INTRODUCTION

Self-esteem, defined as the general self-evaluation of a person toward

himself/herself, is one of the main human needs; it is actually a characteristic of a normal
person. Many psychologists know its deficiency as the root of many psychological
diseases this characteristic is more important in adolescence, because adolescence is
considered as one of the main and dominant processes of social and psychological
growth of personality. Although many factors have been reported in relation to self-
esteem such as specific language impairment, child personality characteristics, weight
status, socio-demographics, Hispanic race, gender, and family structure but the
relationship between self-esteem, parents attachment and parenting style has been
emphasized in other studies

Self-esteem is the sum and substance of one's feelings and thoughts about who
we are and as such is of great importance. The foundation that we build the rest of us on.
Or one's sense of worth, is often fragile and sensitive to events that happen on a day-to-
day basis. Critical for individuals to think about and be able to take advantage of strengths
and for learning from mistakes (metacognition).

Experience in a persons life are major source of how self-esteem develops.

In the early years of childs life, parents have a significant influence on self-esteem
and can be considered a main source of positive and negative experience a child
will have. Unconditional love from parents helps a child develop a stable sense of
being cared for and respected. These feeling translate into later effects on self
esteem as the child grows older.

Children soak up everything they see, feel, and hear. Parents may believe they are
giving their children all the love they need. There are plenty of things parents can
do to protect their children.

During school-aged years, acad1emic achievement is a significant contributor

to self-esteem development. A student consistently achieving success or failing will
have a strong academic effect on their individual self-esteem. Social experiences
are another important contributor to self-esteem. As children go through school, they

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begin to understand and recognize differences between themselves and their
classmates. Using social comparisons , children assess whether they did better or
worse than classmates in different activities. These comparisons play an important
role in shaping the childs self-esteem and influence the positive or negative
feelings they have about themselves.

Children develop in the care and lead of their parents . They grow vigorous
because of their parents. But without their parents, what would be their offspring
become? Growing without their parents on their side has a great consequence on
their childrens personality and conduct . The children may grow vicious and uncouth
because no one can instruct them and correct them and explicate to them the
exact thing that they should accomplish. An Overseas Filipino Workers, also known
as OFWs is an individual of Philippine origin who momentarily lives outside of the
Philippines . Parents toil abroad to earn a huge income for their family. They work
overseas so that they will be capable to sustain the vital necessities of their family.
It is tough and startling to work abroad.

Personality is made up of the characteristic patterns of thoughts, feelings

and behaviors that make a person unique. In addition to this, personality arises
from within the individual and remains fairly consistent throughout life.

The primarily reason why families suffer is because parents are absent and their
absences have an impact on the critical development of their children.

When it comes up in broken families , many studies show that being raise
in a high conflict divorce family can cause children to have a low self-esteem and
feelings of unworthiness. It can leave him or her with ultimate feeling of rejection.
Many kids internalized the breakup of their family and feel it is their fault. Logically
many kids understand that the dissolution of their parents marriage didnt have to
do with them. Often, parents take great pain to make sure their children understand
they arent to blame for the breakup. But kids often experience a disconnection
between logic and emotions, leaving them with low self-esteem.

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Growing up, a child may see his or her parents fight constantly, but sleep in the
same bed every night. They might have complained about one another, but acted
upset when the other went away. Sometimes parents dont fight openly in front of
children, but tension and anger see the beneath the surface. These contradictions
play a powerful game with a childs head. When a child is left with unexplained
contradictions, he or she will try to explain them to themselves, often coming up
with incomplete or incorrect conclusions. Thus when kids cant understand the
turmoil around them, they tend to internalize this pain and blame themselves. This
is true for children who are exposed to high conflict in divorced and intact homes.

Even though they forfeit approximately everything in order to grant their child
what they want like taking their kids to private schools or giving desires and
superfluous things to them, there are various difficult problems that they cannot
shun. There are some situation wherein their children consider that their parents
left them for twaddle reasons. Every parent dreamt of giving their family a superior
life, especially their children. But how can they attain their dream if our own
country cant provide a more jobs with decent wages? This research aims to find
out to concrete experiences of children who have parents that work abroad. This
study also seek to find out what is the effects to the students having Overseas
Filipino Worker (OFW) parent/s and how do they characterize their connection with
their parents, and how do they cope with the circumstances of not having a
physically present parents.

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STATEMENT OF THE PROBLEM

The main problem of the study is to know the self- esteem of the children with absentee

parent(s) More specifically, the researches would like to answer the following questions:

1. What is the personal profile of the respondents in terms of

a. Grade level

2. What is the profile of the parents in terms of

a. Parent(s) working abroad

b. Year working abroad

c. Means of communication

d. Frequency of communication with their children

3. What is the status of students self-esteem with absentee parent(s)

SCOPE AND DELIMITATIONS OF THE STUDY

The study was conducted at Saint Louise de Marillac school of Tabaco. The study

consists of students of Grade seven (7) Grade eight (8) and nine (9) with absentee

parents. The coverage of the study is about the self-esteem of every students with

absentee parents especially those who are OFW. ( Overseas Filipino Workers)

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SIGNIFICANCE OF THE STUDY

This study is significant

To the teachers:

In this study, the teachers will also benefit in knowing the self-esteem of the students

with absentee parents because they will understand deeper who really their student is.

