thesis nla dan2.docx

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CENTRAL PHILIPPINES STATE UNIVERSITY CONG. MARIANO M. YULO CAMPUS Hinigaran Negros Occidenta

CHAPTER I

INTRO!UCTION "ac#gro$nd o% t&e St$d'

Do you know the single greatest problem in any organization, the answer is simple: lack of managerial skills. Unfortunately, most of the leaders often lose sight of this fact. Without help in dealing with people and developing skills in management, at best, most of leaders can give only a mediocre med iocre leadership. Leadership Lead ership can be defined as an art of influencing people to get the necessary support and cooperation in community affairs to maintain solidarity among people. ome have natural leadership gifts, which with seeming ease they worked well with others, others, motivate motivate co!workers co!workers and subordinates subordinates and never seem to have demands on people and most of us do not fell to this category but these skills are usually ac"uire through e#periences!often painful ones but they come easier when solidly based on understanding of human behaviour. $he %entral &hilippines tate University, %ong. 'ariano '. (ulo %ampus, as one of the educational institutions build organization for %enphilians) welfare especially the studentry. $his two organizations operating in the university are: the upreme tudent *overnment +rganization *-, which is the highest governing body of students that serves as a link between the administration and students and the /uture Leaders of the

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&hilip &hilippin pines es /L&-, /L&-, as an intra! intra!cur curric ricula ularr organi organizat zation ion that that develop developss and organi organizes zes activities and programs beneficial to %enphilians community. 0s an initia initiall study study regard regarding ing the perfor performan mance ce of the two organ organiza izatio tions, ns, the researchers researchers gathered information information from their fellow fellow %enphillian %enphillians, s, that the functional functional organization in the university is the upreme tudent *overnment and the /uture Leaders of the &hilippines was left behind. 'ost of them find hard times in identifying those electe elected d office officers, rs, especi especiall ally y the /uture /uture Leader Leaderss of the &hilip &hilippin pines. es. 1n this this regard regard the researchers was challenge to pursue this study to assess the leadership styles used by the two organizations which reflects in their performance as a group or as elected body and to check check the truthf truthfuln ulness ess and reliab reliabili ility ty of the gathere gathered d respon responses ses from from the student studentss regarding the functionality of the two organizations. $hey do believe that leadership carries a heavy burden of responsibility, it makes demand on people and people)s reaction reaction puzzles them. $he ability to lead people and to guide their energies towards achieving goals is crucial. Despite this, leaders must bear in their minds that leadership leadership is e#citing and stimulati stimulating ng when they make it an intelligent, intelligent, thoughtful, planned and deliberate one. State)ent o% t&e Pro*e)

$his study in the Leadership tyles of upreme tudent *overnment and /uture Leader of the &hilippines +fficers: 0n 0n 0ssessment 0ssessment assessed the leadership lead ership styles of the two organizations operating in the university.

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&hilip &hilippin pines es /L&-, /L&-, as an intra! intra!cur curric ricula ularr organi organizat zation ion that that develop developss and organi organizes zes activities and programs beneficial to %enphilians community. 0s an initia initiall study study regard regarding ing the perfor performan mance ce of the two organ organiza izatio tions, ns, the researchers researchers gathered information information from their fellow fellow %enphillian %enphillians, s, that the functional functional organization in the university is the upreme tudent *overnment and the /uture Leaders of the &hilippines was left behind. 'ost of them find hard times in identifying those electe elected d office officers, rs, especi especiall ally y the /uture /uture Leader Leaderss of the &hilip &hilippin pines. es. 1n this this regard regard the researchers was challenge to pursue this study to assess the leadership styles used by the two organizations which reflects in their performance as a group or as elected body and to check check the truthf truthfuln ulness ess and reliab reliabili ility ty of the gathere gathered d respon responses ses from from the student studentss regarding the functionality of the two organizations. $hey do believe that leadership carries a heavy burden of responsibility, it makes demand on people and people)s reaction reaction puzzles them. $he ability to lead people and to guide their energies towards achieving goals is crucial. Despite this, leaders must bear in their minds that leadership leadership is e#citing and stimulati stimulating ng when they make it an intelligent, intelligent, thoughtful, planned and deliberate one. State)ent o% t&e Pro*e)

$his study in the Leadership tyles of upreme tudent *overnment and /uture Leader of the &hilippines +fficers: 0n 0n 0ssessment 0ssessment assessed the leadership lead ership styles of the two organizations operating in the university.

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pecifically, this study sought to answer the following: 2. What are the types of Leadership Leadership tyles tyles of the upreme upreme tudent tudent *overnment and /uture Leaders of the &hilippines +fficers when grouped according to: a. 0utocratic b. Laissez!faire c. &articipative d. $ransactional e. $ransformational 3. 1s there a significant difference between the types of Leadership tyles of the upreme tudent *overnment and an d /uture Leaders of the &hilippines +fficers. H',ot&esis

$here is no significant difference between the types of Leadership tyles of the upreme tudent *overnment and /uture Leaders of the &hilippines +fficers T&eoretica -ra)eor#

$his study was anchored on the study of 4ass and 4urns on leadership styles. 0mon 0mong g the the vari various ous theor theorie iess of leade leaders rshi hip p and and moti motivat vatio ion n rela relati ting ng to effe effect ctiv ivee organizational change management, perhaps the most prominent is the transformational! tran transa sact ctio ional nal theo theory ry of leade leaders rshi hip. p. 4urn 4urnss 3555 3555-, -, conce concept ptual ualiz izes es two two fact factor orss to dif differe ferent ntia iate te

6ord 6ordin inar ary7 y7

from from

6e#t 6e#tra raor ordi dina nary ry77

lead leader ersh ship ip::

tran transa sact ctio iona nall

and and

transformational leadership. $ransactional leadership is based on conventional e#change rela relati tions onshi hip p in whic which h foll follow ower erss

‟

comp compli lian ance ce eff effor ort, t, prod produc ucti tivi vity ty,, and and loyal loyalty ty-- is

e#changed for e#pected rewards. 1n contrast, transformational e#traordinary- leaders

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raise followers

‟

consciousness levels about the importance and value of designated

outcomes and ways of achieving them. $hey also motivate followers to transcend their own immediate self!interest for the sake of the mission and vision of the organization. uch total engagement emotional, intellectual and moral- encourages followers to develop and perform beyond e#pectations 4urns, 3555 4ass, 3555-. 4urns 3555-, observes that transformational leadership involves the process of influencing ma8or changes in organizational attitudes in order to achieve the organization)s ob8ectives and strategies. 4ass 3555- observed that transactional leaders work their organizational cultures following e#isting rules and procedures, while transformational leaders change their cultures based on a new vision and a revision of shared assumptions, values and norms. When an organization must adapt to changes in technology, its leadership is a critical factor in its successful change. 4ass 3555- operationalized the work of 4urns 3555- by developing a model of transformational and transactional leadership, referred to in more recent publications as the 6full range leadership model7 4ass and 0volio, 3555-. 'essick and 9ramer 355- argued that the degree to which the individual e#hibits leadership traits depends not only on his characteristics and personal abilities, but also on the characteristics of the situation and environment in which he finds himself. ince human beings could become members of an organization in other to achieve certain personal ob8ectives, the e#tent to which they are active members depends on how they are convinced that their membership will enable them to achieve

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their predetermined ob8ectives. $herefore, an individual will support an organization if he believes that through it his personal ob8ectives and goals could be met if not, the person)s interest will decline. Leadership style in an organization is one of the factors that play significant role in enh5ancing or retarding the interest and commitment of the individuals in the organization. Conce,t$a -ra)eor#

$his study illustrates the relationship between the independent and dependent variables. $he independent variable was the Leadership tyles of the upreme tudent *overnment and /uture Leaders of the &hilippines +fficers and the dependent variables was the 0ssessment. $he respondents interpreted the leadership styles displayed by the two organizations as always, sometimes, and never.

Leaders&i, St'es o% t&e S$,re)e St$dent Goern)ent and -$t$re Leaders o% t&e P&ii,,ines O%%icers2 An Assess)ent

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Inde,endent Varia*e

1. Leadership tyles a. 0utocratic b. Laissez!faire c. &articipative d. $ransactional e. $ransformational

!e,endent Varia*e -ig$re 12

Sc&e)atic !iagra) o% t&e St$d'

$he between

diagram illustrates the relationship the

independent variable Leadership

tyles- and the

dependent variable 0ssessment-. 0ssessment

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Signi%icance o% t&e St$d'

$he result of the study is beneficial to the following:

Ad)inistration . $his study is useful in providing insights about the leadership

styles and management skills in an organization which can be used during their administration.

Parents. $his study provided them knowledge regarding leadership skills and

guides their children in enhancing their leadership skills to be a good leader.

Sc&oo. $he result of this study help the school improve the leadership styles and

management of each benefactor in empowering students learning. 1t also serves as an assessment in the organizations operating in the school.

St$dents . $he result of this study provided knowledge on how a true leader acts

and effective styles can be used towards positive outcome. -$t$re Leaders . $he result of the study served as their basis and guide for the

different discipline regarding leadership styles that they are engaged with. -$t$re Researc&ers . $he result of the study served as one of their reference

when they conduct the same study.

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Sco,e and Li)itation o% t&e St$d'

$his study focused on the Leadership tyles of the upreme tudent *overnment and /uture Leaders of the &hilippines +fficers on the 0cademic (ear 352!352;. 1t was confined with variables: $ypes of Leadership tyles as independent variables and 0ssessment as dependent variable. $his study was conducted at %entral &hilippines tate University, %ong. 'ariano '. (ulo %ampus, ?- students enrolled and eighteen 2>- faculty members employed on the 0cademic (ear 352;!352@. !e%inition o% Ter)s

$o further understand this study the researchers define the following terms conceptually and operationally.

Leader . $his term refers to the person or thing that leads a guiding head, as of an

army, movement, or political group http:AAwww.o#forddictionaries.comAusAthesaurus 1n this study, it refers to the person that leads the organization.

Leaders&i, . $his term refers to the position or function of a leader, a person who

guides or directs a group. http:AAwww.o#forddictionaries.comAusAthesaurus1n this study, it refers to an art or form of handling a certain organization by a leader. Leaders&i, St'es. $his term refers to the leader)s style of providing direction,

and implementing plans http:AAwww.o#forddictionaries.comAusAthesaurus-

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1n this study, it refers to a leader)s art of communicating and empowering the members of the organization. Laisse78%aire. $his term refers to the theory or system of government that

upholds the autonomous character of the economic order, believing that government should intervene as little as possible in the direction of economic affairs the practice or doctrine of non!interference in the affairs of others, especially with reference to individual

conduct

or

freedom

of

action.

http:AAwww.o#forddictionaries.comAusAthesaurus1n this study, the term refers to the laid!back leadership used by the leaders in handling his members.

A$tocratic. $his term refers to pertaining to or of the nature of autocracy or of an

autocrat. http:AAwww.o#forddictionaries.comAusAthesaurus1n this study, it refers to the style of a leader where he is the one that has the power in decision making and dominating over his members.

Partici,atie. $his term is defined as the leadership style that is generally

concerned with maintaining group effectiveness as with completing the task to be done. http:AAwww.o#forddictionaries.comAusAthesaurus1n this study, this term is defined as leadership style in which everyone has the authority in decision!making and opinions are considered.

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Transactiona. $his term is defined as something that is transacted, especially a

business agreement an interaction of an individual with one or more other persons, especially as influenced by their assumed relational roles of parent, child, or adult members based on performance result. http:AAwww.o#forddictionaries.comAusAthesaurus1n this study, this term is defined as a leader)s style where he uses punishments and rewards to motivate members achieve organizational goals.

