Thesis Nla Dan2

1
CENTRAL PHILIPPINES STATE UNIVERSITY

CONG. MARIANO M. YULO CAMPUS
Hinigaran Negros Occidental
CHAPTER I
INTRODUCTION
Background of the Study
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. Some 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 acquire through experiences-often painful ones but they come
easier when solidly based on understanding of human behaviour.
The Central Philippines State University, Cong. Mariano M. Yulo Campus, as one
of the educational institutions build organization for Cenphilians welfare especially the
studentry. This two organizations operating in the university are: the Supreme Student
Government Organization (SSG), which is the highest governing body of students that
serves as a link between the administration and students; and the Future Leaders of the

Philippines (FLP), as an intra-curricular organization that develops and organizes

activities and programs beneficial to Cenphilians community.
As an initial study regarding the performance of the two organizations, the
researchers gathered information from their fellow Cenphillians, that the functional
organization in the university is the Supreme Student Government and the Future Leaders
of the Philippines was left behind. Most of them find hard times in identifying those
elected officers, especially the Future Leaders of the Philippines. In 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.
They do believe that leadership carries a heavy burden of responsibility, it makes
demand on people and peoples reaction puzzles them. The 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 exciting and stimulating when they make it an intelligent,
thoughtful, planned and deliberate one.
Statement of the Problem
This study in the Leadership Styles of Supreme Student Government and Future
Leader of the Philippines Officers: An Assessment assessed the leadership styles of the
two organizations operating in the university.

Specifically, this study sought to answer the following:

1. What are the types of Leadership Styles of the Supreme Student
Government and Future Leaders of the Philippines Officers when grouped according to:
a. Autocratic
b. Laissez-faire
c. Participative
d. Transactional
e. Transformational
2. Is there a significant difference between the types of Leadership Styles
of the Supreme Student Government and Future Leaders of the Philippines Officers.
Hypothesis
There is no significant difference between the types of Leadership Styles of
the Supreme Student Government and Future Leaders of the Philippines Officers
Theoretical Framework
This study was anchored on the study of Bass and Burns on leadership styles.
Among the various theories of leadership and motivation relating to effective
organizational change management, perhaps the most prominent is the transformationaltransactional theory of leadership. Burns (2000), conceptualizes two factors to
differentiate
ordinary
from
extraordinary
leadership:
transactional
and
transformational leadership. Transactional leadership is based on conventional exchange

relationship in which followers compliance (effort, productivity, and loyalty) is
exchanged for expected rewards. In contrast, transformational (extraordinary) leaders

raise followers consciousness levels about the importance and value of designated
outcomes and ways of achieving them. They also motivate followers to transcend their
own immediate self-interest for the sake of the mission and vision of the organization.
Such total engagement (emotional, intellectual and moral) encourages
followers to develop and perform beyond expectations (Burns, 2000; Bass, 2000). Burns
(2000), observes that transformational leadership involves the process of influencing
major changes in organizational attitudes in order to achieve the organizations objectives
and strategies. Bass (2000) observed that transactional leaders work their organizational
cultures following existing 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.
Bass (2000) operationalized the work of Burns (2000) by developing a
model of transformational and transactional leadership, referred to in more recent
publications as the full range leadership model (Bass and Avolio, 2000).
Messick and Kramer (2004) argued that the degree to
which the individual exhibits 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. Since human beings could become members of an organization in
other to achieve certain personal objectives, the extent to which they are active members
depends on how they are convinced that their membership will enable them to achieve

their predetermined objectives. Therefore, an individual will support an organization if he

believes that through it his personal objectives and goals could be met; if not, the
persons interest will decline. Leadership style in an organization is one of the factors that
play significant role in enh0ancing or retarding the interest and commitment of the
individuals in the organization.
Conceptual Framework
This study illustrates the relationship between the independent and dependent
variables. The independent variable was the Leadership Styles of the Supreme Student
Government and Future Leaders of the Philippines Officers and the dependent variables
was the Assessment. The respondents interpreted the leadership styles displayed by the
two organizations as always, sometimes, and never.
Leadership Styles of the Supreme Student Government and Future Leaders of the
Philippines Officers: An Assessment

Independent Variable
I. Leadership Styles
a. Autocratic
b. Laissez-faire
c. Participative
d. Transactional
e. Transformational
Dependent Variable
Figure 1:
Schematic Diagram of the Study
The
between
diagram illustrates the relationship

the
independent variable (Leadership
Styles) and the
dependent variable (Assessment).

