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Chapter 4
RESULTS AND DISCUSSION

This chapter presents how the researcher completed the process of bracketing,

horizonalization, theme clustering, constructing the textural and structural descriptions, writing

the overall essence, and verification of the lived experiences of the participants in leadership.

After I set aside all personal preconceived experiences, the bracketing stage,

horizonalization was done by highlighting significant statements from the interview

transcriptions as presented in Table 1. These statements are treated as of equal value in

describing the participants experiences of the phenomenon.

Table 1
Significant Statements of the Experiences of being a Working College Students
1. For me first is my family
2.laking tulong nun para ma lessen yung expenses na binabayaran namin sa school.
3.nag kakaroon ka ng experience while nag aaral ka.
4.need mo pumasok para hindi maapektohan yung grades mo.
5.na momotivate akong pumasok
6.minomotivate nila ako if para saan ba yung ginagawa ko.
7.ano bang magandang result ang mangyayari if nakaya ko.
8. mababawasan talaga time mo sa family friends and sa sarili mo.
9.Physical health siguro nakakapagod
10. kapag gusto mo yung ginagawa mo di mona naiisip yung pagod.
11. isa na siya sa nag bibigay sayo ng reason para bumangon sa araw araw.
12. its hard to focus in studies
13. the time for work and school are divided
14. it can boost your time management skills
15. well you just need to be honest and a positive thinker
16. proper and discipline time management yiu can definutely balance all aspects of you
life.
17. being a working student is a good lesson
18. because of time sometime i ignore how healthy is my food.
19. para mkatulong ako sa parents ko na mabawasan yung bayad sa tuition
20. I want to learn more especially sa field na gusto which is Accounting kaya yun.
21. advantage of being a working student is the experience.
22. pag exams ang hirap imanage yung time
23. lahat nung efforts and paghihirap ko sa dulo mgiging successful din ako.
24. I want to finish college to help my family
25. Financially that is the struggle that I have encountered.
26. Being working student doesn't affect my life style.
27. For physical health its affect lack of sleep and so tiring.

After horizonalizing, theme clustering was done by analyzing, outlining and grouping the
 University of Perpetual Help System Laguna - JONELTA
Basic Education Department – Senior High School

significant statements into themes or meaningful units. I was able to identify six theme clusters

divided into two. The first group of theme clusters was formulated to answer the central

questions of the study: what have the participants experienced in being a student-leader (textural

description). The second group of themes answered the second central question: how do the

participants develop their sense of leadership (structural description). Table 2 presents the

groupings of clustered themes based on the significant statements and their relative ideas.

Ta b l e 2
T h e m e C l u s t e r s D i v i d e d i n t o Tw o G r o u p s
Group A: Textural Themes
Theme 1. Leaders’ Profile
- character
- competencies
Theme 2. Motivators of the Motivator
- passion
- service
Theme 3. Merits of Leadership
- fulfillment
- camaraderie
- personal growth
Group B: Structural Themes
Theme 4. Leadership Styles
- democratic
- relationship-oriented
Theme 5. Leaders are Made
- by mentors and members
- by experiences
Theme 6. Academe’s Contribution
- training and exposure
- trust and support

1. As to what college students experience in leadership

Theme 1. Leaders’ Profile. Indeed, every person has his or her own image of a leader and

perceptions on how effective leadership is done. This truism is very evident as the twelve

participants shared twelve different responses when asked what makes an effective leader. It is
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also notable that instead of leadership skills or competences the participants enumerated

personality traits. They see leaders as role models and take it as a challenge for themselves as

well. The same patterns of responses were solicited when the participants stated what separates

them other leaders, an indication that in the youth’s perspective leadership is more of a matter of

character rather than of capability. Among the traits enumerated are:

(1) To be effective, leaders need to be friendly, honest, and enthusiastic on what he is

doing.

(2) You will be an effective leader if you’re a good listener. As a leader you need to be a

good follower first.

(3) Being responsible enough and being trustworthy are necessary to become a student

leader.

(4.) You should have patience to your co-members when they are not following.

Theme 2: Motivators of the Motivator. Leaders are expected to direct members of an

organization to achieve a common goal. Hence, leaders must be effective motivators to move

people to act and participate. Unlike in secondary school wherein extra-curricular activities give

students grade credits, active participation in student organizations is optional and voluntary in

higher educational institutions. The interviews with the participants revealed that all of them are

intrinsically motivated to lead and to serve for the welfare of others. Their passion for service

and leadership are manifested in the following statements:

(1) I am driven by my passion and my dream to lead.

