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Chapter 1

INTRODUCTION

Background of the Study

A student council is an elected body of learners/student leaders whose day-to-day

mandate is to represent students' interests in accordance with the council constitution
(Chemutai & Chumba, 2014).
They function as the learners' council, with each leader representing a constituency, such
as a class or an organization. These student representatives raise issues affecting their
courses as well as issues impacting the general welfare of the students in their schools.
The practice of forming student councils represents a shift toward a learner-centered
leadership strategy entrenched within democratic school government. As a management
paradigm, effective democratic participation of students in governance bodies can benefit
both individual students and the entire school community. However, it should be
emphasized not only as a school management model, but also as a means of helping
students to realize and enjoy their rights (Damiani 2016).
Astin (2013) discovered that going away to college has the greatest positive influence on
self-reported growth in leadership abilities. He also noted that the three involvement
variables with the largest residual link with self-reported growth in leadership qualities
are hours per week spent in student club organizations, getting elected to a student office,
and giving class presentations. Attending a racial or cultural awareness course, being a
member of a social fraternity or sorority, and associating with students from diverse
racial or ethnic groups are all good correlations. Socialization with people of different
races or ethnicities was also found to have a substantial positive association with self-
reported increases in job-related skills.
According to Conyne (2013), student groups "are a significant aspect of most college and
university campuses' student life in terms of their numbers, areas in which they function,
the quantity of students participating in them, and the number of activities they sponsor."
In some ways, student organizations appear to function as formally sanctioned platforms
for students to network and collaborate toward common aims. Student organization
involvement is critical in the development of future student leaders in the country.
Students can enhance their potential as individuals and future leaders of society by being
exposed to school governance. Student organization officers are responsible for all areas
of student organization leadership and are accountable for their own acts as well as the
activities of all student organization and members.
Posner and Vandell (2014) investigated the involvement of kids in school student
organization programs and discovered that such programs can give low-income students
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access to a wide range of teachings and experiences that are comparable to those of
middle-class students.
Theoretical and empirical work on positive youth development, according to Gardner et
al. (2015), stresses the stages of human development and contends that developing
wholesome interactions with others and with social institutions promotes development.
From this angle, it may be said that organized activities, such as membership in student
organizations, might promote healthy development due to the opportunities and support
offered in contrast to less desirable teen after-school programs. Whether it's athletics,
scouts, or clubs, students who participate in extracurricular activities are more likely to
respect diversity, follow the rules, and contribute as a team member.
According to Capilli (2013), improving a country's educational system entails boosting
its citizens' skills so that their full potential can be realized for the good of the country.
Education is the key to developing the skills and capacities in all domains required for
techno-economic development. Additionally, it provides a way to deal with the most
pressing issues facing societies in the new millennium. Education must be more than just
the dissemination of knowledge.
In the Philippines, student councils under the public high schools are called Supreme
Student Government (SSG). As stated in the Article III Section 2 of it Consitution and
By-laws, the SSG shall uphold with the mission of the Department of Education, which is
to protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where students learn in a child-friendly, gender sensitive, safe,
and motivating environment (DepEd Order 47, s. 2014). As such all of its projects,
programs and activities (PPA) shall revolve and be based on the principles mentioned in
the said mission statement. Likewise, it should also be in adherence to the core values of
the Department of Education which are Maka-Diyos, Maka-tao, Maka-kalikasan, at
Makabansa.
Despite the fact that many studies have examined leadership skills and organizational
management in the Supreme Student Government and other organizations, there is a lack
of research on how to incorporate questions concerning the adviser's role and their impact
on leadership skills and organizational management, which can provide a more
comprehensive understanding of the dynamics within the organization. The aim of this
study is to determine how significant leadership qualities and organizational management
are in the highest organization, known as the Supreme Student Government, and how
these affect their success as student leaders. Furthermore, the researchers aim to see how
the Supreme Student Government affects them as student leaders. Determine efficiency
feedback and suggestions to improve performance in the future.
This study is worth pursuing and firmly believe that the researchers need to study about
this because with this, students, teachers, the SSG and administration may determine if
the students are satisfied to the performances and services of the Supreme Student
Government. Also, the student body will benefit in this study because they can voice out
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their views and suggestions about the performance and services of the Student
Government. Additionally, this study can give information to the Administration if the
Student Government is competitive and active and is fulfilling their job and roles as the
student body which is super headed by the school administration of President Ramon
Magsaysay State University Masinloc Campus. The findings in this research serve as a
basis for an action plan that aims to improve its services to the students.

