Available Online: 9 August 2021
Mesa, Ramil D.*
Laguna College of Business and Arts, Philippines (email@example.com)
The main thrust of this study was to look into the lived experience of senior high school teenage mothers. The research design utilized was qualitative with phenomenology as an approach. The data were gathered through interviews among the 5 senior high school students who became mothers at an early age. Using the interpretative phenomenological approach, the study generated eight superordinate themes which were mixed emotions, accepting the situation, negative at first, very unusual, looking at the brighter side, pursuing their dreams, perseverance and commitment, and thinking before doing. The initial reactions upon knowing that they were pregnant was with mixed emotions. It was more of anxiety of what others and their parents’ reaction would be and also happy since they would be mothers at a very young age. They dealt with news of unexpected pregnancy. The plans that they would have, most especially with letting their parents know about their situation and the things that they would do in the future were actually a big help for both of them since they had a baby both at a very young age. They had to face all the consequences in life. It was the parents who were curious about their situation since they noticed lots of changes in their daughter. At the same time, after confirming the pregnancy at their age, it was dismaying on the part of the parents. They revealed changes that were actually different and were not experienced until they became pregnant. They made their babies an inspiration. Though mothers at a very young age, they still they had to pursue their dreams and their goals in life. As an output of the study, a guidance program and a social media account was proposed.
Keywords: teenage mothers, motivation, determination, guidance program
Cite this article:
Mesa, R. D. (2021). On teenage mothers’ motivation and determination: Basis for guidance program. International Journal of Research Studies in Education, 10(13), 43-60. https://doi.org/10.5861/ijrse.2021.a046