CHAPTER 1

INTRODUCTION

Background of the Study

COVID-19 has rapidly and dramatically affected our lives. Unfortunately, teenagers and

young adults are among those who may be most affected. The COVID-19 pandemic drove many

schools to cancel face to face classes and now, many schools and colleges continue to rely on

virtual learning to keep students and teachers safe. While the safety of students and teachers is of

the utmost importance, online learning can have an impact on the mental health of the students.

We explain how online learning impacts students' mental health, along with ways parents can

help their teens cope while learning in the comfort of their houses.

Online classes affect everyone from young children to young adults, teachers, and

professors. For several students, virtual classes may worsen existing mental state disorders. For

others, the impact of online learning can trigger new changes in their psychological state and

mood. With online classes, students may experience challenges because it relates to increased

screen time.

As education adapts to teaching and learning at a distance, the workload and the learning

load of adopting a new delivery mode is taking a huge charge on the lives of those in education.

This is an immense downside that is growing rapidly. While there are some students who are

thriving through online classes, the impact of the virus, isolation, increased workloads and other

associated effects are rising among many students. The radical change in lifestyle can feed
loneliness, anxiety and even lead to depression. Anxiety and stress can lower immunity,

subjecting students to illness (Schroeder, 2020).

Technology does not only impact academics but also the student’s health (University of

Minnesota, 2007). Screen time such as browsing online has been associated with a more inactive

lifestyle (Wang, et.al, 2012). Even though online websites make it easier for students to access

education, it potentially leads them to an inactive lifestyle and related health issues. Spending

more time on the computer presents a major risk to student’s mental health, resulting in a trend

away from active leisure pursuits and recreational sports and leading them towards inactive

entertainment such as television, video games, and computers (University of Minnesota, 2007;

Wang et al., 2012).

Students who have better health are more likely to finish their studies, but it is unclear

whether time on the computer has a negative impact on mental health. We know that inactive

behavior is the number two risk factor for a variety of diseases and general health. Therefore, the

effect of online classes on the student’s mental health needs to be examined. Thus, this study can

help the schools by adopting the framework to address institutional issues by incorporating

coping strategies and improve teaching-learning related outcomes in virtual learning.

Statement of the Problem

This study will determine the relationship between virtual learning fatigues and increased of

stress and anxiety of the students. More specifically, it will answer the following questions:

1. What are the effects of virtual learning fatigue in terms of the students:
1.1 cognitive functions

1.2 Behavioral

1.3 Academic functions

2. What is the level of stress and anxiety of students in terms of:

2.1 resistances

2.2 possible recoveries

2.3 burnout

3. Is there a significant relationship between

3.1 virtual learning and increased stress

3.2 increased stress and coping strategies

3.3 anxiety and academic performance

 4. Does virtual learning fatigue significantly predict the reason for increased stress and anxiety

of students? Hypothesis the hypothesis below will be tested at .05 level of significance:

1. There is no significant relationship between virtual learning and increased of stress and

anxiety of students.

2. Virtual learning does not significantly predict the reason for increased stress and anxiety of

students.
 

REVIEW OF RELATED LITERATURE

The review of literature includes information from various sources such as peer- reviewed

articles, studies, and books on concepts related to virtual learning, coping strategies and increase

and stress and anxiety.

Cognitive Functions

Anxiety is a fundamental human feeling that comprises dread and vulnerability and

generally it happens when an individual accepts that the occasion is a danger to self or self-

esteem. It can likewise be state or attribute contingent upon its duration. Anxiety hinders the

typical perspectives. It favours a detached way to deal with material instead of cooperation with

it. It is the human feeling that everybody encounters. Students experience issues during their

investigations, and feel on edge when taking tests or making huge life choices.

The evident contrast between face to face and distance learning and the going with

ecological factors that influence distance students have the effect of tension on distance learning

more probable. Gibbs, Habeshaw, and Habeshaw (1989) put it briefly, 'Anxiety makes students

reliably fail to meet expectations. Uneasiness in distance students stems essentially from their

life encounters, and assumptions/suppositions they make subsequently. The distance students

will in general dread disappointment, yet then again can have high, even ridiculous assumptions

for them. They may have had negative encounters with education before, and accept that distance

learning schooling may give the equivalent sabotaging learning climate as that encountered by

many schools.

