative research is particularly suitable for this investigation as it allows for the systematic collection and analysis of numerical data, facilitating a comprehensive understanding of the factors that shape students’ career aspirations. The participants of this study were 50 individuals associated with the education programs at Dr. Gloria D. Lacson Foundation Colleges, Inc. They were selected because of their connection to the academic environment where education students develop their goals, values, and career plans. Their participation was important because they could provide meaningful insights into the different factors that influence students’ career aspirations, including personal experiences, motivations, school-related influences, and challenges encountered in pursuing a criminology-related profession. The career aspirations of education students in terms of personal factors, influence factors, and motivation factors are very important influences, while the challenge factor has most challenging. All relationships tested (between personal factors, influence factors, motivation factors, and challenges) are statistically significant, emphasizing the complexity of the factors influencing career aspirations in criminology. Age has a moderate negative correlation with the career aspirations of criminology students, Gender shows a strong negative correlation, and civil status reveals that students with family responsibilities, such as married students experience more challenges and have different career aspirations compared to those without family obligations. Family Income is the most significant factor influencing career aspirations, with students from higher-income families facing fewer challenges and having greater opportunities to pursue ambitious careers in criminology. Educational management is crucial in shaping criminology students' career aspirations. By addressing diverse factors and implementing inclusive policies, financial aid, mentorship, and flexible learning options, institutions can empower students to achieve their career goals and contribute to the growth of skilled professionals in the field.

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