Assessment

Significance of the Study

The result of the study is beneficial to the following:
Administration. This study is useful in providing insights about the leadership
styles and management skills in an organization which can be used during their
administration.
Parents. This study provided them knowledge regarding leadership skills and
guides their children in enhancing their leadership skills to be a good leader.
School. The result of this study help the school improve the leadership styles and
management of each benefactor in empowering students learning. It also serves as an
assessment in the organizations operating in the school.
Students. The result of this study provided knowledge on how a true leader acts
and effective styles can be used towards positive outcome.
Future Leaders. The result of the study served as their basis and guide for the
different discipline regarding leadership styles that they are engaged with.
Future Researchers. The result of the study served as one of their reference
when they conduct the same study.

Scope and Limitation of the Study

This study focused on the Leadership Styles of the Supreme Student Government
and Future Leaders of the Philippines Officers on the Academic Year 2014-2015. It was
confined with variables: Types of Leadership Styles as independent variables and
Assessment as dependent variable. This study was conducted at Central Philippines State
University, Cong. Mariano M. Yulo Campus, Hinigaran, Negros Occidental, utilizing the
four hundred eighty-nine (489) students enrolled and eighteen (18) faculty members
employed on the Academic Year 2015-2016.
Definition of Terms
To further understand this study the researchers define the following terms
conceptually and operationally.
Leader. This term refers to the person or thing that leads; a guiding head, as of an
army, movement, or political group (http://www.oxforddictionaries.com/us/thesaurus)
In this study, it refers to the person that leads the organization.
Leadership. This term refers to the position or function of a leader, a person who
guides or directs a group. (http://www.oxforddictionaries.com/us/thesaurus)
In this study, it refers to an art or form of handling a certain organization by a leader.
Leadership Styles. This term refers to the leaders style of providing direction,
and implementing plans (http://www.oxforddictionaries.com/us/thesaurus)

In this study, it refers to a leaders art of communicating and empowering the members of
the organization.
Laissez-faire. This 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://www.oxforddictionaries.com/us/thesaurus)
In this study, the term refers to the laid-back leadership used by the leaders in handling
his members.
Autocratic. This term refers to pertaining to or of the nature of autocracy or of an
autocrat. (http://www.oxforddictionaries.com/us/thesaurus)
In 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.
Participative. This term is defined as the leadership style that is generally
concerned with maintaining group effectiveness as with completing the task to be done.
In 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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Transactional. This 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://www.oxforddictionaries.com/us/thesaurus)
In this study, this term is defined as a leaders style where he uses punishments and
rewards to motivate members achieve organizational goals.
Transformational. This term is defined as the act or process of transforming; the
state of being transformed; change in form, appearance, nature, or character
In this study, this term is defined as the use of creativity of leaders to persuade members
to be flexible enough to solve organizational problems.
Supreme Student Government. This term is defined as the highest governing
body of the entire studentry. (The NSCA Student Handbook 2012)
In this study, this term is the organization operating in the university which serves as a
link between the administration and the students.
Future Leaders of the Philippines. This term is defined as the intra-curricular
organization in an educational institution. (The NSCA Student Handbook 2012)
In this study, this term is defined as an organization operates in the university that
organizes activities and programs for the students welfare.
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CHAPTER II
REVIEW OF RELATED LITERATURE

Leadership in Contemporary Times
In the literature, leadership has been identified as an important subject in the field
of organizational behaviour. Leadership is one with the most dynamic effects during
individual and organizational interaction. In other words, ability of management to
execute collaborated efforts depends on leadership capability. Lee and Chuang (2009),
explain that the excellent leader not only inspires subordinates potential to enhance
efficiency but also meets their requirements in the process of achieving organizational
goals. Fry (2003) explains leadership as use of leading strategy to offer inspiring motive
and to enhance the staffs potential for growth and development. Several 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. The 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. By following these principles and processes, leaders
responsible for problem solving find greater assurance. The 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 experience to achieve the desired results.
The concept and definition of leadership and style may differ from one person, or
situation, to the other. The word leadership has been used in various aspects of human
endeavor such as politics, businesses, academics, social works, etc. Previous views about
leadership show it as personal ability. Messick and Kramer (2004) argued that the degree
to which the individual exhibits 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. Since human beings could become members of an organization in
other to achieve certain personal objectives, the extent to which they are active members
depends on how they are convinced that their membership will enable them to achieve
their predetermined objectives. Therefore, an individual will support an organization if he
believes that through it his personal objectives and goals could be met; if not, the
persons 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.
Leadership Style and Performance
In the literature, leadership has been identified as an important subject in the field
of organizational behaviour. Leadership is one with the most dynamic effects during
individual and organizational interaction. In other words, ability of management to
13