Trans%or)ationa. $his term is defined as the act or process of transforming the

state of being transformed change in form, appearance, nature, or character http:AAwww.o#forddictionaries.comAusAthesaurus1n this study, this term is defined as the use of creativity of leaders to persuade members to be fle#ible enough to solve organizational problems. S$,re)e St$dent Goern)ent. $his term is defined as the highest governing

body of the entire studentry. $he =%0 tudent
organization in an educational institution. $he =%0 tudent
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CHAPTER II

REVIE: O- RELATE! LITERATURE Leaders&i, in Conte),orar' Ti)es

1n the literature, leadership has been identified as an important sub8ect in the field of organizational behaviour. Leadership is one with the most dynamic effects during indivi individual dual and organi organizat zation ional al intera interacti ction. on. 1n other other words, words, abilit ability y of managem management ent to e#ecute 6collaborated efforts7 depends on leadership capability. Lee and %huang 355?-, e#plain that the e#cellent leader not only inspires subordinate)s potential to enhance efficiency but also meets their re"uirements in the process of achieving organizational goals. /ry 355B- e#plains leadership as use of leading strategy to offer inspiring motive and to enhance the staff)s potential for growth and development. everal reasons indicate that that ther theree shoul should d be a rela relati tions onshi hip p betw between een lead leader ersh ship ip styl stylee and and orga organi niza zati tion onal al performance. Lead Leader ersh ship ip is both both a scie scienc ncee and and an art, art, invo involv lves es inte inter! r!re rela lati ting ng w ith people. $he science of leadership develops valid concepts, principles and processes to guide the day!to!day practices of leaders to bring about mote predictable end results. Whil Whilee thes thesee prin princi cipl ples es and and proc proces esse sess will will not not guar guaran ante teee spec specif ific ic solu soluti tion onss to organizational problems solving. 4y following these principles and processes, leaders responsible for problem solving find greater assurance. $he art of leadership, the other

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side of the coin, emphasizes the skills of leadership, such as how leaders work with others and how they apply their knowledge and e#perience to achieve the desired results. $he concept and definition of leadership and style may differ from one person, or situation, to the other. $he word 6leadership7 has been used in various aspects of human endeavor such as politics, businesses, academics, social works, etc. &revious views about leadership show it as personal ability. 'essick and 9ramer 355- argued that the degree to which the individual e#hibits leadership traits depends not only on his characteristics and personal abilities, but also on the characteristics of the situation and environment in which he finds himself. ince human beings could become members of an organization in other to achieve certain personal ob8ectives, the e#tent to which they are active members depends on how they are convinced that their membership will enable them to achieve their predetermined ob8ectives. $herefore, an individual will support an organization if he believes that through it his personal ob8ectives and goals could be met if not, the person)s interest will decline. Leadership style in an organization is one of the factors that play significant role in enhancing or retarding the interest and commitment of the individuals in the organization. Leaders&i, St'e and Per%or)ance

1n the literature, leadership has been identified as an important sub8ect in the field of organizational behaviour. Leadership is one with the most dynamic effects during indivi individual dual and organi organizat zation ional al intera interacti ction. on. 1n other other words, words, abilit ability y of managem management ent to

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e#ecute 6collaborated effort7 depends on leadership capability. Lee and %huang 355?-, e#plain that the e#cellent leader not only inspires subordinate)s potential to enhance efficiency but also meets their re"uirements in the process of achieving organizational goals. /ry 355B- e#plains leadership as use of leading strategy to offer inspiring motive and to enhance the staff)s potential for growth and development. everal reasons indicate that that ther theree shoul should d be a rela relati tions onshi hip p betw between een lead leader ersh ship ip styl stylee and and orga organi niza zati tion onal al performance. $he first is that today)s toda y)s intensive and dynamic markets feature innovation! based competition, priceAperformance rivalry, decreasing returns, and the creative destruction of e#isting competencies .tudies have suggested that effective leadership behaviours can facilitate the improvement of performance when organizations face these new challenges 'c*rath and 'ac'illan, 3555 $eece, &isano and huen, 355B-. /rom this review of related literature, it is evident that although some scholars believe that leadership enhances organizational performance while others contradict this, different different concepts of leadership leadership have been employed in different different studies, studies, making direct comparisons virtually impossible. *aps and unanswered "uestions remain. %onse"uently, the curren currentt study study is intende intended d to re!e#am re!e#amine ine the propos proposed ed leader leadershi ship!p p!perf erform ormance ance relationship and, thus, contribute meaningfully to the body of growing literature and knowledge in this area of study.

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Leaders&i, !ie))a

Leaders often find themselves in a dilemma because they are people with uni"ue patterns of confidence and fear that come from their life influences, education, e#periences, and personal needs. $hey may want to be themselves, to be at peace with themselves, and to avoid the situations that make them uncomfortable. $hey 'ay want to grow into their full potential while ma#imizing the potential of the people they lead. Leaders also find themselves with a societal and organizational environment of constraints and challenges, of limitation and freedom. $he basic dilemma lies between what they believe desirable and what they can actually do in practice. Cffective leaders ask themselves "uestions such as:
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have opportunities to influence the decision making from the beginning. Leaders present problems and relevant background information. Leaders invite the group to suggest alternative actions. Leaders then select the most promising solution. - &articipating. Leaders participate as members in the discussion and agree in advance to carry out whatever decision the group makes. ;- Delegating. Leaders define the boundaries within which to solve problems or accomplish tasks. $hen they turn it over to the group to work out solutions or to implement the tasks. Contrasting Leaders&i, St'es T&e A$t&oritarian St'e shows certain characteristics and we can sum them up

by saying that authoritarian style leaders: 2. 0re generally strong!willed, domineering, and to some e#tent, aggressive. 3. 'ust have their own way, which for them, seems the only way. B. Look upon his subordinate)s like functionaries than as person, and the subordinates trying their best without hesitation or estimation, follow directions without "uestion. . +rdinarily are not ready to listen to views and suggestions of others although they may pretend to-, if they offer different opinions ;. Do not encourage e"ual relationship i.e., adult to adult- with underlings. 0s a rule they do not allow themselves to get close to employees. $hey do like to see employees to get

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close to one another, for such cli"ues, as authoritarian leaders perceive them, might endanger their authority. @.
Laisse78-aire St'e

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Laissez!faire leadership may be the best or the worst of leadership styles. 1f the leader follows the normally understood definition and standard practice of non! interference and 6hands!off7 when supposedly leading his or her followers, the worst form of leadership is manifested.
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management where both attempt to influence employees to improve performance toward accomplishing organizational goals and individual personal and professional growth. $hey negotiate mutually satisfying goals, and enabling the leadersAmanager)s role to become one of encouraging and guiding the employee toward satisfying these goals. 1n the management!by!e#ception passive mode, the managerAleader establishes 8ob e#pectations and standards and dictates them in a one!way, top!down fashion.
%haracteristics of democratic leaders can be summed up into: 2. $hey are generally as concerned with maintaining group effectiveness as with completing the task is done. 3. $hey encourage members in their group to e#press their ideas and feelings, because they believe that such a climate leads to greater creativity and commitment. B. 1f they encounter resistance or conflicts, they allow them surface and seek the help their group in removing the resistance or resolving the conflicts. . $hey encourage 8oint decision!making as well as shared goal!setting.

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;. $hey rarely set policies without e#plaining the reasons, and proposing them to their groups, when they can, for suggestions and criticism. @. $hey believe that responsibility for getting a 8ob done depends as much on the group as upon themselves. $hey try to have this attitude shared by all group members. F. $hey allow group members a good deal of freedom in their work, once they have shown their ability to do it. >. $hey keep looking for better ways to do things, and are open to change when convinced that such changes seem called for and would lead to greater effectiveness. ?. $hey believe in the effectiveness of group work. $hey also believe that groups of committed individuals working together have greater potential when those same members work as individual. We can characterize the attitudes of democratic leaders in the following self! talk: 1 place a high value on sound and creative decisions that emerge from real understanding and searching within a group of committed people who take their life together seriously. 1 listen for, and try to elicit, ideas and opinions that differ from my own. 1 have clear convictions, but 1 am also open to change in the face of sound ideas and reasoning.

1 realize that, however competent and e#perience 1 am, 1 may not have all

the information needed, and definitely lack the e#perience of the others in the group. 1 am always ready to learn. When conflict arises in the group, 1 do my best, with my groups) help, to identify the issues involved and to uncover their resources. When aroused by

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someone or something, 1 try to contain myself and stay in touch whatever might be going inside of me. 1 try to maintain a sense of humor to keep things in perspective. 1 put a lot of energy into group work, because 1 firmly believe in the effectiveness of teamwork. Transactiona St'e

0 transactional leader is someone who, as the name imply, relates to his team and tasks in terms of HtransactionsH.
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instance, putting the best people for the 8ob. 0s seen, the transactional leader is very much outcome oriented. $his leadership trait renders the transactional leadership model useful to get results. 1t would be especially effective when short term success in needed while long term performance is secondary.
0 transformational leader is the opposite of a transactional leader. 0 transformational leader is one who motivates his team by inspiring loyalty and confidence in them.
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lead by e#ample. 1t is through their action that they touch the hearts of their followers, and it is the strength of this faith that they create that makes their follower hold firm and loyal in the face of adversity. 0 transformational leader is far sighted in terms of operations. Jather than being too caught up in the day!to!day affairs, the transformational leader looks beyond to concern him with larger issues such as team dynamics, visioning, goals setting and people development. &eople developed in particular. 0 transformational leader is always concerned with developing his team.
KWhen all you have is a hammer, everything looks like a nail), as the 'aslow "uote goes. $he best leadership is said to be situational, with effective leaders changing their approach to accommodate their situation. $his can become a challenge when the situation changes rapidly or when the leader is capable of only one approach. $he continuum leadership style is often presented as and eitherAor proposition with regards to how leaders deal with people. 60utocratic7 and 6democratic7 are terms used to define end points of a continuum developed over the years by those who study such things, as outlined in the table below:

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A$tocratic and !e)ocratic Leaders&i, T&eories

0ccording to 4ernard 4ass, an author and researcher of all things leadership, the autocratic leader tends to: 4e arbitrary, controlling, power!orientated, coercive, punitive, and close!minded foster in subordinates greater resentment, less loyalty, less commitment, less involvement, and less satisfaction take full and sole responsibility for decisions and control of followers) performance stress obedience, loyalty, and strict adherence to the rules and make and enforce the rules and see that decisions are carried out. Democratic leaders on the other hand demonstrate the following attributes: leadership is considerate, consultative, participative, consensual, employee!centered, concerned with people, concerned with the maintenance of good working relations, supportive and orientated toward facilitating interaction, and relations!orientated a belief that workers are internally motivated to do well and seek autonomy and the opportunity to prove their worth and move decision!making to lower levels, encourage "uestioning and ideas, open to criticism, treat subordinates) mistakes as learning opportunities, celebrate subordinates) accomplishments, promote subordinates) ideas to higher authority. o which is better according to research 1t depends. 0t face value, the democratic approach is often considered 6better7. While the autocratic approach is best applied when organizations need to be turned around "uickly, it is also most fre"uently associated with workers "uitting their 8obs 0utocratic leadership tends to be more punitive and the

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inherent close supervision increases role ambiguity, reduces productivity, and decreases group harmony.

$he

democratic

approach on the other hand works best when it is visibly supported by higher authority, members are well!educated, leaders have the skills to conduct meetings with the members, and time can be afforded for trust to develop. 1f these factors e#ist, then the democratic approach results in higher rates of productivity, reduced personnel turnover, reduced absenteeism, and better employee physical and mental health. Which approach is appropriate depends in part on the nature of the follower and the environment.