Significance of the Study

This study would benefit the following:

University/Organization.

Teachers. This study will be helpful to the teachers because the President Ramon

Magsaysay State University Masinloc Campus's Supreme Student Government is a

structure that governs all of the students there and also serves as a representation of the

student body. The purpose of this study is to find out if the college student advisory will

engage in the Supreme Student Government's projects and activities and whether they are

completely satisfied with the advisory's performance.

Students. This study is important to the students because it will allow them to

express their satisfaction and will inform them of the rationale behind the existence of the

President Ramon Magsaysay State University Masinloc Campus Supreme Student

Government.

Future Supreme Student Government officials. The results of this survey will

provide information on how students feel about the performance and services of the

Supreme Student Government, which is important to any future officials of that body.
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SSG Adviser. The SSG adviser will benefit from this study by being able to

assess the potency and efficacy of their work and skill set in comparison to the student

leaders.

Future Researchers. The study is important to future scholars since they can use

it as a reference for other works and researches on the subject. The study can also serve

as a foundation for theories and research on satisfaction with Supreme Student

Government performance from other academics.

Statement of the Problem

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This study will investigate the leadership skills and student satisfaction on the
Supreme Student Government Services at President Ramon Magsaysay State University–
Masinloc Campus.
Specifically, it seeks to answer the following questions:

1.What is the demographic profile of the respondents in terms of:

1.1 Name
1.2 Age
1.3 Gender
1.4 Year Level
1.5 Course
2.How may the leadership skills of SSG be described in terms of:
1.1. Administrative Skills;
1.2 Conceptual Skills; and
1.3 Interpersonal Skills
3.What is the level of satisfaction of the respondents on the different services of the SSG
in terms of:
a. Values formation
b. Promotion of students rights and welfare
c. Promotion of a child-friendly environment
d. Recognition and development of students skills and talents; and
e. Promotion of curricular excellence
4. Is there a significant difference of leadership skills when the respondents are grouped
according to their profile?
5. Is there a significant difference of student satisfaction when the respondents are
grouped according to their demographic profile?
6.What is the significant relationship between leadership skills and student satisfaction?
7.What program to be proposed based on the result of the study?
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Scope and Delimitations

This study will focus on the leadership skills and student satisfaction of the

Supreme Student Government. This study will be conducted among the college students

of the President Ramon Magsaysay State University Masinloc Campus.

The respondents are college students from different courses, namely: Bachelor of

Science and Business Administration, Bachelor of Elementary Education, and Bachelor

of Science and Information Technology.

In this study, a descriptive type of research design will be used, which will help us
seek information by survey questionnaire for the personal profile of the college students,
while a standardized instrument will be used for leadership skills and student satisfaction.
The results of this study will depend on how well the students are able to truthfully and
sincerely answer all the questionnaires.
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Chapter 2

FRAMEWORK OF THE STUDY

This chapter presented the related literature and studies on professional

competence that served as bases for reference and comparison which were found by the

researcher to have significance to the study at hand. The theoretical framework and the

conceptual framework that contributed to the development of the research were also

discussed. The hypotheses were stated, and the terms were operationally defined.

Review of Related Literature and Studies

Supreme Student Government

As stated in the DepEd Order No. 35 s. 2016 entitled “The Learning Action Cell

as a K to 12 Basic Education Program School-Based Continuing Professional

Development Strategy for the Improvement of Teaching and Learning,” modification of

teacher's guide and learner materials must be done by the teachers to accommodate the

unique contexts of a particular locality (Dela Cruz, 2020).

