THE ROLE OF STUDENT LEADERSHIP AND THEIR

REASON FOR JOINING STUDENT ORGANIZATIONS

AT POLYTECHNIC COLLEGE OF BOTOLAN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 589-598
Document ID: 2023PEMJ1086
DOI: 10.5281/zenodo.8264789
Manuscript Accepted: 2023-18-8
Psych Educ, 2023, 12: 589-598, Document ID:2023 PEMJ1086, doi:10.5281/zenodo.8264789, ISSN 2822-4353
Research Article

The Role of Student Leadership and Their Reason for Joining

Student Organizations at Polytechnic College of Botolan
Alea Mae A. Dedicatoria*, Mark Allen U. Dionela, Chrissha F. Climaco, Wean Chad Balangon
For affiliations and correspondence, see the last page.
Abstract
Taking responsibility for student leadership is essential in developing students' character and traits.
This study aims to investigate the perceptions of students regarding the role of student leaders and
the reasons for student leaders joining student organizations. An embedded mixed-method approach
was employed to collect and analyze data to identify the reasons for the decline in participation
during the last student leadership election at Polytechnic College of Botolan. However, research
findings show no difference or correlation among variables, and the study's results through
descriptive research design suggest that practical communication abilities are essential for a student
leader. It implies that most students need more confidence to speak to or represent their classmates,
so they push for those confident enough to assume the role they are afraid to take. Hence, the result
of the analyzed data through narrative inquiry states that peer influence is one reason student leaders
joined student organizations, along with a personal challenge.

Keywords: peer influence, personal challenges, polytechnic college of botolan, practical communication
abilities, and student leadership

Introduction and their desired growth. According to Campbell et al.

Student leadership plays a crucial role in promoting
student success by entrusting them with significant
responsibility for their education and experiences.
However, according to Leithwood & Sun (2012), it is
important to recognize that no single leadership
strategy can universally enhance student outcomes
across all schools. This understanding underscores the
need for leaders to implement various approaches to
drive progress and achieve optimal results. According
to Othman et al. (2012), inspirational motivation,
specific consideration, and active management are
essential to successful leadership styles. Within the
realm of student leadership, the influence of school
leadership emerges as a significant factor. According
to Shatzer et al. (2014), school leaders' styles have
been found to impact student achievement
substantially, transcending the effects of contextual
factors and school demographics. Moreover, Putra et
al. (2021) stated that students' ability to develop self-
skills and a strong sense of leadership is closely
associated with the various teaching strategies devised
by schools. Also, according to Zhao & Zhang (2022),
classroom teachers' leadership styles also play a
pivotal role in shaping students' academic success.
Balyer (2012) also stated that school leaders
themselves embody numerous transformative qualities
that contribute to fostering student development.
Furthermore, Mentoring serves as an effective means
of bridging the gap between aspiring student leaders
(2012), it has been recognized as a valuable approach
that can propel students toward their ideal forms of
leadership, fostering positive development. While
student leadership has generally been associated with
positive outcomes, the question of its impact on
academic performance remains. A recent study by
Deng et al. (2020) suggests that being a leader may
require less study time but greater learning autonomy,
potentially boosting academic success.
However, according to Ibrahim (2016), it should be
acknowledged that leadership continuously presents
challenges, and navigating and overcoming these
challenges plays a defining role in a leader's
effectiveness. Finally, according to Patrick (2022),
encouraging non-student education stakeholders and
scholars to support effective student leadership while
upholding and valuing student voices poses a
significant challenge. Fostering student leadership is
integral to advocating for student representation and
fostering a culture of student advocacy.
In addition to the influence of student leadership,
school leadership profoundly impacts student
achievement. School leaders play a vital role in
creating an internal environment that fosters the
development of school policies and sustains strong
partnerships with the community, according to De Los
Reyes (2019). The study of Corpuz et al. (2022) stated
that academic performance is not solely determined by
motivation but can also be optimized through effective
instructional strategies and other aspects within