Democratic leadership is desirable in situations where the workforce

becomes educated and seeks greater participation, when business becomes more comple#, and when the use of advanced technology increases and there is greater emphasis on team e#pertise. 1mmature, dependent, and ine#perienced subordinates are more likely to e#pect and accept authoritarian direction, whereas a democratic approach results in more rapid employee development. We are often presented with value 8udgments of autocratic leadership as bad and democratic leadership as well. $his is not always the case. 0uthoritarian leadership works best with authoritarian followers in an authoritarian culture. $here are times when an authoritarian approach is appropriate, as the leader of a high performing group can afford to be more democratic than the leader of a poor performing group. Transactiona Leaders&i, ers$s Trans%or)ationa Leaders&i,

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=umber of Leadership theories evolved on the basis of $rait, 4ehavioral, $ransformational, ituational, and %harisma. Jesearchers and thinkers made efforts linking some of the theories across these leadership islands. 4ut each model has its own pros, cons, assumptions  limitations. Latest researches are conducted on ituational  $ransformational leadership styles. Leadership gurus presented new models as variations to the already e#isting models. 'a# Weber, 'ac*regor 4urns, 4ernard '.4ass, Warren 4ennis  =anus are few important researchers in the area of transformational leadership. Understanding the difference between transactional and transformational leadership is vital in getting the whole concept of transformational leadership theory. 0s a starting point, let us review our everyday life. 1n general, a relationship between two people is based on the level of e#change they have. C#change need not be money or material it can be anything. $he more e#change they have the stronger the relation. (our manager e#pects more productivity from you in order to give good rewards. 1n this way, if something is done to anyone based on the return then that relation is called as K$ransactional) type. 1n politics, a leader announces benefits in their agenda in e#change to the vote from the citizens. 1n business, leaders announce rewards in turn to the productivity. $his relation is all about re"uirements, conditions and rewards or punishment-. Leaders who show this kind of relationship are called K$ransactional Leaders). 1n life, at one point of time, things happen without e#pectation from other side. ay, mom)s dedicated service to her kid. 'om doesn)t e#pect anything from the child and

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the service she provides in raising the child is unconditional, dedicated, committed. 'om plays a ma8or role in shaping up the kid)s future life. $his type of relation is called as K$ransformational). Leaders do e#ist in this world with these behaviors. $ransformational Leaders work toward a common goal with followers put followers in front and develop them take followers) to ne#t level inspire followers to transcend their own self!interests in achieving superior results. Transactiona and Trans%or)ationa Leaders&i,

$ransactional and $ransformational Leadership defined prior to defining each characteristic of transactional and transformational leadership, it is important to clarify how both of these are defined. $ransactional leadership can be summarized simply as transactions between leaders and subordinates, in an effort to improve performance of subordinates. 0uthors use similar definitions to describe transactional leadership and in general, describe it to be 6leadership which is based on transactions between manager and employees 4ass, 2??5, p. 35-.7 4ass 2?>;- describes transactional leadership in detail, e#plaining that 6changes in degree or marginal improvement can be seen as the result of leadership that is an e#change process: a transaction in which followers) needs are met if their performance measures up to their e#plicit or implicit contracts with their leader p. 3F-.7 0nother similar definition from 4romley and 9irschner!4romley 355F- e#plains transactional leadership as leaders which 6specify e#plicit re"uirements and conditions of the task, and provide rewards for fulfilling those re"uirements,7 and that 6fulfilling the re"uirement is

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completing the transaction p. ;-.7 $ransformational leadership lies on the opposite end of the spectrum, in that this type of leadership strives to inspire and 6transform7 their employees in order to improve their performance. $ransformational leadership research was recognized and originally developed by 4urns in 2?F>, and later more fully developed by 4ernard 4ass 4romley, 355F-. 4ass 2??5- e#plains that transformational leadership 6occurs when leaders broaden and elevate the interests of their employees, when they generate awareness and acceptance of the purposes and mission of the group, and when they stir their employees to look beyond their own self!interest for the good of the group p. 32-.7 %haracteristics of $ransactional and $ransformational Leadership 4oth transactional and transformational leadership have four characteristics each. 1n order to have an understanding of both types of leadership, it is important to review all eight. 0ll eight characteristics work together to create the full range of leadership skills. $he first four characteristics described below are transactional leadership characteristics. $he first characteristic of transactional leadership is contingent reward, which 4ass 2??5- e#plains leaders e#hibit when they 6contract e#change of rewards for effort, promises rewards for good performance, and- recognizes accomplishments p. 33-.7 $he second characteristic is management by e#ception activewhich is when a leader 6watches and searches for deviations from rules and standards, and- takes corrective action p. 33-.7 $he third characteristic, management by e#ception passive- is when a leader 6intervenes only if standards are not met p. 33-.7 $he final transactional characteristic is laissez!faire leadership when a leader 6abdicates

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responsibility and- avoids making decisions p. 33-.7 %han  %han 355;- e#plored both transactional and transformational leadership among building professionals across four locations: 0ustralia,
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leadership more fre"uently than transactional leadership in their work p. 35-. $hey further concluded that the most prominent behavior, under transformational leadership, was inspirational motivation p. 35-, and that the most prominent transactional behavior is contingent reward p. 32-. $hese conclusions again, support that transformational +nline Gournal of Workforce Cducation and Development Nolume 111, 1ssue B! pring > leadership augments transactional leadership as well as that transactional leadership characteristics are valuable in building this relationship between the two. 0 final e#ample of how transformational leadership and transactional leadership interact with one another, does not utilize the 'LM, but simply provides a discussion about how the two interact within the realm of team leadership. %orrigan  *arman 2???- discuss how transformational and transactional leadership skills are needed to develop leaders in a team situation. $he research was conducted in a mental health institution and the authors discuss the importance of transformational skills in building team cohesion. $here was need to form team cohesion and provide leaders the ability to inspire team members and help the team move forward with creative problem solving. $he three transformational factors that were important for the team leaders to inhibit were: 6inspiration and charisma, intellectual stimulation, and individualized consideration %orrigan et a l., 2???, p. B5-.7 1n con8unction with the three transformational factors, the team leaders also needed to have skills that allowed them to motivate team members in the 6here!and!now %orrigan, et al., 2???, p. B5>-.7 $his motivational need and focus re"uires the leaders to

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not only inhibit transformational skills but transactional skills. 1n making transactions, the leaders had three goals: clarifying e#pectations, motivating improvement, and recognizing achievements p. B5>-. $hese things were done through use of contingent rewards, goal setting, and performance feedback. $he development of team leaders needed transactional skills 6to help maintain effective programs %orrigan et al., 2???, p. B25-.7 $hey then augmented the transactional skills with transformational skills 6in building a cohesive and motivated team p. B25-.7 $he interaction of both transformational and transactional leadership skills was valuable to these leaders in that they utilized the appropriate skill, which allowed the team leaders to meet both present and future needs of the team members and organization. *oleman 3555-, who has identified si# leadership styles. +f these si# styles of leadership, %oercive, 0uthoritative, 0ffiliative, Democratic, &acesetting, and %oachingit is the Democratic style of leadership identified by *oleman that most interests me, as it is the style that 1 feel has worked best in my educational leadership roles and in those leaders whom 1 have admired. While he clearly suggests that the Democratic style positively impacts climate and organizations, *oleman)s findings were largely gathered from e#ecutives of a specific consulting firm. 1 am curious as to how the democratic style of leadership impacts educational settings. pecifically, as a coach, 1 am curious to understand the democratic leadership style and to see how a democratically!minded coach might practice it. +ne)s style of leadership can determine his or her success as a leader and the success of the group one leads. $his premise is often accredited to

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psychologist 9urt Lewin who designated three styles of leadership an authoritarian or autocratic style, a delegative or laissez!faire style, and a participative or democratic style Lewin et al, 2?B?, p. 3F3-. 1n his study, Lewin and his research team tried to determine how groups of schoolchildren, who were assigned to one of three groups with an authoritarian, democratic, or laissez!fair leader, would respond to the different styles of leadership. $he children were then led in an arts and crafts pro8ect. Jesearchers then observed the behavior of children in response to the different styles of leadership. Ultimately, Lewin and his team found that the participative democratic- leadership style seemed to generally be the most effective leadership style Lewin et al., 2?B?-. 'any modern 3 educators, such as the earlier mentioned *oleman 3555-, argue that Lewin)s study was accurate and still holds true in educational settings today. &erhaps the most recognized early literature on the sub8ect of leadership styles is 9urt Lewin 2>5?!2?F-. Lewin is often recognized as the 6founder of modern social psychology7 Nan Wagner, 355@-. &erhaps the reason for Lewin)s wide recognition on the sub8ect of leadership styles is that Lewin did much of his work on leadership styles as they relate to a variety of disciplines.
+(


they studied the effects of the leadership styles on schoolchildren Lewin et al., 2?B?-. /or the sake of this ; personal study, Lewin)s characteristics and description of the participative or democratic leadership style is the one that 1 will use as the basis for creating my own characteristics of a democratic leader. Lewin)s study found that participative democratic- leadership is generally the most effective leadership style of the three that he identified. Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. 1n the group with the participative leaders, the children were encouraged by group members to participate in decision making processes, but the leaders retained the final say over the decision!making process Lewin et al., 2?B?-. 1t is this basic understanding that has come to define the modern day definition of democratic leadership. Lewin noted in his study that group members felt engaged in the process and were more motivated and creative with the democratic leadership style Lewin et al., 2?B?-. 1ronically, Lewin observed that while the participative style was the most effective of the three styles, the children in this group were ultimately less productive than those children in the authoritarian leadership style group Lewin et al., 2?B?-. While the basic understanding and characteristics of the democratic leadership style for this study will come from Lewin)s work, there are many other researchers who have added, supplemented, or changed some of Lewin)s trend setting work on democratic leadership. $he more modern literature on democratic leadership seems to repeat, and build on much of Lewin)s work, but many modern researchers seem to emphasize the specific characteristics of democratic leadership styles

++


andAor discuss the negative aspects of democratic leadership in more detail. 1n order for my study to be comprehensive, 1 gathered a wide variety of literature that discusses these two emphasized aspects. ince Lewin)s study, more recent researchers like *oleman 3555- suggest the idea that the authoritarian style of leadership, often regarded as the opposite of the democratic leadership style, is "uite possibly the style that impacts the climate of groups the most. /or e#ample, Daniel *oleman developed a framework for defining leadership styles in which he links leadership styles and emotional intelligence. $his detailed work on has become the framework for modern day analysis of leadership styles. 1n his study, *oleman has categorized leadership styles into the following categories: 2- %oerciveODemanding immediate compliance. @ 3- 0uthoritativeO 'obilizes people towards a self created vision. B- 0ffiliativeO0 style that creates harmony through empathy, communication, and relationship building. - DemocraticO /orges consensus through participation and collaboration. ;- &acesettingOets high standards for performance and e#pects those in the team to do as the leader does. @%oachingODevelops others through empathetic self awareness *oleman, 3555-. $hrough this more specific categorization system of leadership styles, *oleman recognized, based on his research, that democratic leadership styles are not always the most positive as far as impacting climate. 1n fact, his study showed that it was the authoritative style that had the most positive impact on climate *oleman, 3555-. While this idea of the authoritative leadership style being the most positive on impacting climate is not totally surprising to many, it is one that warrants clearer understanding. $his

+/


understanding is e#plained by 'ichael /ullan who e#plains the outcome of *oleman)s data collection: 6*oleman)s data show that the authoritative leader had a positive impact on climate and performance. o do we need leaders with clear vision who can e#cite and mobilize people committing to it, or don)t we Well, the answer is a bit complicated. /or some situations, when there is an urgent problem and people are at sea, visionary leaders can be crucial. 0nd at times, it helps when leaders have good ideas. 4ut it is easy for authoritative leadership to slip into social engineering when initial e#citement cannot be sustained because it cannot be converted to internal commitment7 /ullan, 3552, p. B?-. *oleman does not stand alone in providing evidence that the democratic leadership style of leading may not be the best approach for leading. 0nother researcher that challenges the positive impact of the democratic style is one of the most clearly understandable studies on the topic of leadership styles. $o begin, it must be noted that the ma8ority of research on the topic of democratic leadership in education suggests that democratic leadership is a difficult and not often used leadership style in the classroom or any educational setting. 0s stated by 9en +sborne in his work Democracy, Democratic %itizenship, and Cducation +sborne, 3552- 6$oo often the hidden curriculum serves to promote "ualities that are antithesis of democratic citizenship7 +sborne, 3552, p.>-. +sborne elaborates on the issue by e#plaining that schools have a 6hidden curriculum7 that is linked to the general organization of schooling +sborne, 3552-. $his hidden curriculum is one that +sborn argues is compromising the democratic values that should be encouraged, through specific teaching and through every day learning routines.
+0


argues that 6Whatever schools might say about the importance of critical thinking, social participation, personal autonomy, social responsibility, and the like, the message of the hidden curriculum can often be one of conformity, obedience, hierarchy, and order7 +sborne, 3552, p.>-. $his notion would seem to support the idea that 6perhaps a hierarchical organization such as the school is not the best setting for inculcating democratic values7 +ppenheim and $orney, 2?F;, p. 32-. $he opinion of +sborn is that the hidden curriculums of educators comes in two forms and are compromising democracy in an educational setting. $he first consists of the rules of conduct that schools knowingly enforce on students, rules about attendance, punctuality, dress, hallway behavior, smoking, and the rest. $he second lies more below the surface and can be much less obvious to students and even to teachers. 1t consists of the social interactions among students, the interchanges between teachers and students, the implicit and often unspoken signals through which teachers reveal their e#pectations, and the many occurrences that impinge on a student)s day without anyone necessarily doing anything from deliberate intent, but which combine to shape the character traits and behavior patterns that have an impact on the kind of adult citizen a student might become. +sborne, 3552, p.>- While +sborne, a researcher who primarily studied +ntario schools, provides evidence, and supports the claim that this compromising of democracy e#ists in +ntario)s educational system, he e#plicitly states that this hidden curriculum cannot be ignored by those seeking to further e#pand democracy in education. 61n short, if schools are to serve as training grounds for democracy, they cannot ignore the so!called hidden curriculum.

