Abstract
Everyone at least must decide about which job to pursue. This study sought out to determine the relationship of high school student’s personality using the Myers-Briggs Type index (MBTI) and occupational choice. Results of the paper will examine the career choice of high school students and how it is affected by personality. The paper will also get into detail on the results on how other factors aside from personality affects carrier choice of students.
CHAPTER ONE: Introduction
Background of the Study
How far can personalities go? Personality can be defined as a combination of qualities that describe a person. There has been a lot of theories made to figure out how personalities work. One of the core factors of shaping personality is the experiences and interactions the individual made. This causes the individual’s personality to differ from others. According to Freud, personality forms around the age of six (6). At this point the child has gone through certain needs such as the oral and anal needs that determine personality, if the needs were addressed to properly, it would lead to a healthy personality. This will be carried through people’s lives, changing some traits as they mature, but their past as their basis. One point in people’s lives is to decide on which job they will take. This prompts the question, does personality affect career choice? This paper will aim to look into how personality affects career choice particularly high school students.
Statement of the problem
The idea of personality has been present in our lives for more than a decade. Through the years, it has been studied and derived theories from by many psychologists. With many theories that has been made, there must be a firm knowledge on how it functions and what role it plays in our daily lives. That is the case in today’s time due to the lack of studies on its use in the choice of career of students and career, prompts questions on its importance. Learning more about how personality affects career choice can help universities create the perfect learning environment for each course and the respective personality type it attracts. This is not the case in recent studies, there has not been an awareness of how personality affects nor any implementation on universities. This study aims to contribute to the knowledge on how personality affects student’s career choice.
Purpose of the Study
The purpose of the paper is to give the knowledge on the relationship of personality types, affects career choice, specifically high school students. It aims to look on how high school students choose their future career. It aims to look for the possibility of applying the MBTI on career counseling. The study’s goal is also to raise awareness to universities on what course would a certain type of personality would strive better.
Objectives of the Study
The paper will consider the effects high school students’ personality type, and their choice of career. It is to interpret how preferences of future jobs are the cause of the preferences of one’s personality.
Research Question and Sub-questions
Does personality of high school students affect their career choice?
Sub questions
• What are the possible career fields that can be pursued?
• Is there a pattern of career choice in a certain personality type?
• In what way are the personalities thinking similarly?
• What makes a certain career path wanted by high school students?
• What other factors affects career choice?
• Does the environment of an individual affect their choice of career?
Research Hypothesis
The career choice of private high school students is affected by their personality.
Definition of Terms
Personality – The dynamic organization of the individual’s psychophysical systems that determine his characteristic behavior
and thought. (Allport, 1924)
Career Choice–A decision each individual has to make. Heavily dependent on the individual’s objective, subjective and critical contact motive. (Behling, 2004)
Anal stage – It is the second stage of psychosexual development. It refers to the major conflict of ages eighteen months to three years old regarding toilet training. This defines the child’s organization and personality development in the upcoming future. (Freud, 1923)
Oral stage – It is the first stage of psychosexual development. It refers to the major conflict of birth to a year old on the gratification of breastmilk. This stage is dominated by the id or instincts of the child. This defines on how gratification will be achieved and how personality will be formed. (Freud, 1923)
Significance of the Study
The findings of this study will benefit students, considering that choosing a career path is something that the youth must face someday. This will also show the possible increase of demand on a certain job in the future. The results will also be able to guide teachers expect what type of students will take a certain course. This could be also help guidance counselors in helping students choose a proper career path for them. To future researchers, the paper will give new information and aid to the development of the study.
