Academic Self-Efficacy and Career Decision-Making Efficacy of Senior High School Students

Abstract

Aligned with the government and the Department of Education’s vision to foster job-ready and globally significant graduates, and in support of the country’s long-term development goals, this study investigated the influence of Academic Self-Efficacy (ASE) on the Career Decision-Making Efficacy (CDME) of Senior High School (SHS) students within the Schools Division of Camarines Norte for the School Year 2025-2026. Specifically, this research sought to determine the level of students’ ASE and CDME, identify contributing factors to career decision-making efficacy, and develop a strategic action plan to enhance students’ career readiness. The research utilized a mixed-methods approach involving quantitative surveys and qualitative interviews.  The study statistically analyzed the relationship between ASE and CDME and explored lived experiences to identify additional influencers on career choices.  Findings revealed that while students possessed high levels of both ASE and CDME, a very highly significant positive relationship existed between them, alongside significant, non-uniform differences in efficacy across specific aspects. The study concluded that academic confidence is a crucial determinant for successful career choices and suggested that targeted support is needed to address the uneven nature of these strengths in senior high school students to empower them and evolve into globally competitive graduates and impactful nation-builders who contribute meaningfully to the workforce.