AMA UNIVERSITY

Senior High School Department i

Maximina St., Villa Arca Subdivision, Project 8,
Quezon City, Philippines

THE RELATIONSHIP BETWEEN DEMOGRAPHIC PROFILE, LIFE

SATISFACTION, AUTONOMY AND SOCIOTROPY OF
SAN FRANCISCO HIGH SCHOOL TEACHERS

Research Paper
Submitted to the Faculty of the
Senior High School Department
AMA University
Quezon City

In partial fulfillment
of the requirements in
Practical Research 2

Gwyneth Erika G. Juanengo

Marc Robert C. Viullanueva
Christine Andrea A. Viray
John Mardee L. Profeta
Von Lhenard T. Belara
Bismark G. Loresma
Sherjohn R. Cello
Morell M. Hasal

October 2017
 AMA UNIVERSITY
Senior High School Department ii
Maximina St., Villa Arca Subdivision, Project 8,
Quezon City, Philippines

Senior High School Department

Maximina St., Villa Arca Subd., Project 8, Quezon City
(7 330-0378 / 359-0262

APPROVAL SHEET

This study entitled “THE RELATIONSHIP BETWEEN DEMOGRAPHIC

PROFILE, LIFE SATISFACTION, AUTONOMY AND SOCIOTROPY OF SAN
FRANCISCO HIGH SCHOOL TEACHERS” prepared and submitted by Gwyneth
Erika G. Juanengo, Marc Robert C. Viullanueva, Christine Andrea A. Viray, John
Mardee L. Profeta, Von Lhenard T. Belara, Bismark G. Loresma, Sherjohn R.
Cello and Morell M. Hasal in partial fulfillment of the requirements in Practical
Research 2 has been examined and is recommended for acceptance and
approval for oral examination.

GLENN T. PACQUIAO
Adviser

Approved by the Committee on Oral Examination on with a

grade of PASSED.

MARK FRANCO L. LAGNO

Chairperson, Oral Defense Committee

KOUJI MARQUEZ PRINCESS S. BRAVO

Member, Oral Defense Committee Member, Oral Defense Committee

Accepted in partial fulfillment of the requirements in Practical Research 2

ERNESTO L. CARCASONA JR. ERWIN B. QUENDANGAN, DBA

Senior High School Head Teacher Senior High School Principal

BIOGRAPHICAL DATA
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Researcher 1 was born on April 23, 2000, in Las Piñas. His name was

derived from his parents’ names. He is the youngest child of Evangeline Lopez

and Rolando Lopez. His siblings are Rogie Lopez and Rovan Lopez. He is

currently residing at Narra Homes, Quezon City. He studied kindergarten up to

grade 2 in Cachapero Learning School. However, he was transferred to St.

Emilene Academe so that his siblings could look after him. He finished

elementary education there. He then continued and finished junior high school in

General Emilio Aguinaldo National High School. He is now currently a Grade 12

student in AMA University.

Researcher 2 was born on…
Researcher 2 was born on…
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ACKNOWLEDGMENT

Writing this research had been a challenging and at the same time fulfilling

journey for the researchers. Its completion would not have been possible without

the encouragement, guidance and support of the people who guided the

researchers from the beginning all the way to the success of this thesis.

Accordingly, the researchers personally express their deepest gratitude to the

following individuals.
Mr. Glenn T. Pacquiao, research adviser, for his consistent guidance and

for the patience he extended in providing answers to all the concerns and

inquiries of the researchers as he attended to their need as his advisees;

Mr. Allan G. Bagus, English critic, for expertly furnishing the over-all

construction of this research paper;

Dr. Victoria B. Mangosong, principal of San Francisco High school, for

permitting the researchers to execute the data gathering process in the campus;
The faculty members of San Francisco High School, for their willingness to

attend and participate in the survey provided by the researchers and for giving

the researchers sufficient data needed in their research;

The researchers wholeheartedly thank God for everything, for gifting them

with the mind, spirit and personal drive to realize their goals especially to this

particular endeavor, their research writing.

(You can add more individuals or organizations that you wanted to thank

or acknowledge for their help during the process of completing your study)
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ABSTRACT

TABLE OF CONTENTS

Page
APPROVAL SHEET……………………………………………………………. ii
BIOGRAPHICAL DATA……………………………………………………...... iii
ACKNOWLEDGMENT……………………………………………………….... v
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ABSTRACT……………………………………………………………………... vii
TABLE OF CONTENTS………………..……………………………………… viii
LIST OF TABLES………………………………………..…………………….. x
LIST OF FIGURES………………………………………..………………….... xii
LIST OF APPENDICES…………………………………..………………….... xiii
INTRODUCTION……………………………………………………………….. 1
Background of the Study………….………………………..………….. 4
Objectives of the Study……………………………………..………….. 4
Statement of the Problem…………………………………..………….. 4
Hypothesis………………………………………………………………. 6
Significance of the Study………………………………………………. 7
Theoretical Framework………………………………………………… 8
Conceptual Framework………………………………………………… 11
Scope and Limitation of the Study….………………………………… 11
Operational Definition of Terms………………………………………. 12