CHAPTER TWO: Conceptual Framework and Review of Related Literature
Conceptual Framework
According to Fred Pine (1989), there are several approaches of psychology and it comprises to one theory called the “Psychoanalytic Theory”. This composes of diverse yet interconnected views. These include the psychology of ego, drive, object relations and self -experience. Self-experience, means the reflections and personal experiences. According to Christopher and Bickhard (2002) plays a crucial role in the development in one’s personality. The basics in the system of psychoanalysis is the process of sublimation, which enables an acceptable way for an individual to release portions of his psychic energies that would be unacceptable in society if expressed directly. Brill (1949) proposed that an individual’s personality and impulses made them choose a career through sublimation. Brill presumes that the unconscious motives underlie behavior including vocational selection. Brill cites examples of psychopathological tendencies in choosing occupations. These would include
sadistic impulses might be satisfied in jobs like butchers and surgeons.
Review of related literature:
Personality Type
In terms of classifying personalities based on their preferences and how they think, the Myers-Briggs Type Indicator (MBTI) is one of the most popular and widely used personality measurement tools (Davis, 2006; Handler, 2006; Irani & Scherler & Harrington, 2006; and Johnson, 2006). Its design aims to classify personalities into 16 types. The results are based by the person’s self-confidence, thinking and judgments. This leads to a four-letter result, each letter representing an important dimension that plays a crucial role in a person's personality. This classification is an adaptation of Carl Jung's theory on psychological type. Many researchers (Alien, 1988; Kiersey and Bates, 1984; and Myers and McCaulley 1989)
have supported the application of the MBTI to a variety of educational settings. Myers and McCaulley (1989) explain each dimension as:
E-I Index: The E-I index tells if the person is Introverted (I) or Extroverted (E). Introverted people are more oriented towards in the inner world of ideas. Extroverted people are more oriented in the outer world of society and people.
S-N Index: This index tells how people take in information or view the world. Sensing (S) people observe the world around them by using their five senses. Intuitive (N) people view the world through relationships and their own insights.
T-F Index: The T-F index tells on the decision making of people. Personalities that has the thinking (T) function means that they prefer to use logic as a basis on decisions. Meanwhile the people who prefer the feeling (F) function are driven by their own personal beliefs and values to make decisions.
J-P Index: The J-P index says how a person deals with their surroundings. Judging personalities or people prefers the judgment (J) function usually finds comfort in closure, they also have an orderly and planned behavior. A person preferring perception (P) are more spontaneous, and have an adaptable lifestyle.
Each 16 personality types are described as:
ISTJ – Tranquil, genuine, acquire accomplishment by careful quality and steadfastness. Viable, obvious certainty, sensible, and capable. Choose intelligently what ought to be done and progress in the direction of it consistently, paying little mind to diversions. Enjoy making everything efficient and composed – their work, their home, their life. Esteem customs and dedication. (Briggs, 1980)
ISFJ – Tranquil, inviting, dependable, and scrupulous. Conferred and relentless in meeting their commitments. Exhaustive, careful, and precise. Faithful, kind, see and recall specifics about individuals who are essential to them, worried about how others feel. Endeavor to make a methodical and concordant condition at work and at home. (Briggs, 1980)
INFJ – Look for importance and association in thoughts, connections, and material belonging. Need to comprehend what spurs individuals and are savvy about others. Reliable and focused on their firm esteems. Build up a reasonable vision about how best to serve the benefit of all. Sorted out and conclusive in actualizing their vision. (Briggs, 1980)
INTJ – Have unique personalities and extraordinary drive for actualizing their thoughts and accomplishing their objectives. Rapidly observe designs in outside occasions and grow long-extend illustrative points of view. Whenever conferred, arrange a vocation and bring it through. Suspicious and free, have exclusive requirements of capability and execution – for themselves as well as other people. (Briggs, 1980)
ISTP – Tolerant and adaptable, calm spectators until the point that an issue shows up, at that point demonstration rapidly to discover workable arrangements. Break down what influences things to work and promptly traverse a lot of information to detach the center of reasonable issues. Inspired by circumstances and end results, sort out certainties utilizing legitimate standards, esteem effectiveness. (Briggs, 1980)
ISFP – Peaceful, well disposed, delicate, and kind. Appreciate the present minute, what's happening around them. Like to have their own space and to work inside their own particular time. Faithful and focused on their qualities and to individuals who are essential to them. Aversion differences and clashes, don't constrain their suppositions or qualities on others. (Briggs, 1980)