They will understand why their actions and behavior is like that.

To the parents:

The advantage to it to the parents is they will know the behavior of their child. They will

know how their absence really affects them. They will realize how important their

presence to the development of their child especially the progress of their self-esteem.

To the students:

The students whose parents are not with them will be the most beneficial of this study.

They will know the importance of developing their self-esteem even their parents are not

with them. If they already develop their self-esteem towards it they will accept what really

their situation is. If they already progress their self-esteem they can be who they really

are, they can accept new challenges, they can be more committed, decision-making will

be easier for them, and they will be more productive.

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 Conceptual Framework

UPPER BED STUDENTS

OFW PARENTS

EFFECTS

SELF-ESTEEM

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 Many early theories suggested that self-esteem is a basic human need or

motivation. American psychologist Abraham Maslow included self-esteem in

his hierarchy of human needs. He described two different forms of "esteem": the need for

respect from others in the form of recognition, success, and admiration, and the need for

self-respect in the form of self-love, self-confidence, skill, or aptitude. Respect from others

was believed to be more fragile and easily lost than inner self-esteem. According to

Maslow, without the fulfillment of the self-esteem need, individuals will be driven to seek

it and unable to grow and obtain self-actualization. Maslow also states that the healthiest

expression of self-esteem is the one we take deserve from others. It is more than just

renown or flattery. Modern theories of self-esteem explore the reasons humans are

motivated to maintain a high regard for themselves. Sociometer theory maintains that

self-esteem evolved to check one's level of status and acceptance in ones' social group.

Self-esteem is important because it shows ourselves how we view the way we are and

the sense of our personal value. Thus, it affects the way we are and act in the world and

the way we are related to everybody else.

Carl Rogers (1902-1987), an advocate of humanistic psychology, theorized the origin of

many people's problems to be that they despise themselves and consider themselves

worthless and incapable of being loved. This is why Rogers believed in the importance of

giving unconditional acceptance to a client and when this was done it could improve the

client's self-esteem. In his therapy sessions with clients, he offered positive regard no

matter what.

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 Theoretical framework

COMPONENTS OF SELF-ESTEEM
According to one definition (Branden,
1969),

According to one definition (Branden, 1969),

Self-esteem is an essential human

need that is vital for survival and

normal, healthy development.

Self-esteem arises automatically from

within based on a person's beliefs

and consciousness.

Self-esteem occurs in conjunction

with a person's thoughts, behaviors,

feelings, and actions.

According to Terror Management

Theory, self-esteem serves a

protective function and reduces

anxiety about life and death.

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DEFINITION OF TERMS

Turmoil- a state of great disturbance, confusion or uncertainty.

Forfeit-lose or be deprived of as a penalty for wrongdoing.

Superfluous- unnecessary especially through being more than enough.

Shun- persistently avoid ignore or reject through antipathy or caution.

Twaddle- trivial of foolish speech or writing.

Uncouth- lacking good manners, refinement, or grace.

Explicate- analyze and develop in detail.

OFW-(Overseas Filipino Worker) is a person of Filipino origin who lives outside of the

Philippines.

Self-esteem-confidence in one's own doing or abilities self-respect.

Social comparison -theory states that we determine our own social and personal worth

based on how we stack up against others.

Vigorous-strong and healthy and full of energy.

Vicious-deliberately cruel or violent.

Absentee parent(s) - who is not present in a usual or expected place; a person who is

absent

Status- condition with respect to circumstances

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 CHAPTER 2
RELATED LITERATURE
RELATED READINGS
As noted, family structure and their emotional function are also among the important

social aspects for development of self-esteem. Father and mother are the two main bases

of a family. Changes in family structure and the absence of a parent in a family

environment disrupt its balance and put the children in unfavorable and undesired

conditions as compared to the children of two-parent families as it may have adverse

effects on their normal growth. Several researchers have evaluated the health status of

children in single-parent families and also parenting style and its relationship with

behavioral and emotional characteristics of children such as sense of loneliness and self-

esteem of children especially in families with two-parents or a single parent regardless of

the cause of having single parent family and often focusing on divorce or being parent

without marriage. They have suggested that there is a positive relationship between

parenting styles, especially authoritative and indulgent parenting style, and increased

self-esteem. Also, Abel et al. (1996) found 4 types of parenting strategies in a low-income

sample of African American lonely mothers including (1) emotionally democratic and

supportive, (2) low emotional involvement, (3) high parentchild conflict, and (4) high

emphasis on emotional and behavioral control.16

Parenting styles are categorized differently. According to demanding dimension,

control dimension and also accepting and responsive dimension, Baumirind (1991)

categorized the parenting style into three areas of logical authority (high in demand and

control, high in accepting and responsive), authoritarian (high in demanding and directive,

low in responsive), and permissive (low in demand and control, high in accepting and

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responsive). Some studies reported that parenting style and its effects depend on cultural

conditions and even specific body conditions such as congenital heart disease.