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Democracy depends in large part on students feeling sufficiently capable and competent ? to involve themselves in the affairs of their society, to work for their preferred cause without trampling on the rights of othersOand these and many other such traits are learned, or not learned, as much through everyday e#periences of schooling as through any particular lesson7 +sborne, 3552, p. ?-. o, one can see that the teaching of democratic values, while often stressed as important in developing today)s youth as democratic citizens, is not being done through a regular democratic practice within +ntario)s schools. /urthermore, he argues that the reason for this lack of teaching democratic values can be blamed on the lack of democratic teaching styles in a variety of educational means and methods. (et, while +sborne does stress the need for greater teaching of democratic values in schools, he does not discuss, in the above noted research, the means of making that happen. $he evidence provided by +sborne concerning the hidden curriculum and the lack of teaching democratic values through democratic education, is often linked to a lack of democratic leadership in education. $he works of 'ichael /ullan on the topic of educational leadership are very recognizable in the %anadian educational setting. While most of /ullan)s work regarding educational leadership emphasizes what he refers to as the %ultural %hange Leader /ullan, 3552-, a term and book title that he uses to help e#plain the current role of today)s educational and business leaders, he does illustrate democratic leadership "ualities as essential to leading in this culture of change and many would identify democratic leadership "ualities in his characteristics of the %ultural %hange Leader. 0spects like commitment, relationship

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building, and knowledge creation and sharing are e#amples of key democratic style "ualities that /ullan suggests are essential to a framework for leadership and evident in a %ultural %hange Leader /ullan, 3552, p.-. $his idea is elaborated in other works by /ullan like his article $he %hange Leader /ullan, 3553- where he emphasizes the importance of the relationship between principals and teachers. /ullan states, 6$he %ultural %hange &rincipal knows that building relationships and teams is the most difficult skill for both business and education leaders7 /ullan, 3553, p.2>-.
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understanding how society will understand how to improve schools Woods, 355;-. $he study of democratic leadership in education seems to be linked to the idea of inclusion. Gim Jyan 355;- analyzed the research on inclusive leadership and the importance of leadership as an intentionally inclusive practice that values all cultures and types of students in a school Jyan, 355;-. $here is a strong link to democratic style leadership practices in the way that Jyan offers practical suggestions for encouraging inclusive leadership in schools. 1n coaching team sports, it is essential to the team)s success that all, or at least as many members as possible, feel included in the team. 1nclusion of team members is a democratic trait that is very important in educational leaders of all types who inspire to create a democratic atmosphere within their organization. 1 found that much of the characteristics of an inclusive leader as defined by Jyan are evident in democratic leadership style educators, as well as democratic leadership style coaches. %ontinuing with the theme of linking inclusion and democratic leadership in educational leadership, Jyan and Jottman 355?- study administrators who try to create 6inclusive communicative practices7 in order to promote democratic practices. 1nterestingly, the study reveals that while the administrators in the study encourage strong communicative relationships, this seemingly democratic process gives way to more bureaucratic, un! democratic and non!inclusive means Jyan and Jottman, 355?-. T&e Co))on T',es o% eaders&i, St'e

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!e)ocratic Leaders&i, St'e

0lthough a democratic leader will make the final decision, heAshe invites other members of the team to contribute the decision making process. $his not only increases 8ob satisfaction by involving employees or team members in what)s going on, but it also help to develop people)s skills. Cmployees and team members feel in control of their own destiny, such as the promotion they deserve and so are motivated to work hard by more than 8ust a financial reward. 0s participation takes time, this approach can lead to things happening more slowly but often the end result is better. $he approach can be most suitable where team work is essential and "uality is more important than speed to market productivity. T&e Laisse78-aire Leaders&i, St'e

$he laissez!faire leadership style involves non!interference policy, allows complete freedom to all workers and has no particular way of attaining goals.
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Jobbins

355F- e#plained the laissez!fair style as 60bdicates responsibilities avoid making decisions7 p. F;-.imilar Luthans 355;-, defined laissez! fair style as 60bdicates responsibilities avoids making decisions7 p.;@3-.Laissez! /air is uninvolved in the work of the unit. 1t)s difficult to defend this leadership style unless the leader)s subordinates are e#pert and well!motivated specialists, such as cientists. 6Leaders let group members make all decision7'ondy&remeau#, 3553 , p.BF-. 64ehavioral style of leaders who generally five the group complete freedom, &rovide necessary materials, participate only to answer "uestions, and avoided giving feedback7 4artol'artin, 3552, p.23-.$he concept of laissez was also given by +sborn as 60bdicates responsibilities and avoiding decisions7 +sborn, 355>, p.3;>-. 0bove 0ll the 0uthors defines the Laissez E /air Leadership with their own words according to their given definitions the idea of this type of leadership is same. 0uthors defines that in this style the Leaders normally don)t want their interference in decision making process. $hey normally allowed to their subordinates that they have power to get their personal decisions about the work. $hey are free to do work in their own way and they are also responsible for their decision. =ormally Leaders avoids to making decision and don)t involve in working units because the leaders gives to subordinates to completely freedom to do decisions. ometimes the leaders provide them to important material and they 8ust involve the answer "uestion but avoiding feedback.

'otivation is the process of that

/1


account for an individual)s intensity, direction, and persistence of effort toward attaining a goal7 Jobbins et al., 355F- 6Desires want wishes aims goals needs drives motives and incentives7 Luthans, 355;-. 6$he forces that energizes behavior, gives direction to behavior, and underlies the tendency to persist7 4artol'artin, 3552, p.BFF-. 6'otivation is desires to put forth efforts in pursuit of organizational goals mangers can always improve their understanding of the forces that energize employees. $here is enormous energy within every person and manger certainly should not prevent its release7 'ondy  &remeau#, 3553, p.B5>-. 6$he set of forces that initiates, directs, and make people persists in their efforts to accomplish a goal7 Williams, 355?, p.;F>-. 6Jefers to forces within an individual that account for the level, direction, and persistence of effort e#pended at work7 +sborn, 355>, p.225-. Transactiona Leader

0pproaches followers with an eye to e#changing one thing for another P 4urns &ursues a cost benefit, economic e#change to meet subordinates current material and psychic needs in return for 6contracted7 services rendered by the subordinate P. 4ass $he leader who recognizes the transactional needs in potential followers 6but tends to go further, seeking to arouse and satisfy higher needs, to engage the full person of the follower P to a higher level of need according to 'aslow)s hierarchy of needs7 P 4ass 0s e#actly said by 4ass E 6the transactional leaders work within the organizational culture as it e#ists the transformational leader changes the organizational culture7.

/(


Trans%or)ationa Leaders&i,

4ased on detailed studies of various works in $ransformational Leadership reveals following broader characteristics of $ransformational Leader which includes: clear sense of purpose, e#pressed simply value driven e.g. have core values and congruent behavior-, strong role model, high e#pectations, persistent, self!knowing, perpetual desire for learning, love work, life!long learners, identify themselves as change agents, enthusiastic, able to attract and inspire others, strategic ,effective communicator, emotionally mature, courageous, risk!taking, risk!sharing, visionary, unwilling to believe in failure, sense of public need, considerate of the personal needs of employee, listens to all viewpoints to develop spirit of cooperation, mentoring , able to deal with comple#ity, uncertainty and ambiguity. T&eories o% Leaders&i, in t&e P&ii,,ines

0lampay 3553:@- viewed leadership as a phenomenon that involves values. +f the eleven characteristics of the twenty!first century leaders that listed, some three or four relate to value, such as focus on people, inspiring trust and doing the right thing. +ne)s personhood is influenced by values. Nalues shape how people act and behave. $ransformational leadership is based on the leader)s values and needs. 1t can be roughly contended then that process of the leadership starts and ends with the leader. $he verbs used by researchers to e"uate with leadership include: initiating, controlling, defining, designing, envisioning, enabling, setting the basis. uch verbs connote no less than that the leader occupies the central role in triggering the leadership process, and the

/+


completing and closure of the leadership process. $he leader is the strongest element that has the greater potential to influence the process more than any other element or ingredient that may go into the leadership process e"uation from the start to finish. $he implication of these related statements is that the most interesting aspect in the leadership phenomenon to study is all about the leader. 1t may even be already sufficient to study leadership by 8ust studying the leader. $hey do not come as independent factors directly affecting the leadership process, but as indirect only considered because it so happens that the leader gave them importance in his decisions. $he leadership process consists of many inter!connected processes that start from the leader main decisions. 0 complete leadership in"uiry would be worthwhile but the most part is an in"uiry about the leader, it is important to look at the origins of the influences on the leader)s decision. Gust studying the origins of the decisions of the leader alone is already sheds much light into the succeeding process or the whole leadership process. 'aking decision is a mental process cognitive process- resulting in the selection of a course of action among several alternative scenarios. Cvery decision produces a final choice. $he output can be an action or an opinion of choice. +ne)s values very much determine his personal values. $he goals one chooses are the outer e#pression of his personal values. 0 person)s values determine how he perceives any particular situation. $he leaders) decision marks a gate keeping process. 1t only includes what the leader! being the controller, regulator, orchestrator of the processOwants to include in his agenda or priorities. 1f the leader does not want to include the followers in this activity or

//


program, then the element of followers cannot be considered or is absent in the conte#t in his decisions, then that factor is virtually be e#cluded in the leadership process. 4ut if the leader includes them because he thinks it is valuable to do so, given his values, beliefs, principles, philosophies, views, perspectives and the like, influence the decision outcomes and choices. Leaders&i, %or t&e Tent'8%irst Cent$r' ;Ed$cationa S'ste)<

$he $wenty! first %entury fever is upon us sprinkling evidence of change with a lot of challenges, overwhelming comple#ities, compelling commitments and concern from everyone in the 6learning society7 geared toward the improvement of the "uality of life. $hese e#citing yet alarming issues in the bailiwick of education demand leadership potentials to address and respond to the re"uirement of a multi!faceted, change!based universal world. $he primary concern of the educational system is the creation of effective schools which anticipate the enormous perspectives of global change from the conte#t of relevant, responsive, and rectifying paradigms shifts. 0long this trend, it is the global of any educational management training program to inspire and e"uip school leaders with knowledge and skills that will enable them to lead institutions toward effectiveness and reforms.

/0


CHAPTER III RESEARCH METHO!OLOGY

$his chapter presents the research design, locale of the study, respondents of the study, sampling procedure or techni"ues, data gathering instruments, validity and reliability of the instruments, data procedures and data analyse. Researc& !esign

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$he nature of this study employed the use of descriptive research design utilizing a self!made survey "uestionnaire to obtain the information concerning the Leadership tyles of upreme tudent *overnment and /uture Leader of the &hilippines +fficers. Locae o% t&e St$d'

$his study in the Leadership tyles of upreme tudent *overnment and /uture Leader of the &hilippines +fficers: an 0ssessment was conducted at %entral &hilippines tate University, 'ariano '. (ulo %ampus
$he respondents of the study were the four hundred eighty!nine students >?-, a seventy!five percent F;Q- of the total population of si# hundred fifty!two @;3- and eighteen 2>- faculty members officially enrolled and employed in the %entral &hilippines tate University, %ong. 'ariano '. (ulo %ampus in the 0cademic (ear 352;!352@, which were identified using the "uota sampling. $he survey "uestionnaire was conducted on the last week of 0ugust and first week of eptember. !ata Gat&ering Instr$)ent

1n gathering the data, the researchers used a self!made survey "uestionnaire to conduct the study. $he "uestionnaire was checked by the adviser, critic, and 8urors. $he "uestionnaire comprises the "uestions regarding the Leadership tyles of upreme tudent *overnment and /uture Leader of the &hilippines +fficers and it undergone a validity and reliability test.

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Vaidit' and Reia*iit' o% Instr$)ents

$o establish the validity and reliability of instruments, the researchers presented the self!made survey "uestionnaire to a 8ury composed of evaluators who were knowledgeable in research instruction validation based on *ood and cates validity test. $he three B- evaluators, evaluated the content, rated the corresponding items and give comments and recommendations for the improvement of the instrument. $he result of .BB which is interpreted as very good made the instrument valid. 1n testing the reliability of the instruments, the researcher utilized the %ronbach)s 0lpha Jeliability test with the result of .?2B it established the consistency of the instrument.