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Research Article
schools. School leaders inspire academic excellence by
encouraging teachers to excel in research capabilities,
irrespective of their initial attitudes toward research
(Manangan, 2022 and Balangon, 2022).
Moreover, the study by Maglipas & Marlon (2019)
stated that student organizations' advisers significantly
influence their success by guiding them toward
developing student leadership. According to
Aymoldanovna, et al. (2019), establishing student
government is a platform for student leaders to become
active educational partners. Despite the positive
implications of student leadership on academic
performance, certain studies have raised concerns. It
has been found in the study of Fuentes et al. (2020)
that student leaders often outperform their peers in
class, despite the additional responsibilities they bear.
On the other hand, according to Afalla (2020), the
involvement of students in extracurricular activities,
including student leadership, may not directly correlate
with their academic achievement, highlighting the
individuality of student leaders. Furthermore,
according to Datu & Bernardo (2020) and Tan (2022),
character qualities and cultural values play a
significant role in shaping student leadership and
influencing academic accomplishment and
engagement.
While student leadership exhibits similarities and
variations in global and local contexts, both ultimately
stem from the influence of school leadership.
Engaging in student leadership is a delicate venture for
students; however, numerous studies recommend its
practice as it contributes to becoming a better
academic student. Despite these positive findings, a
concerning problem exists within our institution,
Polytechnic College of Botolan, characterized by a
leadership vacuum resulting in a lack of student-
initiative programs, organizations, and projects. This
issue is evident in the limited participation observed in
recent student elections.
The present study aims to identify whether this decline
in student participation is linked to academic
performance. Although the primary objective is to
explore the reasons behind the decrease in student
engagement during elections, the study also seeks to
uncover insights that will contribute to future studies
on capacity development for both the school and
students. By examining the effects of student
leadership on academic performance, the study will
not only shed light on the nature of student leadership
or its absence but also provide valuable insights for the
establishment of future student organizations,
programs, and projects. Although this study may be
Dedicatoria et al.
expanded into a comprehensive leadership audit to
facilitate further development, the focus will remain on
assessing the role of student leadership.
Research Questions
This study aimed to determine why College Students
of Polytechnic College of Botolan lack student
participation in the student elections. To answer this,
the researcher specifically sought to answer the
following questions:
1. What is the profile of the respondents in terms of:
1.1. Age;
1.2. Sex; and
1.3. Program?
2. What is the respondents’ general weighted average
(GWA)?
3. What is the perception of respondents regarding the
role of student leaders?
4. Is there a significant difference in the respondents’
perception of the role of student leaders when grouped
according to profile variables?
5. Is there a significant relationship among the
respondents’ perception of the role of student leaders
and their general weighted average?
6. What are the perceived reasons of student leaders in
joining student organizations?
Literature Review
Role of Student Leadership
The student organization has two essential elements:
participation and leadership (Alimoradi et al., 2023).
There are important aspects that need to be considered
in participating student organizations. Students may
experience self-growth and development. It will also
lead to more essential contributions to the academic
community (Bánhegyi & Fajt, 2023). Thus, this
literature review explores the complex nature of
student leadership and provides insights into the
different motivations that lead students to participate
in student organizations. Joining organizations covers
responsibilities that student leaders must uphold
beyond their titles and positions (Dong et al., 2023).
According to Bekar et al. (2023), student leaders
should possess good communication skills
emphasizing their interpersonal skills in leading their
peers. Also, Kern and Selamat (2022) supported these
claims since student leaders with effective skills
should learn how to establish a positive environment,
encourage collaboration among peers and support
different endeavors of their fellow students. In
addition, they should also serve as a role model that
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embodies every student's ideal and aspiration, showing
empathy, resilience, and adaptability, shaping a
positive learning environment.
Motivations for Joining Student Organizations
Numerous factors influence the decision to join a
student organization. Peer influence is significant, as
students are frequently motivated to participate in
extracurricular activities by their peers (Kern &
Selamat, 2021). The desire to contribute substantially
to the academic community and participate in group
efforts emerges as a powerful motivator (Hu, 2023).
By joining student organizations, students desire a
sense of belonging, personal development, and the
opportunity to develop leadership skills (Chen &
Zhang, 2023).
Furthermore, personal obstacles and aspirations
motivate students to join student organizations. Many
students view participation as an opportunity for self-
improvement because they view it as a means to
enhance their skills, acquire experience, and broaden
their perspectives (Kirnik & Erdem, 2023). By
assuming lead er sh ip roles within student
organizations, students accept responsibilities that
require them to cultivate valuable characteristics such
as time management, decision-making, and
collaboration (Sebaly, 2023). The literature
emphasizes the importance of student leadership and
why students join student organizations. (Doron et al.,
2023) Student leaders are recognized for their practical
communication skills and their ability to nurture an
inclusive and supportive environment. Hu, 2023
identifies peer influence, the desire for personal
development, and the opportunity to contribute to the
academic community as the primary motivators for
students to join student organizations. Understanding
these factors can aid educational institutions in
fostering student leadership and designing programs
that cater to students' requirements, aspirations, and
desires for academic growth and development (Kern &
Selamat, 2022). Additional research and investigation
may yield additional insights that can be used to
improve student engagement and leadership
development initiatives.
Methodology
The embedded mixed method approach was employed
in this study. This design was used to examine the
perception of the students to the role of student
leadership and their reason for joining student
organization. A specific study design that best
Dedicatoria et al.
addresses the research problem is chosen when using a