However, it seems that few studies have evaluated the status of adolescents self-esteem

and perceived parenting style and its dimensions especially from the adolescents

perspective despite its more importance in orphan adolescents in comparison with

adolescents in two-parent nuclear families. Therefore, this study was performed to

determine and compare the adolescents self-esteem and perceived parenting styles and

its dimensions and also to determine the relationship between self-esteem and perceived

parenting style between two groups of adolescents: orphan single-parent families

supported by a widow mother and two-parent nuclear families. The findings probably

increase the nurses knowledge about these families as susceptible clients of nurses,

especially community health nurses.

Kareema Martinez is the founder of Esteem Publishing and author of A Childs Worth.

Introducing children to positive self-talk is an easy and effective way to help build your

childs self-esteem and confidence. Affirmation Weaver introduces affirmations and

positive statements in a storytelling format.

An Absent Parent and Self-Esteem in Children:

Parents are not always there for their children. In some cases, a parent simply

abandons the child entirely and is never seen again. In others, the parent may be absent

involuntarily because of incarceration or due to a military deployment. Some parents die

at a relatively young age. No matter what the cause, a child whose parent is absent suffers

a number of negative effects, among which can be a lowered sense of self-esteem.

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How Does a Parent's Absence Affect Teens?

The teenage years can be difficult enough, without compounding them with other

issues, such as parental absence. A parent can be absent from the life of a teenager for

numerous reasons, including divorce, abandonment, illness, work or imprisonment.

Twenty-four percent of children live without their biological fathers, reveals U.S. Census

Bureau data released in 2011. The absence of one or both parents could gravely affect

teenagers, given that they are undergoing emotional, physical and mental development.

The Effects of Parents Being Absent From the Home:

Whether its Mom or Dad who is absent from the home, children without one or both

of their parents at home with them suffer. Some feel the effects tremendously and others

less so, but many children suffer in life due to the absence of a parent. In a perfect world,

all children would life in happy homes with two loving, doting parents who are comfortable

both financially and emotionally. However, reality is much different than fantasy, which

means not all children have the same home life and opportunities as others.

Effects of Growing Up Too Fast

According to an article written by Geoffrey L. Greif, an assistant professor at the

School of Social Work and Community Planning at the University of Maryland, many girls

who grow up in a single-father home grow up too quickly. Since moms are typically the

parents who take on the primary role of caregiving and housework, it is not unusual for

daughters to take on this role in the single-father household, which often causes them to

grow up too quickly. This leaves less time for them to focus on school work and fun,

friends and socializing, and it sometimes leads to resentment and stress.

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REVIEW OF RELATED STUDIES

Self-Esteem and Obesity in Children and Adolescents: A Literature Review The

relationship between self-esteem and obesity has not received a great deal of empirical

evaluation using strong research methodologies. Thus, it is not clear whether self-esteem

is consistently related to obesity, whether the relationship is global or specific to physical

appearance, whether the relationship differs by demographic variables such as age,

gender or race/ethnicity, or whether self-esteem moderates weight changes during weight

loss treatment programs. This review examines these questions using empirical evidence

from 35 studies on the relationship between self-esteem and obesity in children and

adolescents. Thirteen of 25 cross sectional studies clearly showed lower self-esteem in

obese adolescents and children. Five of the six cross-sectional studies that included a

measure of body esteem found lower body esteem in obese compared to normal weight

children and adolescents. Results from two prospective studies examining initial self-

esteem and later obesity were inconsistent. Results from six of eight treatment studies

showed that weight loss treatment programs appear to improve self-esteem. However, it

is unclear whether increases in self-esteem are related to enhanced weight loss. Many

studies were methodologically weak primarily due to small and select samples and lack

of appropriate comparison groups. Implications for prevention and treatment of childhood

obesity are discussed.

Social stigma and self-esteem: The self-protective properties of stigma. Crocker,

Jennifer; Major, Brenda Psychological Review, Vol 96(4), Oct 1989, 608-630. Although

several psychological theories predict that members of stigmatized groups should have

low global self-esteem, empirical research typically does not support this prediction. It is

13
proposed here that this discrepancy may be explained by considering the ways in which

membership in a stigmatized group may protect the self-concept. It is proposed that

members of stigmatized groups may (a) attribute negative feedback to prejudice against

their group, (b) compare their outcomes with those of the ingroup, rather than with the

relatively advantaged outgroup, and (c) selectively devalue those dimensions on which

their group fares poorly and value those dimensions on which their group excels.

Evidence for each of these processes and their consequences for self-esteem and

motivation is reviewed. Factors that moderate the use of these strategies and implications

of this analysis for treatment of stigmas are also discussed. (PsycINFO Database Record

(c) 2016 APA, all rights reserved)

On numerous occasions it has been suggested that an individuals self-esteem,

formed around work and organizational experiences, plays a significant role in

determining employee motivation, work-related attitudes and behaviors. We review more

than a decade of research on an organization-based conceptualization of self-esteem. It

is observed that sources of organization structure, signals about worth from the

organization, as well as, success-building role conditions predict organization-based self-

esteem. In addition, organization-based self-esteem is related to job satisfaction,

organizational commitment, motivation, citizenship behavior, in-role performance, and

turnover intentions, as well as, other important organization-related attitudes and

behaviors. Explanations for these effects and directions for future research are discussed

Why Do People Need Self-Esteem? A Theoretical and Empirical Review. Pyszczynski,

Tom; Greenberg, Jeff; Solomon, Sheldon; Arndt, Jamie; Schimel, Jeff Psychological

Bulletin, Vol 130(3), May 2004, 435-468. Don Terror management theory (TMT; J.