execute collaborated effort depends on leadership capability. Lee and Chuang (2009),
explain that the excellent leader not only inspires subordinates potential to enhance
efficiency but also meets their requirements in the process of achieving organizational
goals. Fry (2003) explains leadership as use of leading strategy to offer inspiring motive
and to enhance the staffs potential for growth and development. Several reasons indicate
that there should be a relationship between leadership style and organizational
performance. The first is that todays intensive and dynamic markets feature innovationbased competition, price/performance rivalry, decreasing returns, and the creative
destruction of existing competencies .Studies have suggested that effective leadership
behaviours can facilitate the improvement of performance when organizations face these
new challenges (McGrath and MacMillan, 2000; Teece, Pisano and Shuen, 2003).
From 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. Gaps and unanswered questions remain. Consequently,
the current study is intended to re-examine 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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Leadership Dilemma
Leaders often find themselves in a dilemma because they are people with unique
patterns of confidence and fear that come from their life influences, education,
experiences, and personal needs. They may want to be themselves, to be at peace with
themselves, and to avoid the situations that make them uncomfortable. They May want to
grow into their full potential while maximizing 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. The basic dilemma lies between
what they believe desirable and what they can actually do in practice. Effective leaders
ask themselves questions such as: How democratic can I be? ; How authoritarian must I
be? They struggle with the series of dilemma: Competition is healthy, but I want
teamwork to decision-making and this takes time; I can see opportunities for quick
results in one-person decisions, but shared responsibility motivates better and brings
about longer-lasting solutions (and believe in the educational values of this process).
There are five typical patterns of leadership: (1) Telling. Leaders identify problems,
consider options, choose one solution, and tell their followers what to do. Leaders may
consider members view, but members dont participate directly in decision-making.
Leaders of this style may even use coercion. (2) Persuading. Leaders make decisions and
try to persuade group members to accept them. They point out that they have considered
the organization goals and the interests of group members. They even point out how
members will benefit from carrying out the decision. (3) Consulting. Group members
15

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. (4) Participating.
Leaders participate as members in the discussion and agree in advance to carry out
whatever decision the group makes. (5) Delegating. Leaders define the boundaries within
which to solve problems or accomplish tasks. Then they turn it over to the group to work
out solutions or to implement the tasks.
Contrasting Leadership Styles
The Authoritarian Style shows certain characteristics and we can sum them up
by saying that authoritarian style leaders:
1. Are generally strong-willed, domineering, and to some extent, aggressive.
2. Must have their own way, which for them, seems the only way.
3. Look upon his subordinates like functionaries than as person, and the subordinates
trying their best without hesitation or estimation, follow directions without question.
4. Ordinarily are not ready to listen to views and suggestions of others (although they
may pretend to), if they offer different opinions
5. Do not encourage equal relationship (i.e., adult to adult) with underlings. As a rule they
do not allow themselves to get close to employees. They do like to see employees to get
16

close to one another, for such cliques, as authoritarian leaders perceive them, might
endanger their authority.
6. Have business-like and task-oriented attitudes. The job comes first.
7. Generally blame poor results on the inability of others to carry out instructions
correctly.
The following self-talk describes the authoritarian leader attitudes:
I know best what is to be done here. The others in the group expect as much me.
This is, after all, my job as their leader. Because I cannot do everything myself, I need
their help, not their ideas and plans, to implement what needs to be done. I can take care
of the thinking, and I do more than my share of the doing too, but I shall need their help. I
suppose Ill have to listen to them. These days, they expect that much of me. But I dont
expect to hear anything new. Im quite confident that well end up doing it my way. Of
course, Ill handle the proceedings during the meeting, and Ill manage to control the
pace of things well. After all, the agenda is mine and Ive thought each point already. Ill
also dispose of any disputes that may arise, since the task is the thing that counts and we
cant be held up by any petty personal squabbles. That would be a sheer waste of time.
Better that we all keep our feelings to ourselves anyway.
Laissez-Faire Style
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Laissez-faire leadership may be the best or the worst of leadership styles. If the
leader follows the normally understood definition and standard practice of noninterference and hands-off when supposedly leading his or her followers, the worst
form of leadership is manifested. However, when the twenty-first century properly
prepares his or her followers, laissez-faire leadership emerges as the ultimate form of
leading. The two words laissez-faire and leadership are absolute direct opposites. The
French term laissez-faire was originally used relative to mercantilism, and is defined in
economics and politics as an economic system that functions best when there is no
interference by government, and is considered a natural economic order that procures
the maximum well-being for the individual and extends to the community. Leadership is
defined as an interactive process that provides needed guidance and direction. Leadership
involves three interacting dynamic elements: a leader, a follower(s) and a situation. The
leaders role is to influence and provide direction to his/her followers and provide them
needed support for theirs and the organizations success. World, political, religious, and
military leaders such as Mahatma Gandhi, Mao Tse Tung, Winston Churchill, Martin
Luther King Jr., and George Patton have led multitudes, and even countries, to victory
against seemingly insurmountable odds. Early twenty-first-century leaders must develop
a future vision, obtain commitment for such a vision, and inspire, motivate, and empower
others to attain the highest level of accomplishment. The noted author James MacGregor
Burns (2003) presents two types of leadership: transactional and transformational.
Aspects of transactional leadership are almost overlays of positive and proactive
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management where both attempt to influence employees to improve performance toward