mixed methods approach. This method entails
gathering and analyzing quantitative and qualitative
data sequentially, with each data type informing the
other. In particular, a survey was utilized by the
authors to gather quantitative data, while interviews
were employed to get qualitative data (Johnson, et al.
2007; Yu & Khazanchi, 2017)
Participants
The researcher randomly selected 65 students and
purposively selected 15 student-leaders from the pool
of randomly selected students in the Polytechnic
College of Botolan.
Instruments of the Study
The researcher's primary instruments in gathering data
and information from the respondents are researcher-
made survey questionnaires and guided questions
through interviews.
The questionnaire focused on gathering the data and
information of the respondents. It includes the profile
of the respondents, such as Age, Sex Program, and the
GWA of students and perception of the students in the
role of student leadership. For each statement, the
participant responds using a 4-Likert scale to assess
students' perception regarding the role of Student
leadership with a quantitative value of (4) – Strongly
Agree, (3) – Agree, (2) – Disagree; and (1) – Strongly
Disagree. Researcher-made guided questions through
an interview would transcribe and code data afterward.
The researcher-made instruments were validated and
submitted to the research adviser for adjustment and
refinement. The research adviser's input was
considered when finalizing the instrument's design.
After that, it was subjected to a dry run to enhance
some of the terminology used in the instrument. The
survey questionnaire was adequately understood and
accepted based on the results of a dry run.
Procedure
Through a letter of intent, permission was asked from
the Dean of the Institute of Education, BEED Program
Coordinator, BCAED Program Coordinator, BECED
Program Coordinator, and Dean of the Institute of
Computing Studies at Polytechnic College of Botolan
to gather volunteers from their department. After
checking the validity and reliability of the
questionnaires, the researcher distributes them to the
target respondents; the researchers give them enough
time to answer the questionnaire.The researcher
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collected the survey questionnaire immediately after
the respondents had finished the questions. The
researchers sorted and categorized the questionnaire,
which was ready for subsequent evaluation, data
processing, and assessment.
According to the Data Privacy Act, all policies and
methods for interpreting the data; the law must
consider rights. It is essential to know the purpose of
storing and processing personal data. Indeed,
protecting data privacy is necessary if not, it will cause
a socio-techno risk. The researcher's data will be used
only for this research study. The respondents were
informed that their identity was safe. The researcher
remembered that research projects are data subjects
and will be protected from unnecessary gathering.
Privacy preservation and security provisions rely on
the trust that authorized researchers can access the
respondent's information.
Participants were also informed about the project's
goals, who or what organization supports it, how the
results will be utilized, whether their participation may
have any negative consequences, and who will have
access to the data. The primary purpose of informed
consent is to provide participants with the information
they need to decide whether to participate in the
evaluation. Additional information should be provided
if a participant experiences any distress while
participating.
Data Analysis
A combination of quantitative and qualitative analysis
offers a broader understanding of the topic at hand and
enables a more nuanced examination of research
topics. The data gathered were classified, tallied, and
tabulated. The tabulated data describes a number of
statistical methods and tools for studying student
leadership and its impact on academic success. Let’s
elaborate on each of these tools: Frequency and
Percentage, these statistical tools are commonly used
to analyze distributed data. It was used to calculate
percentages of respondents’ information and academic
achievement in Problems 1 and 2. Weighted Mean the
weighted mean is a mathematical technique for
obtaining the average value for calculating the weights
assigned to each variable. ANOVA (Analysis of
Variance), it is used to determine if there is a
significant difference between the means of two or
more groups. This study will use ANOVA to
determine if there is a significant difference in
responses based on profile characteristics. ANOVA
can help determine whether certain variables such as
age, gender, and program have a significant impact on
Dedicatoria et al.
measures of student leadership and academic
achievement by categorizing respondents based on
their characteristics. Pearson's R, pearson's correlation
coefficient (often abbreviated as "Human R") is a
statistical expression of the linear relationship between
two continuous variables. This analysis will use
Pearson's r to identify any significant relationship
between the Role of Student Leader and academic
performance. Likert Scale, the Likert scale is a rating
scale that is widely used to assess the opinions,
feelings, and attitudes of respondents. Usually, it
consists of a series of statements or questions in which
respondents rate their level of agreement or
disagreement using a scale. In this study, students'
perceptions of student leadership will be assessed
using a Likert scale and responses can be analyzed
quantitatively with a quantitative value of 4 (3.25 –
4.00) – Strongly Agree (SA); 3 (2.50 –3.24) – Agree
(A); 2 (1.75 – 2.49) – Disagree (D); and 1 (1.00 –1.74)
– Strongly Disagree (SD). Thematic analysis, a
qualitative research method is used to find, analyze
and develop themes or patterns in textual content.
Coding is the process of organizing and classifying
data according to known themes. Subject coding and
analysis will be used in this project to evaluate the
perceived reasons of every student leader in joining a
student organization.
Results and Discussion
Profile of the Respondents
The frequency and percentage distribution of the
student respondents' age, gender, program, and GWA
are shown in the table.
Age. Findings of the study revealed that a significant
proportion of respondents fall within the age range of
18-23 years. Based on these data, it is fair to assert that
most of our respondents were in their 20s. This age
distribution is consistent with the well-documented
concept that young adulthood, spanning roughly ages
18 to 26, is a critical period of development. In many
studies such as the work of Heather Breiner, et.al
(2016) emphasis on the long-term implications of this
phase is typical of young adults at this critical time in
life.
Moreover, according to Adams et al. (2018), there is a
growing demand for student leadership in the 21st
century as students develop leadership models and
improve their qualities. Prioritizing leadership
development is essential for the early formation of
strong leadership identities. They may pursue higher
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education, enter the workforce, cultivate personal

