PERCEIVED LEADERSHIP BEHAVIOUR AND STUDENTS ATHLETES PERFORMANCE IN SUCs REGION IX

International Journal of Multidisciplinary Research - Science, Technology
Social Sciences, Business and Hospitality Management(IJMR-STSBHM)

January - June, 2019 || Volume 1 || Issue 1 || ISSN 0090-9440
ijmrstsbhm@gmail.com
Perceived Leadership Behaviour and Students
Athletes Performance of SUCs in Region IX
Melecio Sera Enanor

Jose Rizal Memorial State University
Abstract
This research paper intends to determine the perceived leadership behaviour along with
Honesty and Integrity, Self Awareness, Team Building and Communication Skills. Specifically,
it will find out what sports events are students athlete compete both in local and national sports
competitions. This study employed descriptive survey approach, wherein this is a suitable
approach because the researcher interested in knowing the perceived leadership behaviour along
with four variables; honesty and integrity, self awareness, team building and communications
skills. The associational method is also employed since the researcher will study the significant
difference between variables. Further, wanted to test whether student athletes differ in their
sports performance. Also, the researcher investigated students athletes perception towards
coaches coaching behaviour in different events during local and national sports competition, and
lastly, the researcher will assess to what extent do the perceived leadership behaviour affects
coaches coaching behaviour of SUCs in Region IX. The study showed that Self Awareness in
SUCs Regions IX was comparatively Occasionally Effective. The differences in the weighted
mean means were not significant. This could be attributed to the desire of the SUCs to develop as
much as possible relevant and updated training and coaching strategies. In totality, there is a
need for the concerned Heads of Offices especially in Sports to make sure that SUCs are
performing equitably and effectively well in all the perceived leadership behaviour. This could
only be done if the budget allocation is also equitable and opportunities are equally distributed
and a well-planned. Sports facilities may be available as a tool for effective functioning of SUCs
sports program in Region IX. Thus, this endeavour is conceived, designed and organized.
Key Words: Leadership Behaviour, Sports Competition, Athletes Performance, Coaches,