accomplishing organizational goals and individual personal and professional growth.
They negotiate mutually satisfying goals, and enabling the leaders/managers role to
become one of encouraging and guiding the employee toward satisfying these goals. In
the management-by-exception passive mode, the manager/leader establishes job
expectations and standards and dictates them in a one-way, top-down fashion. He/she
emphasizes the punishments associated with not meeting the standards. The role is one of
indifference, non-involvement or leave alone; hence, this mode could be called
laissez-faire leadership or abdication of responsibility.
Democratic or Participative Style
Characteristics of democratic leaders can be summed up into:
1. They are generally as concerned with maintaining group effectiveness as with
completing the task is done.
2. They encourage members in their group to express their ideas and feelings,
because they believe that such a climate leads to greater creativity and commitment.
3. If they encounter resistance or conflicts, they allow them surface and seek the
help their group in removing the resistance or resolving the conflicts.
4. They encourage joint decision-making as well as shared goal-setting.
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5. They rarely set policies without explaining the reasons, and proposing them to
their groups, when they can, for suggestions and criticism.
6. They believe that responsibility for getting a job done depends as much on the
group as upon themselves. They try to have this attitude shared by all group members.
7. They allow group members a good deal of freedom in their work, once they
have shown their ability to do it.
8. They 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.
9. They believe in the effectiveness of group work. They 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 selftalk: I 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. I listen for, and try to elicit, ideas and opinions that differ from my
own. I have clear convictions, but I am also open to change in the face of sound ideas and
reasoning.
I realize that, however competent and experience I am, I may not have all
the information needed, and definitely lack the experience of the others in the group. I am
always ready to learn. When conflict arises in the group, I 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, I try to contain myself and stay in touch whatever might be going
inside of me. I try to maintain a sense of humor to keep things in perspective. I put a lot
of energy into group work, because I firmly believe in the effectiveness of teamwork.
Transactional Style
A transactional leader is someone who, as the name imply, relates to his team and
tasks in terms of "transactions". His decisions are often based on tangible benefits and
losses, rewards and punishments, results and performances. Between a transactional and
transformational leader, the transactional leader is a much more common species.
Transactional leadership involves a relationship between the leader or manager and his
team that is carrot-and-stick in nature. This means to say that team members are rewarded
when they carry out an action that benefits the team's performance, and they are punished
when they take an action which is detrimental to the team's performance. Rewards and
punishment are often used to signal to the team as to the appropriate and desirable action
to take. Evidently, the transactional leadership style is very much based on "exchanges"
in favors and debts, or "transactions". As such, it is also worthy to note that a
transactional leader is often also an autocratic leader as he enlists the use of punishment
and reward to motivate his team.
In terms of operations, a transactional leader may be considered to be task
oriented. A transactional leader makes decisions based on what produces best results.
That is to say, a transactional leader would allocate resources, manpower, time and
money based on what he believes would suit the immediate outcome the most, for
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instance, putting the best people for the job.

As seen, the transactional leader is very much outcome oriented. This leadership
trait renders the transactional leadership model useful to get results. It would be
especially effective when short term success in needed while long term performance is
secondary.
However, should long term performance be equally important, the transactional
leadership style would be less desirable as it has little emphasis on investment of
resources, such as people development and asset growth?
Transformational Style
A transformational leader is the opposite of a transactional leader. A
transformational leader is one who motivates his team by inspiring loyalty and
confidence in them. He takes the operations of the team to greater heights by working on
the units that run the operations- people.
A transformational leader works his team through inspiration and persuasion.
Rather than using the carrot-and-stick method of motivation, the transformational leader
chooses to persuade his team to follow him via inspiring the team to gain confidence in
him and themselves, allowing them to willingly commit to his cause and stand by him.
This is often seen in charismatic war heroes in the movies such as Alexander the Great or
Aaragon from the Lord of the Rings who yell an empowering war cry after a heartwarming speech and lead their men into battle. Besides requiring charisma and
persuasion skills, transformational leadership also often requires the leader or manager to
22

lead by example. It 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.
A transformational leader is far sighted in terms of operations. Rather 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. People developed in particular. A transformational leader is always
concerned with developing his team. He looks at tasks as opportunities to develop his
team members rather than as jobs for them to complete. He sees the development and
growth of each and every team member as his obligation and will go out of his way to
ensure that they are always in the process of growth and learning.
Autocratic Versus Democratic Leadership
When all you have is a hammer, everything looks like a nail, as the Maslow
quote goes. The best leadership is said to be situational, with effective leaders changing
their approach to accommodate their situation. This can become a challenge when the
situation changes rapidly or when the leader is capable of only one approach.
The continuum leadership style is often presented as and either/or proposition
with regards to how leaders deal with people. Autocratic and democratic 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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Autocratic and Democratic Leadership Theories

