UNIVERSITY OF ANTIQUE

COLLEGE OF TEACHER EDUCATION

LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 1

Running Head: Students’ Perception Towards the Leading Capacity of Student Leaders

Leading Capacities of Student Government Officers as Perceived by the University of

Antique Laboratory High School Students

A Research Plan

Presented to

Ms. Rebekah T. Gonzaga

Subject Teacher

University of Antique

Sibalom, Antique

Submitted in Partial Fulfillment

of the Requirements for the Subject

Applied II

by

Meliza H. Analista, Alexes Faith E. Delgado, Kyle Justine A. Elacion, Zakk S. Magdaug,

Andreah Beatrice P. Rebote, Mayen Joyce N. Sumugat, Mark Jovanne Daniel O. Tandoy

Grade 11 -STEM -Slytherin

DECEMBER, 2022
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 2

Leading Capacities of Student Government Officers as Perceived by the University

of Antique Laboratory High School Students

Background of the Study

Leadership is important in everyone's life, no matter what one's profession or field

may be. Hence, students’ perspective towards student leaders depends on how they play

their roles and responsibilities. Student leaders evaluate a given situation and come to a

well-reasoned conclusion about the best course of action. Ultimately, good decision-

making stems from a high sense of responsibility, a strong sense of direction, and the

ability to think quickly even under pressure. Effective leaders have the ability to

communicate well, motivate their team, handle and delegate responsibilities, listen to

feedback, and have the flexibility to solve problems in an ever-changing workplace.

Good leaders don’t just bark orders or hand out directives with no explanation. Instead,

they use effective communication and motivation techniques to facilitate action by their

teams (Thornton, T., 2022).

As stated by Hilliard, A. T. (2010), there are many characteristics of strong

leadership based on the needs of the organization. A strong sense of moral purpose, a

clear understanding of the dynamics of change, having academic and emotional

intelligence and being able to connect with people, demonstrating a commitment to

developing and sharing new ideas and knowledge and being able to be coherent in the
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 3

middle of chaos are some common characteristics of strong leadership. Leadership today

is not the position of one individual.

Students who participate in student government automatically position themselves

as people with authority over others (K. Faridah Mydin, and Muhammad Syawal Amran,

2019. Astin defines a student leader as "a highly involved student is one who, for

example, puts great attention to studying, spends a lot of time on campus, engages

actively in student organizations, and interacts regularly with faculty members and other

students" (Astin, 1984: p. 297).

Developing undergraduate student leaders who are authentic in their leadership

and have the desire to serve and support those around them is beneficial not only to the

students and their host schools but also to the students' future employers and the future of

our society (Dr. Christa Kiersch & Dr. Janet Peters,2017).

Statement of the problem

This study aims to determine the leading capacity of the Student Government

Officers as perceived by the students of UA-Laboratory High School. Specifically, this

study is sought to find answer the following questions:

1. What is the students' perspective on the leadership capacity of student

government officers in the University of Antique- Laboratory High School?

2. Do factors such as life background, social economic and experiences can

affect the students' perspective when it comes to determining the student

leaders' leadership capacity?

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 4

3. Is there a significant difference of the factors that affect the leading capacities

of student government officers?

Hypotheses of the Study

Based on the aforementioned problems, the following hypotheses were put

forward:
Ho: There is no significant on the leadership capacity of all student government

officers from a student's perspective.

Ho: There are no factors that can affect the students' perspective in determining

the leadership capacity of student leaders.

Ho: There are no significant differences of the factors that affect the leading

capacity of student government officers.

Theoretical Framework

This study was based on Jae Jensen entitled “Development of students leadership

skills and Identify: A case study at a Finnish University” which states that Leadership

identity “is the cumulative confidence in one’s ability to intentionally engage with others

to accomplish group objectives” (Komives et al., 2005, p. 608). Students’ perceptions of

themselves as leaders vary depending on their experiences and personalities; however

researchers have found some shared developmental phases.

In a grounded theory study of 13 American university student leaders, (Komives

et al., 2005) found that participants progressed through leadership identity development
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 5

stages “from a hierarchical, leader-centric view to one that embraced leadership as a

collaborative, relational process.”