Sportsmanship, Sports and Health Education
Introduction
The importance of the effective leadership in many instructional situations (e.g., teaching,
coaching) has been well documented, and the necessary leadership skills of coaches/teachers
have been identified in sport and educational literature (e.g., Chelladurai & Carron, 2010; Cheng,
2014; Sherman, Fuller, & Speed, 2015; Silva, Gimbert, & Nolan, 2015). For physical educators,
leadership is also a critical element in performing their jobs. Unlike other professions, however,
physical educators are often required to perform several roles such as teaching, coaching, and
administrating (Ojeme, 2014) and to display different leadership styles in two educational
situations (i.e., teaching and coaching). Whether a physical educator teaches a class or coaches a
sport, both situations require a high level of leadership. Due to differences in learning objectives,
group characteristics, and task characteristics between teaching and coaching (Chelladurai &
Kuga, 2012), teacher-coaches are likely to display different leadership styles in each educational
situation. Further, students and student-athletes may prefer different leadership styles in coaching
and teaching and also perceive the leadership styles of their teacher-coaches differently in the
two instructional settings. However, different leadership styles in the two instructional settings
have been rarely studied. Thus, in the current study, the perceptions of students and student-
athletes toward the leadership behaviors of their teacher-coaches (i.e., training/instruction,
feedback, social support, and decision making styles) in the two different educational settings
(i.e., teaching physical education lessons vs. coaching sports) were explored.
Role Identities of Teacher-Coaches. The Ministry of Education in Singapore introduced
the Co-Curricular Activity (CCA) system as an essential part of school education. Outside the
standard school curriculum, all students at pre-university levels, except primary schools, must
attend at least one CCA program among the four main CCA groups: sports, performing arts,
uniformed groups, and clubs/societies. Particularly, the participation in the sports CCA has
increased due to youths’ growing interests in sports (Singapore Sports Council, 2005) and the
variety of sports programs in the sports CCA. Therefore, physical educators are required to play
dual roles as teachers and coaches. This may compromise teaching or coaching effectiveness,
given that an individual comprises multiple role identities related to different contexts (Ervin &
Stryker, 2009; Piliavin & Callero, 1991). Although the roles of teachers and coaches may seem
similar in the overall subject matter and some curricula (Hastie & Saunders, 2009), teaching and
coaching are different professions with different program objectives, student motivation, ability
level, and administrative support (Rupert & Buschner, 2011).
In addition, even though sports often form part of the physical education curriculum, the
learning outcomes of physical education and competitive school sports remain distinct. In
physical education, the frequently cited goals are to foster physical activities and positive social
experiences (Todorovich, 2009) and teach the value of lifetime physical fitness (Walling &
Duda, 2016), while sports CCA is more focused on developing and specializing students who are
talented in specific sports. When teaching physical education classes, teachers attend to many
students of varying levels of ability, to whom physical education is made compulsory as a
subject in a school curriculum. On the other hand, when coaching, the teachers aim to help
relatively small numbers of highly motivated student-athletes who usually participate
voluntarily, enhance their skills, and fulfill their potential to achieve sporting excellence.
Therefore, the professional practices and roles of teaching and coaching differ according to the
respectively desired outcomes (O’Connor & Macdonald, 2016).
According to the identity theory (Ervin & Stryker, 2009), a person possesses several role
identities (e.g., a physical educator and a coach), and some role identities are more salient than
the others. In addition, these salient role identities are influenced by the level of the person’s
commitment to each role and strengthen him/her to perform the expected behaviors which are
specific to that role (Ervin & Stryker; Conner & Armitage, 2009). In juggling dual roles of a
physical educator and a coach and attempting to fulfill the expectations of both roles together, a
teacher-coach may experience both cognitive dissonance and physical strains which cause
him/her to devote more time and energy toward one role than the other (Figone, 2014).
Researchers have indicated that a preferred role was coaching while a role of a physical educator
was compromised (Chu, 2013; Sage, 2010). The differences between the teaching and athletic
environment could prompt teacher-coaches to choose coaching as their primary role (Aicinena,
2009). Examples of these differences are a higher level of motivation possessed by athletes
compared with students in physical education classes and a school administration placing more
value in succeeding in competitive sports than in physical education (Chelladurai & Kuga,
2012). These factors could lead physical education teacher-coaches to believe that they should
direct more effort in coaching (Aicinena, 2009).
Leadership Theories. Leadership, broadly defined as “the process of influencing the
activities of an individual or group to achieve certain objectives in a given situation” (DuBrin,
2013, p. 255), has been extensively studied in industry and academia. Early research in
leadership focused on either the traits or behaviors of the leaders. The trait approach assumes that
great leaders are born and not made, that is, effective leadership arises from innate personality
dispositions rather than from learning (Stogdill, 2014). On the other hand, the behavioral
approach assumes that one could learn to be an effective leader by learning and applying
behaviors or styles that other effective leaders use (e.g., Katz & Kahn, 2014; Halpin & Winer,
2012). However, the trait and behavioral approaches have been criticized for their heavy
emphasis on leaders’ personal factors without considering the interactions between members and
situational constraints (e.g., Fiedler, 2012; Hersey & Blanchard, 2013; House, 1971). Thus,
recent leadership models were developed based on situational approaches that effective
leadership styles can vary based on both the situations and the characteristics of members (e.g.,
Fiedler’s the contingency theory; Hersey & Blanchard’s situational theory; House’s path goal
theory). Similar to the evolution of leadership theories, many earlier psychologists were
interested in personal differences and its influence on problem solving and the decision making
process of a leader (e.g., Lawrence, 1982; McCaulley, 2010; Myers & McCaulley, 2009). Huitt
(2009) categorized people’s personality using Myer-Briggs Type Indicator and proposed that
leaders with different personalities should exhibit different types of problem solving and decision
making. This line of research implies that individual differences could play a significant role in
determining one’s problem solving and decision making styles. However, they also reserve
possible influences from other than one’s personality (e.g., knowledge base and adequate level of
thinking; see Huitt, 2009). Thus, other researchers emphasize the influence of situational factors
on leaders’ decision making style (e.g., Chelladurai, 2009; Chelladurai & Arnott, 2009).
Chelladurai cited Vroom and his colleagues’ proposition that “the influence of situational
attributes was approximately four times the influence of individual difference (i.e., personal)
factors on managers’ choices of decision styles” (p. 178). In the context of sport and exercise, the
dimensions of leadership include decision-making processes, provision of feedback, motivational
techniques, development of interpersonal relationships, and giving direction to individuals or
teams (Weinberg & Gould, 2003).
A physical education teacher-coach deals with all these dimensions when teaching a
physical education class as well as coaching a sports team. However, in attempting to apply
various leadership theories to sport settings, researchers failed to take the unique characteristics
of sport into consideration. For example, when a leader provides his/her members with
instructions in sport settings, it could be quite different from ones in office/ classroom settings. A
teacher or a coach needs to physically demonstrate necessary techniques when it pertains to
physical education or sports. To specifically examine leadership effectiveness in the sporting
contexts, Chelladurai (1978) developed the Multidimensional Model of Leadership (MML). In
this model, he concluded that an athlete’s performance and satisfaction are dependent on the
interactions among three types of coaching behaviors: required behavior, actual behavior, and
preferred behavior of athletes. The congruence of these three coaching behaviors is positively
related to athletes’ performance and satisfaction. Further, the three coaching behaviors are
determined by three antecedent factors: situational, coach, and athlete characteristics
(Chelladurai, 1993). The situational characteristics include factors such as organizational
structure and environment (including variables such as type of sports, size of team, and task
variability) and mainly determine the required behavior of the coach (Chelladurai, 1993). The
actual coaching behavior is deemed to be influenced by the coach’s personal characteristics, such
as age, gender, experience, and ability (Chelladurai, 1993). The preferred behavior is determined
by the situational characteristics as well as the member characteristics (e.g., athletes’ individual
characteristics like age, gender, personality and ability; Chelladurai, 1993).
Coaching Leadership. Leadership studies in sport settings have been mainly centered on
coaching leadership (e.g., Chelladurai & Carron, 2010; Sherman et al., 2015). Many of these
studies have used the Leadership Scale for Sports (LSS) to test interactions of variables in the
MML. Researchers have examined the interactions between athlete characteristics and situational
characteristics, and preferred coaching leadership behavior of athletes (Sherman et al.). For
example, as athletes get mature, they prefer an autocratic and supportive style of leadership
(Chelladurai & Carron; Horn, 2016). Horn suggested that more mature athletes were usually
more serious about their sports and, therefore, preferred a coach who was efficient and