!ata Gat&ering Proced$re

1n the initial draft of the instrument the researchers presented a self!made survey "uestionnaire for the appraisal of the evaluators after the validity and reliability of instrument had been established the conduct of the study was started. $he researchers sent an approval letter to the campus administrator of the %entral &hilippines tate University, %ong. 'ariano '. (ulo %ampus to allow them to conduct a study regarding the Leadership tyles of Leadership tyles of upreme tudent *overnment and /uture Leader of the &hilippines +fficers: 0n 0ssessment and it was approved.

/5


During the conduct of the study, the researchers presented the said letter to the advisers of the said respondents. $he researchers had an orientation regarding the "uestionnaire in the conduct of study for the respondents to understand and know how to answer the "uestionnaire and to ensure that all "uestions will be answered. $hen, survey was done personally by the researchers to secure the truthfulness of the study. !ata Ana'ses

Data gathered from the responses in the items of the "uestionnaire were tallied and sub8ected to statistical analysis and interpretation in accordance with the statement of the problem and hypotheses. -or ,ro*e) No. 1 . $o determine the types of Leadership tyles of upreme

tudent *overnment and /uture Leader of the &hilippines +fficers when grouped according to: 0utocratic, Laissez!faire, &articipative, $ransactional and $ransformational, 'ean Distribution was used. Mean Score Range

Ver*a Inter,retation

Ver*a Inter,retation

3.BB ! B.55

0lways

!

Nery
2.@F ! 3.B3

ometimes

!

2.55 ! 2.@@

=ever

!

Nery Low

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-or ,ro*e) No. ( . $o determine the significant difference between the $ypes of

Leadership tyles of upreme tudent *overnment and /uture Leader of the &hilippines +fficers, R! test was used

CHAPTER IV

RESULTS AN! !ISCUSSION

$his chapter covers the presentation, analysis and interpretation of data. Data are presented based on the se"uence of each specific problem. $able 2. 'ean Distribution of the upreme tudent *overnment Leadership tyles

LC0DCJ<1& $(LC

'C0=

D

J0=9

NCJ40L 1=$CJ&JC$0$1+=

09


0utocratic tyle

3.52

.5

;

Laissez!/aire tyle

3.3B

.3

2

&articipative tyle

3.2;

.?

B

$ransactional tyle

3.22

.;5



$ransformational tyle

3.2>

.;5

3

$he table 2 shows the mean distribution of the leadership style of the *, it reveals that the Laissez!faire Leadership tyle is the highest occurring leadership style in the * +rganization with the mean of 3.3B and the standard deviation of S .3 followed by the transformational leadership style that ranks second, with the mean of 3.2> and S.;2 standard deviation value. $he participative leadership style ranks as the third occurring leadership styles in its 3.2; mean and S.? standard deviation, then the transactional leadership style ranks fourth with the mean of 3.22 and the S.;5 standard deviation value. Lastly, the autocratic leadership style ranks the lowest occurring leadership style with the mean of 3.52 and the standard deviation of S.5. 0ll the variables of the leadership styles had a verbal interpretation of high. /rom the responses gathered from the respondents the top B leadership styles used by the * +rganization are the laissez!faire, participative and democratic leadership styles. Laissez!faire style is characterizes leader)s uninvolved with their followers and

01


members in fact, laissez!faire leadership is an absence of leadership style. 0nd transformational leadership is a style in which the leader encourages his or her subordinates to achieve increasingly higher levels of performance for the sake of the organization. Democratic leadership referred to as participative leadership, leaders are characterized by collective decision!making, camaraderie, active member or follower involvement, fair praise, and restrained criticism they facilitate collective decision! making. Leadership is less about your needs, and more about the needs of the people and the organization you are leading. Leadership styles are not something to be tried on like so many suits, to see which fits. Jather, they should be adapted to the particular demands of the situation, the particular re"uirements of the people involved and the particular challenges facing the organization.

+ur broad definition of leadership thus incorporates the most commonly used definitional features: the leader as person dispositional characteristics-, leader behavior, the effects of a leader, the interaction process between a leader and followers-, and the importance of conte#t 4ass, 355>-.1t is also important that we differentiate it conceptually from power and management, respectively, because these concepts are often confused with leadership. &ower refers to the means leaders have to potentially influence others. Davies and 4rundrett 3525- warn not to dismiss autocratic leadership style as

0(


totally inappropriate referring to specific cases where autocratic leadership might prove to be effective. Davies and 4rundrett 3525- further elaborate that occasions where the application of autocratic leadership might prove to be effective include, but not limited to emergency situations and crises that can be resulted impacted by a wide range of factors.
$able 3.$he 'ean Distribution of the /uture Leaders of the &hilippines Leadership tyles


'C0=

D

J0=9

NCJ40L 1=$CJ&JC$0$1+=

0+


0utocratic tyle

2.?>

.;

;

Laissez!/aire tyle

3.3;

.@

2

&articipative tyle

3.32

.>

3

$ransactional tyle

3.2F

.;2

B

$ransformational tyle

3.2

.;2



$he table 3 shows the mean distribution of the leadership styles of the /L& officers, it reveals that all the leadership style in the /L& +rganization had a high verbal interpretation. $he laissez!faire is the most occurring leadership style with a 3.3; mean value and the standard deviation of S.@, followed by the participative leadership style that ranks second with the mean of 3.32 and the standard deviation of S.>. $he third occurring leadership style is the transactional leadership style with the mean of 3.2F and the standard deviation of S.;2. $hen the rank four is the transformational leadership style with a 3.2 mean value and a S.;2 standard deviation and the autocratic leadership style which has the mean of 2.?> and the standard deviation of S.; is the least occurring leadership style. 1n the responses gathered from the respondents, it shows that the top three leadership style of the /L& organization are the laissez!faire, participative and the transactional leadership styles. Laissez!faire leaders are most successful in environments with highly trained and self!directed followers but not suited to environments in which the members re"uire feedback, direction, oversight, fle#ibility, or praise. While

0/


democratic leadership is appropriate in particular settings such as an international association, a democratic nation, a worker!owner corporation, a p ublic university, a close! knit neighborhood, or a cooperative social group or organization and not useful or re"uired in groups and organizations with clearly defined and unchanging guidelines, roles, and practices and the transactional leadership best suits an organization that is result!oriented because leaders rely on standard forms of inducement, reward, punishment and sanction to control

and motivate followers by setting goals and

promising rewards for desired performance. Dukakis et al. 3525- argue that the negative impacts of autocratic leadership are starkly evident in private sector organisations compared to public sector organisations. $o e#plain this point, Dukakis et al. 3525- reason that leadership issues in private sector organisations associated with the application of autocratic leadership style would be reflected in the level of revenues, whereas leadership ineffectiveness in public sector organisations might be tolerated for longer periods of time.

$able B. $he ignificant Difference in the Leadership tyles of the upreme tudent *overnment and the /uture Leader of the &hilippines

00



'C0=

R

1*. N0LUC

DC%11+=

%+=%LU1+=

/L&  0utocratic tyle*  0utocratic tyle-

!.3?>5

!2.5B

.B53

=o ignificant

/L&  Laizzes!faire tyle*  Laizzes! faire tyle-

.52>?@

.@;B

.;2

/L&  &articipative tyle*  &articipative tyle-

.;2F

2.;F2

.22F

/L&  $ransactional tyle*  transactional tyle-

.5;B3F

2.;>;

.22

/L&  $ransformational tyle*  $ransformational tyle-

.;2>

2.;>>

.22B

/ailed to Je8ect
=o ignificant =o ignificant =o ignificant =o ignificant

$he table B shows the significant difference in the Leadership tyles of upreme tudent *overnment and /uture Leader of the &hilippines +fficers. 1t reveals that there is no significant between their leadership styles autocratic leadership styles had a !.3?>5 mean, !2.5B R test value and the .B53 sig. value the laissez!faire leadership style had a.52>?@ mean, @;B R test value and .;2 sig. value the participative leadership style had a .;2F mean, 2.;>; R test value and .22 sig. value transactional leadership style had a.5;B3F mean, 2.;>; R test value and .22 sig. value the transformational leadership style had a .5;2> mean, .;>> R test value and .22B sig. value, failing to re8ect the null hypothesis.

03


1n the data gathered it revealed that the leadership styles of the two organizations were the same despite of the difference in ranking of each leadership styles in every organization. $his implies that the * and /L& organization as two different organization operating in the university display the same leadership styles in handling and running the organization despite of the difference duties and responsibilities being accomplished. /atokun et al., 3525- mention that a leader is a person who takes the central role in interactions and who influences the behavior of other members of the group.
$he situational and contingency theories of leadership suggesting that relations between leader characteristics e.g., traits, behaviors- and leader outcomes depend on the situation in which the influencing processes occur. $hey argue that the success of

04


leadership is a function of contingencies, some conte#tual and some intrapersonal, which moderate the relations of leader characteristics to leader outcomes. 0yman and 0dams also clarify a common misunderstanding that a leader )s style is fi#ed. $hey differentiated style as either trait based, which is fairly consistent, or behaviour based, which is malleable. $hey argue that leaders are capable of monitoring the environment and ad8usting their responses to fit a particular conte#t. 0 combination of leadership skills and competencies such as sensitivity, responsiveness, and fle#ibility may help leaders reach 6mettle7O defined as the optimal match between leader characteristics and the situational conte#t. 0yman and 0dams O %ontingencies, %onte#t, ituation, and Leadership-. /ry et al., 355;- mentioned that the field of performance e#cellence has emphasized the need to go beyond reporting financial metrics to include non!financial predictors of financial performance such as customer satisfaction, organizational outputs such as "uality and delivery, process or internal operating measures, and employee commitment and growth. Jecent developments in strategic scorecards, performance measurement and "uality, also pointed out the pivotal role that employee well!being, commitment, and productivity played in predicting other key strategic performance indicators. +f these performance categories, employee commitment was the central and leading indicator. 'oreover, a high degree of workplace spirituality and spiritual leadership, as a driver of organizational commitment and productivity, is essential to optimizing organizational performance /ry and 'atherly, 355@-. +rganization improve

05


performance in order to anticipate change and develop new structures, effective leadership performance may be essential to ensure that change leads to increased effectiveness, efficiency and profitability Crkutlu, 355>-. $hus, it is encourage understanding the relationship between leadership and business performance is re"uired. 4owery 355- mentioned that it is important to differentiate between leadership as personal "uality and as organization function. $he later entails special combination of personal characteristics, which brings to light "ualities and individuals abilities 4owery, 355-. $he former refers to the distribution of power throughout an organization and it brings to focus the pattern of power and authority in the organization. Crkutlu 355>defined Leadership as a social influence process. 1t involves determined the group or organization)s ob8ectives, encouraged behavior in pursuit of these ob8ectives, and influencing group maintenance and culture. 1t is a group phenomenon there are no leaders without followers. 4ecause of that, leaders who are always stand on the stem of the ship play a vital role in group or organization. $herefore, leaders must be the good image in others) eyes especially leader)s words are golden words in term of followers) respect. Leadership is one of the necessary and importance characteristics of a leader it is one of the crucial factors that lead to success. $his also means that if those who got the leadership will be the ones who keep the key of great leader. 1t is considered as a social influence process. 0bdul
06


western world, beginning early this century and continuing until the present. $hus, this study focuses on the evaluation of leadership and organizational performance.

CHAPTER V

SUMMARY O- -IN!INGS= CONCLUSION AN! RECOMMEN!ATION

39


$his chapter presents the summary of findings, conclusion and recommendation of the interpreted data. S$))ar' o% -indings

$his study aimed to determine the 6Leadership styles of the upreme tudent *overnment and the /uture Leaders of the &hilippines +fficers: 0n 0ssessment7. 1t was conducted utilizing a descriptive survey method with the used of self!made survey "uestionnaire. $he researchers found out that the upreme tudent *overnment and the /uture Leader of the &hilippines +rganizations) dominant leadership style were the laissez!faire. 0nd there is no significant difference between the Leadership tyles of the upreme tudent *overnment and the /uture Leader of the &hilippines +rganizations. Conc$sion

4ased on the findings the following conclusions were drawn: $he researchers found out that the upreme tudent *overnment and the /uture Leader of the &hilippines +rganizations were both used the Laissez!faire Leadership tyle which is resulted to no significant difference using the R!test. Reco))endation

4ased on the findings and conclusions of the study, the following recommendations were drawn:

31


2. $he administration must support and promote the programs and activities initiated by the organizations. 3. *uidance and support from parents, especially of the student leaders can improve their performance in handling programs, activities and fulfilling the goals of their organizations. B. $he student leaders, students, the administration and the whole community must establish good rapport with each other to attain organizational goals and harmony. . $he student leaders, students, the administration and the whole community must establish good rapport with each other to attain organizational goals and harmony tudent leaders must be guided by its adviser to improve their performance and may use the appropriate leadership styles in handling organizations. ;. Upon choosing a leader, students should seek for the concern of the leader to his people and truthfulness in his words and actions. @. 1n entering a group or an organization, a student leader must act accordingly to fulfil their duties and bear in mind that they are elected to serve, not to be served by the students.