(2) I think I have a heart for service and I am driven to achieve and implement better

programs for students’ benefits.

(3) When given the opportunity, I felt that it was a calling to serve my co-students so I

have to do my best.
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Theme 3: Merits of Leadership. Student leadership is uncompensated and added workloads and

responsibilities, not to mention expenses, for college students who participate in it. It was an

impressive revelation that the best rewards that the participants gain from extra time and effort

that they devote in their respective organizations are fulfillment, camaraderie with co-students,

and personal growth instead of popularity and recognition. They find joy and satisfaction as they

satisfy other students, build friendships as they work as a team, and learn as they face challenges.

(1) For me the best part of being a leader is the fulfillment I feel as I serve my

fellow students.

(2) I gain friends and collaborate bright ideas with them for our own progress. We gain

knowledge as we learn how to deal with failure and enjoy success.

(3) The most memorable moment as a leader is the process itself, experiencing

pressure, stress, hectic schedule, a lot of paper works then at the end of the day you’ll

succeed.

2. As to how the participants develop their sense of leadership

Theme 4: Leadership Styles. Leadership styles vary from one leader to another. It could also

depend on the nature of an organization or the prevailing culture in a locality. Many of the

participants specified that they practice democracy in leadership wherein members’ suggestions

are taken into consideration, cooperation is encouraged, and transparency is observed. However,

analyzing the verbal and non-verbal responses of other participants, it also appeared that their

leadership style has the tendency to shift from democratic to relationship-oriented due to leaders’

overemphasis on establishing harmonious relationship among members. The participants

described their leadership style as:

(1) I practice democratic way of leading to make better plans that benefit all.

(2) When I think I have better ideas than others, I express my thoughts, share my ideas
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in the same way I allow others to express theirs.

(3) For me, cooperation and communication is very important in an organization.

(4) They should have freedom to express their ideas but guided by the rules.

(5) I am not strict in dealing with my members. I always motivate and support them.

(6) In everything we do, we do it with love, joy, and with God’s guidance.

Theme 5: Leaders are Made. Related studies concluded that leadership is both shaped by

heredity and environment, however, the participants of this study articulated that their sense of

leadership is influenced by the people around them and their previous leadership experiences

which are both environmental factors. They were also no indications that their leadership

potentials rooted from bloodline or lineages. Among the responses leading to the aforementioned

generalizations are:

(1) I develop my sense of leadership when my schoolmates appreciate what I do for them.

They believe in me.

(2) I developed my sense of leadership from the experiences I had especially from the

conflicts I encountered because I learned from them.

(3) I am always hungry to learn on how to improve my leadership so I asked senior

leaders for some strategies for me to grow.

Theme 6: Academe’s Contribution. Satisfaction with their institutions’ leadership programs was

expressed by the participants as they enumerated ways in which the Pamantasan ng Muntinlupa

positively contribute to their leadership experiences. They articulated that school administrators

provide leadership seminars and opportunities, express support to their proposed programs, show

concern by regularly communicating with them, and trust their capabilities as leaders.

(1) My school provides us seminars that can help us enhance our skills as a good

leader
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(2) They are very cooperative and they show their support to our programs and activities.

(3) They always have a dialogue with us. We talk about the challenges and problems we

encountered wherein they show their support.

Textural Description. The first three theme clusters answered the first core question: what the

participants experienced in leadership. The first theme cluster describes the participants image of

effective leaders which reveals that they pay greater attention on personality traits instead of

leadership competencies in judging. Not even one from the long list of leadership competencies

proposed by Seiler and Pfister (2009), Hogan and Kaiser (2005), Anderson et al. (2008), Daft

(2008), Sisk (2001), London (2002), and Van Wart (2008) was mentioned by college leaders.

Their responses are all in support to the studies of Filson (2010), (Havard 2007), and (Glynn and

Jamerson 2006) which suggest that leadership is not a matter of talent but a matter of character.

It also fortified the findings of Schertzer and Schuh’s (2004) that students holding formal

leadership roles tended to have more traditional and trait-focused understandings of leadership.