Page
REVIEW OF RELATED LITERATURE……………………………………… 14
Synthesis………..………………………………………………..……… 20
RESEARCH METHODOLOGY……………………………………..………... 22
Research Design………………………………………………..……… 22
Research Locale…………………………...…………………………… 23
Participants and Sampling Technique………………………………... 23
Research Instrument………………….………………………………... 23
Peer Pressure Survey………...………………………………... 23
Self-Esteem Scale…………….………………………………... 23
Data Gathering Procedure…………………………….………………. 24
Statistical Treatment…………………..……………………………….. 24
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA…..... 27
SUMMARY, CONCLUSION AND RECOMMENDATIONS……...………… 31
Summary of Findings…………………………………………………… 32
Conclusion……………………………..………………………………... 36
Recommendations……….……………………………………………. 61
REFERENCES………………....………………………………………………. 61
APPENDICES…………………..………………………………………………. 63
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LIST OF TABLES

Table Page
1 Profile of participants in terms of academic performance….……... 36
2 Profile of participants in terms of extracurricular activities..……..... 37
3 Pearson R Correlation analysis on academic performance and
extracurricular activities………………………...……………... 38
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LIST OF FIGURES

Figure Page
1 Conceptual framework of the study…………….…………………... 11
2 Data gathering flow…………………...…………………………...…. 32

LIST OF APPENDICES

Appendix Page
1 Letter for Research Locale…………..……………...………...….. 78
2 Letter of Consent……………………...…………………………… 79
3 Research Instruments………………………..…………………… 82
4 Data Tally Sheet………………………………..…………………. 83
5 Pearson-R Correlation Manual Computation…………..………. 84
6 Program of Activity……………………………………...…………. 85
7 Curriculum Vitae……………………………………...……………. 87
 AMA UNIVERSITY
Senior High School Department 1
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THE RELATIONSHIP BETWEEN DEMOGRAPHIC PROFILE, LIFE

SATISFACTION, AUTONOMY AND SOCIOTROPY OF
SAN FRANCISCO HIGH SCHOOL TEACHERS

Research paper submitted to the faculty of the Senior High School Department
of AMA University, Quezon City, Metro Manila in partial fulfillment of the
requirements in Practical Research 2.

INTRODUCTION

Write or copy paste your introduction here and continue until Chapter 5.

Remember, spacing should be double-spacing. Alignment should by “justify”

from start to the end including REFERENCES. Please be consistent in your

indentation. Do not write the word “Chapter 1 to 5” anymore. Just write the title

of the chapter at the top-center of the page.

Next chapter means next page. The beginning of the chapter should be

written on a new page.

Background of the Study

Objectives of the Study
Statement of the Problem
Hypothesis
Significance of the Study

Theoretical Framework
On the basis of life satisfaction, autonomy and sociotropy, this study was

framed on Abraham Maslow’s (1954) Theory of Motivation and Two-Factor

Theory of Motivation of Herzberg (1964).

In Maslow’s Theory of Motivation, he proposed that in order for a person to

become satisfied to his life, one must satisfy his needs in a sequence pattern

(Maslow, 1954). He postulated, based on his observations as a humanistic

psychologist, that there is a general pattern of needs recognition and satisfaction

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that people follow in generally the same sequence that is the hierarchy of needs.

He also theorized that a person could not recognize or pursue the next higher

need in the hierarchy until her or his currently recognized need was substantially

or completely satisfied.
In the same theory conceptualized by Maslow (1954), he also proposed

and coined the term self-actualization which is about psychological growth,

fulfillment, and satisfaction in life. Maslow (1954) regarded personal growth and

fulfillment in life as a basic human motive. This means that each person, in

different ways, seeks to grow psychologically and continuously enhance

themselves.
In this connection, in relation to autonomy, according to Maslow (1954) as

cited in Dy (1994), self-actualizers depend more than themselves for their

satisfactions and so do not need other people in the sense of being dependent

upon them. Since these people are so independent of others, even aloof, they

are often considered unfriendly and cold, but this is not their intent or desire.

They are simply autonomous than most people and do not have the cling or to

demand support or warmth from others.

Maslow (1954) described self-actualizing people as autonomous who are

relatively independent of their culture and environment, but they do not go

against convention just for the sake of being different. The self-actualized

individual does not conform to other people's ideas of happiness or contentment.

This original perspective allows the individual to live in the moment and

appreciate the beauty of each experience.

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On the other hand, Maslow (1954) noted that sociotropic self-actualizers

do on occasion get angry, but they do not bear long-lasting grudges. Their

relationships with others are few but are deep and meaningful. The interpersonal

can take on varying degrees of intimacy, from actual momentary encounter with

another in a dialogue to a more permanent relationship of friendship, from a

concrete work of mercy to a living out of commitment in familial relationship

(Maslow, 1954).
However in Maslow’s theory, self-actualization which is on the top of the

hierarchy of needs, is likely to describe people who are in the old age and are

likely satisfied all their preceding needs unlike people in adolescence, adulthood,

or middle adulthood.
The Two-Factor Theory of Motivation by Herzberg (1964) distinguished

between extrinsic rewards surrounding a job (salaries, fringe benefits, and job

security) and intrinsic rewards of the job itself (self-respect, sense of

accomplishment, and personal growth). Intrinsic rewards are more satisfying and

motivating (Herzberg, 1964).