3(


3+


3/


APPEN!ICES

APPEN!I> A. SURVEY ?UESTIONNAIRES LEA!ERSHIP STYLES O- SSG AN! -LP O--ICERS2 AN ASSESSMENT SURVEY QUESTIONNAIRE

Na)e +ptional-: !irection : 4elow are the different Leadership tyles displayed by the two organizations. &lease signify your answer by putting a check on the corresponding bo#.

30


Aa's

2. $he leader of the /L& +rganization set boundaries between the organization and the students. 3. Usually the leader of the /L& +rganization does not listen to the suggestion of his members. B. $he /L& +rganization leader blames poor results on the inability of the officers to carry out instruction correctly. . $he officers of the /L& +rganization were treated as functionaries by their leader. ;. $he chief decision maker of the /L& +rganization is the Leader. @. 1n most occasions, the leader of the /L& is inactive. F. 1n comple# situation, the /L& +fficers let each other work on their own. >. $he /L& officer)s decision relies on the approval of their leaders. ?. $he /L& organization rarely organizes program and activities. 25. $he /L& +fficers lacks unity and cooperation. 22. 0ll the /L& +fficers are friendly and cooperative. 23. $he leader of the /L& +rganization has a sense of humour to keep things in a positive light. 2B. $he /L& +fficers displays true team spirit. 2. $he /L& officers share their success and failures on their work. 2;. 1n most situations the officers) ideas and suggestion were accepted and considered by the leader.

So)eti)es

Neer

33


2@. $he leader of the /L& +rganization is practical in his decisions. 2F. $he /L& +rganization)s activities were University)s culture and tradition inspired. 2>. During activities and programs, the /L& +fficer imposes punishment to those who are not participating. 2?. $he /L& leaders appraise the officers in their good performance. 35. $he /L& organization was given incentives for their 8ob well done. 32. +rganizational transactions like signing of clearances, letters and other documents are done anywhere for convenience. 33. $he /L& +fficers are fle#ible enough to adopt with the environment and use creative and available resources. 3B. $hey organize activities and programs with a purpose and vision. 3. $he /L& +fficers take risk for the success of their activities and programs. 3;. $he /L& +rganization introduces new things and engages in other groups that would be beneficial to the %enphillians. LEA!ERSHIP STYLES O- SSG AN! -LP O--ICERS2 AN ASSESSMENT SURVEY QUESTIONNAIRE Na)e +ptional-: !irection : 4elow are the different Leadership tyles displayed by the two organizations. &lease signify your answer by putting a check on the corresponding bo#. Aa's

2. $he leader of the * +rganization set boundaries between the

So)eti)es

Neer

34


organization and the students. 3. Usually the leader of the * +rganization does not listen to the suggestion of his members. B. $he * +rganization leader blames poor results on the inability of the officers to carry out instruction correctly. . $he officers of the * +rganization were treated as functionaries by their leader. ;. $he chief decision maker of the * +rganization is the Leader. @. 1n most occasions, the leader of the * is inactive. F. 1n comple# situation, the * +fficers let each other work on their own. >. $he * officer)s decision relies on the approval of their leaders. ?. $he /L& organization rarely organizes program and activities. 25. $he * +fficers lacks unity and cooperation. 22. 0ll the * +fficers are friendly and cooperative. 23. $he leader of the * +rganization has a sense of humour to keep things in a positive light. 2B. $he * +fficers display a true team spirit. 2. $he /L& officers share their success and failures on their work. 2;. 1n most situations the officers) ideas and suggestion were accepted and considered by the leader. 2@. $he leader of the * +rganization is practical in his decisions.

35


2F. $he * +rganization)s activities were University)s culture and tradition inspired. 2>. During activities and programs, the * +fficer imposes punishment to those who are not participating. 2?. $he * leaders appraise the officers in their good performance. 35. $he * organization was given incentives for their 8ob well done. 32. +rganizational transactions like signing of clearances, letters and other documents are done anywhere for conveniences. 33. $he * +fficers are fle#ible enough to adopt with the environment and use creative and available resources. 3B. $hey organize activities and programs with a purpose and vision. 3. $he * +fficers take risk for the success of their activities and programs. 3;. $he * +rganization introduces new things and engages in other groups that would be beneficial to the %enphillians.

APPEN!I> ". TA"LES Ta*e 1. T&e Mean !istri*$tion o% t&e Leaders&i, St'es o% t&e -$t$re Leaders o% t&e P&ii ines !escri,tie Statistics

36


=

'inimum

td. Deviation

'a#imum 'ean

0U$+%J0$1%

//+

.99

+.99

1.65

./0

L01CR!/01JC

//+

.99

+.99

(.(0 (.(0

./3

&0J$1%1&0$1NC $J0=0%$1+=0L $J0=/+J'0$1+=0 L

//+

.99

+.99

(.(1

./5

//+

.99

+.99

(.14

.01

//+

.99

+.99

(.(/

.01

Nalid = listwise-

//+

Ta*e (. T&e Mean !istri*$tion o% t&e Leaders&i, St'es o% t&e S$,re)e St$dent Goern)ent

!escri,tie Statistics

=

'inimum

'a#imum

0U$+%J0$1%

//+

.99

+.99

L01CR!/01JC

//+

.99

+.99

&0J$1%1&0$1NC

//+

.99

$J0=0%$1+=0L

//+

$J0=/+J'0$1+=0L

//+

Nalid = listwise-

//+

td. Deviation

'ean (.91

./9

(.(+

./(

+.99

(.10

./6

.99

+.99

(.11

.09

.99

+.99

(.15

.01

Ta*e +. T&e Signi%icant !i%%erence on t&e Leaders&i, St'es o% t&e S$,re)e St$dent Goern)ent and -$t$re Leaders o% t&e P&ii,,ines

Paired Sa),es Test

R

&aired Differences ?;Q %onfidence

df

ig. 3! tailed-

49


1nterval of the Difference

&air 2 &air 3 &air B &air  &air ;

/L&2 ! *2 $(LC3 ! *3 $(LCB ! *B $(LC ! * $(LC; ! *;

'ean 8.9(65 9

td. Deviation

td. Crror 'ean

.39343

.9(55+

.91563

.31109

.9(690

.901/4

.356++

.9+(40

.90+(4

.49406

.9++3(

.90/15

.41593

.9+/1(

Lower 8.953/ 0 8.9+51 / 8.91(6 9 8.91(5 9 8.91(5 4

Upper .9(353

8 1.9+/

//(

.+9(

.94393

.30+

//(

.01/

.1105+

1.041

//(

.114

.116+0

1.050

//(

.11/

.1(1(+

1.055

//(

.11+

Ta*e 0. Reia*iit' Test o% t&e Instr$)ent Reia*iit' Statistics

%ronbachIs 0lpha .61+

= of 1tems (0

APPEN!I> C. CONSTITUSTION AN! "Y8LA:S CONSTITUTION AN! "Y8LA:S O- SUPREME STU!ENT GOVERNMENT PREAM"LE

41


We, the students of Centra P&ii,,ines State Uniersit' with the help of 0lmighty *od, believing in the need for a better organized student government and in the development of the youth as future leaders of the nation, do hereby promulgate and adopt this Jevised tandard %onstitution and 4y! Laws of the upreme tudent *overnment that shall advance, implement, and maintain our goals and aspiration embody the ideas of principle of freedom, e"uality, 8ustice and democracy and promote the welfare of all students

and

the

academic

standard

of

our

0lma

'ater.

Artice I. Genera Proision

ec. 2

$his %onstitution and 4y! Laws shall be known as the %onstitution and

4y! Laws of the upreme tudent *overnment of %entral &hilippines tate University ec. 3

/or purposes of this %onstitution and 4y!Laws, * refers to the

upreme tudent *overnment of %entral &hilippines tate University. Artice II2

ec. 2

Na)e and !o)icie

$he name of the organization shall be known as the upreme student

*overnment. ec. 3

$he office of the * shall be located inside the premises of the school.

Artice III2

!ecaration

ec. 2

$he * of %entral &hilippines tate University shall promote mutual

o%

Princi,es

and

O*@ecties

understanding thru social, civic, intellectual, recreational and scientific programs and activities. ec. 3

$he * shall have the following duties:

4(


a. Develop love of *od and country , moral character, perdonal discipline, leadership

b. c. d. e.

and efficiency among its members $rain members for effective and efficient leadership
e#cellence f. erve and protect students) right and welfare and g. Jepresent the studentry in the policy making body of the school concerning students) welfare. Artice IV2 Me)*ers&i,

ec.2 0ll bonafide students are the members of the studentry to whom the * shall accountable at all times.

Artice V. Rig&ts o% St$dents

ec. 2.

Cvery student has the right to en8oy responsible freedom opf speech and

e#pression. ec. 3

Cvery student has the right to avail of all the services offered by the *.

ec. B

Cvery student has the right to conduct and participate in all chool

0ctivities.

4+


ec. 

Cvery student has the right to information on all the issues and matters

concerning them. ec. ;

Cvery student has the right to vote, be nominated and be elected into the

office. ec. @

Cvery student has the right to be represented in the different meetings and

assembles of the school on issues affecting the welfare of the studentry. ec. F

Cvery student has the right to due process.

Artice VI. !$ties and O*igations o% St$dents

ec. 2

$he upreme tudent *overnment shall be the highest governing body of

the entire studentry. ec. 3

$he * shall have the following functions and responsibilities:

a. /ormulate and recommend programs that will address relevant issuesAconcerns of the studentry b. &lan and implement policies and programs designed to protect and to promote students) rights and welfare c. 'onitor and evaluate the students) activities in the school and in the community d. %reate committees necessary to address the needs of the students e. 'ake recommendations to school authorities regarding students matter, affairs and activities f. erve as the representative of the studentry in voicing their opinions, suggestions and grievances g. &articipate in the crftingAformulation of chool 1mprovement &lans 1&)s-

4/


h. 0ct as coordinator council of all campus co!curricular organizations i.
8.

and school policies pearhead all mandated thrust, programs and activities of the *, such as but not limited to anti!drug abuse, anti!smoking, brigade eskwela. $utorial ervices

for challenged learners and Cnvironmental &rogram k. 'onitor and supervise the elections of other recognized campus co!curricular

l.

organizations 'onitor and coordinate elections of other recognized campus co!curricular

organizations m. Jecommend to the chool
ec. 2 $he officers of the * are duly elected &resident, Nice president, ecretary, $reasurer, 0uditor, &ublic 1nformation, +fficer, &eace +fficers, (ear Level %hairperson, if applicable and the (ear Level Jepresentatives. ec. 3 $he (ear Level JepresentativeAs shall be elected depending on the number of enrollees in the a school pursuant to DC% +rder =o. BF, s. 3552.

40


ec. B. $he (ear Level Jepresentatives who shall get the higher number of votes among the elected (ear Level Jepresentatives in their respective year level shall serve as the (ear Level %hairperson of the year level concerned. ec.  0ll * elections shall be conducted school!wide every third andAor fourth week of /ebruary annually. ec. ; Clections for the /irst (ear Level of JepresentativesAs shall be conducted every 2st week of Guly annually. ec. @ $he campaign period shall not more than five ;- school days prior to the * election, unless otherwise stipulate in an appropriate DepCd issuance. ec. F %andidates for all * elective positions shall a. 4e bonafide students b. 4e of good academic standing with the general average of >; and above without any failing grade during the 2st to Brd grading period of the current school year c. 4e of good moral character  d.