Thus, the current study contributed to existing literature and studies by

investigating the source of these challenges experienced by

Theoretical Framework

The study on supported by the following theoretical underpinnings: Behavioral

Theories, Leader-member exchange theory,

Behavioral theories of leadership The trait theories concentrate on leaders’ certain

personality characteristics whereas the behavioral theories focus on the behaviors of the
leaders. For instance, what leaders do and how leaders act (Northouse, 2004). Behavioral
theories of leadership emphasized more on studying the determinants of behavior of a
leader and concluded that using these determinants, leadership style can be learned.
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Leader-member exchange theory Leader-member exchange (LMX) theory explains the

effectiveness of leaders as the result of psychodynamic exchange between leaders and
followers (Gill, 2006). It focuses on the characteristics of the leaders, followers and the
relationship between leaders and followers. The LMX theories emphasize that the
relationship between every pair of leader and follower varies with the other pair and
different followers may have a different description or relationship with the same leader
(Gill, 2006, Graen et al., 1977). The underlying idea behind the psychodynamic theory is
that the nature of the relationship between leaders and followers is based on the self and
others’ perceptions or understanding (Gill, 2006). Thus, the LMX theory provides a
baseline for the studies which aims to find out the congruence among self and others’
perceptions about leadership styles and performance.
According to leader-member exchange (LMX) theory, leadership is a process that
motivates followers or subordinates to exert extra efforts (Dunnette, Hough, & Triandis,
1990). Moreover, the relationship between leaders and followers has a significant relation
with followers’ degree of job satisfaction, job performance, and organizational
commitment (Martin, Thomas, Charles, Epitropaki & McNamara, 2005). Further, the
level of interaction between leaders and followers also matters (Kaplan & Norton, 2001).
According to Krishnan (2004), when the quality of exchange between leader and follower
increases, progress also begins to increase. However, it depends on the degree of
exchange, the nature of exchange and the nature of tasks as well.
However, Garlejo (2006) said that every college or university has a student Council as
the supreme student organization of the school. Its main role is to ensure that the rights
and welfare of all students are always upheld and promoted. The Student Council is
tasked to develop school spirit and promote the general welfare of the students; to advise
the university/college President on student matters, affairs and activities of distinctly
intercollegiate concern; to adopt its own by-laws for its internal and general government;
to coordinate student activities; and to exercise such powers and perform such act of
duties as the school authorities may from time to time delegate to it.
The youth-led efforts to create change in schools, school districts and education-related
policies are increasing. Research suggests that youth organizing can have a positive
impact on young people’s skill development, sense of agency, and level of community
involvement. 2 Combined with evidence of concrete changes in education policies and
practices resulting from youth organizing, this suggests we should take seriously the role
of students as active change agents in their own education, as well as in other policy
arenas that affect their lives. (Shanahan, 2015)
In summary, these theories are important in this study since a greater

comprehension of each student’s basic needs is likely to lead to the teacher’s ability to

help the student overcome their personal educational obstacles, allowing each student to
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reach their educational potential according to Maslow, while, in Transactional blurs the

distinctions between conventional and distance programs because of the variety of

Conceptual Framework

This study will investigate the the leadership skills and student satisfaction on the
Supreme Student Government Services at President Ramon Magsaysay State University–
Masinloc Campus.
This can be best explained in the paradigm below.

Input Process Output

1. Profile of the respondents in terms of:

1.1 Name

1.2 Age Questionnaire

1.3 Gender
Data Gathering
1.4 Year Level

1.5 Course Statistics

2. Leadership skills of SSG be described in terms of: Developme
Tabulating, Analyzing,
nt of
1.1. Administrative Skills; and
Strategic
Interpreting Data
1.2 Conceptual Skills; and Interventio
n Material
1.3 Interpersonal Skills Statistical Tools
and Plan
- Frequency Distribution
3.level of satisfaction of the respondents on the different - Percentage
services of the SSG in terms of: - Mean
a. Values formation - Analysis of Variance
(ANOVA)
b. Promotion of students rights and welfare - Likert Scale
c. Promotion of a child-friendly environment -Pearson R
d. Recognition and development of students skills and talents;
and

e. Promotion of curricular excellence

Figure 1

Paradigm of the Study Using Input-Process-Output (IPO) Conceptual Scheme

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Figure 1 presented the paradigm of the study using input-process-output (IPO)

conceptual scheme. The Input-Output (IPO) Model is a functional graph that identifies

the inputs, outputs, and required processing tasks required to

As can be seen in the paradigm, the input included the respondents

profile ,leadership skills and students satisfaction. The hypothesis will be tested at .05

level significance.