Conceptual Framework

This study assumes that the student leader's leading capacity depends on their fellow

student's perspective. According to an article written by Fulton, J. (2019), the ten student

leader qualities are being goal oriented, honest, hardworking, willing to serve others,

good listener, good communicator, good decision maker, encouraging, positive and

responsible. By understanding these qualities, we can determine that these were

practically observed and seen by others such as our fellow students.

According to Oxford Languages, Leadership is the action of leading a group of

people or an organization, which explains that the impact of a leader is towards the goal

of persuading and encouraging other people to join them. Their leadership capacity

would vary depending on the impact of their characteristics on their fellow students’

impression. Some would favor them and some would not. There may be some who would

agree or be against. That's why student leaders should be more careful on how they act, in

terms of carrying out their position and accomplishing their assigned tasks, in order to be

called a leader with a good leadership.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 6

Perception of UA-Laboratory
High School Students
Leadership Capacities as
perceived by Students
Life Background, Social
Economic and Experience

Figure 1. The paradigm of the study showing the relationship of variables in the study.

The conceptual framework of the study shows the relationship of the Dependent

Variable which is the Leadership Capacities as perceived by Students and the

Independent Variable, Perception of UA-Laboratory High School Students, which is

believed to affect the students’ perception towards the leadership capacities of student

government officers. The factors such as Age, Sex, and Family Income, are believed to

affect the Independent Variable.

Scope and Limitation

This study focuses on the students’ thoughts and opinions about the leadership of

the student body government officers. The collection of data will be conducted to 50

random Grade 12 students and 50 random Grade 10 students, in a total of 100 out of the

total population of the students of the University of Antique- Laboratory High School,

SY 2022-2023.

This study will only focus on the department officers of the UA-Laboratory High

School. Other student government officers of the university are not within the scope of

this research.
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 7

The researchers will ask questions to be interviewed to the sample, as a survey

and reference.

Significance of the Study

This study would be beneficial to the following:

Student Government Officers. This study would be beneficial to the student

government officers to clearly understand the perspective of the students on their leading

capacities.

Students. This study will help the students to have an idea and knowledge about the

leading capacities of student government officers and to assist other students with their

perspectives.

Future Student Leaders. This study will furthermore help future student leaders to

understand the perspective of the students in able for them to improve their leading

capacities better.

Future Researchers. This study would be a help to future researchers in a way that it

would serve as a guide for their research about the leadership capacities of student

government officers as perceived by students using the variables not discussed in this

study.

Definition of Terms
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 8

This part of the research will explain clarification. It will give the meaning of the

terms that are used in the study. The following terminologies are defined in this part of

the research for a better understanding of this study.

Student. One who attends a school (Merriam-Webster Dictionary, 1828) .It refers as the

respondents of the study.

Student officers. A student who has been elected or appointed into a student leadership

position in their Student Organization which includes but not limited to: President, Vice

President, Treasurer, Secretary and any other student leadership position (Law Insider-

Dictionary) .In this study, it refers to the subject focused on.

Leadership capacity. Leadership capacity refers to a person's ability to lead others

effectively. It can include both natural abilities, along with learned skills and aptitudes.

In this study, it refers to the student government officers’ ability to lead; the leadership

capacity of the student leader may vary based on students’ perspective.

Perceive. To become aware of (something) directly through any of the senses, especially

sight or hearing. This refers to how the students view and understand the given topic.

University of Antique. One of the state universities in the Philippines and it is located in

the province of Antique. In this study, it refers to the place where the study will be

conducted on.

Leading Capacities of Student Government Officers as Perceived by the University

of Antique Laboratory High School Students

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 9

Review of Related Literature

Co-curricular activities for the development of leaders and the development of

leadership capacity among students have become a common feature at universities all

over the world (Foreman & Retallick, 2016). Students, according to Larson, Wilson, and

Mortimer (2002), are prospective future leaders, and universities are viewed as the ideal

training ground for preparing them with the information and abilities needed for

subsequent application in business and society.