+nce elected all * +fficers, e#cept the year level %hairpersons and

Jepresentatives shall be considered resigned and ineligible from all ma8or elective or appointive positions in other clubs and organizations. 'a8or elective or appointive positions shall refer to the position of &resident, Nice &resident, ecretary, $reasurer,

43


0uditor, &ublic 1nformation +fficer, &eace +fficer or e"uivalent positions, including Cditor!in!chief, 'anaging Cditor and 0ssociate Cditor of the school &aper or &ublication. ec. ?

=o residency shall be re"uired of the candidates for all * elective

positions. ec. 25

$he officers of the * shall hold office for one academic year.

Artice I>2 !$ties and -$nctions o% SSG O%%icers

ec. 2 $he &resident shall be the chief e#ecutive officer of the *. heAhe shall have the following: a. &reside over all meeting and A or may designate another officer to preside for a specific meeting: b. Cnforce this constitution, by laws and other regulations that maybe promulgated c. ign all official minutes, resolutions, correspondences, and other official papers of the * d. Jepresent the * or delegate hisAher representative for any e#ternal or internal affairsAfunctions. e.
$he

Nice

&resident

shall

have

the

following

duties:

a. 0ssist the &resident in all matters where hisAher assistance is necessary

44


b. 0ssume the office of the &resident should the position become a vacant c. upervise members in planning and arranging meetings or programs of activities d.
9eep all financi financial al recor records ds of of the the * * erve as the disbursing officer of all the *)s *)s funds &repar &reparee the the annual annual budgets budgets of the the * * &repare &repare financial financial reports reports every every month month , after an activity activity,, and at the the end of term term /ormulate /ormulate pertinent pertinent financial financial guideli guidelines nes for for the organizati organization on
ec. ; $he 0uditor shall have the following duties: a. %ertify %ertify the legiti legitimacy macy and and correctness correctness of the disburs disbursement ement of funds funds b. 0udit all e#penditures of the * funds c. 0ssists 0ssists the the $reasur $reasurer er in formula formulating ting guideli guidelines nes and reports reports

45


d. 9eep ad ad update update inventory inventory of all all the the *)s *)s property property e. 0ct as as the assistant assistant head of the the finance finance commi committee, ttee, and  f. &erfor &erform m such such other other duti duties es assi assigned gned by by the the *. *. ec. @ $he &ublic 1nformation +fficer shall have the following duties: a. b. c. d. e.

&opular &opularize ize the the thrust thrustss and ob8ect ob8ective ivess of the * * 4uild and maintain a credible image of the * $ake $ake charge charge in the promoti promotion on of * pro8ects pro8ects and activiti activities es
ec. F $he &eace +fficer shall have the following following duties a. b. c. d.

and classes. e. %hair the students students welfare welfare commit committee tee and appoint appoint its member, member, and f. &erfor &erform m such such activ activiti ities es assig assigned ned by by the the *. *. ec. ? $he (ear (ear Level JepresentativeAs shall have the following duties: a. Jepresent Jepresent hisAher hisAher year level level in in all of the meeting meeting of the the * * b. erve as the grievances desk for their respective year level c. %onceptualize %onceptualize and and implement implement programs programs and pro8ect pro8ects, s, and recommen recommend d policies policies for for their respective year level d. 0ssist 0ssist the effective effective implement implementation ation of the *)s *)s &rograms &rograms and &ro8ects &ro8ects e. &erfor &erform m such such other other duties duties ass assign igned ed by the the *. Arti Artic cee >2 Per) Per)an anen entt Co)) Co))it itte tees es in t&e t&e S$ S$,r ,re) e)ee St$d St$den entt

ec. ec. 2

Goe Goern rn)e )ent nt

$her $heree shall shall be seve seven n F- perm perman anen entt commi committ ttee eess in the *, *, name namely ly,, the the

46


C#ecutive C#ecutive %ommittee, %ommittee, 1nternal 1nternal 0ffair 0ffairss %ommittee, %ommittee, ecretariat ecretariat,, /inance %ommittee, %ommittee, &ubl &ublic icit ity y %ommi %ommitt ttee, ee, tud tudent ents) s) Welfar lfaree %ommi %ommitt ttee ee and the the pec pecia iall &ro8 &ro8ect ectss %ommit %ommittee tee,, member memberss of each committe committeee in the * shall shall be appoint appointed ed by the president from among the officers of the homeroom organizations upon the recommendation of the chairperson of the committee. ec. ec. 3

$he $he e#ecu e#ecuti tive ve comm commit itte teee shal shalll be need needed ed by the the &res &resid iden entt and and shal shalll act act as

the administrative arm of the *. ec. B

$he 1nternal 0ffairs 0ffairs committee shall Nice Nice &resident &resident and shall take charge of

all all the matte atterrs regar egardi ding ng the mem members bers of the * and and thei heir func functi tion ons. s. ec. 

$he ecretariat ecretariat shall be headed by the ecretary and shall be the official *

work group. ec. ;

$he /inance /inance committee committee shall be headed headed by the &ublic &ublic 1nformati 1nformation on +ffice +fficer r

and shall be the responsible for disseminating information on matters concerning the *. ec. @

$he tudents We Welfare lfare %ommittee shall be headed by the &eace +fficer and

shal shalll look look afte afterr the the righ rights ts of the the stud studen ents ts and and act act upon upon thei theirr comp compla lain ints ts.. ec. F

$he pecial pecial &ro8ects &ro8ects %ommittee %ommittee shall be headed headed by a person person appointed appointed by

the * president and shall implement &rograms and &ro8ects of anti!drug abuse, anti!s anti!smok moking ing,, Learners,

4rigad 4rigadaa

Cskwel Cskwela, a, Jeadin Jeading g and $utor $utorial ial ervic ervices es for challe challenged nged and

Cnvironment.

59


ec. >

+ther committees, permanent or ad hoc in nature may be created by the *

as the need arises. Artice >I2 Ho)eroo) Cass Organi7ations

ec. 2

$here shall be a homeroom class organization in every section composed of

officers parallel to the organization structure of the *. ec. 3

$he
programs and pro8ects of each class. ec. B

$he homeroom class organization shall assist the * in implementing its

programs and pro8ects. ec. 

$he homeroom class organization shall be guided by the designated class

adviser must be a part of the teaching staff of the school. 0rticle T11. %oordinating %ouncil of %ampus %o!%urricular +rganizations ec. 2 $he %oordinating %ouncil shall be headed by the &resident of the upreme tudent *overnment as the chairperson. ec.3 $he coordinating council shall be composed of the different &residents of all recognized legitimate campus co!curricular organizations. ec. B $he coordinating council shall have the following functions:

51


a. %oordinate school wide activities, which need the participation and involvement of the whole studentry b.

&rovide a consultative mechanics and support for the implementation of the various

programs and pro8ects of all co!curricular affairs organizations c. &lan programs and synchronized student activities in the campus d.

erve as a venue to present accomplishment reports, financial reports and such other

reports of the * and other organizations as are necessary or re"uired and e.

et rules and standards for the collection of membership fees or contributions by

recognized campus co!curricular clubs or organizations for the approval of the school head. ec. 

$he coordinating shall meet once every "uarter or upon notice of the re"uest of

any of its members as often as the council may deem necessary. ec. ;

$he school head shall serve as the 0dviser of the coordinating %ouncil, such as,

all resolutions and agreements arrived at by the coordinating council shall be noted by the chool &rincipal. Artice >III

ec. 2

S$,re)e St$dent Goern)ent Adiser

$he * adviser shall be designated by the chool
teacher nominee)s officers through a resolution. ec. 3

$he * 0dviser shall have the following "ualifications:

5(


a.

&referably social studies teacher department head or any competent, able and willing

teacher, and b With good character and reputation in the school and community. ec. B

$he * 0dviser shall monitor all programs, pro8ects activities and meetings of

the * at all times. ec. 

$he 0dvisorship in the * shall be e"uivalent to one teaching load DepCd

+rder

=o.

Artice >IV

ec. 2

B.

s.

3553-.

Co))ission on Eections

$he commission on elections, wherein referred to as the *

%+'CLC%, shall be established within ; days before the day of election. ec. 3

$he * %+'CLC% shall be the only agency that will manage the election

process including the campaign. ec. B

$he * %+'CLC% shall be composed of 22 members represented by each

year level who do not have vested interest in the election, or in any way related to any of the candidate, and who shall select a chairperson among themselves. ec. 

$he %omposition of the members shall be B from the first year level incoming

second year-, four from the econd (ear Level incoming Brdyear- and four from third year incoming th year-

5+


ec. ;

$he %omposition of the members of the * %+'CLC% shall be appointed by

the adviser of the *. ec. @

$he * %+'CLC% shall have the following duties and responsibilities:

a. %onduct fair, honest and systematic elections b. /ormulate an election code or modify an e#isting election code if necessary sub8ect to the approval of the school head c. Nalidate the electoral proceedings and results. d. 0ccept or revoke candidacy e. &roclaim the new set of officers f. 9eep all pertinent election papersAdocuments g. Decide on protest relative to the conduct and results of the elections h. &repare and distribute the necessary election paraphernalia, certificate of candidacy forms and other election related materials before, during, and after the election: and i. Dis"ualify candidates who have violated any of the guidelines, which have been promulgated. Artice >V

ec. 2

T&e Genera Asse)*'

$he *eneral 0ssembly of the * shall be composed of all elected
%lass +rganization &residents of the school.

5/


ec. 3

$he *eneral 0ssembly shall be a forum for information and consultations, which

decisions shall be significantly considered. ec.B

$he general 0ssembly shall convened by the &resident once every two months

starting in the month of Guly and as the need arises. Artice >VI

Me)*ers&i, to t&e !iision= Regiona and Nationa -ederation o%

S$,re)e St$dent Goern)ent

ec. 2

0s a duly constituted *, and having adopted the standard %onstitutions and

4y!Laws, this * shall be, and shall remain to be, an automatic member of the Division, Jegional and =ational /ederation of upreme tudent *overnments. ec.3

0s such this * shall abide by the rules and regulations issued by the proper

federation consisted with the policies and guidelines of the department of education. Artice >VII

ec. 2

Meetings and ?$or$)s

$he * shall conduct regular meeting every first and third week of the month

or as agreed upon by the officers. ec. 3

pecial meetings of the * may be called upon by the &resident or by ma8ority

of the * officers. ec. B

'a8ority of the officers of the * ;5Q  2- shall constitute a "uorum.

ec. 

Cach officer of the * is entitled to only one vote.

50


ec. ;

>VIII

ec. 2

=o pro#y shall be allowed when voting. 0rticle

-inance

$he *)s funds shall be classified into $rust /unds and pecial /unds. $rust

/unds shall consist of the * developmental /ee, the amount of which shall be regulated by the * in consultation and with the approval of the chool
0 monthly report on the receipts andAor collections made duly signed by the

treasurer and the president and noted by the * adviser shall be posted on the * bulletin board and submitted to the school head. ec. 

$he * shall deposit all funds received and collected immediately to a

reputable bank under the account of the * &resident and $reasurer,

53


ec. ;

$he +rganization may accept cash donations from any member or any public or

private person or institution, as long as it will not affect or compromise the integrity of the *. ec. @

$he * may undertake fund!raising activities to subsidize its pro8ects or

activities. ec. F

$he * shall en8oy the freedom to determine its priorities in the disbursement

of its funds, provided that it shall be actually, directly, and e#clusively used to support andAor finance the * programs, pro8ects and activities. ec. >

0ll disbursements and bank withdrawals shall be made in accordance with the

programs, pro8ects and activities of the * as embodied in the yearly action plan duly approved by the school head. ec. ?

$he * &resident and the treasurer shall be the signatory of all disbursement

funds and bank withdrawals in the *. 0ll funds disbursement and bank withdrawals must be accompanied with an * resolution duly noted by the * 0dviser and all e#penses. upported by the official receipts, $he chool
$he *, through the $reasurer and the 0uditor, shall promulgate financial

guidelines for proper financial management.

54


ec. 22 0t the end of every activity, the * shall li"uidate e#penses before another disbursement or bank withdrawal shall be authorized. /unds of the * shall be audited at the end of the term of the * and at the end of every activity. ec. 23

/inancial tatements shall be posted in the * 4ulletin 4oard every month,

printed in every issue of the school paper, and furnished the chool I>

ec. 2

I),eac&)ent= Resignation and Vacancies

$he officers of the * may be impeached on the following grounds:

a. %ulpable violations of the %onstitution and 4 y!laws b. *ross misconduct, violence to person in authority, negligence, and disloyalty to the cause of * and the chool c. =on!attendance in the both regular and special meetings for B times without valid cause and d. 0buse or misuse of power and authority. ec. 3

$wo!thirds vote of the *eneral 0ssembly shall be final.
charged shall be informed 35 days prior to hisAher impeachment case proceedings, of the chargeAcharges against the accused the opportunity to be heard with or without a counsel in hisAher defense. ec. 