The second theme cluster explains how leaders are intrinsically motivated by their passion for

leadership and joy in the service of fellow students. The manifested attitude of the respondents

towards leadership is in accordance to Zeitchik’s (2012) definition that leadership is inspiring

others to pursue your vision within the parameters set, to the extent that it becomes a shared

effort, a shared vision, and a shared success. The third theme cluster enumerates the participants’

perceived rewards of their active participation in school leadership programs which are

fulfillment, camaraderie, and personal growth.

Structural Description. The remaining three theme clusters answered the second core

question: how do the participants developed their sense of leadership. The fourth theme reveals

that college students of PLMun practice democracy in leading major in-campus organizations as

the leaders involve all members in decision-making and observe equality within the group, a
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description that fits Manktelow’s (2012) definition of democratic leadership. The existing form

of government in the Philippines is obviously a major factor that influenced the participants’

leadership style. This is a clear indication of Implicit Leadership Theories which are developed

and refined over time as a result of actual experience, exposure to literature, and other social-

cultural influences as explained by House et. al (2004) and Yukl (2006). Under the same theme it

is also exposed that the participants’ leadership style may also be identified as relationship-

oriented for as students they tend to give over emphasis to members’ satisfaction or well-being

which according to Manktelow’s (2012) may detract from the actual tasks and goals at hand. The

fifth theme shows that the participants’ sense of leadership are greatly influenced by

environmental factors: the people they encounter and their previous experiences. The results

proved the notions of Bennis and Thomas (2002), Parker and Begnaud (2004), Arvey et al.

(2007) which give greater credits to environmental factors and less to heredity in terms

developing leadership development. The last theme cluster shows how the academe helps the

participants discover and strengthen their leadership potentials by providing them trainings and

exposures, trusting their capabilities, and supporting their projects. Such manner of promoting

and instilling leadership in higher education are in tune with the findings and recommendations

of Cress et al. (2001), Dugan & Komives (2007), Astin & Astin (2000) Riggio et al. (2003)

Spralls et al. (2010) Soria et al. (2013) Soria, et al. (2013).

Essence. After a conscientious analysis of the textural (what) and structural (how) descriptions

of the experiences shared by the participants, it is proven that leaders are made and not born.

Leadership potentials, qualities, skills, and competencies are not innate but shaped and

developed through exposure to environmental factors: the people surrounding an individual, the

opportunities for leadership presented to him or her, and the prevailing social and cultural

conditions in his or her locality. Also, it is evident that higher education plays an important role

in the making of future leaders for the academe serves as training ground for students to practice
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authentic leadership in a guided setting.

Prior to conceptualizing the overall essence, I once again met each of the participants and

allowed him or her to read the interview transcription and how it is interpreted. This allowed the

participants to ponder on their responses and provide clarifications or modifications. This final

verification ensured validity and reliability of the research findings.

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Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and the future directions of

the study to further enhance the concepts and the facts discussed in the preceding chapters as

provided by the results of analysis of data.

Summary

The study focused on understanding college students’ experiences in leadership

employing Psychological Phenomenology as the research design.

To solve the main problem, the two core questions were worked out by the researcher:

1. What have the participants experienced in being student-leaders?

2. How do the participants develop their sense of leadership?

The significant findings of the study are as follows:

1. As to what have the participants experienced in being student-leaders

After reading, re-reading, analyzing, and reflecting on the verbatim interview

transcriptions, the first three themes were formulated describing college students’ experiences in

leadership. Theme 1 described the participants concept or image of effective leaders. Themes 2

explained what motivates the participants to lead while Theme 3 enumerated the merits that

leadership experiences give to college students.

2. As to how the participants develop their sense of leadership

The second group of themes explained in details how the participants develop their sense

of leadership. Theme 4 described the leadership styles of the participants. Theme 5 showed how

leaders are made or their leadership skills are developed by environmental factors and lastly

Theme 6 exposed how the academe can positively contribute in training their students in
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becoming effective leaders.

Essence. Leaders are made and not born. Leadership potentials, qualities, skills, and

competencies are not innate but shaped and developed through exposure to environmental

factors: the people surrounding an individual, the opportunities for leadership presented to him or

her, and the prevailing social and cultural conditions in his or her locality. Also, it is evident that

higher education plays an important role in the making of future leaders for the academe serves

as training ground for students to practice authentic leadership in a guided setting.

Conclusions

Analyzing the textural (what) and structural (how) descriptions of the participants, the

following conclusions were drawn.

1. The participants are intrinsically motivated to lead for they experience fulfillment in

performing their responsibilities as leaders despite the challenges that come along with it.