The inputs will be processed through assessment using a combination of adapted

and researcher-made survey questionnaire. The data gathered

Null Hypotheses

The following hypotheses will be tested at 0.05 level of significance.

1. There is no significant difference on the leadership skills when the

respondents are grouped according to profile variables.

2. There is no significant relationship between leadership skills and student

satisfaction.

Definition of Terms

The following terms are defined operationally to give a vivid understanding of

some words to be used in this study:

•SSG

•Leadership Skills

•Student Satisfaction

•Administratuve Skills

•Conceptual Skills
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•Interpersonal Skills

•Values Formation

•promotion of students rights and welfare

•promotion of a child-friendly environment

•recognition and development of students skills and talents

•promotion of curricular excellence

•Age

•Gender

•Services

•Level of Satisfaction
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Chapter 3
METHODOLOGY

This chapter presented and described the research methodology. It dealt with the

method, the respondents, the instrument and its validation, the administration of the

instrument, and the statistical treatment of data.

Research Design

In this study, a descriptive type of research design will be used, which will help us
seek information by survey questionnaire for the personal profile of the college students,
while a standardized instrument will be used for leadership skills and student satisfaction.
The results of this study will depend on how well the students are able to truthfully and
sincerely answer all the questionnaires.

The descriptive survey research design will be utilized in this study. It is a valid

method for researching specific subjects and as a precursor to more quantitative studies.

While there are some valid concerns about the

In this study, the challenges of teachers in teaching

Population and Location

This study will consider the 101 purposively selected teachers to answer the

survey-questionnaire on the challenges

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Table 1 shows the distribution of teachers from eighteen public elementary

schools to wit:

Table 1
Distribution of Teacher-Respondents

Name of School Population and Percent

Actual Respondents
Bamban ES 6 5.94%
Bani ES 6 5.94%
Bani Relocation ES 6 5.94%
Bunga ES 3 2.97%
Collat ES 6 5.94%
Coto ES 3 2.97%
Felipe Estella ES 6 5.94%
Gregorio Ela Bautista ES 6 5.94%
Inhobol ES 6 5.94%
Mandaloy ES 6 5.94%
Masinloc Central ES 6 5.94%
Ubat ES 6 5.94%
Total 101 100%

Table 1 shows that the total population and actual respondents is 101. In every

school there is a maximum of six (6) or 5.94% teachers who are handling Araling

Panlipunan. Based on the data, there are three (3) or 2.97% teachers who are assigned in

Araling Panlipunan under small school category such as Bunga and Coto Elementary

Schools.

Also, academic performance of learners in Araling Panlipunan were utilized as an

instrument. There are 6, 526 learners in the district from which the sample records

coming from.
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Figure 2
A Map of Masinloc, Zambales showing the location of Elementary Schools
The Instrument

This study will utilize a modified 35-item survey-questionnaire adapted from the

study of Kamal (2020) and Fablatin (2020). The survey questionnaire is composed of two

(2) parts- (1) profile of the teachers in terms of sex, age, highest educational attainment,

and number of seminars in teaching Araling Panlipunan; and (2) perceived challenges in

teaching grade level Araling Panlipunan during the pandemic in terms of program

implementation and processes, availability of resources and supplies, teaching guides and

directions, module content and learning activity sheets (LAS), parental support, teacher’s

competence and qualification, and learners’ learning experiences. The academic

performance of grade level learners in Araling Panlipunan were gathered and analyzed

based on the Form 138 or the Progress Report Card as per approval by the subject teacher

showing the quantitative marks during the school year 2020-2021.

Validation of Instrument

Since the questionnaire was adapted and modified it will be validated by research

experts for comments, changes, corrections, and suggestions to further improve the

instrument. Additionally, ideas and suggestions were solicited from the panel members of

President Ramon Magsaysay State University Graduate School who are experts in

evaluating and validating research questionnaires. The sample questionnaire will be given

to them for further evaluation so as to ensure that the researcher was guided

appropriately.

Data Collection
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Before the administration of questionnaire to the 101 public school teachers

teaching Araling Panlipunan in the district of Masinloc, the researchers will seek the

approval of the Schools Division Superintendent. The approved indorsement from

Division Office was presented to the Public Schools District Supervisor of Masinloc and

school heads from 18 public elementary schools. Also, to gather the data on Form 138 or

Progress Report Card showing the academic performance in Araling Panlipunan of

learners, the researcher personally asked these teachers assigned in the respective schools

based on the distribution of 101 learners. Each school was asked for the Form 138(final

AP Grades) to be analyzed using Excel and SPSS.