Compared to regular classes in school, there are numerous components recognized in

distance education of helpless outcomes and high dropout rate; exhausting courses, monetary

challenges, absence of criticism and consolation, seclusion, lack of inspiration, disappointment

with necessities or guidelines, and changes in vocation objectives (Bernard,2004; Fozdar and

Kumar, 2007). Saddington (1992) featured that the assumption for debilitation is one of the

central points of interest in sensations of tension and helpless certainty. The fear of connection
with others sets off hesitance, sensations of being contrarily judged and assessed, mediocrity,

shame, embarrassment, and melancholy which prompts evasion from assembled exercises where

various sorts of individuals are present. Anxiety turns into a significant worry among distance

students when they understand that they should give an oral introduction while utilizing present

day advancements, for example, mixed media introductions and so forth.

Behavioral

Chirico (1997) stated Piaget's reason that kid advancement ought not to be misleadingly

surged. Extensive media use at a youthful age can do precisely that. Youthful minds are

moldable thus much is yet to be resolved on kids who start huge innovation use in early stages.

As per the Board on Correspondences in Media (2011)6 media use is related with "rest issues,

forceful conduct and consideration issues in preschool and young kids".

Academic functions

In the current period, education has been distinguished as a fundamental basic freedom

with the fast changes and the appearance of new strategies and abilities in data innovation affects

the available resources of living and furthermore on schooling measure, as well.

Xu and Jaggars (2013 and 2014) inspected online course impacts among understudies

going to each junior college in the territory of Washington. To control for self-choice into online

courses, the creators geocoded the distance between every understudy's home and their school
and utilized this as an instrument for enlistment in online courses. They found that students

trying out online courses were less inclined to finish those courses and that they procured grade

point average (GPAs) in those courses that were around one-third of a point lower than did

students in conventional face-to face areas of similar courses. They further tracked down that

scholastic execution on the web courses was more terrible for younger students, males, Blacks,

and those with lower overall GPAs.

Since many distance students are grown-ups, there are a ton of obligations to meet while

satisfying the scholastic needs of their learning establishments. Most distance schooling

understudies are developed, hitched and working. Also, distance education students have the

issue of consolidating work, family requests, and other responsibilities with stuffed academic

work (Panchabakesan, 2011; Torto, 2009).

Resistances

Possible recoveries

 
Burnout

Emotional insight is an arising point for instructive, mental and the board contemplates.

The idea is established in the comprehension of feelings of self, grabbing direct the enthusiastic

responses and marking the encounters of various feelings and helping other people to

comprehend and assist individuals with channelizing their feelings (Bliss, 2005). It likewise

alludes to handling emotional upsets, adjusting ways and ability to stay away from enthusiastic

weariness like pressure, passionate discretion, burnout and figuring out how to maintain a

strategic distance from the pessimism of feelings and dealing with selfishness (Sala, 2002;

Chandra and Mathur, 2016, p. 231).

Relationship between virtual learning and increased stress

Stress comes in various structures to a person's everyday life. Stress is a bio-psychosocial

model that alludes to the outcome of disappointment of an organic entity to react satisfactorily to

mental, passionate or actual requests, regardless of whether genuine or envisioned refered to in

Al-Sowygh, (2013). As indicated by Akhlaq, Amjad and Mehmood (2010), stress is viewed as a

psychophysiological cycle, which results from the communication of the person with the climate

and results in unsettling influences caused to the physiological, mental and social frameworks,

contingent on singular qualities and mental cycles. The singular attributes may incorporate

factors like sex, wellbeing status, heredity, and financial foundation.

Stress comes in different structures which could influence an individual's wellbeing

regardless of the race, age, and financial foundation. There are numerous reasons for pressure;

nonetheless, the level of pressure generally relies upon the actual wellbeing, interrelationship

with others, work requests, the level of assumptions and reliance; and responsibilities in different
structures (Shamsuddin et al., 2013; Soliman, 2014). Some type of pressure is capable by most

understudies and distance instruction understudies are no special case particularly changing in

accordance with new circumstances in their learning climate. Stress might be brought about by

disappointment in academic work, financial issues, medical conditions, loss of a relative or

companion and other social issues (Hung and Care, 2011; Smith, Rosenberg, and Timothy

Haight, 2014). Such occasions that bring stress are called stressors and an abrupt change in these

stressors may influence the people's physical or psychological wellness.