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Greenberg, T. Pyszczynski, & S. Solomon, 1986) posits that people are motivated to

pursue positive self-evaluations because self-esteem provides a buffer against the

omnipresent potential for anxiety engendered by the uniquely human awareness of

mortality. Empirical evidence relevant to the theory is reviewed showing that high levels

of self-esteem reduce anxiety and anxiety-related defensive behavior, reminders of one's

mortality increase self-esteem striving and defense of self-esteem against threats in a

variety of domains, high levels of self-esteem eliminate the effect of reminders of mortality

on both self-esteem striving and the accessibility of death-related thoughts, and

convincing people of the existence of an afterlife eliminates the effect of mortality salience

on self-esteem striving. TMT is compared with other explanations for why people need

self-esteem, and a critique of the most prominent of these, sociometer theory, is provided.

(PsycINFO Database Record (c) 2016 APA, all rights reserved)

Low Self-Esteem Is Related to Aggression, Antisocial Behavior, and Delinquency M.

Brent Donnellan, Kali H. Trzesniewski, Richard W. Robins, Terrie E. Moffitt, Avshalom

Caspi

The present research explored the controversial link between global self-esteem and

externalizing problems such as aggression, antisocial behavior, and delinquency. In three

studies, we found a robust relation between low self-esteem and externalizing problems.

This relation held for measures of self-esteem and externalizing problems based on self-

report, teachers' ratings, and parents' ratings, and for participants from different

nationalities (United States and New Zealand) and age groups (adolescents and college

students). Moreover, this relation held both cross-sectionally and longitudinally and after

controlling for potential confounding variables such as supportive parenting, parent-child

15
and peer relationships, achievement-test scores, socioeconomic status, and IQ. In

addition, the effect of self-esteem on aggression was independent of narcissism, an

important finding given recent claims that individuals who are narcissistic, not low in self-

esteem, are aggressive. Discussion focuses on clarifying the relations among self-

esteem, narcissism, and externalizing problems.

REVIEW OF RELATED LITERATURE

According to the book Confidence How to secceed at being yourself by the author of the

International Best- Seller The Friendship factor by Alan Loy McGINNS

DARE TO BE A LITTLE ECCENTRIC

Those with strong self-confidence always have people they love and are close to,

but they also have the courage to be different from those around them. We cannot live

without the love of others. In fact, in a later chapter I will emphasize the importance of

building strong friendships to enhance your self-image. But that is quite different from a

neurotic need to please others. There are many people who would like to impose on us

certain conditions of worth, and to submit to them is to submit a life of scream bling.

THE DANGERS OF TRYING TO PLEASE

Dr. Neil Clark Warren, former dean of the Puller School of Psychology, says that we

waste large amounts of psychological energy studying the important people in our lives,

determining what they want from us, and then trying to become the kind of person who

can meet all those needs.

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 If you buy into this strategy, calls come from every side. For instance, my mother wants

me to be gentle and loving and nice. My dad wants me to be a tiger: strong, successful,

but sensitive. My friends want me to be open, and willing to be weak, but courageous.

The students at our school want me to be well-prepared and well-reasoned and

thoroughly competent and productive. The Seminary wants me to be conservative, but

charitable; discriminating, and yet unconditional. They want me to be an effective fund

raiser, an administrator and scholar and teacher. Society, I think wants me to be

masculine and sexually aware.

Sometimes I feel like crying out, I just cant do it. And somewhere I hear a voice, If

you cant do it, pretend. And the challenge to be a good pretender becomes the most

challenging challenge of all. We create masks and learn parts. We make ourselves into

actors and actresses and quick-change artists. We move from one part to another as

rapidly as we meet some at our life who has differing expectations. Other people think

were amazing. Theyre so proud of us. They seek our company. They promote us and

give us merits raises and hugs and trophies. Were so important to them but we become

strangers to ourselves. We have met everybodys needs but our own.

RETURNING TO YOUR CENTER

The alternative to all this, according to Warrens felicitous phrase, is to return to our

center and live from the authentic core within us. In psychoanalytic terms, it is seeing the

ego as the decision-making entity, receiving the data from the idour clamoring

instinctual desires--- and listening to the equally clamoring super ego---which includes all

17
the shoulds, oughts, and donts we have heard from countless important figures. The ego

then makes its decisions from that strong center, which is our core. We are empowered

to make those decisions, says Warren, by embracing the unconditional love that God has

for us. When we embrace that experience of grace and live from such a center, we will

refuse to let either our persistent instincts or the people around us control our lives with

their expectations and demands.

It is a liberating step when we decide to stop being what other people want when it

is pretense. Although the singer Rise Stevens had learned to work on the stage with great

poise, the self-confidence she felt before audiences evaporated in social situations. She

said My discomfort came from trying to be something I was not--- a star in the drawing

room as well.