relationships and healthy habits, and engage in
Table 1. Profile of the Respondents
activities that send them on healthy and productive
paths (Steve Olson et al., 2013).

Sex. Out of sixty-five (65) student respondents, 30 or

46.15 percent of the respondents were male and 35 or
53.85 percent of the respondents were female. As the
result, there are more women who have participated in
our study. However, there were no significant gender
differences in outcomes because males were more
stable in their attitudes, while females performed well
in their engagement (Nistor, 2013). In addition, Senior
et al. (2014) discovered a dearth of female
academicians at the research center and administrative
leadership levels but a significant increase of females
at the broader discipline level. These are typically
high-profile positions that serve as role models for
students aspiring to enter that field. In addition, it is
essential to note that the study did not discover
significant gender differences in academic
achievement. However, women may possess
perseverance and dedication that contribute to higher General Weighted Average
academic achievement.
Table 2. General Weighted Average
Program. Out of sixty-five (65) student respondents,
18 or 27.69 percent of the respondents were BEED, 3
or 4.62 percent of the respondents were BCAED, 19 or
29.23 percent of the respondents were BECED, 6 or
9.23 percent of the respondents were BSIT, 8 or 12.31
percent of the respondents were BSCS, 5 or 7.69
percent of the respondents were BSIS, 6 or 9.23
percent of the respondents were ACT. These findings
provide valuable insight into the composition of the
student population in terms of their chosen programs.
GWA. The data revealed that out of sixty-five (65)
The distribution of respondents across different
student respondents, the most significant number of
programs reflects the variety and diversity of academic
students, to include of 18 or 36% of the students,
interests among the students surveyed. The largest belong to the group with Fair grade; 17 or 34.00% of
group of respondents, accounting for 27.69% of the the students, belong to the group with good grade; 11
total, is following the Bachelor of Elementary or 22.00% of the students, belong to the group with
Education Program (BEED). This indicates a Very Good grade; 2 or 4.00% of the students, belong
significant proportion of students interested in to the group with Excellent grade; 2 or 4.00% of the
pursuing a career in primary education, which may be students, belong to the group with Passed Grade. The
due to the perceived importance of learning and mean grade of the student respondents is 87.31,
belonging to the group with good grades.
shaping young minds. The Bachelor of Early
Childhood Education Program (BECED) attracts
29.23% response.