After all approvals, the researcher administered the questionnaires through online

and offline modalities observing health protocols during personal visit to the schools,

online survey via messenger, google forms and electronic mail.

Data Analysis

The Statistical Package for Social Sciences (SPSS) computer software and MS

Excel were used for the computations and interpretations of data. The statistical tools in

the analysis and interpretation of data and hypotheses testing include the following.

1. Frequency Distribution. This will be employed to determine the frequency counts

and percentage distribution of personal related variables of the respondents.

2. Mean. This will be utilized to measure the responses on the challenges in teaching

Araling Panlipunan during pandemic as to Availability of Resources and Supplies,

Program Implementation and Processes, Teaching Guides and Directions, Module

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Content and Learning Activity Sheets (LAS), Parental Support, Teacher’s Competence

and Qualification, and Learner’s Learning Experiences.

3. Likert Scale. The following scale will be used for the extent/degree on the challenges

in teaching Araling Panlipunan.

Challenges in teaching Araling Panlipunan:

Point Point Scale Qualitative Interpretation Symbol

4 3.25-4.00 Strongly Agree SA
3 2.50-3.24 Agree A
2 1.75-2.49 Disagree D
1 1.00-1.74 Strongly Disagree SD

General Performance Average of Learners

Descriptive Equivalent Academic Performance Rating
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet Expectations 74 and below

4.Correlation Analysis. This was used to investigate the relationship (r) between the

challenges in teaching Araling Panlipunan and general performance average of learners.

The Pearson Product Moment Correlation Coefficient or Pearson r is the most

common statistical tool in measuring the linear relationship between two random

variables. This formula was developed and perfected by Karl Pearson, a colleague of

Francis Galton who made behavioural studies of humans. It became the basis of different

theories in the field of heredity, psychology, anthropology, and statistics. It can be used to

determine the linearity of the relationships between two variables.

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The following will be used to interpret result of correlation coefficient value:

Interpretation of Correlation Coefficient Value (C)

Correlation Coefficient Qualitative Description Symbol

±1.000 Perfect positive or negative correlation PC
±0.75 to ±0.99 Very high positive or negative correlation VHC
±0.50 to ±0.74 High positive or negative correlation HC
±0.25 to ±0.49 Low positive or negative correlation LC
±0.01 to ±0.24 Very low positive or negative correlation VLC
0 No correlation NC

Source: Costales and Zulueta

5. Analysis of Variance (ANOVA). In testing the significant difference of the responses

when respondents will be grouped according to profile variables, the one-way analysis of

variance (ANOVA) will be used. This will be used to test the significant difference on the

challenges when respondents are grouped according to profile variables.

The ANOVA makes use of the F ratio or variance ratio. The various groups being

compared are assumed to belong to a population with a normal distribution, each group

randomly selected and independent from the other group. The variables from each group

also have standard deviations that are approximately equal (Parreño, 2006).

Decision Rule 1: If the computed and significance value is greater or higher than

(>) 0.05 Alpha Level of Significance, accept the null hypothesis and reject the alternative.

Decision Rule 2: If the computed significance value is less or lower than (<) 0.05

Alpha Level of Significance, reject the null hypothesis and accept the alternative.

Data gathered in this study was carefully analyzed and interpreted. The data were

tallied and presented as follows: profile of teachers, perceived challenges of grade level

teachers of
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REFERENCES
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References

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Philippines. SIPATAHOENAN: South-East Asian Journal for Youth, Sports &
Health Education, 1(2), 229-240.
https://journals.mindamas.com/index.php/sipatahoenan/article/download/689/674

Acosta, I. C. & Acosta, A. S. (2016a). Seeing through a magnifying lens: A qualitative

inquiry of K-12 readiness of faculty members from higher education institutions in
the Philippines. Journal of Arts, Science & Commerce, 7(4), 1-12.
https://doi.org/10.18843/rwjasc/v7i4/01

Acosta, I. C., & Acosta, A. S. (2016b). Teachers' perceptions on senior high school
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