INFP – Hopeful, faithful to their qualities and to individuals who are vital to them. Need an outer life that is consistent with their qualities. Inquisitive, fast to see potential outcomes, can be impetuses for executing thoughts. Look to comprehend individuals and to enable them to satisfy their potential. Versatile, adaptable, and tolerating unless an esteem is undermined. (Briggs, 1980)
INTP – Look to create consistent clarifications for everything that interests them. Hypothetical and dynamic, intrigued more in thoughts than in social cooperation. Tranquil, contained, adaptable, and versatile. Have bizarre capacity to center top to bottom to take care of issues in their general vicinity of intrigue. Doubtful, some of the time basic, constantly explanatory. (Briggs, 1980)
ESTP – Adaptable and tolerant, they adopt a businesslike strategy concentrated on prompt outcomes. Hypotheses and theoretical clarifications bore them – they need to act vivaciously to tackle the issue. Concentrate on the without a moment's hesitation, unconstrained, appreciate every minute that they can be dynamic with others. Appreciate material solaces and style. Learn best through doing. (Briggs, 1980)
ESFP – Active, amicable, and tolerating. Extravagant admirers of life, individuals, and material solaces. Appreciate working with others to get things going. Bring sound judgment and a practical way to deal with their work, and make work fun. Adaptable and unconstrained, adjust promptly to new individuals and situations. Learn best by attempting another expertise with other individuals. (Briggs, 1980)
ENFP – Warmly excited and innovative. Consider life to be loaded with potential outcomes. Make associations amongst occasions and data rapidly, and unhesitatingly continue considering the examples they see. Need a ton of confirmation from others, and promptly give thankfulness and support. Unconstrained and adaptable, regularly depend on their capacity to extemporize and their verbal familiarity. (Briggs, 1980)
ENTP – Snappy, keen, fortifying, alarm, and blunt. Clever in taking care of new and testing issues. Proficient at creating reasonable potential outcomes and afterward investigating them deliberately. Great at perusing other individuals. Exhausted by schedule, will from time to time do a similar thing a similar path, well-suited to swing to one new enthusiasm after another. (Briggs, 1980)
ESTJ – Useful, practical, self-evident certainty. Unequivocal, rapidly move to actualize choices. Arrange ventures and individuals to complete things, concentrate on getting brings
about the most effective way that is available. Deal with routine subtle elements. Have a reasonable arrangement of coherent principles, deliberately tail them and need others to likewise. Mighty in actualizing their plans. (Briggs, 1980)
ESFJ – Cordial, scrupulous, and agreeable. Need amicability in their condition, work with assurance to set up it. Like to work with others to finish undertakings precisely and on time. Steadfast, complete even in little issues. Notice what others require in their step by step lives and endeavor to give it. Need to be acknowledged for their identity and for what they contribute. (Briggs, 1980)
ENFJ – Warm, compassionate, responsive, and dependable. Profoundly sensitive to the feelings, needs, and inspirations of others. Discover potential in everybody, need to help other people satisfy their potential. May go about as impetuses for individual and gathering development. Steadfast, receptive to acclaim and feedback. Friendly, encourage others in a gathering, and give moving authority. (Briggs, 1980)
ENTJ – Forthright, unequivocal, accept initiative promptly. Rapidly observe irrational and wasteful strategies and arrangements, create and actualize extensive frameworks to take care of hierarchical issues. Appreciate long haul arranging and objective setting. Generally, all around educated, well perused, appreciate growing their insight and passing it on to others. Commanding in exhibiting their thoughts (Briggs, 1980)
Anal stage – It is the second stage of psychosexual development. It refers to major conflict of ages eighteen months to three years old in toilet training. This stage defines the child’s organization and personality development in the upcoming future. (Freud, 1923)
Oral stage – It is the first stage of psychosexual development. It refers to the major conflict of birth to a year old on the gratification of breastmilk. This stage is dominated by the id or instincts of the child. This defines on how gratification will be achieved and how personality will be formed. (Freud, 1923)
Personality types and Occupational Choice
The concept of career choice emphasizes the ways on which a person would strive for gratification and reduce anxiety a career would give as opposed to the interests and abilities a career requires (Osipow, 1983). In this method counselors would examine one’s gratification and anxiety patterns (Osipow, 1983). With that, it is mentioned that career choice is a product of personality. Weinstein (1953) hypothesized that lawyers, engineers and social workers would have a different oral and anal characteristic based on their own jobs. He predicted that engineers would be more anally retentive, lawyers would be more orally aggressive, and that social workers would be more orally receptive. Weinstein’s hypothesis was confirmed, concluding that anal and oral traits are motivating factor in career selection.