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Table 3. Students’ Perception on the Role of Student

Leader

De Leon, M. S., et.al (2016) suggest that GWA is a

good indicator of a student’ s acad em ic
performance in contrast to overall cognitive ability, the
indicator is not excellent. Thus, it is crucial that student
leaders set an example of balancing leadership and
academics. It is crucial to be academically prepared
as citizens who are or will be leaders in the
community. To be considered for the post of model
student leader, one must have a GPA of at least 3.5.

Role of Student Leader

The table 3 presents students' perception of the Role of

the Student Leader. Indicator 5, "A student leader
needs practical communication abilities," ranked 1st
(weighted mean: 3.60) with a qualitative rating of
strongly agree. Indicator 10, "Being a student leader
requires high academic achievement," ranked 10th
(weighted mean: 3.20) with a qualitative agree rating.
The overall weighted mean for the Role of Student
Leader is 3.44, indicating a strong agreement. This
result suggests that high academic performance is one
of many factors in being a student leader. Effective
communication skills are considered essential for
student leaders. This statement aligns with studies by
Rocque (2022) and Anur et al. (2021), emphasizing the
importance of effective communication in leadership
roles. Higher education aims to prepare future leaders
for the professional world.
Furthermore, according to Cork's book review (2014),
focusing on student achievement, emotional
intelligence, and the right mentality can help student
leaders overcome barriers to professional learning.
Meiners (2019) also highlights the significance of
communication skills and emotional intelligence in
student leaders' success.
Therefore, student leaders should develop these
abilities. However, formal training opportunities for
personal, organizational, and community leadership
skills are limited (Corey Seemiller, 2013). To be
effective leaders, students need confidence in their
communication skills and the ability to inspire and
motivate others. The Polytechnic College of Botolan
should prioritize individualized learning and empower
students to actively engage in their education and
community (Gratton, A. 2019).
Test of Difference on the Role of Student Leader
Across Profile
Table 4 reveals that age (0.711), sex (0.106), and
program (0.107) have non-significant values, leading
to the acceptance of the null hypothesis. This result
suggests no significant difference in the perception of
the Role of Student Leader across different profiles
based on age, sex, and program. Student respondents
share similar perceptions regarding the role of a
student leader, regardless of these factors. Ungureanu
(2014) explored leadership strategies in the learning
environment and found differences between
economics and sociology students and humanities
students.
Furthermore, gender, age, level, and employment
condition are unrelated to the high leadership
perception Dela et al. (2013). The study of Ahiatrogah
& Koomson (2013) indicated that distance education
students have positive perceptions of their leadership
potential. Leadership is not restricted to specific
privileges or demographics. Anyone can become a
leader, regardless of age or gender. Individuals can
lead others toward achieving their goals with the right
skills and techniques.
In conclusion, there is no significant variation in the
perception of the Role of Student Leaders across
different profiles. Every student has an equal
opportunity to become a leader and develop their

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skills. Students from any background can take on the

role of a student leader and grow personally, Reasons for Joining Student Organization
irrespective of their profile.
Table 6. Reasons for Joining Student Organization
Table 4. Test of Difference on the Role of Student
Leader Across Profile