Experimental proof of the effect of weight on the individual has shown that relying upon

the stress adapting systems of the individual, stress could be exceptionally unsafe to an

individual's physical what's more, psychological well-being (Akhlaq et al., 2010; Al-Sowygh,

2013; Hung and Care, 2011; Smith et al., 2014). The impacts of pressure in the writing stem

from physical, mental to conduct issues. A portion of the actual issues of delayed pressure are

hypertension, high cholesterol level, ulcer, joint inflammation and heart sicknesses (Akhlaq et

al., 2010; Johnson, Wasserman, Yildirim, and Yonai, 2013; Ramos, 2011).

The writing besides archives those undeniable degrees of stress if not controlled could

result into helpless scholastic execution, assessment misbehaviors and occurrence of

inappropriate conduct among tertiary understudies (Rourke et al., 2010; Soliman, 2014).

Consequently, stress is a significant variable to remember for planning understudies support

administrations for distance education programs.

Relationship between anxiety academic performance

  Anxiety is an essential human feeling that comprises of dread and vulnerability and

typically it happens when an individual accepts that the occasion is a danger to self or

confidence. It can likewise be state or attribute contingent upon its term. Uneasiness impedes the

ordinary points of view. It favors an aloof way to deal with material instead of association with

it.

Anxiety is the human feeling that everybody encounters. Students experience issues

during their examinations, and feel on edge when taking tests or making huge life choices. There

is proof in the writing that there is a negative relationship between anxiety and students’

accomplishment, and there is a negative relationship amongst anxiety and the acknowledgment

of significant psychological and passionate results in distance learning training (Jegede,

Alaiyemola, and Okebukola, 1990).

The clear contrast between eye to eye and distance learning and the going with ecological

factors that influence distance students have the effect of anxiety on distance learning almost

certain. Gibbs, Habeshaw, and Habeshaw (1989) put it concisely, 'anxiety makes students

reliably fail to meet expectations. Nervousness in distance students stems mostly from their life

encounters, and assumptions/suspicions they make subsequently. The distance students will in

general dread disappointment, yet on the other hand can have high, even ridiculous assumptions

for them. They may have had negative encounters of instructions before, and expect that distance

learning education may give the equivalent undermining learning climate as that encounters by

many school.

Tuncay and Uzunboylu (2010) examined student anxiety and protection from learning

through distance schooling. Exactly the investigation sought after responses to questions for
example, why students didn't pick distance learning courses, the side effects of anxiety, assuming

any, the exhibition of distance students for distance learning, sexual orientation and the

impression of distance students or any connection between these variables.

Huberty (2009) revealed that anxiety influence students' conduct, comprehension and

physiology. For instance, for students with uneasiness, high-hazard testing can be extremely

troublesome. On edge students may likewise experience the ill effects of depressions. He

suggests that instructors and guardians cooperate to assist understudies with learning handle with

uneasiness. Nadeem, Ali, and Zaidi (2012) considered the effect of nervousness on students’

accomplishment at the College of Bahawalpur in Pakistan. A top to bottom study of the

outcomes by these logical information shows that anxiety affects students' academic

presentation. The outcomes show that at the point when tension builds, the scholarly presentation

of both male and female students decreases.

Theoretical Framework

This study is anchored on learning theory (Piaget, 1972). Learning theory is intended to

clarify and assist us with seeing how individuals learn; be that as it may, the writing is

unpredictable and broad enough to fill whole segments of a library. It includes various

disciplines, including psychology, sociology, social science, neuroscience, and education. Three

of the more well-known learning speculations—behaviourism, cognitivism, and social

constructivism—will be featured to frame the establishment for additional discussion. Notice

will likewise be made of a few other learning speculations that are applicable to online

schooling.  
 Behaviourism centers on how individuals behave. In education, behaviourism analyzes

how students carry on while learning. Significant figures related with behaviourism are B.F.

Skinner and Edward Thorndike. Skinner is especially notable, basically on the grounds that he

acquainted what he alluded with as operant molding which underscored the utilization of both

positive and negative support to assist people with learning practices.

Cognitivism has been viewed as a response to the "unbending" accentuation by

behaviorists on prescient improvement and reaction (Harasim, 2012, p. 58). Psychological

scholars advanced the idea that the brain has a significant job in learning and tried to zero in on

what occurs in the middle of the event of ecological upgrade and students' reaction.