According to ( K. Faridah Mydin, and Muhammad Syawal Amran,2019),

Leadership skills acquired and practiced through experiential learning activities,

leadership courses, conferences, academic courses, associations, and student

organizations aid in the development of their own character strengths. The writer also

includes in their study that in university, the Student Representative Council (SRC) is one

of the established organizations designed to develop and strengthen student’s leadership

skills, also The SRC acts as a go-between for students and university administrators, The

SRC is dedicated to responding to students' concerns and needs in order to improve

student-learning satisfaction, facilities, and services. The authors also added that

Simultaneously, the SRC maintains relationships with other institutions like ministries,

government departments, non-governmental organizations, and communities.

Socially responsible leadership is a term used in business and cooperation to

describe an organization's contribution to improving community well-being and the

environment (Komives, 2011). Today, this concept is widely used and interpreted in the
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 10

context of organizations, such as universities, where social responsibility among students

is encouraged through training programs and voluntary programs (Jabbour, 2010,

Pollock, Horn, Costanza, & Sayre, 2009). According to research, student involvement in

community programs fosters leadership skills as well as a sense of ownership and

responsibility (Foster-Fishman et al., 2007).

The purpose of this study was to discover how student engagement in student

governance leadership activities helps the development of individual values (K. Faridah

Mydin, and Muhammad Syawal Amran, 2019). The Social Change Model of Leadership

Development elucidates the leadership values that must exist within individuals and

teamwork in order to develop students and communities (Astin, 1996; Roberts, 2007).

Leadership is defined differently depending on one's perspective, context, and

background. Leadership has been conceptualized as open, transformative, flexible, and

collective in creating change in post-industrial perspectives (Allen & Cherry, 2000; Gill,

2012). Meanwhile, according to Hoy and Meisel (2008), communal and value-based

leadership is vital in achieving constructive social change.

Student participation in university governance is an example of a democratic

process in which students can actively contribute to the management of their university

(Lizzio, A., & Wilson, K. (2009). Many universities, as one of the most reputable student

organizations, have broadened student governance roles to include a diverse range of

responsibilities and activities that do not only focus on campus activities but also those

that have a significant impact on the social community (Owen, 2012).

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 11

Overall, being a part of student government is a rewarding and motivating

experience, through shared goals, collaboration, a strong sense of commitment and

responsibility, and open communication, these students consistently demonstrated

excellent leadership values (K. Faridah Mydin, and Muhammad Syawal Amran,2019 ).

The author also added that clearly, these events have a profound impact on how they

perceive themselves as individuals, members of groups, and members of the community,

what they learned about leadership at university clarifies their roles and the perception

that leadership is a collaborative process rather than a one-man show.

Leader development is widely accepted as part of the education system's

responsibility for preparing individuals to participate in a democratic and progressive

society (Astin & Astin, 2000; Brubacher & Rudy, 2002; Dewey, 1938, as cited in

Benson, Harkavy, & Puckett, 2007). Many colleges and universities across the country

offer leadership courses, curricular programs, and co-curricular programs to their students

in order to increase students' formal knowledge about leadership. leadership, as well as

opportunities and experiences for students to develop as leaders and exercise leading

(Dugan & Komives, 2007). Furthermore, student leader development theory and research

are thriving (Dugan & Komives, 2007).

However, the best way to approach the task of developing student leaders is

unclear, a gray area in which scholars and practitioners are frequently left to make "best

guesses" about how to proceed (Allen & Hartman, 2009). Furthermore, only a few

studies (e.g., Hall, Forrester, & Borsz, 2008; Komives, Owen, Longerbeam, Mainella, &
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 12

Osteen, 2005; Logue, Hutchens, & Hector, 2005) have attempted to understand leader

development from the perspective of the students, with students describing their own

experiences and what they learned from them in their own words (Dempster & Lizzio,

2007). Leader development is about increasing individuals' capacity to experience and

participate in leadership roles and processes (McCauley, Van Velsor, & Ruderman, 2010)

and can be accomplished through both natural processes (Day, Zaccaro, & Halpin, 2004)

and planned interventions, or a combination of the two.