2. The participants develop their sense of leadership through exposure to real life leadership

scenarios. In addition, their concept of effective leadership is highly influnced by

environmental factors.

Recommendations

The following are offered as recommendations for possible actions:

1. Leadership trainings make an impact on the development student leadership skills. School

administrators should periodically provide such from Freshman year so that as early as

possible leadership potentials could be discovered and enhanced. Seminars to be

conducted should not only focus on leadership trait formation but also on improving

leaders’ skills and competencies such as communication skills, budgeting, planning,

organizing, and decision making.

2. One of the major problems encountered by student-leaders is lack of cooperation from

members of the organization. Therefore, the academe should not only focus on leadership
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development alone. Followership must also be promoted through team buildings and

convocations.

3. Dialogs between deans/school administrators and student-leaders must be regularly done to

monitor student organizational activities and to address their needs.

4. The fact that student-leaders are intrinsically motivated must me sustained so the value of

service for others would continue to be inculcated to them. Recognition is the best reward

that the academe could give student-leaders. Extrinsic motivators such as grade credits

are not advisable for it could change students motive in leadership and might start to

practice it for personal gains similar to a number of traditional politicians today.

5. Local leaders should support leadership programs in higher educational system and extend

those off-campus to give student-leaders greater opportunities to lead. Community

projects involving the youth must implemented.

6. College students’ sense of leadership is greatly influenced by environmental factors. To

eliminate dirty politics in the Philippines and have better leaders in the future, good

leadership and followership must be modeled and instilled from childhood in the smallest

unit of the society, the family. Parents should set good examples as both leaders and

followers.

7. Basic educational institutions must also have a well-structured leadership program to prepare

students in facing greater challenges in their tertiary years and beyond. Leadership skills,

traits, and competencies should be taught starting pre-school in manners that would fit

pupils age.

8. Future researches relating to leadership, qualitative or quantitative, are encouraged to

validate the findings or explore more on the implications of this study. Future qualitative

researchers are also encouraged to conduct similar studies with more participants.

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1. For me first is my family, kase being a working scholar and laking tulong nun para ma lessen

yung expenses na binabayaran namin sa school, and also to have na din extra money na

nanggagaling sa allowance na binibigay na din na school na magagamit namin para sa nga

school needs naman.

2. Advantages siguro nun if nag kakaroon ka ng new friends, and also connection sa department

na mapupuntahan and most especially is nag kakaroon ka ng experience while nag aaral ka.

3. Disadvantage for me is na babawasan yung time mo na makasama family mo, whole day kang

pagod kase after duty need mo pumasok para hindi maapektohan yung grades mo.

4. Siguro yung time management siguro yung mostly na eencounter ng mga working students

lalo na if yung napuntahan mong department is sobrang toxic. Tapos sumabay pa yung mga

deadline na need mong matapos.

5. For me ang effects sakin is na momotivate akong pumasok na parang simula ng nag start ako

mag student assistant nasa mind kona na kailangan ko pumasok at bawal umabsent kase pwede

maka apekto sa standing as Student assistant nga and mahihirapan din kase humabol sa mga

lesson.

6. Siguro na hahandle ko siya with the help na din ng other student assistant na tinutulungan nila

ako mag adjust and at the same time pinaaalala or minomotivate nila ako if para saan ba yung

ginagawa ko na ano bang magandang result ang mangyayari if nakaya ko.

7. Ang maaring result if hindi ako siguro marunong mag manage nung time ko is basically

matatagal ako as student assistant and mawawala yung working Scholar na 6 sa tuition fee ko,

and mag kakaroon ako ng mababang grades.

8. Yun nga like nung sinabi ko kanina nababawasan yung quality time na meron ka sa family

mo, friends sa boy friend mo kase iisipin mo kapag may free time ka iduduty ko na lang to

sayang eh. Ganun kase nasa mindset mona na need mo makuha yung 30hrs within a week. So
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Basic Education Department – Senior High School

mababawasan talaga time mi sa family friends and sa sarili mo.

9. Nakatutulong ito sa mental health ko kase binibigyan niya ako ng excitement every time na

gigising ako. Na makakasama ko ulit yung mga taong nag bibigay din sakin ng reason to stay

lalo na yung nga head nurses namin amd doctors na nag momotivate samin na makapag tapos.

10. Physical health siguro nakakapagod pero minsan kase diba kapag gusto mo yung ginagawa

mo di mona naiisip yung pagod. Na parang habang tumatagal nakakasanayan mona siya. And isa

na siya sa nag bibigay sayo ng reason para bumangon sa araw araw.