Herzberg (1966) stated that interpersonal relations with supervisors, peers

and subordinates, company and policy administration, job security, working

conditions, salary, and personal life contributes to individual’s work performance

and life satisfaction. If these needs will not be made available to employees, this

will lead to negative feeling towards themselves and towards the things around

them.
In every situation, it is necessary for a person to have a positive outlook in

life (Seligman, 2000). Additionally, psychologist Martin Seligman used the term
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learned helplessness in which a person has no control over repeated traumatic

and stressful events that may lead to feelings of helplessness, hopelessness,

and depression.
In accordance to Seligman’s learned helplessness, a new solution leading

to life satisfaction was proposed and put forth a new school in psychology which

was called Positive Psychology. It aimed to alleviate and prevent negative traits

and feelings and to promote sense of well-being. Research has shown that

people who have high life satisfaction may have better coping abilities (Collins,

Goldman & Rodriguez, 2007). For instance, life satisfaction can be an indication

of how easily an individual disengages from unattainable goals and focuses on

new and more attainable end.

Individuals with high life satisfaction and clear sense of life purpose tend

to be more responsible, more internal, higher in exaggerated control, less

conscious, and physically healthier (Rivero, 2002).

Conceptual Framework

Figure 1. Conceptual framework of the study

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Based from the conceptual paradigm, primarily, the researchers described

the demographic profile of the instructors. Then, the researchers determined their

level of autonomy and sociotropy as well as level of life satisfaction.

Furthermore, the researchers correlated the participants’ demographic

profile to autonomy and sociotropy and the demographic profile to life satisfaction

in order to determine if all variables are related to each other and to determine

the kind of relationships these variables have. Correlation or associations

between variables are represented by double-headed arrows. The researchers

also determined the relationship between the autonomy and sociotropy to life

satisfaction of the instructors.

Scope and Limitation of the Study

The study was conducted to determine the relationship of life satisfaction

to autonomy and sociotropic personalities as well as to the demographic profile

of instructors in San Francisco High School during the academic year 2017-2018.

The study did not cover any specific domain of life satisfaction like job or marital

satisfaction or sex life because life satisfaction was measured in the study as an

over-all life evaluation. Thus, life satisfaction is seen as one big general concept.

The research was only limited to study two specific personal styles,

namely autonomy and sociotropy as described in the instrument (Robins et al.,

1994) utilized by the researchers. The specific demographic profiles addressed in

this study are the present age, civil status, annual income, sex, and the number

of years teaching in San Francisco High School. Lastly, since this is a

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quantitative study, qualitative methods are not present and the analysis was

limited only to the quantitative treatment of the data.

Operational Definition of Terms

This study used the following essential terms to give light to the

presentation of the research and to guide the readers for clarification as each

term was operationally defined.

Affective Component of Subjective Well-Being. This refers to emotions,

moods, and feelings (Santos et al., 2014).

Age. This refers to the amount of time (in years) during which a person

has lived (Merriam-Webster, 2015).

Autonomy. It refers to the personal style that includes traits related to

excessive achievements expectations and a strong need for independence

(Bagby et al., 2001).

Civil Status. It refers to the state of being single, married, widowed,

separated, and legally separated, including having qualified dependents or not.

Faculty Member / Instructors. These are people who teach college

students.
Annual Income. It refers to the yearly monetary compensation received

by the faculty member of Cavite State University - Imus Campus. BIR bracketing

was also adopted.

Life Satisfaction. It is the process of the subjective cognitive judgments

or evaluation of one’s life (Sirgy et al., 2006).

Personal style. It refers to two personality dimension of a person as

either autonomy or sociotropy (Robins et al., 1994).

Sex. It refers to the state of being male or female (Merriam-Webster,

2012).
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Sociotropy. It refers to the personal style that consists of traits related to

excessive interpersonal dependency and a strong need for affiliation and support

from others (Bagby et al., 2001).

Subjective Well-Being. It is defined as a person’s cognitive and affective

evaluation of her life (Deiner, Lucas & Oishi, 2002).

Teaching Experience. It is the number of years of teaching in CvSU-

Imus.

REVIEW OF RELATED LITERATURE

This section incorporates literature and studies that offer intelligible facts

indispensable to the development of this study that will intensify pertinent

concept in establishing relationship between Variable 1 and Variable 2.

Diener, Emmons, Larsen and Griffin (1985) developed a measure that

assessed satisfaction of life as a whole, the Satisfaction with Life Scale. In a

sample of 337 undergraduate students and 53 elderly person Deiner et al. (1985)

tested the psychometric properties of the instruments for both students and

geriatric participants while correlating it with other subjective well-being

measures. Accordingly, results revealed that Satisfaction with Life Scale was

valid measurement of global satisfaction and it was reliable by having a two-

month test-retest correlation coefficient of 0.82 and coefficient alpha of 0.87.

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Deiner et al. (1985) added that the scale had favorable psychometric properties

and had a strong moderate correlation with other subjective well-being measure.
A case study was conducted by Belleza (2002) among 17 participants in

Hospicio de San Jose de Barili in Cebu on the aspect of contentment to present

condition and attitude towards the institution that affect significantly to the life of

the participants. For aging individuals, life satisfaction is more focused on the

present situations and not on the past events. Also, it is very important that they

are contented with their present condition in response to their needs. Thus, in old

age, the evaluation of happiness, contentment, and life satisfaction are basically

based on the current situation and their perception of good home care as they

still walk on the journey of life.

