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 leadership. Leadership 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, motivate co!workers and 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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&hilippines /L&-, as an intra!curricular organization that develops and organizes

activities and programs beneficial to %enphilians community.

0s an initial study regarding the performance of the two organizations, the

researchers gathered information from their fellow %enphillians, that the 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

elected officers, especially the /uture Leaders of the &hilippines. 1n this 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 the truthfulness and reliability of the gathered responses from the students

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 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 is e#citing and stimulating when they make it an 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 0ssessment assessed the leadership 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 tyles of the upreme tudent

*overnment and /uture Leaders of the &hilippines +fficers when grouped according to:

a. 0utocratic

b. Laissez!fairec. &articipative

d. $ransactional

e. $ransformational

3. 1s there a significant difference between the types of Leadership tyles

of the upreme tudent *overnment and /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)eor#

$his study was anchored on the study of 4ass and 4urns on leadership styles.

0mong the various theories of leadership and motivation relating to effective

organizational change management, perhaps the most prominent is the transformational!

transactional theory of leadership. 4urns 3555-, conceptualizes two factors to

differentiate 6ordinary7 from 6e#traordinary7 leadership: transactional and

transformational leadership. $ransactional leadership is based on conventional e#change

relationship in which followers compliance effort, productivity, and loyalty- 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)eor#

$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 Goern)ent and -$t$re Leaders o% t&eP&ii,,ines O%%icers2 An Assess)ent


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-ig$re 12 Sc&e)atic !iagra) o% t&e St$d'

$he diagram illustrates the relationship

between the independent variable Leadership

tyles- and the dependent variable 0ssessment-.

!e,endent Varia*e

0ssessment

Inde,endent Varia*e

1. Leadership tyles

a. 0utocratic

b. Laissez!faire

c. &articipative

d. $ransactional

e. $ransformational


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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.comAusAthesaurus-

1n 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-

http://www.oxforddictionaries.com/us/thesaurushttp://www.oxforddictionaries.com/us/thesaurus


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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.comAusAthesaurus-

1n 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.comAusAthesaurus-

1n 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 Goern)ent. $his term is defined as the highest governing

body of the entire studentry. $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

individual and organizational interaction. 1n other words, ability of management 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 there should be a relationship between leadership style and organizational

performance.

Leadership is both a science and an art, involves inter!relating 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.

While these principles and processes will not guarantee specific solutions 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

individual and organizational interaction. 1n other words, ability of management 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 there should be a relationship between leadership style and organizational

performance. $he first is that today)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 concepts of leadership have been employed in different studies, making direct

comparisons virtually impossible. *aps and unanswered "uestions remain. %onse"uently,

the current study is intended to re!e#amine the proposed leadership!performance

relationship and, thus, contribute meaningfully to the body of growing literature and

knowledge in this area of study.


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Leaders&i, !ie))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.

@.


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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.


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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.


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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.


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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 active-

which 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 al., 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 %oaching-

it 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.


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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. ;- &acesettingOets 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


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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.


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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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, 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


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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.


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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&ii,,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


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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 Tent'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.


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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.

Locae 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


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Vaidit' and Reia*iit' 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.


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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


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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


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0utocratic tyle 3.52 .5 ;


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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 followers-, 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


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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.


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0utocratic tyle 2.?> .; ;


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democratic leadership is appropriate in particular settings such as an international

association, a democratic nation, a worker!owner corporation, a public 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


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$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 .;2F 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.

LC0DCJ


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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.


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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


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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


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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


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$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:


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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.


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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#.


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Aa's So)eti)es Neer

2. $he leader of the /L& +rganizationset 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& +rganizationwere 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 teamspirit.

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.


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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#.

Aa's So)eti)es Neer

2. $he leader of the * +rganization

set boundaries between the


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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.


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2F. $he * +rganization)s activities

were University)s culture andtradition 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 andother 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%

!escri,tie Statistics

t&e P&ii ines


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= 'inimum 'a#imum 'ean

td.

Deviation

0U$+%J0$1% //+ .99 +.99 1.65 ./0

L01CR!/01JC //+ .99 +.99 (.(0 ./3

&0J$1%1&0$1NC //+ .99 +.99 (.(1 ./5

$J0=0%$1+=0L //+ .99 +.99 (.14 .01

$J0=/+J'0$1+=0

L//+ .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

!escri,tie Statistics

= 'inimum 'a#imum 'ean

td.Deviation

0U$+%J0$1% //+ .99 +.99 (.91 ./9

L01CR!/01JC //+ .99 +.99 (.(+ ./(

&0J$1%1&0$1NC //+ .99 +.99 (.10 ./6

$J0=0%$1+=0L //+ .99 +.99 (.11 .09

$J0=/+J'0$1+=0L //+ .99 +.99 (.15 .01

Nalid = listwise- //+

Ta*e +. T&e Signi%icant !i%%erence on t&e Leaders&i, St'es o% t&e S$,re)e

Paired Sa),es Test

&aired Differences R df ig.

3!

tailed- ?;Q %onfidence

(.(0

Goern)ent

(.(+

St$dent Goern)ent and -$t$re Leaders o% t&e P&ii,,ines


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49




1nterval of the

Difference

'ean

td.

Deviation

td.

Crror

'ean Lower Upper

&air

2

/L&2 !

*28.9(65

9.39343 .9(55+

8.953/

0.9(353

8

1.9+///( .+9(

&air3

$(LC3 !*3

.91563 .31109 .9(6908.9+51

/.94393 .30+ //( .01/

&air

B

$(LCB !

*B.901/4 .356++ .9+(40

8.91(6

9.1105+ 1.041 //( .114

&air

$(LC !*

.90+(4 .49406 .9++3(8.91(5

9.116+0 1.050 //( .11/

&air;

$(LC; !*;

.90/15 .41593 .9+/1( 8.91(54

.1(1(+ 1.055 //( .11+

Ta*e 0. Reia*iit' Test o% t&e Instr$)ent

Reia*iit' Statistics

%ronbachIs 0lpha = of 1tems

.61+ (0

APPEN!I> C. CONSTITUSTION AN! "Y8LA:S

CONSTITUTION AN! "Y8LA:S O- SUPREME STU!ENT GOVERNMENT

PREAM"LE


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We, the students of Centra P&ii,,ines State Uniersit' with the help of 0

thesis nla dan2.docx

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