BREAKING AWAY FROM PARENTAL POWER

At the beginning of her career, Marlo Thomas wondered if people would compare

her talents to those of her father, Danny Thomas. Was she as good as he was? As funny

as he was? Danny set all this straight.

Youre a thoroughbred, he told his daughter right from the start, and thoroughbreds

dont watch other stepped into one of her first roles in summer stock, a package arrived

in her backstage dressing room.

It is now much easier for both of us to understand why he originally showed up at

my office talking about the recurring thought, theres something wrong with me, and Im

no good. Now we know something of the reason for that pumping, gushing stream of self-

abuse and self-loathing despite his outward achievements, and we have discovered

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where he learned to talk to himself with such shame and rejection. The wonder is that he

has functioned as well as he has in the outside world.

Why did the boy accept those messages from his father? Why didnt he recognize

that the man was crazy and see his attacks as unwarranted? To ask a young child to

weed out fiction from truth in parental messages is to ask the impossible. Toddlers do not

distinguish reality from unreality; they trust the people who give them food, bathe their

bodies, and help them get back to sleep when they wake up frightened at night. We have

to be much lder to say, My fathers got a problem and Im going to ignore what he says

here. For children to say, My father is crazy is in fact to go crazy themselves, so instead

they decide, There must be something wrong with me. I cant seem to do anything right.

It becomes of a childs belief system.

THE NEED FOR LOVE

Human beings are made of love, and I find that many of my clients forget that. They

scramble to shore up their self-images with various techniques, without giving sufficient

attention to the source from which they will get most readily--- good friendships. They

make all sorts of protests that theyre too busy, that theyve learned to live without needing

anyone, that they cant trust people, that they are really loners and prefer solitude. But it

is all smoke screen, and underneath lies a powerful aching to love and be loved.

Many people make the mistake of supposing that they will be happy only when they find

the right man or the right woman to marry, neglecting the essential arena of friendship.

Few of us are ready for sexual relationship until we have learned to sustain a friendship.

We do not have to marry to be happy, but we do have to have some love, and that can

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be found in the right type of friendships. The irony is that persons who begin to relax on

some solid friendships with people of the same sexand stop worrying so much about

meeting the man or woman of their dreams---begin to be much more attractive to the

opposite sex. Friendship appears to be the best springboard to romance.

HOW LOVE LEADS TO SELF-CONFIDENCE

Deal or effort, but it is worth every ounce of energy we expend. I know of no single

step one can take to enhance self-confidence that is as important as building a network

of accepting, loving relationships. Sometimes the people who come for counseling are in

such bad shape emotionally because they do not have enough love in their lives, and

they are almost screaming, somebody please love me! progress comes when they are

able to relax, stop begging for love, and begin loving. They look for someone for whom

they can do a favor, someone to whom they can send a word of encouragement someone

whos shoulder they can put an arm around, and perhaps even begin to love. When we

are networking merely for what we can get out of it, it usually backfires, but when we

start finding others who need love and take the initiative in giving it to them, love seems

to begin flowing back to us .

STEPS TO INDEPENDENCE

They spend time with people who encourage their non-conformity. It is a rare gift to

find people who are loyal and protect you and give you space to be yourself. You learn to

value them highly and to give them the same space they give you. I am blessed to have

a wife who allows me my eccentricities. At times we operate in our individual spheres.

Seeing different friends, pursuing different goals. But the joy is to come together in the

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evenings, share our different days, and be loved without having to change or pretend to

be something other than what we are.

According to the book Difficult Personalities A pratical Guide to managing the Hurtful

Behavior of Others (and maybe Your Own) By Helen McGrath PhD and Hazel Edwards,

Med

Chronic anxiety chronic stress in certain life style over a long period causes some

people not to cope with events and attack their confidence. Self- esteem may drop

because they perceive themselves as too easily upset, too emotional, out of control and

not coping s well as they would like. We all have self- doubts and learn to ride them out.

People with anxious personalities, however, see self- doubts as proof of more danger in

their lives.

Often there is discrepancy between their personality exceptions and those that

others have of them. Their resistance and aggressive towards other may reflect their own

negative view of themselves. Their self- esteem is low because they know what they

havent been able to do, but they cant admit that to themselves and others. Many are

eaten up by jealousy and resentment. They have so little belief in there in ability that they

feel incapable of trying t compete with other person. Instead, they attempt to bring that

person down but try to avoid retaliation from them.

The Impact of Bullying on the Targeted Person

The targeted person suffers a loss of self-esteem and might be angry at the failure

of senior staff and the company to protect them. They can experience a drop in

21
productivity and competence, thus making the bullys achievements look even better. This

may further reinforce the bullys sense of superiority.

It often adversely affects health.

Often a poor health record makes getting another job less likely.

Depression adversely affects their intimate relationships because there is loss of trust.

They can be bullied out of the job because they become so desperate to get away from

the harassment. Those who let someone in authority know what is happening may be

called whistle-blowers and may pay a high a price. If legal action is taken, the person can

be seen as a trouble-maker.

A bullying boss may be able to withhold a reference or, when phoned by a prospective

employer doesnt get the job.

