TLC GRADUATES' TRANSITION TO HIGH SCHOOL: ADJUSTMENTS, NEEDS AND PERSONAL GROWTH

Abstract

The purpose of this phenomenological study was to explore the transitional experiences, particularly the adjustments, needs, and personal growth of TLC graduates during their transition from elementary to high school. The study used purposive sampling in choosing its 14 respondents, aged 13-14, who graduated in school year 2014-2015. One-on-one interview was used to gather data. The researcher analyzed the data through open and focused coding, with the final stage of analysis using Schlossberg, Walters, and Goodman’s (1995) Transition Model. The results of the study showed that the respondents had both negative and positive emotions when they transferred to another school. The respondents also had positive and negative experiences when it comes to social adjustments. With the major themes that emerged in the study, the factors that affect the students’ transition to high school experiences are: psychological factors, sociocultural factors, person-environment condition, school culture adjustment and needs, learnings and success. The study recommends that elementary schools should have programs to address the emotional, social and educational needs of the students. Orientation and visitation to schools where students will transfer in high school should also be considered. There should also be activities or programs where students could evaluate their own personal growth.

Keywords: transition, adjustment, high school transition, personal growth, needs