organized, and at the same time supportive of the athletes. The effect of the athlete’s gender on
preferred leadership has also been a research interest. Previous studies have found that male
athletes preferred autocratic and social support coaching behaviors while female athletes
preferred democratic behavior and participatory style of coaching (Beam, Serwatka, & Wilson,
2004; Chelladurai & Saleh, 1980; Martin, Jackson, Richardson, & Weiller, 2009; Sherman et al.;
Terry, 2013). Situational factors such as a type of sports also influence the type of coaching
behavior preferred. Athletes in highly interactive team sports such as soccer and basketball
preferred an autocratic style of coaching more than did athletes in individual sports such as
swimming and bowling (Chelladurai, 2013). Within sports, athletes performing different tasks
may also differ in their coaching preferences. For example, Riemer and Chelladurai (2016) found
that defensive players in football teams preferred greater amounts of democratic and social
support behaviors than did offensive players in football teams. These studies suggest that athlete
characteristics, the relationship between coaches and athletes, and situational factors may
influence athletes’ preferred leadership of their coaches. In the physical education setting,
however, little is known about the relationship of leadership behaviors of physical educators and
their interactions with students.
Teaching (Instructional) Leadership. Although the current definition of teacher
leadership often includes the concepts of the teachers’ leadership roles in and out of classroom
(Silva et al., 2015), the traditional idea of teacher leadership has been discussed mainly in the
classroom context (Cheng, 2014). Borrowing from organizational theories, a classroom
consisting of a group of students and a teacher is a small social organization. The teacher and
students are considered the leader and his or her followers, respectively. Most research in
teaching (instructional) leadership has focused on the behaviors of the leaders (i.e., teachers).
Cheng measured the instructing effectiveness and students’ preference on the behaviors of
teachers in the classroom setting by using two dimensions of leader behaviors, the levels of
consideration (i.e., a friendly and caring manner of the teacher) and initiating structure (i.e., goal
or task orientation of the teacher). Cheng found that teachers who scored high on both
consideration and initiating structure were better for leading a class of students whereas teachers
who scored low on both consideration and low initiating structure were ineffective for promoting
learning and students’ affective outcomes. In addition, several scholars have identified other
effective leadership behaviors and skills for teachers such as rapport building, resource usage,
and work management (Darling-Hammond & McLaughlin, 2016; Lieberman, Saxl, & Miles,
2014). As described above, most research in teaching leadership was limited to leadership
behaviors in general education settings.
The Philippine Constitution provides that our academic institutions shall develop moral
character and personal discipline and dignified carriage, develop control of emotions and
passions, coordination of thought and action, and integration of conduct and precept more
specifically athletics and competitive games to develop personal discipline, self-control, and self-
direction which are important attributes of good citizens in a democracy. Education and
experience are the mothers of progress. Education can be attained in many ways, but the most
important source is experience. Psychologists tell us that when an experience results
unfavourably, the cause for such experience is avoided, whereas if the result is favourable,
wholesome, and stimulating the experience is repeated. These repetitions of course result in
varied and richer experiences. It becomes the key to progress along with the advancement in
knowledge and technology that has improved the general sports of mankind in recent decades. It
has made remarkable growth in interest and understanding for even ordinary persons in the street
to get involved in sports and specifically students. Sports has always becomes everybody’s
psychological concern. It is one of the first things people talk about especially among friends
Iamdeedatt (2014).
The present thrust in Philippine education is to prepare student-athlete for various aspect
of life and develop the whole personality of the individual. For this reason sports and health
education activities are considered important components in the education of the student. It is the
duty of a university/college to take care not only of the mental, but also of the physical and
psychological development of its students, for education in all its phases is a state function. The
universities/colleges are the ultimate agencies for the preparation of recreation of society. The
best laboratory for students to learn and practice democratic ideals and sportsmanship. Here,
they will learn patience, motivation, cooperation, tolerance, the spirit of give and take, and above
all to accept defeat. Parents are likely to leave the technical aspects of competitive sports to
coaches, referees, and professionals, others trust it to luck. Recently, many athletes give little
attention to sports until problems began to impinge on student’s academic work such as
absenteeism, decreased academic performance, vandalism, low participation in
practice/trainings, and lack of self-discipline among others. Every athlete has of him an aching
void which demands interesting, exciting play. If we do not fill it with something that is
motivating, interesting, exciting, and good for him, he is going to fill it with something that may
be interesting and exciting but not psychologically good for him.
Sports when utilized properly, serves as potential educational medium through which the
optimum growth- physical, mental, emotional, social, and moral of the participants may be
fostered. During the many practice sessions and in the variety of situations that arise during the
heat of the contest, the players must repeatedly react to their own capabilities and limitations and
to the behaviour of others. These repeated reactions, and the psychological conditioning that
accompanies them, inevitably result in changes in personality.
In view of these changes, the role of an athlete is crucial. Before an athlete is chosen to a
certain sports competitions as required for varsity athletes, such as; officially enrolled in any
programs of the university, proper academic eligibility, relevant sport experience, and efficient
performance. Many athletes who possess the necessary capabilities do not find enough avenues
to do so especially in tertiary schools. Some schools have athletes who are not sports eligible but
are given the opportunity to compete or be a varsity athlete even though they failed to meet some
of the qualifications of a local or national athlete.
Leadership behaviour among coaches, referees, and sports professionals are vital in the
success of an athlete performance. This indicates that there is much that can be done through
good coaching and the required training must be attained, good coaches-athlete relationship,
leadership behaviour and the spirit of sportsmanship should be fully acquired as well. The
researcher have noticed that leaders behaviour and interest are examined through different
disciplinary lenses and that each fields of inquiry makes important contributions of knowledge in
coaching an athlete and good leadership. The implicit goal of this study is to introduce the
leadership behaviour of perceiving and interpreting the role of sports in the local and national
competitions.
This research paper intends to determine the perceived leadership behaviour along with
Honesty and Integrity, Self Awareness, Team Building and Communication Skills. Specifically, it
will find out what sports events are students athlete compete both in local and national sports
competitions. Further, wanted to test whether student athletes differ in their sports performance.
Also, the researcher investigated students athletes perception towards coaches coaching
behaviour in different events during local and national sports competition, and lastly, the
researcher will assess to what extent do the perceived leadership behaviour affects coaches
coaching behaviour of SUCs in Region IX.
Methods
This research paper used the descriptive survey approach. This is a suitable approach
because the researcher interested in knowing the perceived leadership behaviour along with four
variables; honesty and integrity, self awareness, team building and communications skills. The
associational method is also employed since the researcher will study the significant difference
between variables.
The students athletes who competed in the recent local Mindanao Association of State
Tertiary Schools (MASTS) and State Colleges and Universities Athletic Association (SCUAA)
sports competitions are the target participants of the study. The survey is design to assess the
perceived leadership behaviour as well as other construct including athletes competitions
performance.
The instrument is composed of two parts. The first part contains the demographic profile
of the respondents and the second part is the leadership behaviour of coaches as percieved by the
players in terms of Honesty and Integrity; Self Awareness; Team Building; Communication
Skills; Communication Skills among Coaches of SUCs in Region IX.
The final draft of the instrument was shown to the experts for final comments and
approval. With the recommendation of the statistician and the experts, the instrument was
subjected to a reliability test. Ten (10) participants were randomly selected, who were not
included as respondents were used as pilot samples to test the reliability of the instrument.
Cronbach’s Alpha was used to measure the internal consistency and reliability of the
instrument employing the Statistical Package for the Social Sciences (SPSS Statistics version
17.0) and Microsoft Excel Data Analysis ToolPak. The results were 0.73, 0.82 and 0.76 for the
distributed in different indicators. The Cronbach alpha reliability for the overall scale was 0.85
for the present sample.
The assessment contains 40 items with a five point likert scale that ranges from 5 –
always, 4 – Often, 3 – Occasionally, 2 – Seldom, 1 – Never. Data were treated using appropriate
statistical tools such as; Frequency count, Percentage, Weighted Mean, and One way Analysis of
variance (ANOVA) to test the significant difference on the extent of effectiveness in various
aspects of perceived leadership behaviour among SUCs in Region IX.
Results and Discussions