Corresponding to behaviorism and cognitivism was crafted by few instruction scholars,

including Lev Vygotsky, John Dewey, and Jean Piaget. Their emphasis on friendly

constructionism was to portray and clarify educating and learning as perplexing intuitive social

wonders among educators and understudies. Similarly, John Dewey considered figuring out how

to be a progression of useful social encounters in which students learn by doing, teaming up, and

reflecting with others. While created in the early piece of the twentieth century, Dewey's work is

especially in proof in a decent arrangement of present-day social constructivist instructional plan.

The utilization of intelligent practice by both student and instructor is an educational foundation

for intuitive conversations that replaces straight addressing, regardless of whether in an eye to

eye or online class (Picciano, 2017). 

Conceptual Framework
Figure 1 shows the conceptual model showing the relationships of the variables. The independent

variable is the leadership styles which are measured by three indicators, namely: laissez-faire,

transformational, and transactional leadership styles. On the other hand the mediating variable is

the risk management practices. Moreover, the dependent variable is the work performance which

measured three dimensions, namely: task performance, contextual performance, counter-

behavior performance.

In the leadership styles, the laissez-faire is a type of leadership which leaders are hands-off and

allow group members to make the decisions. Transformational leadership refers to a style of

leadership where a leader works with subordinates to identify needed change, creating a vision

to guide the change through inspiration, and executing the change in tandem with committed

members of a group. On the other hand, is a style of leadership in which leaders promote

compliance by followers through both rewards and punishments.  

In the work performance indicators, the task performance is defined as the effectiveness with

which job incumbents perform activities that contribute to the organization’s technical core.

Contextual performance concerns aspects of an individual’s performance which maintains and

enhances an organization’s social network and the psychological climate that supports technical

tasks. Counterproductive work performance is an employee behavior that goes against the

legitimate interests of an organization.

   INDEPENDENT VARIABLE                                  DEPENDENT VARIABLE

 

Risk Management Strategies

    MEDIATOR                                 

 
 

Figure 1. Conceptual Framework Showing the Relationships of the Variables

Chapter 2

METHOD

This chapter presents the research design, research locale, respondents, research instruments,

data gathering procedure, and statistical tools.

Research design

This quantitative research will utilize the descriptive-correlational research design. Quantitative

research is the systematic empirical investigation of observable phenomena via statistical,

mathematical or computational techniques. The objective of quantitative research is to develop

and employ mathematical models, theories and hypotheses pertaining to phenomena. The

process of measurement is central to quantitative research because it provides the fundamental

connection between empirical observation and mathematical expression of quantitative

relationships (Lisa, 2008).

Meanwhile, the descriptive research design is aimed at finding out "what is," so observational

and survey methods are frequently used to collect descriptive data (Borg & Gall, 1989). It is used

to obtain information concerning the current status which describes what is in the phenomena

(Medel, 2013). In this study, the levels of leadership styles, risk management strategies and work

performance of the principals will be observed.

On the other hand, the correlational design is a quantitative method of research in which you

have 2 or more quantitative variables from the same group of participants, & you are trying to

determine if there is a relationship (or covariation) between the 2 variables (that is, a similarity in

pattern of scores between the two variables, not a difference between their means) (Creswell,

2002). In this study, the interrelationship between leadership styles, risk management strategies

and work performance

Research Locale

Central Mindanao Colleges is one of the pioneering institutions in Kidapawan City which

offers and caters college courses and students. Central Mindanao Colleges have a multi fold

population of College, Senior High School, Secondary, and Elementary who enrolled for the

school year 2020-2021. The school accommodates college students from different areas in North

Cotabato.

Central Mindanao Colleges also offers a variety of college courses specifically Bachelor

of Science in Elementary Education, Bachelor of Science in Secondary Education, Bachelor of

Science in Criminology, Bachelor of Science in Business Administration and Information

Technology, thus Central Mindanao Colleges is the perfect location for the interview because the

researchers will be  able to get a plentitude of significant information, different ideas and distinct

opinions from real experiences of the college student that are needed for the study.

Research Respondents
 The researchers selected the college students of Central Mindanao Colleges to be the

respondents of the study, preferably the freshmen and second year students taking up Bachelor of

Secondary Education. The proponent had come up with 100 students as respondents randomly

picked 50 representatives from the first-year level and 50 from the second-year level.