When someone is bullied by their partner they lose confidence and self-esteem. This

often makes it almost impossible to leave the relationship.

CHARACTERISTICS OF A BULLY

Mistakenly, bullies are often perceived as a poor souls with a marked inferiority

complex and low self-esteem who bully others because of inadequacy. Research,

however, suggests that few playground or workplace bullies are like this, although

domestic bullies may be. Bullies were once believed to be socially inept oafs, but research

now confirms that they are more likely to be highly skilled people capable of sophisticated

interpersonal manipulation of others. They can send a victim over the edge without

22
anyone seeing the pushes they use. The profile below is particularly true of the serial

bully. This type of bully has done it before, is doing it now, and will do it again.

KEEP RECORDS AND COPY DOCUMENTS

Document your concerns regarding an individuals behavior even if you initially feel

you may be over reacting. Talk to a senior person about your reservations and show them

written evidence, document your own part in decisions about which you are

uncomfortable. Learn meeting procedures so you can officially abstain or have your

objectives noted in the minutes if you feel something is being forced through or is suspect.

Warn staff that if they may also be liable. Since the sociopath is unlikely to change, others,

including yourself, need to identify the patterns of behavior, collect evidence, warn each

other, and be prepared.

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 CHAPTER 3

Research Method

Descriptive research is used to describe characteristics of a population or

phenomenon being studied. It does not answer questions about how/when/why the

characteristics occurred. Rather it addresses the "what" question (what are the

characteristics of Minnesota state population or situation being studied?) The

characteristics used to describe the situation or population are usually some kind of

categorical scheme also known as descriptive categories. For example, the periodic table

categorizes the elements. Scientists use knowledge about the nature of electrons,

protons and neutrons to devise this categorical scheme. We now take for granted the

periodic table, yet it took descriptive research to devise it. Descriptive research generally

precedes explanatory research. For example, over time the periodic tables description of

the elements allowed scientists to explain chemical reaction and make sound prediction

when elements were combined.

Hence, descriptive research cannot describe what caused a situation. Thus, descriptive

research cannot be used to as the basis of a causal relationship, where one variable

affects another. In other words, descriptive research can be said to have a low

requirement for internal validity.

The description is used for frequencies, averages and other statistical calculations.

Often the best approach, prior to writing descriptive research, is to conduct a survey

investigation. Qualitative research often has the aim of description and researchers may

24
follow-up with examinations of why the observations exist and what the implications of

the findings are.

What Is Descriptive Research?

Descriptive research does not fit neatly into the definition of either quantitative or

qualitative research methodologies, but instead it can utilize elements of both, often within

the same study. The term descriptive research refers to the type of research question,

design, and data analysis that will be applied to a given topic. Descriptive statistics tell

what is, while inferential statistics try to determine cause and effect.

The type of question asked by the researcher will ultimately determine the type of

approach necessary to complete an accurate assessment of the topic at hand.

Descriptive studies, primarily concerned with finding out "what is," might be applied to

investigate the following questions: Do teachers hold favorable attitudes toward using

computers in schools? What kinds of activities that involve technology occur in sixth-

grade classrooms and how frequently do they occur? What have been the reactions of

school administrators to technological innovations in teaching the social sciences? How

have high school computing courses changed over the last 10 years? How do the new

multimediated textbooks compare to the print-based textbooks? How are decisions being

made about using Channel One in schools, and for those schools that choose to use it,

how is Channel One being implemented? What is the best way to provide access to

computer equipment in schools? How should instructional designers improve software

design to make the software more appealing to students? To what degree are special-

education teachers well versed concerning assistive technology? Is there a relationship

between experience with multimedia computers and problem-solving skills? How

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successful is a certain satellite-delivered Spanish course in terms of motivational value

and academic achievement? Do teachers actually implement technology in the way they

perceive? How many people use the AECT gopher server, and what do they use if for?

Descriptive research can be either quantitative or qualitative. It can involve

collections of quantitative information that can be tabulated along a continuum in

numerical form, such as scores on a test or the number of times a person chooses to use

a-certain feature of a multimedia program, or it can describe categories of information

such as gender or patterns of interaction when using technology in a group situation.

Descriptive research involves gathering data that describe events and then organizes,

tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984). It often

uses visual aids such as graphs and charts to aid the reader in understanding the data

distribution. Because the human mind cannot extract the full import of a large mass of

raw data, descriptive statistics are very important in reducing the data to manageable

form. When in-depth, narrative descriptions of small numbers of cases are involved, the

research uses description as a tool to organize data into patterns that emerge during

analysis. Those patterns aid the mind in comprehending a qualitative study and its

implications.

Most quantitative research falls into two areas: studies that describe events and

studies aimed at discovering inferences or causal relationships. Descriptive studies are

aimed at finding out "what is," so observational and survey methods are frequently used

to collect descriptive data (Borg & Gall, 1989). Studies of this type might describe the

current state of multimedia usage in schools or patterns of activity resulting from group

26
work at the computer. An example of this is Cochenour, Hakes, and Neal's (1994) study

of trends in compressed video applications with education and the private sector.