Respondents Profile and Sports Performance Rank
With regards to Gender, a total of 506 or 75.3 % Males and 166 or 24.7 % Females
student athletes who competed both local and national sports competitions. As to highest level of
competitions, a total of 475 or 70.7 % student athletes competed in local Mindanao Athletics
State Tertiary Schools (MASTS) and 197 or 29.3 % who competed in national games State
Colleges and Universities Athletics Association (SCUAA). In athletes performance most of the
student athletes had Excellent sports performance in the local competitions, while in the national
sports competitions were Good. In the number of years playing experience, most student athletes
had playing experience of (2) to three (3) years in their respective sports events.
In terms of Performance rank, in elimination round 225 or 33.5 % ranked 1 were
eliminated during the competitions, 247 or 36.8 % ranked 2 were in the finalist, 102 or 15.1 %
ranked 3 Bronze medallist, 96 or 14.3 % ranked 4 Silver medallist, and 38 or 5.7 % ranked 5
Gold medallist respectively.
Sports Events Are Students Athlete Compete Both In Local And National Sports
Competitions
Table 1 shows the number of student athletes are qualified, for the Team Sports
ZCPMST has the highest number of athletes with 24 or 9 %, while JRMSU and JHCSC got the
lowest number of athletes with 15 or 14 % and 12 % students athletes qualified in Basketball.
Twenty five (25) or 15 % Baseball students athletes qualified in ZSCMST, while JRMSU and
ZCPSC with 15 or 14% and 15 or 10 % got the lowest number of athletes. With regards to
Volleyball event WMSU got the highest percentage with 20 or 14% are qualified, and in Soccer
event MWSU and ZCSMST with 18 or 13 % and 11 % got the highest number of athletes
respectively.
Table 1 Number of Student Athletes Qualified in Different State Colleges and Universities
SUC’s Region IX
JRMSU WMSU ZCSMST ZCPSC JHCSC Total
Sports Events No. of % No. of % No. % No. % No. %
athletes athlete of of of
s athlet athl athl
es etes etes
Team Sports
Basketball 15 14%. 20 14% 24 9% 20 14% 15 12% 94 14%
Baseball 15 14%. 18 13% 25 15% 15 10% 20 16% 93 14%
Volleyball. 15 14% 20 14% 15 9% 18 13% 25 20% 93 14%
Soccer 15 14% 18 13% 18 11% 16 13% 17 14% 84 12%
Individual Sports
Athletics 12 11% 15 10% 20 12% 19 13% 15 12% 81 12%
Table tennis 6 5% 8 5% 6 4% 5 3% 7 6% 32 5%
Swimming 10 9% 15 10% 12 7% 15 10% 13 10% 65 9%
Lawn tennis 12 11% 13 9% 13 8% 13 9% 15 12% 66 10%
Badminton. 6 5% 10 7% 15 9% 20 14% 13 10% 64 9%
Total 106 97% 137 95% 163 84% 141 86% 125 112% 672 100%
As to the Individual sports, ZCPSC got the highest number of athletes qualified in
athletics with 20 or 12 %. In swimming event WMSU with 8 or 5 % got the highest number of
athletes qualified, Lawn Tennis JHCSC got the highest number of athletes with 15 or 12%
qualified , and ZCPSC got the highest number of athletes with 20 or 14 % in Badminton event
qualified as student athletes.
Perceived Leadership Behaviour Along Honesty And Integrity