CHAPTER THREE: Methodology
Instrumentation
The researchers will adapt the Myer-Briggs personality type from www.16personalities.com. This quiz will help determine the participants’ Myers-Briggs personality type. The quiz has sixty (60) questions and will take up less than twelve (12) minutes. After receiving the results, the participants will then answer a survey, which consists of three (3) questions about the career path the participant wishes to pursue. After which the researchers will use the descriptions of each personality and find a relationship with the personality type’s traits and the participant’s career choice.
Developing the tools
The quiz was developed by 16personalities, the company claimed to have modified the Myers-Briggs theory. It will ask the participant’s preferences, habits and how they interact with the world. The participants are to answer based on a scale of Strongly agree, agree, neutral, disagree or strongly disagree. The survey that was developed by the researchers composed of (two) questions. One question would ask for the type of career field the participant wishes to pursue and the second question would ask on why the participant would want to take up such. The two instruments will aid the researchers figure out the connection between career choice and personality.
Scope and limitations
The study will only cover high school students ages 13-18. This is what the researchers believe is the time that high school students know what career they want to pursue. There will be only two (2) representatives per personality type, thus only covering 32 people. The study will be conducted for two (2) months. The prior research covered only the contents of the paper. The survey developed by the researchers have no scientific background and will only be based on what the researchers think will be necessary in their study
CHAPTER FOUR: Discussion of Results
Fig. 1
In Fig. 1 shows the results of the question “What type of career field do want to take up in the future?” in the survey. The career fields are presented in the right colour coded. Human Services being the majority choice from all participants. The “I have no idea” section of the graph tells that there are still many school students who still don’t have a clear view of the jobs they will aim to pursue. Communication and Information field being the minority of the options can be depicted as a career field only a certain type of person would want to pursue.
Fig. 2
Fig. 2 gives the more specific makeup of the results of the overall choice of the participants. Each colour on a bar represents a personality type. Due to some cases that two colours are not in the same career field, it cannot be said that a personality type only goes to one career field. The last question, “Why do you want to take up that career?” asks the participants to explain themselves on their choice of career paths.
Not all personality types have shown a clear relationship between personality type and career choice. One ENFJ participant has answered “I have no idea” when the description of ENFJ states that ENFJs tend to never lack inspiration. One of the INFP participants also mentioned that it was his parents who made him chose a Health Science career path, while there was not a description on personality types depending on their parents. The types below have showed a clear connection between personality and career choice:
INFJ –Participant 1 and Participant 2 are considered to have a INFJ personality, Participant 1 would pursue a career in human services due to his personal beliefs, and Participant 2 would pursue a career in Engineering, Manufacturing and Technology due to his interest and his goal to help others to see beauty of the world. Per the description given by 16personalities, INFJs have a great sense of idealism, that explains the nature of Participant 1. It also mentioned on INFJs’ desire to connect with others, which gives an explanation to why Participant 2 come up with his answer.
