Work Immersion Support Networks and Workplace Skills of HUMSS Students at Tacurong National High School: Basis for Enhanced Supervision

This study assesses the influence of support networks on workplace skills during the work immersion of Humanities and Social Sciences students at Tacurong National High School. Utilizing a quantitative, non-experimental design and descriptive-correlation technique, the research collects data from 139 respondents through surveys and evaluation forms. Statistical tools, including descriptive statistics, frequency analysis, and multiple regression analysis, are employed to analyze the data. Findings reveal that all support network indicators receive very high ratings, with teacher support scoring the highest, followed by supervisor and family support. The assessment of workplace skills indicates that a significant proportion of students received Outstanding ratings during immersion, demonstrating their proficiency in applying academic knowledge in practical settings. Furthermore, the analysis shows that both teacher and family support significantly influence workplace skills, while supervisor support does not. Based on these results, the study recommends implementing a program titled "Bridging Support: Enhancing Family and Teacher Engagement in Work Immersion," aimed at educating families and teachers about their critical roles in supporting HUMSS students, ultimately enhancing their work immersion experiences and preparing them for future career success.