On the study of Kumar (2014) about life satisfaction among primary,

middle, and secondary school teachers in India, he stated that there was no

significant difference between life satisfaction of male and female faculty

members. Kumar (2014) also revealed that there was significant difference

between life satisfactions of the teachers from government institution to the

private schools. Teachers working in public schools were more satisfied than

teachers working in private schools. Kumar (2014) randomly selected 200

teachers from 33 schools in Kathua District, in India to be the participants in the

study. In this, it was revealed that private school teachers were not as much as

satisfied compared to public school teachers due to inadequate salary and

incentives not proportionate to the job and awful working environment. These
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factors were found to be the reasons of dissatisfaction of the private school

teachers.
Researcher Kaur (2013) correlated work life balance to life satisfaction

and personality dimension among 70 randomly selected college teachers in India

and results revealed that work-life balance was strongly related to satisfaction

with life and extroversion dimension of personality. Work-life balance is defined

by Clark (2000) as the satisfaction and good functioning at work and at home

with a minimum of role conflict.

In this instance, because the interactive and reciprocal nature of the

relationships between work and family domains, work-related role stress might

combine with work-family demands that might considerably influence to

individual’s overall perception of life satisfaction. Further, it is assumed that

improvements in the quality of work-life will produce corresponding

improvements in life satisfaction as it makes it easier to reduce stress in

managing the family.

Dubey and Agarwal (2007) tried to identify the effective coping strategies

which lead to satisfaction with life, even if one is afflicted with a chronic disease

such as cancer, diabetes, or heart ailment. The sample comprised of 180

chronically ill patients (55 diabetics, 55 heart patients, 35 cancer patients, and 35

patients who have both diabetes and heart disease). The results of the stepwise

multiple regression analysis indicated that the use of active coping strategies was

effective in promoting the level of satisfaction as a whole and the present and

future satisfaction with life.

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Active coping strategy represents realistic acknowledgment of all possible

problems and provides effective ways of coping it such as planning the future,

actively confronting the problem and not escaping it, and trying on reinterpreting

the situation while facing it (Dubey & Agarwal, 2007). Coping strategies do not

imply resolving all the problems, sufferings, and complaints faced by the

chronically ill patients. It means helping them to realize satisfaction not just based

on their illness instead promoting happiness while in the process of medication.

Results from the study of Santos et al. (2014) showed that general self-

efficacy and subjective well-being have strong, direct, and positive relationship.

Participants with higher levels of general self-efficacy reported higher levels of

subjective well-being. The researchers surveyed 969 college students in different

schools in the Philippines. Santos et al. (2014) concluded that having higher

general self-efficacy and subjective well-being is also related to better regulation

of stress, higher self-esteem, and better physical condition, and better adaptation

to and recovery from diseases.

The findings in this study are relevant and helpful to counselors in

assisting and helping out Filipino adolescents in developing their sense of belief

in oneself as well as in their ability to control or alter life’s situations or events by

focusing on what they can do rather on what they cannot do since this may

eventually lead to a more relaxed or less stressful academic and personal life.
Alternatively, autonomy support was revealed to be a strong predictor of

life satisfaction among college students and also among representative samples
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of the adult population from three Latin-American countries based on the study of

Puente-Diaz and Cavazos (2013).

Autonomy support is defined as the ability to perceive oneself as the

source of one's behavior. Independency in decision-making, the sense of

ownership, originality, and control are characteristics integrated to an

autonomous individual. The study of Puente-Diaz and Cavazos (2013) resulted in

finding out that the autonomy support was a significant and positive predictor of

life satisfaction. Additionally, the data provides consistency to the proposition set

by the Self-Determination Theory (SDT) that suggests that psychological growth

and optimal levels of subjective well-being depend on the satisfaction of three

innate psychological needs namely competence, relatedness, and including

autonomy (Ryan & Deci, 2002).

Synthesis
The above studies and literature supported and exemplified the variables

of this study. Life satisfaction in the study is defined as cognitively assessing

one’s over-all condition of existence as being derived from a comparison of one’s

aspiration to an actual achievement. It means implying contentment or

acceptance of one’s life circumstances or fulfillment with one’s need. It has been

reiterated in the literature that the judgment can or might be based on whatever

reason or current circumstances the person is experiencing. Studies about life

satisfaction may vary on some factors such as health condition, family, social, job

and income, and education. This study tried to determine and find if personality

construct such as autonomy and sociotropy will have a direct or indirect relation
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to life dissatisfaction and satisfaction of the target participants, the faculty

members of the San Francisco High School.

Since there are minimal to no studies that directly relate the personality

construct autonomy and sociotropy to life satisfaction to college professors,

because most study regarding teachers and college instructor were on the

aspect of job stress and job satisfaction in their profession and life satisfaction

are mostly being integrated to old ages, people with illness or depression, the

researchers wanted to relate the said variables together. The researchers

decided to explore these possibilities through this study.

The researchers also indicate some demographic profile namely age,

gender/sex, income, civil status, and teaching experience that might also add

substantial data to the study as some literature provides. For this reason, the

study focused on whether these demographic profiles have significant

relationship between the autonomy, sociotropy, and life satisfaction of the faculty

members of San Francisco High School during the academic year 2017-2018.

RESEARCH METHODOLOGY

This section introduces the whole perspective in which data were

accumulated. It includes the discussion of the research design that was used, the

place where the research was conducted, the participants of the study, the

instruments being employed, the procedures on how the data were gathered and
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the statistical treatment utilized in answering the research problems and the

hypotheses.

Research Design

The descriptive-correlational method was used in this study. This method

was utilized to answer the research problems.