ENTP –The two ENTP participants both want a career in Human Services. Participant 3 and 4 both believe that through this job it is possible to change society. The profile of ENTP personality states that ENTP personality type is often driven by interesting problems and create solutions. This can be the explanation on both ENTP participants’ nature of their answer.
ISFJ – ISFJ personality is said to have a strong desire to help others. A participant who is an ISFJ, wants to take up a job involving Human Services, more specifically a culinary career. Meanwhile the other ISFJ would pursue a career in Health Science Technology due to his interest in curing people. Both culinary and medicinal jobs both strive to serve people, so the description of the personality is correct.
INFP – The description given by 16personalities about INFP states that INFPs would be creatively express themselves and would stand firm with their beliefs with dedication. This is seen in the two INFP
participants, one of which chose a career in Human Services and the other in Health Science. Both are separate but are frim about their passion.
ENFJ – 16personalities stated that ENFJs casts their eyes on anything that would involve helping people. A ENFJ participant wants to become a teacher. According to the participant, teaching touches lives, which mirrors the statement given by 16personalities. The other ENFJ has yet to decide on his career path.
INTP- The two INTP participants have chosen Health Science and Engineering careers. According to the description of INTP, one of the chief interests of INTP are exploring and building underlying ideas, which makes them natural scientists and engineers.
ENTJ – ENTJs are described to confident and have a singular vision, which could explain one of the ENTJ participants answer of Human Services more specifically being a judge.
ESFJ – The two adjectives both Myers (1980) and 16personalites have said about ESFJ are; practical and agreeable. One of the ESFJ participants have said that in business, he could work with other people and achieve one goal. This fits the description of ESFJ.
INTJ – Both of the INTJ participants have chosen the Human Services field, this could be due the description of INTJ to be able to actualize their thoughts, which is done mostly in consulting, and law which part of Human Services.
CHAPTER FIVE: Summary, Conclusion and Recommendations
Personality still plays a role in one’s career choice, but it is not the main factor to one’s choice of career. Jung proposed, each individual is an exception to rule. This can be seen with some personalities wanting to pursue different careers that is against the ideal workplace given by the personality description. There are other factors that can be seen that affects career choice, like family and surrounding. Some participants want to take up the career of their parents, even though it is not truly their interest. The salary amount of the job also plays a role in affecting career choice. In terms of counselling, personality could be used as a guide for counselors to students who are not yet sure of what they will take up for college.
CHAPTER SIX: References
Garfinkle, D. (1992). Personality style and ego development as related to occupational choice (Order No. 9216518). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (304075030). Retrieved from https://search.proquest.com/docview/304075030?accountid=28547
Garrett, M. J. (1994). A cross-sectional analysis of personality type, gender, and career preference (Order No. 9510012). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (304129931). Retrieved from https://search.proquest.com/docview/304129931?accountid=28547
Mahalle, S., & Ibrahim, R. (2013). PERSONALITY AND CAREER CHOICE OF SECONDARY SCHOOL STUDENTS IN BRUNEI DARUSSALAM. International Journal of Arts & Sciences, 6(1), 375-383. Retrieved from https://search.proquest.com/docview/1419026926?accountid=28547
McPherson, B., & Mensch, S. (2007). STUDENTS' PERSONALITY TYPE AND CHOICE OF MAJOR. Academy of Information and Management Sciences Journal, 10(2), 1-18. Retrieved from https://search.proquest.com/docview/214630721?accountid=28547
Our Framework. (n.d.). Retrieved September 28, 2017, from https://www.16personalities.com/articles/our-theory
CHAPTER SEVEN: APPENDICES
Appendix A. Sample questionnaire from 16personalities
Appendix B. Sample result from 16personalities.
Appendix C. Sample survey questionnaire
Appendix D. Responses from survey.
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