Random sampling will be used to choose the respondents of the study.

 
 

     

     

     

     

     Figure 2. Geographic

Distribution of the Participating

School in Kidapawan City

 Research Instrument

Leadership Questionnaire. The scale is a Multi-factor Leadership Questionnaire adopted from

Pahi et al. (2015). The tool is composed of three dimensions with 20 items that measure the

laissez-faire, transactional, and transformational leadership.  A 5-point response scale from

“strongly agree” to “strongly disagree” will be utilized.

Mean Interval       Descriptive Level            Descriptive Interpretation

 
4.20-5.00                 Very High                           Leadership style is
always manifested

 
3.40-4.19                 High                                    Leadership style is
oftentimes manifested
 
2.60-3.39                 Moderate                          Leadership style is
sometimes manifested
 
1.80-2.59                 Low Degree                      Leadership style is
seldom manifested

 
1.00-1.79                 Very Low Degree            Leadership style is
not manifested

Work Performance Questionnaire. This questionnaire is adopted from Koopsman et al. (2014)

which has three indicators namely: task performance, contextual performance, and counter-

productive work behavior. The tool is a 27-item construct from 5-Always to 1- Never.

Range of Means Description                        Interpretation

4.20-5.00              Very High                             The respondent always

exhibits desirable
of work performance

3.40-4.19                 High                                    The respondent often

exhibits desirable work performance

2.60-3.39                 Moderate                  The respondent

occasionally exhibits desirable
good work performance

 
1.80-2.59                 Low                                     The respondent rarely
exhibits good work performance

1.00-1.79                 Very Low                           The respondent never

exhibits good of work
performance

Risk Management Strategies Questionnaire. This questionnaire is adapted from Lai (2014).

This tool is composed of 13 items that measures the structure, governance, and process strategies

in the institution. Respondents rate statements on a scale of 1 to 5, with 1 indicating strong

disagreement and 5 indicating strong agreement.

  Respondents rate statements on a scale of 1 to 5, with 1 indicating strong disagreement and 5

indicating strong agreement.

Mean Interval       Descriptive Level            Descriptive Interpretation

 
4.20-5.00                 Very High                           Risk management is
always practiced

 
3.40-4.19                 High                                    Risk management is
oftentimes practiced
 
2.60-3.39                 Moderate                          Risk management is
sometimes practiced
 
1.80-2.59                 Low Degree                      Risk management is
seldom practiced

 
1.00-1.79                 Very Low Degree            Risk management is
not practiced

 
Research Procedure

A written permission and endorsement will be obtained from the Regional Director of the

Department of Education and the respective Division Superintendents to conduct the study. After

the approval, a letter will be attached to the endorsements and then submitted to the school heads

of the selected schools.

  As soon as the permission will be granted from the schools, a schedule will be made for

the distribution of the survey forms. The respondents of the study will be informed ahead of the

time before the conduct of the administration of the survey to give them flexibility at their

convenient time. After retrieving all the questionnaires, the data will be screened, encoded,

tabulated, and analyzed.

Statistical Tools

         The following statistical tools will be used in the study:

Mean will be used to measure the levels of leadership style, risk management strategies and

work performance of Principals.

Pearson Product Moment Correlation will be utilized to determine the relationships of

leadership style, risk management strategies and work performance of Principals.

         Mediation Analysis using Sobel Test will be used to assess the mediating effect of risk

management strategies on the relationship between leadership style and work performance of

Principals..
 

Ethical Considerations

In the conduct of the study, the following ethical components will be considered:

Social Value. The study will present valuable information that will guide mentors of

would-be leaders in educational institutions. With the findings of the study, they will become

aware of the need to conduct teaching-learning development to improve the participation in

virtual learning of the students.

Informed Consent. The researcher will ask the permission of respondents/ participants

through written consent. They will be properly informed about the purpose of the study and

understand the reason for their participation so that they were able to choose to participate or not.

It will be made clear that respondents/ participants’ involvement in the study will be voluntary

and when they refuse, the researcher will not force them. Moreover, the researcher will be

cautious to assure the participants’ psychological well – being.

The researcher will inform the participants that the study aim is to determine the link of

academic optimism and innovative learning behaviors on virtual learning of the students. They

will be made to understand that they are the most qualified and credible informants for the study.