The descriptive method is designed to gather information about the

present existing conditions. The principal aim in employing this method was to

describe the nature of situation as it exists at the time of the study such as

describing the demographic profile, level of autonomy, and sociotropy, and life

satisfaction of San Francisco High School faculty members.

Correlational research studies go beyond simply describing what exists

and are concerned with systematically investigating relationships between two or

more variables of interest (Porter & Carter, 2000). The quantifiable data from

descriptive studies are frequently analyzed in this way. Studies such as these

only describe and attempt to explain the nature of relationships that exist

between some variables. This study attempted to explain the nature of

relationships of demographic profile, level autonomy and sociotropy as well as

the life satisfaction of San Francisco High School faculty members and not to

examine causality.
Both descriptive and correlation were used since both fit to describe all the

variables in this study and to identify the relationship between autonomy,

sociotropy, life satisfaction, and the demographic profile of the participants.

Research Locale
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This study was conducted in San Francisco High School. San Francisco

High School, established on June 9, 1954, is one of Quezon City's pioneer

secondary schools. The school already have more than 4,000 students and 112

faculty members. San Francisco High School is located at Misamis St., Bago

Bantay, Quezon City at the time the study was conducted.

Participants and Sampling Technique

This study involved 100 faculty members of San Francisco High School

and the researchers utilized convenience sampling method in gathering data.

Such method was decided in order to provide complete statistical coverage over

space and time – to have a higher degree of accuracy and to give findings that

are generalizable or externally valid.

Research Instrument
To measure the variables presented, the researchers administered the

following researchers-made instruments.

Peer Pressure Survey is a 10-items survey which assesses and measures

the level of peer-pressure experienced by an individual. In this instrument,

participants were instructed to rate each of the statements on a 4-point scale

(1=Strongly Disagree, 2=Disagree, 3=Agree and 4=Strongly Agree). For the

scoring, the score for each item were added and divided to the perfect score to

find the average. It was then multiplied to one hundred to find the percentage.

The following are the interpretations of the researchers-made instrument

Peer Pressure Survey:

Weighted Mean Percentage Interpretation

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3.51 – 4.00 87.75% – 100% High Level of Peer Pressure

2.51 – 3.50 62.75% – 87.50% Slightly high level of Peer Pressure
1.51 – 2.50 37.75% – 62.50% Slightly low level of Peer Pressure
1.00 – 1.50 25.00% – 37.50% Low level of Peer Pressure

High level of peer pressure (87.75% – 100%). Participants were highly

influenced by their peers on a daily basis. They always perform whatever their

group is doing without thinking.

Slightly level of peer pressure (62.75% – 87.5%). Participants were

influenced by their peers frequently. They perform whatever their group is doing

but with caution and guided with reasonable thinking.

Slightly low level of peer pressure (37.75% – 62.5%). Participants were

influenced by their peers occasionally but never perform whatever the group is

doing without thinking.

Low level of peer pressure (25% – 37.5%). Participants were never

influenced by their peers and never perform or imitate any deeds of the group

Self-Esteem Scale is a 10-items survey designed to address the concept

and the level of self-esteem. All items are answered using a 4-point Likert scale

format ranging from strongly agree to strongly disagree (1=Strongly Disagree,

2=Disagree, 3=Agree and 4=Strongly Agree). For the scoring, the score for each

item were added and divided to the perfect score to find the average. It was then

multiplied to one hundred to find the percentage. The following are the

interpretations of the researchers-made instrument Self-Esteem Scale:

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Weighted Mean Percentage Interpretation

3.51 – 4.00 87.75% – 100% High Level of Self-Esteem

2.51 – 3.50 62.75% – 87.50% Slightly high level of Self-Esteem
1.51 – 2.50 37.75% – 62.50% Slightly low level of Self-Esteem
1.00 – 1.50 25.00% – 37.50% Low level of Self-Esteem

High level of self-esteem (87.75% – 100%). Participants have a

balanced, accurate view of themselves. They have a good opinion of their

abilities and they recognize their flaws.

Slightly high level of self-esteem (62.75% – 87.5%). Participants have a

balanced and moderately accurate view of themselves. They have a good

opinion of their abilities and they recognize their flaws but also prone to

experience anxiety.
Slightly low level of self-esteem (37.75% – 62.5%). Participants often

struggle in social and performance settings, which may lead to anxious behavior.

They are also vulnerable to experience anxiety.

Low level of self-esteem (25% – 37.5%). Participants put a little value on

their opinions and ideas. They focus on their perceived weaknesses and faults

and give scant credit to their skills and assets. They believe that others are more

capable or successful

Data Gathering Procedure

In line with the research design and method, pencil and paper test was the

only method used in gathering the data. Interviews, observation, and any other

qualitative form of data gathering processes were not used in this study.
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Primarily, the researchers asked permission from the Principal of San

Francisco High school to conduct the study. Subsequently, after the permission

was granted, the researchers sent a consent letter to the participants who were

the faculty members of San Francisco High school. Then, the researchers

handed over the personal information sheets together with the survey

questionnaires to the target participants. The survey questionnaires were

collected immediately after the participants answered the survey.

The researchers asked permission from the school to conduct the study.

The researchers sent a letter of consent to the target participants.

The researchers gave the personal information sheet and the questionnaires to
the target participants.

The researchers collected the results immediately after the participants answered
the survey questionnaires.