According to Bernard Bass, an author and researcher of all things leadership, the
autocratic leader tends to: Be 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 questioning
and ideas, open to criticism, treat subordinates mistakes as learning opportunities,
celebrate subordinates accomplishments, promote subordinates ideas to higher authority.
So
which is better according to research? It depends. At face value, the democratic approach
is often considered better. While the autocratic approach is best applied when
organizations need to be turned around quickly, it is also most frequently associated with
workers quitting their jobs? Autocratic leadership tends to be more punitive and the
24

inherent close supervision increases role ambiguity, reduces productivity, and decreases
group harmony.
The
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. If these factors exist, 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
complex, and when the use of advanced technology increases and there is greater
emphasis on team expertise. Immature, dependent, and inexperienced subordinates are
more likely to expect and accept authoritarian direction, whereas a democratic approach
results in more rapid employee development. We are often presented with value
judgments of autocratic leadership as bad and democratic leadership as well. This is not
always the case. Authoritarian leadership works best with authoritarian followers in an
authoritarian culture. There 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.
Transactional Leadership versus Transformational Leadership
25

Number of Leadership theories evolved on the basis of Trait, Behavioral,

Transformational, Situational, and Charisma. Researchers and thinkers made efforts
linking some of the theories across these leadership islands. But each model has its own
pros, cons, assumptions & limitations. Latest researches are conducted on Situational &
Transformational leadership styles. Leadership gurus presented new models as variations
to the already existing models. Max Weber, MacGregor Burns, Bernard M.Bass, Warren
Bennis & Nanus 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.
As a starting point, let us review our everyday life. In general, a relationship
between two people is based on the level of exchange they have. Exchange need not be
money or material; it can be anything. The more exchange they have the stronger the
relation. Your manager expects more productivity from you in order to give good
rewards. In this way, if something is done to anyone based on the return then that relation
is called as Transactional type. In politics, a leader announces benefits in their agenda in
exchange to the vote from the citizens. In business, leaders announce rewards in turn to
the productivity. This relation is all about requirements, conditions and rewards (or
punishment). Leaders who show this kind of relationship are called Transactional
Leaders.
In life, at one point of time, things happen without expectation from other side.
Say, moms dedicated service to her kid. Mom doesnt expect anything from the child and
26

the service she provides in raising the child is unconditional, dedicated, committed. Mom
plays a major role in shaping up the kids future life. This type of relation is called as
Transformational. Leaders do exist in this world with these behaviors. Transformational
Leaders work toward a common goal with followers; put followers in front and develop
them; take followers to next level; inspire followers to transcend their own self-interests
in achieving superior results.
Transactional and Transformational Leadership
Transactional and Transformational Leadership defined prior to defining each
characteristic of transactional and transformational leadership, it is important to clarify
how both of these are defined.
Transactional leadership can be summarized simply as transactions between
leaders and subordinates, in an effort to improve performance of subordinates. Authors
use similar definitions to describe transactional leadership and in general, describe it to be
leadership which is based on transactions between manager and employees (Bass, 1990,
p. 20). Bass (1985) describes transactional leadership in detail, explaining that changes
in degree or marginal improvement can be seen as the result of leadership that is an
exchange process: a transaction in which followers needs are met if their performance
measures up to their explicit or implicit contracts with their leader (p. 27). Another
similar definition from Bromley and Kirschner-Bromley (2007) explains transactional
leadership as leaders which specify explicit requirements and conditions of the task, and
provide rewards for fulfilling those requirements, and that fulfilling the requirement is
27

completing the transaction (p. 54). Transformational leadership lies on the opposite end
of the spectrum, in that this type of leadership strives to inspire and transform their
employees in order to improve their performance.
Transformational leadership research was recognized and originally developed by
Burns in 1978, and later more fully developed by Bernard Bass (Bromley, 2007). Bass
(1990) explains that transformational leadership occurs 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. 21). Characteristics of Transactional
and Transformational Leadership Both transactional and transformational leadership have
four characteristics each. In order to have an understanding of both types of leadership, it
is important to review all eight. All eight characteristics work together to create the full
range of leadership skills. The first four characteristics described below are transactional
leadership characteristics. The first characteristic of transactional leadership is contingent
reward, which Bass (1990) explains leaders exhibit when they contract exchange of
rewards for effort, promises rewards for good performance, (and) recognizes
accomplishments (p. 22). The second characteristic is management by exception (active)
which is when a leader watches and searches for deviations from rules and standards,
(and) takes corrective action (p. 22). The third characteristic, management by exception
(passive) is when a leader intervenes only if standards are not met (p. 22). The final
transactional characteristic is laissez-faire leadership when a leader abdicates
28

responsibility (and) avoids making decisions (p. 22).