Jesignation of an elected officer shall be in writing and shall take effect ; days

after the approval of the ma8ority of the * officers.

55


ec. ;

Jesignation of an appointed officer shall be in writing and shall take effect

immediately after the approval of the appointing committee. ec. @

0ny vacancy in any of the positions for the reason of death, resignation,

impeachment, shall be filled, sub8ect to the recommendation of the *. ec. F

0ny vacancy in the *, e#cept the position of the &resident, shall be filled

within ten school days from the day the position is rendered or considered vacant, by appointment of the &resident from among the "ualified members of the *. 1mmediately upon appointment, the appointee shall serve the remaining period. ec. >

$he * %+'CLC% shall certify as the vacancy occurring in the * and the

* adviser shall certify the fact of appointment of the vacant position. Artice >>

ec. 2

A)end)ents

$he %onstitution and 4y! Laws may be amended or modified in full or part once

every B years from its official issuance through a DepCd order or memorandum. ec. 3

$he school *, Division andAor Jegional /ederations of student

*overnment may propose amendments. uch proposal shall be carried through a resolution duly signed and concurred in by a ma8ority vote of the chool * officers, the Division or Jegional /ederations officers concerned voting separately. ec. B

&roposed amendments shall be transmitted to the DepCd E %%0 at least one

month before the holding of the =L$*+ or any =ational conferenceAevents organized

56


for the purpose, where the same shall be submitted for consultation, discuss and deliberation. ec. 

0mendments to this %onstitution and 4y!Laws shall take effect immediately

upon approval of the ecretary of the Department of Cducation. CONSTITUTION AN! "Y8LA:S O- THE -UTURE LEA!ERS O- THE PHILIPPINE ;-LP< ORGANIATION Prea)*e o% t&e Constit$tion

We the /uture Leaders of the &hilippines 1nc. enrolled in tertiary institutions with strong vocational offerings believing in the need of better o rganized /uture Leaders of the &hilippines who are the backbone of the nation and believing further in the development of the youth to be leaders in their respective line if training in the future and shall promote, implement and maintain the goals and aspiration of the Jepublic, do hereby promulgate this %onstitution and 4y!Laws. ARTICLE I. Na)e and P$r,ose SECTION A! $his organization shall be called the /uture Leaders of the &hilippines 1nc.

%&U %hapter under the %ommission on
69


a. $o develop moral character, personal discipline, love of country, scientific, technological and vocational efficiency and to teach the duties and worthy citizens. b. $o train all members for positive leadership in vocational endeavor c. $o encourage and nurture love for instruction , research work, e#tension services and production program d. $o develop self!reliance among the members by encouraging 1ncome *enerating &ro8ects 1*&)s-, wise use of credit, giving scholarship, awards and distinctions in the line with their respective vocational training e. $o familiarize all members on proper parliamentary procedure in conducting meetings f. $o implement and maintain the moral regeneration of the youth through practice of responsive leadership g. $o help improve the "uality of life especially in the countryside using the scientific method and available resources found in the respective locality in line with their respective training h. $o conduct leadership training, seminars, conferences and conventions. ARTICLE II. Organi7ation

61


SECTION A! $he local chapter shall be composed of students enrolled at tertiary

institutions with strong vocational offerings. $he local chapter will adopt their own %onstitution and 4y!Laws, elect their own officers from among themselves and prepare the program of work consistent with this %onstitution and 4y!Laws avowed. ARTICLE III. E)*e) SECTION A! $he emblem of the /uture Leaders of the &hilippines 1nc. /L&-

organization is made up of gold s"uare which represents the four aims of education namely: 1nstruction, Jesearch, C#tension and &roduction, a book with torch represents knowledge of wisdom of the organization, the head of the carabao represents the agriculture group, the boat and the fish represents the fishery group, the tractor represents the agricultural engineering and the forest trees represent the forestry and the si# leaves represents the si# provinces of Jegion N1. $he color of the banner is color blue bordered with white tassels, the emblem is colored by the circled lettered 6WC$CJ= N10(0 J!@7. $he s"uare is colored gold with words in each side: 1nstruction, Jesearch, C#tension and &roduction. $he background of the s"uare is white. 0ll letters are colored maroon. ARTICLE IV. Me)*ers&i, SECTION A8 'embership in the /uture Leadership of the &hilippines 1nc. shall be

active, associate and honorary.

6(


SECTION "! 0ctive members shall mean all students enrolled in tertiary institution after

paying the annual fee &hp. 255.55. 0ctive members shall then be provided with membership certificates and identification card. SECTION C8 0ssociate members shall mean those who have graduated from tertiary

institutions and shall signify it in writing if they so desire. SECTION !!
professors of tertiary institutions, businessmen, government employees and other officials, farmers and other permanent citizen in the locality who are helping the cause of the vocational education may be elected to honorary membership by ma8ority vote of the members present in the local conference. ARTICLE V. Rig&ts and Priieges SECTION A8 $he members shall have the following rights and privileges:

2. Jight to vote and to hold office 3. /ree access to the records of the local chapter and have the right to "uestion them B. Jight to know the status of the organization . Jight to ask "uestion to officers, advisers, and the school officials regarding the activities of the local organization. SECTION "8 0ssociate the honorary members shall have the same rights and privileges

as active members e#cept to vote and to hold office.

6+


ARTICLE VI. O%%icers and ?$ai%ications SECTION A! $he officers shall be president, vice!president, secretary, treasurer, auditor,

press relation officer, business manager, sentinel, muse, adviser. SECTION "! %andidate for officers shall come from different chapters that compose the

+rganization. SECTION C! $he elected officers will be "ualified for election to any regional office. SECTION !! 0ll officers shall serve for a period of one year unless re!elected which

will begin after the induction program and will end after the ne#t school year. SECTION E! the &resident, ecretary and adviser of the host campus of the Local

%onvention will automatically be in the same position for the /ederated +fficers of the /uture Leaders of the &hilippines. SECTION -! the Nice!&resident, $reasurer, 0uditor, 4usiness 'anager, 'use and

entinel are the only position available for the /ederated +fficers of the /uture Leaders of the &hilippines. ARTICLE VII. ?$ai%ication %or -LP C&a,ter and S$*8 C&a,ter O%%icers SECTION A!
6/


SECTION C !
years for the fourth year degree programs and the 2st, 3nd, Brd, th, ;th year for other related programs. SECTION !!
chapter. ARTICLE VIII. Eection o% O%%icers SECTION A8 $he incoming main officers shall be elected by a ma8ority vote before the

end of the school year. 0nd the sub! chapter officers shall be elected during the opening of school year. SECTION "! $he main chapter adviser shall automatically appoint temporary officer to

fill vacant position during the term of office. SECTION C! 0ll officers shall serve a period of one year which will begin after the

induction period. ARTICLE I>. Goerning "od' and St$dent Co$nci SECTION A8 $he governing body of the local organization shall be composed of the

following: a. DeansA
60


b. /L& %hapter and ub!chapter 0dviser c. Jegional +fficers from the %hapter d. 'ain %hapter +fficers 1nstitutionale. Director of tudents 0ffairs

ARTICLE >. Meeting and Conention SECTION A8 Local week %elebration of the /L& shall be held yearly. SECTION "8 0ll meetings shall be in accordance with the approved parliamentary

procedure. 0 ma8ority of the members shall constitute the "uorum. SECTION C! 0ll Jegional +fficers within hisA her term of office is allowed to attend the

=ational %onvention. SECTION ! ! $he +rganization shall shoulder the travelling e#penses, registration fees

during the Jegional and =ational %onvention chargeable to the standing fund sub8ect to the availability of funds and the conducting rules and regulations. ARTICLE >I. Co))ittees SECTION A! there shall be fourteen standing committees. SECTION "! $hese committees shall perform their function for one year and will be

based in the chapter program of work.

63


2. upervised 1ncome *enerating &ro8ect 3. C#tension Work B. 1nstruction . cholarship &rogram ;. Carnings and avings @. Jecreation 0ctivities F. &ublic Jelations) >. 0pplied Jesearch ?. Leadership $raining 25. Clection 22. %onduct of 'eeting 23. Jesolutions 2B. %alendar of 0ctivities 2. 0mendments of the %onstitutions and 4y!Laws. ARTICLE >II. -ees

64


SECTION A! 0 semestral membership fee of the /uture Leaders of the &hilippines shall

be one hundred pesos &hp 255.55- .0ll members shall pay the membership fee at the time of enrolment. SECTION "! $he semestral membership fee of the /L& will be collected by the %ashier

of the %ollege and be deposited as $rust /und in the name of the +rganization. SECTION C! the funds of the organization shall withdraw through a resolution approved

by the DeanA
Leaders of the &hilippines. 0 35Q part of the contribution will be deducted from the /uture Leaders of the &hilippines %ampus organization per semester. ARTICLE >III. A)end)ents SECTION A! 0ny proposed amendments to the chapter %onstitutions and 4y!Laws shall

be submitted in writing by any member to the %ommittee on %onstitutions and 4y!Laws. 0mendments shall be made by a ma8ority vote of the members present during the %ouncil 'eeting.

65


CURRICULUM VITAE PERSONAL IN-ORMATION

=ame: =ickname: 0ddress: 4irthday: 0ge: %ivil tatus: Jeligion: /ather: 'other:

0ntolo, Danica Gane *argarita 6dan!dan7 4rgy. %amba!og,
E!UCATIONAL ATTAINMENT $ertiary: %entral &hilippines tate University econdary: &ahilanga =ational
352;!352@ 3522!3523 355F!355> 3552!3553

ACHIEVEMENTS

%onsistent /irst /irst
Position %hairman

* %entral &hilippines tate University 352!352;(outh +rganization  itio 'ongcal, 4rgy. %amba!og&* of %amba!og Clementary chool

enator Nice &resident ecretary

66


SEMINARS AN! TRAININGS ATTEN!E!

%&U Wide Leadership $raining &rogram of /ederated upreme tudent *overnment

eminar in Jesearch Writing

=ovember 2;!2@, 352 't. 4allo
199




Cdianel, 'ichille itchon 6 nhakie7 %aingin, 4rgy. B, &ontevedra =egros +ccidental 'arch >, 2?? 32 years old ingle 4aptist Leo Cdianel 'elanie . Cdianel

E!UCATIONAL ATTAINMENT $ertiary: %entral &hilippines tate University econdary: &ontevedra =ational
352;!352@ 3522!3523 355F!355>

ACHIEVEMENTS %+'1%0L 91$ 352; %hampion %&U 1=$J0'UJ0LORGANIATION A--ILIATION Na)e o% Organi7ation

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=ov. @, 352;%&U!
191




/aniega, 'ailyn Nillanueva 6mai! mai7 itio 9atilingban, 4rgy. 4aga!as
CDU%0$1+=0L 0$$01='C=$ $ertiary: %entral &hilippines tate University 352;!352@V econdary: Don Csteban Galandoni =ational &rimary:

4rgy. 4aga!as Day %are %enter

3552!3553

ACHIEVEMENTS Fth th
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=ov. @, 352; %&U!
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Guliet &. 'orancil 68ulyet7 4rgy. =arauis , 2??; 35 years old ingle Joman %atholic Muirico 'orancil deceasedLiberacion &aisan deceased-

CDU%0$1+=0L 0$$01='C=$ $ertiary: %entral &hilippines tate University econdary:
352;!352@ 3522!3523 355F!355>

ACHIEVEMENTS ;th %+'1%0L 91$ 352; %hampion %&U 1=$J0'UJ0L0JC0 NCJC %<+1J 2st &lacer, Clementary Cnglish peech /est 355F!355>ORGANIATION A--ILIATION Na)e o% Organi7ation (outh %atechist  3522!352upreme tudent *overnment <=< 3523!352Bupreme tudent *overnment %&U 352B!352/ederated upreme tudent *overnment  352B!352upreme tudent *overnment %&U  352!352;SEMINARS AN! TRAININGS ATTEN!E! (outh %atechist eminar 3522!3523-

Leadership $raining “May K ka ba?”

Position

enator enator enator Nice &resident

t. 'ary 'agdaleine %hurch,
0ugust 352 %&U

thesis nla dan2.docx

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