1) financial and discounts.. being an SA(student assistant) in perpetual, gave us perks such

partial scholarship and allowances.

2) well financial ofcoursr and building connections (such us knowing some person with high

position in the company)

3)time.becuase im a working student sometomes its hard to focus in studies or sometime you

dont have time to go with your friends

4)struggles... Well sometimes we need to do catch up lessons or projects, so bcos of that the time

for work and school are divided

5) Actually it depends ..it can boost your time mamagement skills and sometime it helps you to

pravtice your majors but on the other hand it can also decrease your time to study

6) well you just need to be honest and a poditive thinker.. you also need to practice good time

management and you must be well inform to any changes..in all you must have the reason to

strive and work hard.. bcos if you dont have then dont be a working student 😹

7) time management is very hard but can be practice. By using proper and discipline time

management yiu can definutely balance all aspects of you life.

 University of Perpetual Help System Laguna - JONELTA
Basic Education Department – Senior High School

8)being a working student is a good lesson.. at first you can just think that you have lots of

money to spend, though its true but by the time you will realize that money is very hard to earn

and you will start to aorrciate your hardwork money and start to think more mature

9) hmm its good and bad.. good bcos it helps you to think and experience real work experience..

bad bcos of stress and pressure

10) hmm it depends.. some work are physcal and some are not. though because of time sometime

i ignore how healthy is my food..

1. Reasons bakit ko pinush na magworking student ako is syempre para mkatulong ako sa

parents ko na mabawasan yung bayad sa tuition lalo na at nsa private school ako. Isa pa is I want

to learn more especially sa field na gusto which is Accounting kaya yun.

2. One advantage of being a working student is the experience. Pwede mo kasing magamit yun

sa future pag nagkatarabaho ka na. Syempre as a student assistant may allowance kami aside sa

bawas sa tuition namin. Kaya advantage yun ksi may sarili kang pera, you can use it sa mga

project sa school sa iba pang bayarin na nd na kelangan pang humingi sa parents mo.

3. Disadvatage para sakin pag exam, ksi sa case nmin. Per week kelangan nmin maka30 hours

kaya pa exam minsan nd mkapagreview. Isa pa yung maghapon na ko sa school nawawalan na

ko ng time sa family ko ksi minsan pagkauwi kakain tpos tulog na ksi pagod.

4. Ayun na nga kagaya nung nasabi ko sa 3, pag exams ang hirap imanage yung time. Minsan

tatamarin ka magreview ksi nd ka din makakafocus ksi nkaduty ka. Tapos yung paggising ng

maaga hindi nman ksi ako morning person kaya need mag adjust

5. Wala namang gaanong epekto sa grades ko ksi kaya nman imaintain na walang failing grade.

6. Iniisip ko na lng na lahat nung efforts and paghihirap ko sa dulo mgiging successful din ako.

7. Napakalaking problema samin yung time management ksi may mga instances na may nd ako
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Basic Education Department – Senior High School

nagagawang mga activities on time tpos minsan last minute na saka lang ako gagawa.

8. Malaki yung pagbabago ksi lumiit yung bonding time ko sa family. Maaga gumising tapos

gabi na uwi. Nwawalan na din ng time maggala.

9. Sakin ? Wala namang malaking effect sa mental health ko ksi iniisip ko lang na para sa future

ko yung ginagawa ko. Wla naman akong problem about dun.

10. Physical health ? Hindin din naman gnun naapektuhan ksi sanay na ko mgtrabaho. Hindi din

nman ako mabilis magkasakit kaya gnun din wla ako problem in terms of my physical health.

1. For Me, I am motivated to study while working because I want to finish college to help my

family

2. The advantage is almost 50% less of our tuition fees and it is a big help.

3. The disadvantage so tiring because I have to woke up early to work in the morning and got

home late after the school.

4. Financially that is the struggle that I have encountered.

5. Sometimes I fall asleep while the professor discussing.

6. Of course I am being motivated of my son and as a single mom I want to finish college.

7. As a working student time management is important and as for me being a single it is so hard

for time managing.

8. Being working student doesn't affect my life style.

9. It doesn't affect my mental health either.

10. For physical health its affect lack of sleep and so tiring. Aside from being working and
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Basic Education Department – Senior High School

studying I have to deal with my son too.

Thank you!