Chan & Chan (2005) explored both transactional and transformational leadership
among building professionals across four locations: Australia, Hong Kong, Singapore,
and the United Kingdom. Again, the MLQ was used as the second part of a questionnaire
sent electronically to 7200 potential respondents. Chan, et al., (2005), define building
professionals as those who were responsible for the design, construction, and
maintenance of buildings (p. 416). Prior to sending out the final survey, Chan, et. al, sent
out a pilot survey to respondents in Hong Kong, where comments were made and the
researchers were able to make adjustments, to the instrument, prior to sending out the
larger quantity of assessments (p. 416). Amongst the findings of Chan et al., (2005), there
was information as to how transformational leadership augments transactional leadership
characteristics. Through regression analysis, they found that transformational leadership
can augment transactional leadership to produce a greater effect on the performance and
satisfaction of employees; however, transactional leadership does not augment
transformational leadership (p. 419).
Furthermore, the authors supported the augmentation of transactional leadership
by transformational leadership, through discussion of the regression analysis and their
findings that transformational leadership has a substantial add-on effect on transactional
leadership in prediction of employees rated outcomes of extra effort, perceived leader
effectiveness, and satisfaction with the leaders in the sample of building professionals (p.
420). Chan et al., (2005) did conclude: that building professionals use transformational
29

leadership more frequently than transactional leadership in their work (p. 420). They
further concluded that the most prominent behavior, under transformational leadership,
was inspirational motivation (p. 420), and that the most prominent transactional behavior
is contingent reward (p. 421). These conclusions again, support that transformational
Online Journal of Workforce Education and Development Volume III, Issue 3- Spring 8
leadership augments transactional leadership as well as that transactional leadership
characteristics are valuable in building this relationship between the two. A final example
of how transformational leadership and transactional leadership interact with one another,
does not utilize the MLQ, but simply provides a discussion about how the two interact
within the realm of team leadership. Corrigan & Garman (1999) discuss how
transformational and transactional leadership skills are needed to develop leaders in a
team situation. The research was conducted in a mental health institution and the authors
discuss the importance of transformational skills in building team cohesion. There 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. The three transformational
factors that were important for the team leaders to inhibit were: inspiration and
charisma, intellectual stimulation, and individualized consideration (Corrigan et al., 1999,
p. 304).
In conjunction with the three transformational factors, the team leaders also
needed to have skills that allowed them to motivate team members in the here-and-now
(Corrigan, et al., 1999, p. 308). This motivational need and focus requires the leaders to
30

not only inhibit transformational skills but transactional skills. In making transactions, the
leaders had three goals: clarifying expectations, motivating improvement, and
recognizing achievements (p. 308). These things were done through use of contingent
rewards, goal setting, and performance feedback. The development of team leaders
needed transactional skills to help maintain effective programs (Corrigan et al., 1999, p.
310). They then augmented the transactional skills with transformational skills in
building a cohesive and motivated team (p. 310). The 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.
Goleman (2000), who has identified six leadership styles. Of these six styles of
leadership, (Coercive, Authoritative, Affiliative, Democratic, Pacesetting, and Coaching)
it is the Democratic style of leadership identified by Goleman that most interests me, as it
is the style that I feel has worked best in my educational leadership roles and in those
leaders whom I have admired. While he clearly suggests that the Democratic style
positively impacts climate and organizations, Golemans findings were largely gathered
from executives of a specific consulting firm. I am curious as to how the democratic style
of leadership impacts educational settings. Specifically, as a coach, I am curious to
understand the democratic leadership style and to see how a democratically-minded
coach might practice it. Ones style of leadership can determine his or her success as a
leader and the success of the group one leads. This premise is often accredited to
31

psychologist Kurt 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, 1939, p. 272). In 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. The children were then led in an arts and crafts project. Researchers 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., 1939). Many
modern 2 educators, such as the earlier mentioned Goleman (2000), argue that Lewins
study was accurate and still holds true in educational settings today.
Perhaps the most recognized early literature on the subject of leadership styles is
Kurt Lewin (1809-1947). Lewin is often recognized as the founder of modern social
psychology (Van Wagner, 2006). Perhaps the reason for Lewins wide recognition on the
subject of leadership styles is that Lewin did much of his work on leadership styles as
they relate to a variety of disciplines. His emphasis was on education and sociology, but
applied his theories to numerous disciplines that required organizational management.
Lewin is credited with developing three types of leadership styles that are very often used
today in some form or another. These styles are: the authoritarian or autocratic style, the
delegative or laissez-faire style, and a participative or democratic style (Lewin et al.,
1939, p. 272). These three styles were developed by Lewin and his research team when
32