Figure 2. Data gathering flow

Statistical Treatment
The following statistical tools were used to answer the statement of the

problem.
Frequency. It is the number of times a certain value or class of values

occurs, frequency is usually denoted by f.

Percentage. It is a way of expressing a number as a fraction as per cent

means per hundred.

P = percentage
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f = frequency
N = Population
Mean. It is the sum of all the values in a set, divided by the number of

values. The mean of a whole population is usually denoted by µ.

= mean score
∑x = sum of scores or value of data
N = Population

Pearson product-moment correlation coefficient (Pearson r). It is a

measure of the strength of the linear relationship between two or more variables.

It is referred to as Pearson's correlation or simply as the correlation coefficient.

Pearson's r can range from -1 to 1. An r of -1 indicates a perfect negative linear

relationship between variables, an r of 0 indicates no linear relationship between

variables, and an r of 1 indicates a perfect positive linear relationship between

variables.

N = number of pairs of scores

= sum of the products of paired scores

= sum of x scores

= sum of y scores

= sum of squared x scores

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= sum of squared y scores

Independent T-test. It compares the means of two independent groups in

order to determine whether there is statistical evidence that the associated

population means are significantly different. The Independent Samples t Test is a

parametric test.

xxx = mean score of Control Group

Σx = summation of scores in Control Group
Σx2 = summation of scores being squared in Control Group
Nx = number of participants in Control Group
xxy = mean score of Experimental Group
Σy = summation score of scores in Experimental Group
Σy2 = summation of scores being squared in Experimental Group
Ny = number of participants in Experimental Group
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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section consists of tabular presentation of the accumulated data,

analysis and interpretation of findings based on the results of the statistical

treatment being utilized.

Table 1. Distribution of Respondents in terms of Peer Pressure

INTERPRETATION f %
High level of peer pressure 22 22
Slightly high level of peer pressure 51 51
Slightly low level of peer pressure 25 25
Low level of peer pressure 2 2
TOTAL 100 100

Table 1 shows the result of the distribution of frequency and percentage of

the respondents’ level of peer pressure experienced. Based on the results, the

peer pressure level of the faculty members ranged from high level to low level.
Out of 100 respondents, 22% had experienced high level of peer

pressure, 51% experienced slightly high level of peer pressure and 25% revealed

that they only had experienced a slightly low level of peer pressure. Lastly, there

were 2 respondents out of 100 experienced a low level of pressure from their

peers.

Table 2. Distribution of Respondents in terms of Self-esteem

INTERPRETATION f %
High level of self-esteem 22 22
Slightly high level of self-esteem 51 51
Slightly low level of self-esteem 25 25
Low level of peer self-esteem 2 2
TOTAL 100 100
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Table 2 shows the result of the distribution of frequency and percentage of

the respondents’ level of self-esteem. Based on the results, the peer pressure

level of the faculty members ranged from high level to low level.
Out of 100 respondents, 22% had a high level of self-esteem, 51% had a

slightly high level of self-esteem and 25% of them revealed that they have a

slightly low level of self-esteem. Lastly, there were 2 respondents out of 100 have

a low level of self-esteem.

Table 3. Pearson- R Correlation Analysis on Peer Pressure and Self-esteem

r N p-value Decision Interpretation

0.2008 100 0.0452 Reject H0 There is a significant relationship

Table 3 shows the result of the correlation between peer pressure and

self-esteem of the respondents. Based on the result, the computed Pearson-r

statistic was 0.2008 with its associated probability value of 0.0452 less than the

critical value of 0.05. Thus, the null hypothesis was rejected. This suggests that

there was a significant relationship between peer pressure and self-esteem.

On the other hand, the result is consistent to the study made by Eala

(2003) when she reported that peer pressure was directly related to the self-

confidence among single middle adult women. In addition, Eala (2003) revealed

that factors like having a manipulative friends or partners and being an introvert

may lead in the changing of an individuals’ self-confidence and critical thinking

vigorously. These considerations may have an impact on the results of both

studies.
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Table 4. T-test Analysis on the difference between Control Group and

Experimental Group

Group N Mean t p-value Decision Interpretation

Control There is no
Group 25 2.44 0.310 0.7567 Accept significant difference
Experimental H0
Group 25 2.60

Table 4 shows the result of the t-test analysis between control group and

experimental group. Based on the result, the computed t-statistic was 0.310 with

its associated probability value of 0.7567 greater than the critical value of 0.05.

Thus, the null hypothesis was accepted. This suggests that there was no

significant difference between the scores of the control group and experimental

group.
Furthermore, according to the study of Carcasona (2018)… (BACK-UP

RRL PLEASE ♥

SUMMARY, CONCLUSION AND RECOMMENDATIONS

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This chapter presents the summary of the findings of this research, the

conclusions derived from these findings and the researchers’ recommendations

for future researches of similar concern.

Summary of Findings
This study primarily aimed to determine and/or establish correlation

between peer pressure and self-esteem of the faculty members of San Francisco

High School.
The study utilized a Descriptive-Correlation research design in answering

its research problems. Descriptive research was used to gather information about

the present existing condition or to describe the nature of situation. One example

is the result of the instruments employed. Researchers were able to find the

current level of peer pressure and self-esteem of the participants through

administration of test. On the other hand, correlational design was used to

investigate the relationship between the level of peer pressure and self-esteem of

the respondents.
The first finding revealed that most of the faculty members experienced a

slightly low level of peer pressure.