They will also be properly oriented about the methods used in which they participated such as
survey, in-depth interview and focus group discussion. Lastly, they will be assured that their

identity is confidential and will not be revealed in the presentation and analysis of the findings.

Vulnerability of Research Participants. The participants in this study will not be

considered vulnerable for they are capable of deciding for themselves whether to be involved or

not. Furthermore, the researcher will ensure that the participants’ identities will be confidential

and guaranteed that they are protected from the possibility of being identified.

Risks, Benefits, and Safety. For the security of the participants and their psychological

and social well – being, the researcher will explain the significance of the study. It is considered

that the results of the study will have a positive impression on the participants. Time is also

crucial in the study because it required the participants to apportion time from their personal and

professional obligations. Consequently, the researcher will make it sure that in conducting the

survey, IDI and FGD will be set at the participants’ convenience. Another risk this study will

have is the disclosure of experiences which may be considered unpleasant or undesirable, and for

others disappointing or demoralizing. In such situations, the researcher will be considerate and

sincere in addressing their emotional state and act accordingly.

Furthermore, the results, discussions, and findings from this study may also spark

evidence-based information, which can be used by policy makers, school administrators, and

teachers. School administrators as well may find this study as a reference material in making

productivity improvement of the school. Likewise, scholars and future researchers can benefit

from this research as a way of providing them ideas for their future research endeavors.

Privacy and Confidentiality. With regards to the participants’ right to privacy, the

researcher will be expected to secure all records and not be allowed to release any information
that could expose the specific identity to the participants. In presenting the results, the researcher

will refrain from revealing the names of the participants. In cases where participants opt to

withdraw their statements or their participation from the study, the researcher will readily allow

the request. The researcher will be conscientious in asking questions and using language that will

be fair and free of bias. The researcher will be also compelled to orient his research assistants,

documenters, transcribers on the terms and conditions of privacy and confidentiality observed in

this study. In conformance to the Data Privacy Act of 2012, the participants will be assured that

the data cannot be traced back to them who are the real sources of information, to protect their

identities.

Justice. The researcher will be impartial in choosing the participants of the study. Nobody

will be disregarded and anybody who fits the qualifications of enrolled college students of

Central Mindanao were made participants in the study. All participants will be treated equally

regardless if they participated in the survey, IDI or FGD. To compensate for the time spent

during data gathering, the researcher will give tokens of appreciation to all participants.

Meanwhile, the results, discussions, and findings from this study can be used by policy

makers, school administrators, and teachers. School administrators as well may find this study as

a reference material in making productivity improvement of the school. Likewise, scholars and

future researchers can benefit from this research as a way of providing them ideas for their future

research endeavors.

Transparency. The researcher will safeguard the proper implementation of the methods

used in the study. The researcher will include all the necessary documents that support data

analysis and will give the readers access to read through these in order to gain a better
understanding of the results and findings of the study. Further, the findings will be discussed

comprehensively especially information that had an effect in the presentation of the results that

gave importance to transparency. Lastly, the researcher will describe the extent of his

involvement and how he will maintain objectivity in analyzing data and presenting the results of

the study.

Qualification of the Researcher. The researcher recognized his limited   exposure to the

mixed methods approach. Consequently, he will seek direction and advice from his adviser,

mentor and panelists, as well as peers who are proficient in this method. Further, he will be

guided by these experts in implementing the method properly to gather the needed data for the

intended purpose. He will also have moral courage, societal understanding, culture, sensitivity,

professionalism and integrity in all stages of the study.

Adequacy of Facilities. The researcher will ensure the availability and accessibility of

needed facilities in this study. Library and internet resources will be available for readings and

references to deepen and strengthen analysis and interpretation of data gathered. Audio

recorders, camera, and other materials needed will be made available. Finally, the group of

experts who will provide valuable feedback and suggestions will be identified who will help the

researcher in conducting the study and communicating results.

Community Involvement. The researcher will be committed to respect the community,

especially the college students of tertiary education. All activities that will be done will be

subjected to the permission of School Administrators, Departments Heads and the faculty

members as well. Through this study, the involvement of these stakeholders generated

information that will be beneficial to their current practices in preparing the next generation
leaders in their schools and develop a better appreciation of the roles and responsibilities of

leaders who will become influential and promote common good within and beyond their context.

Furthermore, the findings will be disseminated to all school stakeholders for the purpose of

information and awareness, which can be used for school improvement plans or formulation of

enhancement programs.