The achievement of the sports organization mission is to a large extent dependent upon
the concerted efforts of people within the organization .Hence; coaches create an organizational
culture built on these two core values and hold all athletes accountable to them. With honesty
and integrity as fundamental cornerstones of an organization, they will rarely succeed long term.
And creating such cultures starts at the top of the organization.
Table 2 Perceived Leadership Behaviour on Honesty and Integrity

Perceived Leadership SUC’s Region IX
Behaviours JRMSU WMSU ZSCMST ZCPSC JH CSC Overall Rating
(Honesty and Integrity) WM Int. WM Int. WM Int. WM Int. WM Int. WM Int. Rank
1. See to it that every athlete is 2.8 OC 3.0 O 3.2 OC 3.0 OC 3.4 O 3.1 OC 8
working to his/her capacity.
2. Explains to each athlete the 3.4 O 3.4 O 4.0 O 2.9 OC 2.4 S 3.2 OC 6.5
techniques and tactics of the sport.
3. Pays special attention to 3.4 OC 2.0 S 4.3 A 4.3 A 3.4 OC 3.6 O 1
correcting athlete’s mistakes.
4. Make sure that his/her part in 3.0 OC 3.2 OC 3.4 OC 4.2 O 3.2 OC 3.5 OC 3
the team is understood by all the
athletes.
5. Instructs every athlete 2.6 O 2.4 S 3.2 OC 2.0 S 3.5 O 2.7 OC 10
individually in the skills of the
sport.
6. Figures ahead on what should be 4.0 O 4.3 A 4.3 A 2.1 S 1.9 S 3.3 OC 5
done.
7. Explains to every athlete what 3.9 O 4.5 A 3.4 OC 2.3 S 2.1 S 3.2 OC 6.5
he/she should and what he/she
should not do.
8. Expects every athlete to carry 4.0 O 3.2 OC 4.5 A 3.3 OC 2.5 S 3.5 O 2
out his assignment to the last
detail.
9. Points out each athletes 3.4 OC 4.3 A 3.7 O 3.2 OC 2.4 S 3.4 O 4
10. Strengths and Weaknesses. 2.3 S 3.2 OC 3.2 OC 3.5 O 2.6 OC 3.0 OC 9
Total WM 3.3 OC 3.2 OC 3.7 OC 3.1 OC 2.7 S 3.2 OC
Legend: (Always-4.21-5.0); (Often-3.42-4.20); (Occasionally-2.61-3.40); (Seldom-1.81-2.40); (Never-0-1.80)
Table 2 presents the perceived leadership behaviour of coaches and the extent of coach’s
coaching behaviour as perceived by the respondents along honesty and integrity. As shown in the
table, there are 10 items rated by the respondents. The data reveal that of the 10 items, item 3,
pays special attention to correcting athlete’s mistakes rank 1 with the highest combined mean of
3.6 (O) Often, followed by item 8, Expects every athlete to carry out his assignment to the last
detail, rank 2 with the rating of 3.5 (O) Often and item 4 Make sure that his/her part in the team
is understood by all the athletes, ranked 3 with the rating of 3.5 (O), Often which means 75% of
the time respectively.
The trend implied that SUC’s in Region IX had minimal support to the vision-mission of
the Sport program of the government especially to CHED. All athletes are assisted in terms of
encouragement, motivation, and sports development. The concerned coaches share responsibility
for preventing and fixing problems relative to both academic and sports for the benefits of the
sports clientele as gathered by the researcher in an interview.
Hence, item 5, Instruct every athlete individually in the skills of the sport had the lowest
combined mean of 2.7 (OC) ranked 10 followed by item 10 which ranked 9 Strength and
Weaknesses with rating of 3.0 (OC), and item 1 See to it that every athlete is working to his/her
capacity, ranked 8 with a rating of 3.1(OC) respectively.
These implied that all athletes in SUC’s were rarely provided resources such as
instructional materials, modern facilities and equipments and others needed in the academe and
sports to perform the task always. The data indicated that the respondents considered the above
items important but are least performed. Moreover, that the respective SUCs has no proper
program of sports plan relative to rewards of athletes as motivation to honesty and integrity was
gleaned from an interview.
Perceived Leadership Behaviour Along Self Awareness Among Coaches in SUCs Region IX
A coach must understand their own strengths and weaknesses. All of us have faults and
instinctive behaviours that produce unintended results and/or consequences. It is critical for a
coach to really know themselves, admit their shortcomings and ask for their help in addressing
them. This demonstrates humility and humanizes the coach. No one is perfect and if a coach acts
like they are, they will lose credibility and trust. In the worst case they will be seen as arrogant
and intimidating.
Table 3 presents the perceived leadership behaviour of coaches on self awareness and
the extent of coach’s coaching behaviour as perceived by the respondents. As shown in the table,
there are 10 items rated by the respondents. The data revealed that of the 10 items, item 4 got
rank 1 Specifies in detail what is expected of each athlete with the highest combined mean of 3.7
(OC) Occasionally, followed by item 3 Explain how each athlete’s contribution fits into the total
picture rank 2 with the rating of 3.6 (O) Occasionally, and item 6 and 7 Gets group approval on
important matters before going ahead and Encourages athletes to make suggestions for ways of
conducting sport practices ranked 3.5 with the rating of 3.5 respectively.
SUCs in Region IX are situated in Zamboanga del Norte with more opportunities for
sport development to many. Its location made it accessible to many student athletes. Thus, the
campuses distance from their locality made conducive for training and sports development.
The ratings on Specifies in detail what is expected of each athlete showed that the SUCs
in Region IX was keeping the sports program updated to give the best quality of sports education
and instruction to cater to the needs of the community and students athletes. Moreover, in spite
of the fact that SUCs are non-sectarian institutions, it maintains good relationships with both
Christian and non-Christian students and employees to develop a helping and learning
atmosphere that reduces disciplinary actions due to conflicts.
The lowest combined Mean of 2.9 (OC) Occasionally, Gives specific instructors to each
athlete as to what he/she should do in every situation ranked 10, followed by item 5 asks for the
opinion of the athletes on important coaching matters ranked 9 with a rating of 3.5 (OC)
Occasionally, and item 2 sees to it that the efforts are coordinated ranked 8 with a eating of 3.2
(OC) Occasionally. The results from the SUCs shows the need for SUCs students athletes to get
training to excel in their events in sports through quality instruction, and sport-development
oriented research to improve competencies in sports both local and national arena.
The results affirms on the study of Huitt, W. (2009), which states the quality of coaches'
quality trainings played a vital role in all sports events in providing quality training to athletes
and that the ideas of trainees may also be given considerations for them to be aware of their
freedom to in terms of decision making and to strengthen their duties and responsibilities.
Table 3. Perceived Leadership Behaviour Along Self Awareness