The second finding revealed revealed that most of the faculty members

experienced have slightly low level of self-esteem

Lastly, the third finding revealed the peer pressure experienced by the

faculty member was significantly related to their level of self-esteem.

Conclusion
The results claim that majority of the faculty members in San Francisco

high school experienced a slightly high level of peer pressure. The researchers
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infer that teachers were influenced by their peers frequently. They tend perform

whatever their group is doing but with caution and reasonable thinking.
In addition, majority of the respondents were reported to have a slightly

high level of self-esteem. This implies that most of the faculty members have a

balanced and moderately accurate view of themselves. They also have a good

opinion of their abilities and recognize their flaws but still prone to experiencing

anxiety.
And in conclusion, study revealed the significant relationship between the

peer pressure experienced by the teachers of San Francisco High School and

their level of self-esteem.

Recommendations
Based on the findings and conclusions of the study, the researchers

humbly recommend the following:

The study can be conducted not only in one school but in many

universities in a certain area to obtain more and diverse data in order for the data

to be qualified for correlational study. Adding demographic profile such as age,

gender, educational attainment and employment status are also recommended

for better analysis and findings.

Comparing the peer pressure and self-esteem scores in public and private

secondary schools is also recommended in order to examine if these variables

are contradicting to each other so that the findings that were associated in each

variable can be cross-examined to validate and obtain more results.

Adding or using qualitative research methods aside from pencil and paper

test such as observation in natural setting and interview are also recommended
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to strongly measure the variables used in the study and because humans are so

complex that quantifying human behavior into mere numbers is not enough to

obtain accurate data and make generalizable conclusions.

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Andrews, J. (2007). Personal autonomy important to happy marriage – speaking

of life. Retrieved in http://www.producer.com/2007/11/personal-autonomy-
important-to happy-marriage-speaking-of-life/

Anju, D. (2008). A study of modernization and life satisfaction among secondary

school teachers. Unpublished M.A. Dissertation, Department of Education
University of Jammu.

Argyle, M. (2001). The psychology of happiness. New York: Taylor & Francis Inc.

Arrindell, W. A., Meeuwesen, L., & Huyse, F. J. (1991). The satisfaction with life
scale (SWLS): psychometric properties in a non-psychiatric medical
outpatient sample. Personality and Individual Differences 12, 117-123.

Austin, V., Shah, S. and Muncer, S. (2005). Teacher stress and coping strategies
used to reduce stress. Occupational Therapy International, 12, 63-80.

Bagby, M.R., Gilchrist, E. J., Rector, N.A., Dickens, S. E., Joffe, R, T., Levitt, A.,
Levitan, R. D. & Kennedy, S. H. (2001). The stability and validity of
sociotropy and autonomy personality dimensions as measured by the
revised personal style inventory. Cognitive Therapy and Research, 25,
765-779.
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Beck, A. T. (1983). Cognitive therapy of depression: new perspectives. In P.J.

Clayton & J.E. Barrett (Eds), Treatment of depression: old controversies
and new approaches, 265-290. New York: Raven.

Beck, A. T., Epstein, N., Harrison, R. P., & Emery, G. (1983). Development of the
sociotropy–autonomy scale: a measure of personality factors in
psychopathology. Unpublished manuscript, Center for Cognitive Therapy,
University of Pennsylvania Medical School, Philadelphia, PA.

APPENDICES

Appendix 1. Letter for Research Locale

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Appendix 2. Letter of Consent

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Appendix 3. Research Instruments

1. Satisfaction With Life

Directions: Please check (✓) and rate yourself honestly based on what you think
is the most accurate rating from the given statements below using the following
scales:

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly

Disagree

Statements 4 3 2 1
1. The condition of my life is excellent.
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2. I am overall happy with the current direction of

my life.
3. So far I have gotten the important things I
wanted in life.
4. I had reached my ideal life.
5. My life is an expression of my values.
6. My relations (sexual, social etc.) are satisfying.
7. I am really motivated to do what I want.
8. I was able to achieve my goals in life easily.
9. I experience joy in my everyday life.
10. If I could live my life over again, I would change
nothing.

2. Self-Independence
Directions: Please check (✓) and rate yourself honestly based on what you think
is the most accurate rating from the given statements below using the following
scales:

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly

Disagree

Statements 4 3 2 1
1. I do not rely on others for financial help.
2. I usually work alone without the help of others.
3. I have the freedom to use my own money for
leisure.
4. I have helped people financially.
5. I do not need to rely on the relief/benefits of the
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government for I can sustain myself.

6. I have the freedom to create my own rules.
7. I spend my money on what I think is needed.
8. I consume nothing that I have not earned.
9. I am free to choose what I want to choose.
10. I can buy my personal needs and wants by my
own money.