they studied the effects of the leadership styles on schoolchildren (Lewin et al., 1939).
For the sake of this 5 personal study, Lewins characteristics and description of the
participative or democratic leadership style is the one that I will use as the basis for
creating my own characteristics of a democratic leader. Lewins 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. In 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., 1939). It 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., 1939). Ironically, 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., 1939). While the basic understanding and characteristics of the
democratic leadership style for this study will come from Lewins work, there are many
other researchers who have added, supplemented, or changed some of Lewins trend
setting work on democratic leadership. The more modern literature on democratic
leadership seems to repeat, and build on much of Lewins work, but many modern
researchers seem to emphasize the specific characteristics of democratic leadership styles
33

and/or discuss the negative aspects of democratic leadership in more detail. In order for
my study to be comprehensive, I gathered a wide variety of literature that discusses these
two emphasized aspects. Since Lewins study, more recent researchers like Goleman
(2000) suggest the idea that the authoritarian style of leadership, often regarded as the
opposite of the democratic leadership style, is quite possibly the style that impacts the
climate of groups the most. For example, Daniel Goleman developed a framework for
defining leadership styles in which he links leadership styles and emotional intelligence.
This detailed work on has become the framework for modern day analysis of leadership
styles. In his study, Goleman has categorized leadership styles into the following
categories: 1) CoerciveDemanding immediate compliance. 6 2) Authoritative
Mobilizes people towards a self created vision. 3) AffiliativeA style that creates
harmony through empathy, communication, and relationship building. 4) Democratic
Forges consensus through participation and collaboration. 5) PacesettingSets high
standards for performance and expects those in the team to do as the leader does. 6)
CoachingDevelops others through empathetic self awareness (Goleman, 2000).
Through this more specific categorization system of leadership styles, Goleman
recognized, based on his research, that democratic leadership styles are not always the
most positive as far as impacting climate. In fact, his study showed that it was the
authoritative style that had the most positive impact on climate (Goleman, 2000). 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. This
34

understanding is explained by Michael Fullan who explains the outcome of Golemans

data collection: Golemans data show that the authoritative leader had a positive impact
on climate and performance. So do we need leaders with clear vision who can excite and
mobilize people committing to it, or dont we? Well, the answer is a bit complicated. For
some situations, when there is an urgent problem and people are at sea, visionary leaders
can be crucial. And at times, it helps when leaders have good ideas. But it is easy for
authoritative leadership to slip into social engineering when initial excitement cannot be
sustained because it cannot be converted to internal commitment (Fullan, 2001, p. 39).
Goleman does not stand alone in providing evidence that the democratic leadership style
of leading may not be the best approach for leading. Another researcher that challenges
the positive impact of the democratic style is one of the most clearly understandable
studies on the topic of leadership styles. To begin, it must be noted that the majority 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. As stated by Ken Osborne in his work Democracy, Democratic
Citizenship, and Education (Osborne, 2001) Too often the hidden curriculum serves to
promote qualities that are antithesis of democratic citizenship (Osborne, 2001, p.48).
Osborne elaborates on the issue by explaining that schools have a hidden curriculum
that is linked to the general organization of schooling (Osborne, 2001). This hidden
curriculum is one that Osborn argues is compromising the democratic values that should
be encouraged, through specific teaching and through every day learning routines. He
35

argues that Whatever 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 order
(Osborne, 2001, p.48). This notion would seem to support the idea that perhaps a
hierarchical organization such as the school is not the best setting for inculcating
democratic values (Oppenheim and Torney, 1975, p. 21). The opinion of Osborn is that
the hidden curriculums of educators comes in two forms and are compromising
democracy in an educational setting. The first consists of the rules of conduct that schools
knowingly enforce on students, rules about attendance, punctuality, dress, hallway
behavior, smoking, and the rest. The second lies more below the surface and can be much
less obvious to students and even to teachers. It consists of the social interactions among
students, the interchanges between teachers and students, the implicit and often unspoken
signals through which teachers reveal their expectations, and the many occurrences that
impinge on a students 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. (Osborne, 2001, p.48) While
Osborne, a researcher who primarily studied Ontario schools, provides evidence, and
supports the claim that this compromising of democracy exists in Ontarios educational
system, he explicitly states that this hidden curriculum cannot be ignored by those
seeking to further expand democracy in education. In short, if schools are to serve as
training grounds for democracy, they cannot ignore the so-called hidden curriculum.
36