(Self Awareness) WM Int. WM Int. WM Int. WM Int. WM Int. WM Int. Rank
1. Gives specific instructors 4.5 A 2.2 S 2.3 S 2.7 OC 3.0 OC 2.9 OC 10
to each athlete as to what
he/she should do in every
situation.
2. Sees to it that the efforts 3.2 OC 3.2 OC 3.2 OC 3.6 O 2.8 OC 3.2 OC 8
are coordinated
3. Explains how each 4.0 O 4.3 A 3.2 OC 4.3 A 2.3 S 3.6 O 2
athlete’s contribution fits
into the total picture.
4. Specifies in detail what is 4.2 O 4.3 A 3.2 OC 3.2 OC 3.5 O 3.7 O 1
expected of each athlete.
5. Asks for the opinion of 2.3 S 3.2 OC 3.4 OC 3.6 O 3.6 O 3.5 OC 9
the athletes on strategies for
specific competitions.
6. Gets group approval on 4.0 O 3.5 O 3.4 O 4.3 A 2.2 S 3.5 O 3.5
important matters before
going ahead.
7. Let his/her athletes share 3.5 O 3.2 OC 4.6 A 3.2 OC 2.5 S 3.4 OC 5
in decision making.
8. Encourages athletes to 4.0 O 3.2 OC 4.3 A 3.5 O 2.4 S 3.5 O 3.5
make suggestions for ways
of conducting sport
practices.
9. Let the group set its own 3.5 O 3.2 OC 3.2 OC 3.1 OC 3.1 OC 3.2 OC 10
goals
10 Let the athletes try their 4.0 O 4.3 A 3.1 OC 2.9 OC 2.4 S 3.3 OC 6
own way even if they make
mistakes.
Total WM 3.7 O 3.0 OC 3.4 OC 3.5 O 2.8 OC 4.0 O
Perceived Leadership Behaviour Along Team Builder Among Coaches in SUCs Region IX
Effective coach must have outstanding team building skills. This requires first and
foremost the ability to attract and retain top athletes performance. Every coach knows they
cannot do it alone and that having the best talent enhances the opportunity for success. They
know they need to build a team with complementary skills sets and experiences and constantly
look to bring in people that know more that they do (this is because they are confident).
Importantly, they also understand that a team performs best when its members have
differing personalities and styles, to expand perspectives when problem solving and avoid
getting caught up in group think.
As to Team Building table 4 show that of the 10 items, item 7 keeps to himself/herself
ranked 1 with the highest combined mean of 4.0 (O) Often, followed by item 4 works relatively
independent of the athletes ranked 2 with the rating of 3.7 (O) Often, and item 1 Asks for the
opinion of the athletes on important coaching matters ranked 3 with the rating of 3.3 (OC)
occasionally.
Walling, M.D., & Duda, J.L. (2016) also stipulated that athletes may have to understand
that a team performs best when its members have differing personalities and styles, to expand
perspectives when problem solving and avoid getting caught up in group think.
Table 4 Perceived Leadership Behaviour on Team Building

(Team Buliding) WM Int. WM Int. WM Int. WM Int. WM Int. WM Int. Rank
1. Asks for the opinion of the 3.5 O 3.2 OC 3.4 OC 3.9 O 2.3 S 3.3 O 3
athletes on important coaching C
matters.
2. Let the athletes decide on the 4.2 A 3.0 OC 3.2 OC 2.3 S 2.5 S 3.0 O 7
plays to be used in a game. C
3. Let the athletes work at their 2.3 S 3.4 OC 3.2 OC 3.3 OC 2.9 OC 3.0 OC 7
own speed.
4. Works relatively independent 3.5 O 4.3 A 3.4 OC 3.4 OC 3.8 O 3.7 O 2
of the athletes.
5. Does not explain his/her 3.0 OC 3.4 O 3.2 OC 2.1 S 3.9 O 3.1 OC 5
action.
6. Refuses to compromise a 3.2 OC 2.3 S 3.2 OC 2.4 S 4.3 A 3.0 OC 7
point.
7. Keeps to himself/herself. 4.1 O 4.1 O 4.3 A 3.4 OC 4.2 A 4.0 O 1
8. Speaks in a manner not to be 2.0 S 2.5 S 4.3 A 3.7 O 2.3 S 2.9 OC 9
questioned.
9. Helps the athletes with their 2.0 S 3.1 OC 4.2 O 3.6 O 3.2 OC 2.5 S 10
personal problems.
10. Helps members of the group 3.0 OC 2.5 S 3.2 OC 4.0 O 3.4 OC. 3.2 OC 4
settle their conflicts.
Total WM 3.0 3.1 3.6 3.2 3.3 3.2 OC
These data show that Team Binding is necessary in the success of every sports
organization, that Sports directors, coaches and other concerns have been made use of the
maximum utilization of their available local and national resources The lowest combined Mean
of 2.5 (S) Seldom ,helps the athletes in their individual problems ranked 10 followed by item 8
speaks in a manner not to be questioned ranked 9 with the rating of 2.9 (OC) Occasionally, and
item 2 let the athletes decide on the plays to be used in a game ranked 8 with rating of 3.0 (OC)
Occasionally.
These show that the SUCs in Region IX have no viable sports program for student-
athletes in spite of the fact that there are funds allocated for that purpose thus, most athletes who
pursue their dreams and aspirations have to finance their training for sports development by
themselves and not many can afford it. These implies that items with lowest rank identified by
the respondents should be attended to by the Heads of SUCs Sports program in the upgrading of
modernized sports equipment and facilities to facilitate good performance as a whole. The lack
of effective management on sports training especially for coaches, trainers, and others to realize
visible programs and projects that the respondents have a strong desire to become competitive in
their chosen sports so as to improve their knowledge and skills needed in their flight towards
quality training and personal development.
Perceived Leadership Behaviour Along Communication Skills Among Coaches in SUCs

Region IX
Good coach do not have to be great orators or exceptional writers. What is required is
that they are inspirational and persuasive. They can speak and write to the audience’s level,.
They communicate in a way that generates buy-in and willing followers. Because if you can’t
succeed in doing those two things, you cannot effectively l ead. They must always be truthful,
even delivering the bad news when appropriate. But, they generally exude a positive attitude and
are seen as optimistic, even in the most troubling of times.
Regarding the communication skills table 5 , the data show that of the 10 items, item 1
looks out for the personal welfare of the athletes ranked 1 with the highest combined mean of 4.0
(O) Often, followed by item 5 encourage close and informal relations with athletes ranked 2
with a rating of 3.6 (O) Often, and item 10 expresses appreciation when an athlete performs well
ranked 3 with a rating of 3.6 (O) Often.
The SUCs had applied for programs with the Accrediting Agency of Chartered Colleges
and Universities of the Philippines (AACCUP). Priorities were on sports programs aside from
faculty instruction for the welfare of both employees and student-athletes. This implies that the
Administration’s priority is for the welfare of its client by providing student-athletes with
facilities and equipment to cater to their needs and used modern techniques in the sports
development situation.
The lowest combined mean of 2.3 (S) Seldom compliments an athlete for his
performance in front of others ranked 10, followed by item 6 gives credit when credit is due
ranked 9 with a rating of 2.8 (OC) Occasionally, and item 8 tell an athlete when he/she does a
particularly good performance ranked 8 with a rating of 2.8 (OC) Occasionally. The SUCs has
inadequate sports offices and clinics as perceived by the respondents. The ratings also show that
the respondents have a strong need to have sports facilities and others to enable them to practice
free from noise and disturbance and to do work comfortable during training.
These imply that the respondents need immediate support in terms of procurement of
equipment and facilities for both sports directors, coaches and student-athletes. The desire to
have modern facilities in offices, sports clinic and others would help realize the vision-mission in
the proper delivery of services especially to student-athletes in the field of sports.
Ervin, L.H., & Stryker, S. (2009) states that communication between coaches and trainees
is vital in terms specifically giving considerations on the personal welfare of athletes to motivate
them more in doing their best for the team and that coaches may have to convey their affections
on what they feel, compliment and sometimes rewarded on whatever good performances done by
athletes.
Table 5 Perceived Leadership Behaviour on Communication Skills