There are positive predictive correlations between leader development and

general student activity, community service, internships, intercultural interaction,

positional leadership roles, faculty interactions and mentoring, and formal leader training

programs(Astin, 1993; Astin, Keup, & Lindholm, 2002; Astin, Vogelgesang, Journal of

Leadership Education,keda & Yee, 2000; Berger & Milem, 2002; Cress, Astin,

Zimmerman-Oster, & Burkhardt, 2001; Dugan, 2006; Dugan & Komives, 2010; Kezar &

Moriarty, 2000; Smart et al., 2002; Thompson, 2006; Whitt, 1994).

Hall et al. (2008) discuss the skills that are developed through participation in

student leadership roles. Student leaders learned to balance the demands of academic,

personal, and professional responsibilities by participating in multiple roles. Students

learned how to encourage, influence, mentor, and role model constructive behaviors

through positional leadership responsibilities. Through financial decisions, event hosting,

and personal encounters, student leaders learned problem-solving and decision-making

(Dr. Valerie I. Sessa,Brett V. Morgan ,Selin Kalenderli and Fanny E. Hammond(2014).

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 13

The method used was to understand leader development from the perspective of

the students, with students describing their own experiences and what they learned in

their own words (see Dempster & Lizzio, 2007). Furthermore, by using events, we

capitalized on the idea that people tend to remember unusual, unexpected life events that

had significant consequences, as well as being emotionally evocative (Brewer, 1986).

These occurrences may endow more personal significance and lessons learned

(McAdams, 1985).

The first step in this study was to replicate and extend previous research findings

(Antonio, 2001; Astin, 1993; Astin et al., 2002; Astin et al.,2000; Berger & Milem, 2002;

Cress et al., 2001; Dugan, 2006; Dugan & Komives, 2010;Kezar & Moriarty, 2000;

Logue, at al., 2005; Smart et al., 2002; Thompson, 2006; Whitt,1994). Ithis study, student

leaders mentioned courses, positional leadership roles, other people, and leader training

programs, as in previous studies. However, they broadened their experiences to include

starting clubs from scratch, participating in task forces, moving into leadership positions

with broader scope and scale, and switching between leadership positions in different

organizations. Furthermore, they mentioned being role models and mentoring others

(rather than simply learning from role models and mentors) (Dr. Valerie I. Sessa,Brett V.

Morgan ,Selin Kalenderli and Fanny E. Hammond (2014).

Student leadership is a distinct field of study and practice. This study investigated

the leadership styles of Malaysian student leaders on the Bolman and Deal leadership

orientations survey, in both secondary and postsecondary schools (LOS–self). The four
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 14

leadership styles that were analyzed are structural, human resource, political, and

symbolic, Student leaders' demographics such as gender, age, and ethnicity were

identified, Findings reveal that there are different leadership styles between genders,

those that are still in secondary school versus those in postsecondary school, and between

the three main ethnic groups of student leaders (Mabel H.J. Tan & Adams, D. ). As the

use of multiple frames is linked to leadership effectiveness, the significance of the

findings and suggestions for further developing multi-frame leadership styles are

proposed. This will help to improve the student leaders' understanding of leadership

frames as well as their personal capabilities as leaders in their organizations (Mabel H.J.

Tan & Adams, D.).

Leadership research has been multi-dimensional in character, with evaluation

based on several perspectives (Sergiovanni, 1984; Bolman and Deal, 1984; Kouzes and

Posner, 1987; Covey, 1989; Bennis, 1995). According to Hoy and Miskel (2001),

leadership is defined as the capability of assisting and enabling a group of people to

complete a common task According to Yukl (1998), leadership is a "social process" in

which members can influence the selection of goals, processes, and outcomes and even

reshape the nature of power relationships within the organization. As education is first

and foremost a moral enterprise, student leadership in schools is a distinct area of

research and practice (Barth, 1990; Bolman and Deal, 2008; Deal and Peterson 1990;

Harris, 2013; Sergiovanni, 1992; Tan et al., 2015, 2014; Tie, 2012). However, emerging

trends over the last 15 years indicate a renewed emphasis on Developing critical
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 15

leadership outcomes in students has gained traction in recent years, owing mostly to

greater accountability for learning (Dugan and Komives, 2007).