Test of Correlation between the Role of Student

Leader and Academic Performance

Table 5. Test of Correlation between the Role of

Student Leader and Academic Performance

Table 5 reveals a non-significant correlation with a

value of 0.462, leading to the acceptance of the null
hypothesis. At Polytechnic College of Botolan, there is
unsignificant weak relationship between the Role of
Student Leader and students' academic performance.
Student leaders' leadership abilities do not directly
impact their academic success (De Los Reyes, 2019).
Similarly, Dela et al. (2013) found that strong
academic achievement is not dependent on perceived
student leadership position expectations, obligations,
or responsibilities. The table 6 shows show the reasons for joining
Student organizations. The findings indicate that
However, contrary to the study conducted by Wanjiru
students were motivated to take on the role of student
Njaramba et al. (2022), most respondents believed that
leader by their classmates, perceiving it as a personal
leadership influences academic performance.
challenge and a way to help their peers. This result
According to Fuentes et al. (2020), being a student
aligns with the importance of practical communication
leader often entails responsibilities that may not
abilities highlighted by the respondents, suggesting
directly affect academic performance but can
they need more confidence in their communication
contribute to greater effectiveness than peers. The
skills. Because of that, they influence others to take up
respondents only consider student leaders' academic
the position. These findings reflect why student leaders
performance if they possess the necessary skills and
join student organizations, as they are among the few
fulfill their responsibilities and duties. These findings
who possess effective communication skills.
suggest leadership is more about individual skills and
confidence than academic performance. Students who According to Aller et al. (2017), student leaders are
believe in their abilities and are confident to lead aware that leadership necessitates self-reflection,
others can become student leaders. It is a matter of evaluation, facing challenges, and support. Student
skill and confidence to become a student leader.

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leaders can develop a sense of self and a deeper
understanding of leadership through active
participation and learning from their experiences.
According to Sessa (2017), student leaders perceive
their positions as personal challenges and opportunities
to contribute to their universities and personal
development. Peer influence is also important in
encouraging students to assume leadership roles.
According to Chai's (2015) research, peer-selected
student leaders exhibited high levels of integrity,
indicating that their peers recognized their leadership
potential. Cox's (2014) study demonstrated that peer
support enhances leadership skills, particularly in
active organization participation and collaboration,
supporting this hypothesis. Swai and Moses (2021)
found that peer influence is significant for female
adolescent leaders. Hine (2017) further accentuates the
positive influence of peers on the experiences of
student leaders, highlighting the advantages of
collaborating with other student leaders.
Conclusion
Most respondents at Polytechnic College of Botolan
are young adult female Bachelor of Elementary
Education students. Although their academic
performance is not deplorable, it could be enhanced.
However, when grouped by profile, their perceptions
of a student leader's function were comparable.
Additionally, there was no correlation between their
perceptions of student leadership and their academic
performance. According to the study, students believe
practical communication skills are more essential than
academic achievement for student leadership. In
addition, the study discovered that peer influence and
personal difficulties motivated student leaders to join
student organizations. This finding suggests that
lacking confidence in employing practical
communication skills may have contributed to
declining student participation in the previous election.
Many Polytechnic College of Botolan students must
hone their communication abilities to acquire the self-
assurance necessary for student leadership positions.
The researcher suggests engaging students in more
interactive and collaborative school-based activities to
cultivate leadership skills to address this issue.
Reading literature in the school library can also
improve their vocabulary and communication skills. In
addition, parents are encouraged to facilitate their
children's participation in collaborative and interactive
activities. Implement classroom-based activities that
foster practical communication skills and school-wide
Dedicatoria et al.
activities that enable students to apply their knowledge
in practice. The researcher proposes a school-based
instruction program and other activities to develop
students' practical communication skills. Although the
study did not establish a correlation between academic
performance and student leadership, the researcher
recommends that school administrators reconsider the
academic requirements for running for student office.
The reduction of these requirements would increase
student participation. In addition, the researcher
suggests additional research to supplement the
recommendations mentioned above. Future researchers
from the institution should develop an intervention
plan or program based on this study's preliminary
findings and conduct additional research. Finally, it is
suggested that other researchers conduct follow-up
studies to probe deeper into why students do not join
student organizations and investigate their perspectives
and participation in school policymaking.
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Affiliations and Corresponding Information
Alea Mae A. Dedicatoria
Polytechnic College of Botolan - Philippines
Mark Allen U. Dionela
Polytechnic College of Botolan - Philippines
Chrissha F. Climaco
Polytechnic College of Botolan - Philippines
Wean Chad Balangon
Polytechnic College of Botolan - Philippines
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