Descriptive statistics utilize data collection and analysis techniques that yield reports

concerning the measures of central tendency, variation, and correlation. The combination

of its characteristic summary and correlational statistics, along with its focus on specific

types of research questions, methods, and outcomes is what distinguishes descriptive

Both also go beyond the bounds of descriptive research and conduct further

statistical procedures appropriate to their research questions, thus enabling them to make

further recommendations about implementing computing technology in ways to support

grassroots change and equitable practices within the schools. Finally, Knupfer's study

extended the analysis and conclusions in order to yield suggestions for instructional

designers involved with educational computing.

Descriptive Survey Method

The purpose of employing the descriptive method is to describe the nature of a

condition, as it takes place during the time of the study and to explore the cause or causes

of a particular condition. The researcher opted to use this kind of research considering

the desire to acquire first hand data from the respondents so as to formulate rational and

sound conclusions and recommendations for the study

Sometimes an individual wants to know something about a group of people. Maybe

the individual is a would-be senator and wants to know who they're representing or a

surveyor who is looking to see if there is a need for a mental health program.

27
 Descriptive research is a study designed to depict the participants in an accurate

way. More simply put, descriptive research is all about describing people who take part

in the study. There are three ways a researcher can go about doing a descriptive research

project, and they are:

Observational, defined as a method of viewing and recording the participants

Case study, defined as an in-depth study of an individual or group of individuals

Survey, defined as a brief interview or discussion with an individual about a specific topic.

Research instruments

We use two part of the questionnaires to know some other info that might help the

researchers survey in gathering some datas. And the other questionnaire is to test the

self-esteem of the students with absentee parents.

using Sorensen Self-Esteem Test by Marilyn J. Sorensen, PhD, Clinical Psychologist

28
Data Gathering

The respondents of this study are students from SLMST from the Grade 7 and Grade 9

1. The researchers made a letter asking permission to the principal and to the

assistant principal to conduct a survey at St. Louise de Marillac School Of Tabaco

2. The researchers also asked permission to the subject teachers and adviser of each

class to conduct a survey related to our thesis.

3. The respondents were asked to answer honestly and we make contacts with them

so it will be easy for them to approach us and more questions will be opened up

4. The total respondents in each section is selected students to answer the survey

sheet.

We used the method sampling in making the survey, sampling is the number of people

that are selected from the entire population for the purpose of research by the researcher.

Then we got respondents from Grade 7 to 9 both section and we made each of our

questions clear to our respondents to avoid errors or inaccuracies.

Statistical Treatment

The results of the survey were the processed by computing the frequency and the ranking

of each survey item. Frequency and ranking formula was used to measure the general

response of the survey samples whether they agree in the statement or not. The formula

on how to compute for the frequency and rank is as follows:

F=the frequency of the students who responded in the survey

R=the ranking of the frequency based on the students who responded

29
The survey result was analyzed with the use of statistical approach and Microsoft Excel

Spreadsheets.

As the study utilized human participant and from selected grade level, certain issues was

addressed. The consideration of these issues is necessary for the purpose of ensuring

the privacy of the participants. The issues were identified in advance to prevent future

problems that could have risen during the research process. Among the significance

issues were included such as the consent of the participant, confidentiality of the data

and the data protection. In conduct of the research, the survey forms were drafted in a

concise manner to prevent conflicts among the students. People who participated in the

research were given an ample time to respond to the questions posed on them to avoid

errors and inaccuracies in their answers. The respondents' cooperation were a big help

to us researchers and the data gathered to them were treated in our best manner so that

they will be open to more questions. This was done to reassure the trust between us and

the respondents.

30
 CHAPTER 4
The Status of Students Self-esteem with Parent(s) Working Abroad
Table 1.a - the profile of the grade 7 BLJO and SJGP Grade level
Grade Level and
Section Frequency Percentage Rank

Gr. 7-BLJO 16 20.5 3

Gr. 7- SJGP 18 23.0 1.5

Gr.8- SEAS 9 11.5 5

Gr.8- SFRC 18 23.0 1.5

Gr.9- SCL 7 8.97 6

Gr.9- SJJ 10 12.8 4

Table 1.b Profile of respondents according to Age

Grade Grade 7 Grade 8 Grade 9

level

Age Frequency Percentage Rank Frequency Percentage Rank Frequency Percentage Rank

12-13 29 37.1 1 8 10.2 2 0 0 2

14-15 5 6.4 2 20 25.6 1 17 21.7 1

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 Table 2.a Parents Working Abroad

Grade Grade 7 Grade 8 Grade 9

level

Frequency Percentage Rank Frequency Percentage Rank Frequency Percentage Rank

Mother 15 19.2 2 9 11.5 2 6 7.6 2

father 16 20.5 1 13 16.6 1 10 12.8 1

Both 3 3.8 3 3 3.8 3 1 1.2 3

Table 2.b

Grade Grade 7 Grade 8 Grade 9

level

Years Frequency Percentage Rank Frequency Percentage Rank Frequency Percentage Rank

