IJECE Published Articles

Abstract This study explored the values identified and lived by Senior High School students at Surigao Education Center through a descriptive phenomenological inquiry. Specifically, it examined how students who had been enrolled in the institution since Grade 7 experienced, interpreted, internalized, and expressed values in their academic and personal lives. Guided by Amedeo Giorgi’s descriptive phenomenological psychological method and interpreted through Schwartz’s Theory of Basic Human Values, the study gathered data through in-depth semi-structured interviews with selected Senior High School students. The interview narratives were analyzed through bracketing, holistic reading, identification of meaning units, psychological transformation of meaning units, and synthesis of essential structures. Findings revealed six major themes: relational values and sense of belonging, development of self-regulation and responsibility, emotional regulation as a pathway to personal growth, influence of social relationships on values formation, development of moral and ethical values, and personal transformation toward maturity. These findings indicate that values are not merely taught as abstract principles but are gradually formed, internalized, and lived through social interaction, reflection, responsibility, emotional experiences, and daily school engagement. The essence of the phenomenon is transformative character development through lived values, showing that students’ character formation is a continuous process shaped by meaningful relationships, institutional values, and real-life experiences. The study offers implications for values education, curriculum enrichment, student formation programs, and educational leadership in values-centered school contexts. Keywords: Character Development, Descriptive Phenomenology, Lived Experiences, Senior High School Students, Values Education, Values Formation