M.H.J. Tan and D. Adams, 2018) The development of leadership training and

development programs will assist in increasing student leaders' knowledge of leadership

frames as well as their personal capabilities as leaders in their organization, This is

significant because the student with a multi-frame perspective, leaders will need to

respond to each situation with appropriate flexibility and responsiveness to change. (In

Bolman and Deal's (2008) four-frame leadership theory, the four frames are structural,

human resource, political, and symbolic.) Structural leaders value analysis and data, keep

their eye on the bottom line, set clear directions, hold people accountable for results, and

try to solve organizational problems through restructuring with either new policies or

rules (Bolman and Deal, 1991a).

(Mohanan and Shah ,2011) investigated university leadership frames of the

President who has used the Bolman and Deal framework. They also emphasize that

leaders who analyze problems from multiple perspectives are able to solve more complex

problems and that given the complexity of the modern presidency, the use of at least

three frames is critical to effectively leading the organization.

It's also worth noting that research (Bolman and Deal, 1991b; Thompson, 2000)

has found that leadership effectiveness is related to symbolic and political frames,

whereas managerial effectiveness is related to structural and human resource frames. The

majority of student leaders in this study rated themselves higher in the structural and
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 16

human resource frames, indicating that they may be more effective as managers than

leaders (Mabel H.J. Tan & Adams, D.).

As stated by (Mabel H.J. Tan & Adams, D. ). The development of leadership

training and development programs will aid in increasing student leaders' knowledge of

leadership frames as well as their personal capabilities as leaders in their organization.,

As a school's vision and mission are formed, student leaders will need to respond to each

situation with appropriate flexibility and responsiveness to change from a multi-frame

perspective.

Leading Capacities of Student Government Officers as Perceived by the University

of Antique Laboratory High School Students

Methodology

The research study will be conducted based on qualitative methodology. To better

comprehend ideas, opinions, or experiences, qualitative research entails gathering and

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 17

evaluating non-numerical data (such as text, video, or audio). It can be utilized to uncover

intricate details about a situation or to generate new study concepts.

Research Study Design

This study will utilize an open-ended interview study design in which will be

carried out from the month of January to February 2023. Data will be analyzed using

Content Analysis Coding. The researcher uses coding to draw conclusions from the data

and open-ended interview questions that will allow respondents to freely express their

opinions in their own words.

Population and Setting

Approximately about fifty (50) random grade 10 students and fifty (50) random

grade 12 students will be used as respondents in the study and will be conducted in

University of Antique – Main Campus located in District I, Sibalom, Antique.

Sampling

The survey will employ a stratified random sampling technique. This kind of

sampling will be used in order to produce a representative sample of students from

University of Antique Laboratory High School. The total population will be randomly
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 18

selected for inclusion in the survey. Only 50 random grade 10 and grade 12 students of

the University of Antique- Laboratory High School are eligible to be part of the survey.

Surveys and Measurements

A method of getting information from people is through an open-ended interview.

A participant is interviewed by an interviewer, who then gets an answer from them. The

interview is regarded as open-ended because, despite the possibility of rehearsed

questions, the interviewer typically has no idea what the response will entail. While these

interviews may include some questions to elicit participant demographic information like

age and gender, they often place a greater emphasis on the participant's opinions,

feelings, experiences, knowledge, skills, ideas, and preferences. The final interview

question aims to determine the perception of the students from Laboratory High School

towards the leading capacity of the aforementioned department's student government

officers. The students’ responses will be recorded through audio recording and encoding.

Data Management and Analysis

The responses of the respondents to the provided questions will be examined

using various coding levels. The respondents' responses to the questions asked will also
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
LABORATORY HIGH SCHOOL
Sibalom, Antique

Leading Capacity 19

be used to create the codes for content analysis. The data must be coded, or divided into

manageable code groups, in order to be analyzed using content analysis. The codes can

then be further divided into "code categories" to further categorize the data after it has

been coded into code categories. The survey results will be used as a baseline to

determine how randomly chosen students in Grades (10) and (12) perceive the leadership

capabilities of student government officers.

Human Subjects

The purpose of the study will be explained to the respondents in the said setting.

Written consent will be obtained from the head of school and agreement from the

respondents. By signing the consent from an agreement form, it indicates that the

participants will agree to participate in the study. There will be no incentives that will be

given to the participants. Participation in this study will be voluntary and consent will be

sought from the students.