Appendix 4. Data Tally Sheet

Television Commercials-Marketing Strategy and Its Relationship to Buying

Behavior of Selected SHS of AMAU

Legend:
X McDonald's TV Commercial
Y Consumer Buying Behavior

N RESPONDENTS X Y XY X2 Y2
1 1 36 14 504 1,296 196
2 2 36 16 576 1296 256
3 3 36 18 648 1296 324
4 4 39 14 546 1521 196
5 5 48 18 864 2304 324
6 6 38 19 722 1444 361
7 7 40 17 680 1600 289
8 8 43 19 817 1849 361
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9 9 31 12 372 961 144

10 10 44 19 836 1936 361
11 11 48 20 960 2304 400
12 12 43 16 688 1849 256
13 13 32 12 384 1024 144
14 14 44 18 792 1936 324
15 15 37 14 518 1369 196
16 16 40 12 480 1600 144
17 17 45 16 720 2025 256
18 18 36 16 576 1296 256
19 19 44 18 792 1936 324
20 20 50 14 700 2500 196
21 21 30 11 330 900 121
22 22 39 13 507 1521 169
23 23 35 16 560 1225 256
24 24 50 18 900 2500 324
25 25 39 18 702 1521 324
26 26 34 15 510 1156 225
27 27 24 12 288 576 144
28 28 48 19 912 2304 361
29 29 36 16 576 1296 256
30 30 36 12 432 1296 144
31 31 34 14 476 1156 196
32 32 48 15 720 2304 225
33 33 41 16 650 1681 256
34 34 34 18 612 1156 324
35 35 26 11 286 676 121
36 36 40 16 640 1600 256
37 37 35 17 595 1225 289
38 38 35 12 420 1225 144
39 39 38 18 684 1444 324
40 40 44 10 440 1936 100
41 41 41 16 656 1681 256
42 42 47 15 705 2209 225
43 43 31 11 341 961 121
44 44 47 16 756 2209 256
45 45 30 16 480 900 256
46 46 41 19 779 1681 361
47 47 34 13 442 1156 169
48 48 29 14 406 841 196
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49 49 45 11 495 2025 121

50 50 30 18 540 900 324
51 51 42 16 572 1764 256
52 52 38 20 760 1444 400
53 53 40 20 800 1600 400
54 54 26 16 416 676 256
55 55 41 17 697 1681 289
56 56 33 17 561 1089 289
57 57 30 18 540 900 324
58 58 45 18 810 2025 324
59 59 42 16 672 1764 256
60 60 42 17 714 1764 289
61 61 30 14 420 900 196
62 62 38 10 380 1444 100
63 63 39 14 546 1521 196
64 64 39 15 585 1521 225
65 65 44 16 704 1936 256
66 66 37 15 555 1369 225
67 67 30 20 600 900 400
68 68 39 19 741 1521 361
69 69 49 17 833 2401 289
70 70 33 17 561 1089 289
71 71 43 10 430 1849 100
72 72 47 20 940 2209 400
73 73 48 20 960 2304 400
74 74 28 14 392 784 196
75 75 46 19 874 2116 361
76 76 35 16 560 1225 256
77 77 45 16 720 2025 256
78 78 34 15 510 1156 225
79 79 38 18 684 1444 324
80 80 46 15 690 2116 225
81 81 48 17 816 2304 289
82 82 38 16 608 1444 256
83 83 30 15 450 900 225
84 84 46 19 874 2116 361
85 85 48 19 912 2304 361
86 86 42 16 672 1764 256
87 87 20 18 360 400 324
88 88 40 17 680 1600 289
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89 89 30 16 480 900 256

90 90 34 16 544 1156 256
91 91 42 13 546 1764 169
92 92 44 19 836 1936 360
93 93 50 14 700 2500 196
94 94 30 19 570 900 361
95 95 40 15 600 1600 225
96 96 46 18 828 2116 324
97 97 36 14 504 1296 196
98 98 34 15 510 1156 225
99 99 36 20 720 1296 400
100 100 41 18 738 1681 324
Σ 3873 1597 62190 154,273 26168

Appendix 5. Pearson-R Correlation Manual Computation

Where:

N = 100 Σxy = 62190

Σx = 3873 Σx2 = 154273
Σy = 1597 Σy2 = 26168
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Appendix 6. Program of Activity

Activity Duration/Date Remark

1. Formulation of thesis title June – July 2017 Completed

2. Thesis title defense August 2, 2017 Approved
3. Writing of chapters 1 – 3 August 2017 Completed
4. Submission of chapters 1 – 3 September 2, 2017 Passed
5. Data gathering September 2017 Completed
6. Statistical analysis October 2017 Completed
7. Completing chapters 4 and 5 October 2017 Completed
8. Final oral defense October 12, 2017 Passed
9. Manuscript revision October 2017 Completed
10. Final reproduction of manuscript November 2017 Accomplished

Researchers:

KAREN MAE B. BALICTAR CHERRYMAE J. PUOD

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Quezon City, Philippines

MA. MELISSA A. BARRERA JOSHUA MATTHEW H. RAFAEL

JOANNA MILLEN R. DUNGCA ANGEL H. SOPEÑA

Grade: G12
Section: M6
Strand: Accountancy, Business and Management

Appendix 7. Curriculum Vitae

PERSONAL BACKGROUND

Name:BALICTAR, KAREN MAE BLORES

Age: 17 y/o

Birthdate: February 10, 2000

Birthplace: Old Boso boso, Brgy. San Jose

Antipolo City

Sex: Female

Address: 4AB Sct. Borromeo St. South Triangle, Quezon City

Civil Status Single

Citizenship: Filipino

Religion: Born Again Christian

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Father’s Name: Alan Beltran Balictar

Mother’s Name: Escarlette Gases Blores

EDUCATIONAL BACKGROUND

Elementary Level: Kamuning Elementary School 2006-2007

Old Boso-boso Elementary School 2007-2012

Secondary Level: Old Boso-boso National High School 2012-2016

ACLC Cubao 2016-2017

Ama University 2017-2018

Course: Accounting & Business Management