1-5 17 21.7 1 13 16.6 1 7 8.97 1

6-10 9 11.5 2 8 10.2 2 4 5.12 3

11-15 5 6.4 3 5 6.4 3 6 7.69 2

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 Table 2.c

Grade Grade 7 Grade 8 Grade 9

level

Frequency Percentage Rank Frequency Percentage Rank Frequency Percentage Rank

Skype 10 12.8 2.5 7 8.9 2 5 6.4 2

Messenger/
facebook 10 12.8 2.5 10 12.8 1 7 8.9 1

Call/ 11 14 1 4 5.1 3 4 5.1 3

texting

none 0 0 4 2 2.5 4 0 0 4

Table 2.d

Grade Grade 7 Grade 8 Grade 9

level

Frequency Percentage Rank Frequency Percentage Rank Frequency Percentage Rank

Everyday 11 14. 2 14 17.9 1 9 11.5 1

Weekly 15 19 1 8 10.2 2 7 8.9 2

monthly 9 11.5 3 3 3.8 3 1 1.2 3

33
 Chapter 5

Results, Findings, Conclusion and Recommendation

Results and findings

Based on the survey conducted by the researchers at St. Louise de Marillac School of

Tabaco the grade 7 BLJO level of students self- esteem with 10 respondents fall into (19-

50) statements having severely low self-esteem and 4 respondents fall in (11-18)

statements having moderately low- self-esteem and a tie with both 1 respondents for ((05-

10) statements having mild low self-esteem and (00-04) statements having fairly good

self-esteem. Mostly with the age of 12-13.

While on grade 7-SJGP the level of the students self-esteem with 13 respondents fall

into (19-50) statements having severely low self-esteem and 4 respondents fall in (11-18)

statements having moderately low- self-esteem, 1 respondents for ((05-10) statements

having mild low self-esteem 0 respondents fall on (00-04) statements having fairly good

self-esteem. Mostly with the age of 12-13.

For the Grade 8-SFRC the level of the students self-esteem with 17 respondents fall into

(19-50) statements having severely low self-esteem and 3 respondents fall in (11-18)

statements having moderately low- self-esteem, 1 respondents for ((05-10) statements

having mild low self-esteem 0 respondents fall on (00-04) statements having fairly good

self-esteem. Mostly with the age of 14-15.

34
While for the Grade 8- SEAS the level of the students self-esteem with 5 respondents fall

into (19-50) statements having severely low self-esteem and 1 respondents fall in (11-18)

statements having moderately low- self-esteem, 0 respondents for ((05-10) statements

having mild low self-esteem and 0 respondents fall on (00-04) having fairly good self-

esteem. Mostly with the age of 14-15.

The Grade 9- SCL the level of the students self-esteem with 5 respondents fall into (19-

50) statements having severely low self-esteem and 2 respondents fall in (11-18)

statements having moderately low- self-esteem, 0 respondents for ((05-10) statements

having mild low self-esteem and 0 respondents fall on (00-04) statements having fairly

good self-esteem. Mostly with the age of 14-15.

While for Grade 9-SJJ the level of the students self-esteem with 9 respondents fall into

(19-50) statements having severely low self-esteem and 1 respondents fall in (11-18)

statements having moderately low- self-esteem, 0 respondents for ((05-10) statements

having mild low self-esteem and 0 respondents fall on (00-04) statements having fairly

good self-esteem. Mostly with the age of 14-15 a total of 78 respondents all in all.

35
Conclusion

The researchers therefore conclude that based on the survey of upper bed students from

Grade-7 to Grade-9 of both section of St. Louise de Marillac School of Tabaco using

Sorensen Self-Esteem Test by Marilyn J. Sorensen, PhD, Clinical Psychologist 59 out 78

respondents with the age of 14-15 are having severely low self-esteem which can affect

the students in many different ways. According to the survey conducted most of the

respondents are being fostered by either their mother or grandparents since their fathers

are working abroad and the way of communication of student to their parent are by the

use of software application like Messenger and Skype every day or weekly.

Recommendation

The researchers wants to recommend the following for further improvement:

Look over with the students self-esteem especially those with the age of 14-15

who is in puberty stage.

Propose a program that will enhance the self-esteem of students.

Have a counselor that will council the students and would help them to improve

their self- esteem.

36
 BIBLIOGRAPHY

http://www.aect.org/edtech/ed1/41/41-01.html

http://study.com/academy/lesson/descriptive-research-design-definition-examples-types.html

http://thesissamples.blogspot.com/2009/04/sample-thesis-chapter-3-research.html

https://www.sciencedaily.com/releases/2007/11/071112133809.html

https://lakesideconnect.com/teen-issues/teen-ages-and-stages-your-14-to-15-year-old/

https://books.google.com.ph/books

http://www.irishtimes.com/blogs/generationemigration/2012/12/13/what-is-the-impact-on-children-
of-having-a-parent-working-abroad/

http://www.counseling.ufl.edu/cwc/uploads/docs/Sorensen_Self-Esteem_Test.pdf

https://www.psychologytoday.com/basics/self-esteem

https://www2.ed.gov/parents/academic/help/adolescence/part8.html

Book Confidence How to succeed at being yourself by the author of the International Best- Seller The
Friendship factor by Alan Loy McGINNS

Book Difficult Personalities A pratical Guide to managing the Hurtful Behavior of Others (and maybe
Your Own) By Helen McGrath PhD and Hazel Edwards, Med

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APPENDICES

38