SUC’s Region IX
JRMSU WMSU ZSCMST ZCPSC JH CSC Overall Rating
Perceived Leadership
Behaviours WM Int. WM Int. WM Int. WM Int. WM Int. WM Int. Rank
(Honesty and Integrity)
1. Looks out for the 3.5 O 3.7 O 4.3 A 4.3 A 4.0 O 4.0 O 1
personal welfare of the
athletes.
2. Does personal favour for 4.2 O 4.3 A 3.2 OC 3.2 OC 3.6 O 3.0 OC 5.5
the athletes.
3. Expresses affection 2.3 S 3.2 OC 3.5 O 2.4 S 3.2 OC 2.9 OC 7
he/she feels for his/her
athletes.
4. Encourages the athlete to 2.0 S 1.9 S 3.7 O 4.5 A 4.2 O 3.3 OC 4
confide in him/her.
5. Encourage close and 3.2 O 3.4 O 4.2 A 3.5 O 3.4 OC 3.6 O 2
informal relations with
athletes.
6. Gives credit when credit 3.0 OC 3.2 O 2.9 OC 2.3 S 2.6 OC 3.0 OC 9.5
is due
7. Compliments an athlete 2.0 S 1.5 N 2.3 S 2.3 S 3.2 O 2.3 S 10
for his performance in front
of others.
8. Tell an athlete when 2.0 S 2.1 S 3.2 O 2.4 S 4.2 A 2.8 OC 8.5
he/she does a particularly
good performance.
9. Sees that an athlete is 2.0 S 3.6 O 2.3 S 4.2 A 3.1 OC 3.0 OC 5.5
rewarded for a good
performance.
10. Expresses appreciation 2.3 S 2.4 S 3.2 O 4.5 A 5.0 A 3.5 O 3
when an athlete performs
well.
Total WM 2.7 OC 2.9 OC 3.3 OC 3.4 O 3.7 O 3.1 OC
With regards to Perceived Leadership Behaviour Communication Skills ranked 1 as

needing the most attention in an athlete performance having obtained the lowest rating of 3.1
(OC) Occasionally . This could be attributed to the Sports Directors/Coordinators of the five
SUCs who believes that athletes performance be given least importance among the perceived
leadership behaviours since, there were no proper financial allocation and viable programs for
coaches development as SUCs. Moreover, most of the coaching staff was newly designated as
coaches to the different sports events. Honesty and Integrity as well as Team Building got the
second ranked 3.2 (OC) Occasionally respectively with rank 2.5 to be given the next priority in
the financial aspects in order to enhance coaching techniques and personal relationship with
athletes. This simply implies that the Honesty and Integrity as well as Team Building should be
enhanced and realigned by the concerned heads of sports program to focus on the need of the
student-athletes and local and national demands.
Table 6. Summary Table of the Extent of Perceived Leadership Behaviour

Perceived
Leadership SUCs Region IX Rank
Behaviour
JRMSU WMSU ZSCMST ZCPSC JH CSC Overal
Mean Int Mean Int Mean Int Mean Int Mean Int Mean Int
Honesty and
Integrity 3.3 OC 3.2 OC 3.7 O 3.1 OC 2.7 OC 3.2 OC 2.5
Self Awareness 3.7 O 3.0 OC 3.4 O 3.5 O 2.8 OC 4.0 O 4
Team Builder 3.0 OC 3.1 OC 3.6 OC 3.2 OC 3.3 OC 3.2 OC 2.5
Communicatio 2.7 OC 2.9 OC 3.3 OC 3.4 O 3.7 O 3.1 OC 1
n Skills
This means that the SUCs in region IX should focus on relevant programs that would
help realize the Vision-Mission of SUCs, as a community that is student-athlete centred and has
great concern on its output, Thus, the coaching behaviour should be geared towards the demands
of the athletes and the institutions who are the end users of the output.
Lastly Self awareness ranked 4 with the least needful in the making of student-athlete
with a rating of 4.0 (O) Often. It showed that self awareness is often perceived leadership
behaviour among the respondents. To very effective proper implementation of the sports
program to SUCs needs maintenance in the operation of the sports programs of SUCs is needed
since it is the lifeblood for the institution to exile in sports both local, national as well as
international arena.
In summary on the ranking of the four perceived leadership behaviour, the table shows
Communication skills ranked 1 which means it is in this perceived leadership behaviour is most
needed. This is followed by Honesty and Integrity as well as Team building , and Self Awareness
respectively . Therefore, more weight and consideration must be given to Communication Skills.
Test of Difference in the Extent of Effectiveness of Perceived Leadership Behaviour

Table 7 shows that the weighted mean of the perceived leadership behaviour Honesty
and Integrity, Team Building , and Communication Skills of the five SUCs were significantly
higher than Self Awareness. Furthermore, this would suggest that Coaches had different ways of
coaching behaviour to their student-athletes. The coaches had worked cooperatively with the
Sports Program Heads in sharing of resources, mentoring and giving of resolutions to students-
athletes conflicts.
In Self Awareness the computed F value of 2.160 is less than the Critical F Value of
3.259 at 5% level of significance, which shows that the respondents in the SUCs did not differ
significantly in their perception on extent of effectiveness in terms of Self Awareness as
perceived leadership behaviour.
Table 7 Difference in the Extent of Effectiveness of perceived leadership behaviour in
SUCs Region IX
Critical F-
Perceived Leadership Computed F-
Mean S2 Value at
Behaviour Value
p=.05 Remarks
Honesty and Integrity
JRMSU 3.3 0.015
WMSU 3.2 0.015
ZSCMST 3.7 0.015 21.899 3.316 Significant
ZCSPC 3.1 0.044
JHCSC 3.7
Self Awareness
JRMSU 3.7 0.044
WMSU 3 0.135
Not
ZSCMST 3.4 0.046 2.16 3.259
Significant
ZCSPC 3.5 0.015
JHCSC 2.7
Team Building
JRMSU 3 0.135
WMSU 3.1 0.015
ZCSPC 3.2 0.046
JHCSC 3.3
Communication Skills
JRMSU 2.7 0.015
WMSU 2.9 0.015
ZCSPC 3.4 0.046
JHCSC 3.7 0.044
The findings show that Self Awareness in SUCs Regions IX was comparatively
Occasionally Effective. The differences in the weighted mean means were not significant. This
could be attributed to the desire of the SUCs to develop as much as possible relevant and updated
training and coaching strategies.
In totality, there is a need for the concerned Heads of Offices especially in Sports to make
sure that SUCs are performing equitably and effectively well in all the perceived leadership
behaviour. This could only be done if the budget allocation is also equitable and opportunities
are equally distributed and a well-planned. Sports facilities may be available as a tool for
effective functioning of SUCs sports program in Region IX. Thus, this endeavour is conceived,
designed and organized.
According to Sherman, C.A., Fuller, R., & Speed, H.D. (2015) athletes in their ages have
major growth in self-awareness and self-consciousness, with major advances in the individual's
introspective abilities to recognise, differentiate, co-ordinate and control internal processes. In
general young adulthood seems to be the optimal period for the development of life skills and
interpersonal competencies that will promote psychological well-being and a healthy lifestyle.
Such a lifestyle can include recreational patterns and an inclination to sport participation or non-
participation. Thus, leadership from coaches is very important in the developing career of their
players.
Conclusions
Athletes is dominated with male, two third of the athletes competed in local Mindanao
Athletics State Tertiary Schools (MASTS) and one third of the athletes who competed in national
SCUAA games. Most of the student athletes had excellent sports performance in the local
competitions. Most student athletes had a playing experience of 2-3 years in their respective
sports events. Thirty three point five percent of the athletes is eliminated during the competition
and only five point seven percent are gold medalist.
For the team sports ZCPMST has the highest number of athletes and JHCSC got the
lowest. With regards to Volleyball event WMSU got the highest percentage. As to the Individual
sports, ZCPSC got the highest number of athletes qualified in athletics. In swimming event
WMSU got the highest number of athletes qualified, while JHCSC for Lawn Tennis. ZCPSC
also got the highest number of qualified athletes in Badminton event.
All athletes in SUC’s agree that they were less likely provided with resources such as
instructional materials, modern facilities and equipments and others needed in the academe and
sports to perform their task. All of the respndents also agreed that there's a need for SUCs to
provide more trainings for the athletes to excel in their events in sports through quality
instruction, and sport-development oriented research to improve competencies in sports both
local and national arena. Athletes also know they need to build a team with complementary skills
sets and experiences and constantly look to bring in people that know more that they do since
they are confident enough. SUCs in Region IX have no viable sports program for student-
athletes in spite of the fact that there are funds allocated for that purpose thus, most athletes who
pursue their dreams and aspirations have to finance their training for sports development by
themselves and not many can afford it.
Respondents need immediate support in terms of procurement of equipment and facilities
for both sports directors, coaches and student-athletes. The desire to have modern facilities in
offices, sports clinic and others would help realize the vision-mission in the proper delivery of
services especially to student-athletes in the field of sports.
This could be attributed to the Sports Directors/Coordinators of the five SUCs who believes that
athletes performance be given least importance among the perceived leadership behaviours since,
there were no proper financial allocation and viable programs for coaches development as SUCs.
Moreover, most of the coaching staff was newly designated as coaches to the different sports
events.
The leadership behaviour as to Honesty and Integrity as well as Team Building should be
enhanced and realigned by the concerned heads of sports program to focus on the need of the
student-athletes and local and national demands.
It should be noticed that communication skills is the most needed among coaches of SUCs in
Region IX, which means more weight and consideration must be given to communication skills.
In totality, there is a need for the concerned Heads of Offices especially in Sports to make
sure that SUCs are performing equitably and effectively well in all the perceived leadership
behaviour. This could only be done if the budget allocation is also equitable and opportunities
are equally distributed and a well-planned. Sports facilities may be available as a tool for
effective functioning of SUCs sports program in Region IX. Thus, this endeavour is conceived,
designed and organized.
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International Journal of Multidisciplinary Research - Science, Technology

Social Sciences, Business and Hospitality Management(IJMR-STSBHM)

Melecio Sera Enanor

Key Words: Leadership Behaviour, Sports Competition, Athletes Performance, Coaches,

Results and Discussions

Perceived Leadership Behaviour Along Honesty And Integrity

Table 2 Perceived Leadership Behaviour on Honesty and Integrity

Table 3. Perceived Leadership Behaviour Along Self Awareness

Table 4 Perceived Leadership Behaviour on Team Building

Perceived Leadership Behaviour Along Communication Skills Among Coaches in SUCs

Table 5 Perceived Leadership Behaviour on Communication Skills

With regards to Perceived Leadership Behaviour Communication Skills ranked 1 as

Table 6. Summary Table of the Extent of Perceived Leadership Behaviour

Test of Difference in the Extent of Effectiveness of Perceived Leadership Behaviour

Chelladurai, P. (2013). Leadership in sports: A review. International Journal of Sport

Singapore Sports Council. (2005). Annual report 2004/2005. Singapore.

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