Democracy depends in large part on students feeling sufficiently capable and competent 9
to involve themselves in the affairs of their society, to work for their preferred cause
without trampling on the rights of othersand these and many other such traits are
learned, or not learned, as much through everyday experiences of schooling as through
any particular lesson (Osborne, 2001, p. 49). So, one can see that the teaching of
democratic values, while often stressed as important in developing todays youth as
democratic citizens, is not being done through a regular democratic practice within
Ontarios schools. Furthermore, 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. Yet, while Osborne 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. The evidence provided by Osborne
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. The
works of Michael Fullan on the topic of educational leadership are very recognizable in
the Canadian educational setting. While most of Fullans work regarding educational
leadership emphasizes what he refers to as the Cultural Change Leader (Fullan, 2001), a
term and book title that he uses to help explain the current role of todays educational and
business leaders, he does illustrate democratic leadership qualities as essential to leading
in this culture of change and many would identify democratic leadership qualities in his
characteristics of the Cultural Change Leader. Aspects like commitment, relationship
37

building, and knowledge creation and sharing are examples of key democratic style
qualities that Fullan suggests are essential to a framework for leadership and evident in a
Cultural Change Leader (Fullan, 2001, p.4). This idea is elaborated in other works by
Fullan like his article The Change Leader (Fullan, 2002) where he emphasizes the
importance of the relationship between principals and teachers. Fullan states, The
Cultural Change Principal knows that building relationships and teams is the most
difficult skill for both business and education leaders (Fullan, 2002, p.18). However
difficult, Fullan emphasizes throughout the article the importance of this relationship
building and sees it as a key component to educational leadership. The similarities of this
relationship building characteristic 10 described by Fullan with the definitions of a
democratic leadership style as defined by the earlier works by Lewin and Goleman, is
interestingly similar. Understanding and defining the democratic leadership style in
education is very much the key component in much of the work by Philip Woods (2005).
Woods focuses on the idea of democratic leadership, examining what is meant by
democratic leadership, what forms it can take, and how it is relevant to school education
and learning. He shows how the ideals and theories of democratic leadership can translate
into practice, and sets out some of the challenges that democratic leadership poses in the
context of modern education (Woods, 2005). I found this study to be an interesting study
into the understanding of democratic leadership in education. Furthermore, the most
underlying argument made by Woods in his book Democratic Leadership in Education, is
that the theory and practice of democracy and democratic leadership is essential in
38

understanding how society will understand how to improve schools (Woods, 2005). The
study of democratic leadership in education seems to be linked to the idea of inclusion.
Jim Ryan (2005) 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 (Ryan, 2005). There is a strong link to democratic style leadership
practices in the way that Ryan offers practical suggestions for encouraging inclusive
leadership in schools. In coaching team sports, it is essential to the teams success that all,
or at least as many members as possible, feel included in the team. Inclusion 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. I found that
much of the characteristics of an inclusive leader as defined by Ryan are evident in
democratic leadership style educators, as well as democratic leadership style coaches.
Continuing with the theme of linking inclusion and democratic leadership in educational
leadership, Ryan and Rottman (2009) study administrators who try to create inclusive
communicative practices in order to promote democratic practices. Interestingly, the
study reveals that while the administrators in the study encourage strong communicative
relationships, this seemingly democratic process gives way to more bureaucratic, undemocratic and non-inclusive means (Ryan and Rottman, 2009).
The Common Types of leadership Style
39

Democratic Leadership Style

Although a democratic leader will make the final decision, he/she invites other
members of the team to contribute the decision making process. This not only increases
job satisfaction by involving employees or team members in whats going on, but it also
help to develop peoples skills. Employees 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 just a financial reward. As participation takes time, this approach can lead to things
happening more slowly but often the end result is better. The approach can be most
suitable where team work is essential and quality is more important than speed to market
productivity.
The Laissez-Faire Leadership Style
The laissez-faire leadership style involves non-interference policy, allows
complete freedom to all workers and has no particular way of attaining goals. However,
there is no one best style of leadership. The effectiveness of a particular style is
dependent on the organizational situation. Organization is an entity which is set up for a
purpose. Organization can be defined as the human co-ordination of a number of persons
or individuals in the service of mutual help for the achievement of common goals through
the division of labor and functions, and through hierarchy of authority.
A leader is a person who sees something that needs to be done, knows that they
can help make it happens and gets started. A leader sees opportunity and captures it.
He/she sees future that can be different and better and help others see that picture too.
40

He/she is a coach, an encourager and is willing to take risks today for something better
for tomorrow. A leader is a communicator, coordinator and listener.
Robbins
(2007) explained the laissez-fair style as Abdicates responsibilities avoid making

decisions (p. 475).Similar Luthans (2005), defined laissez- fair style as Abdicates
responsibilities avoids making decisions (p.562).Laissez- Fair is uninvolved in the work
of the unit. Its difficult to defend this leadership style unless the leaders subordinates are
expert and well-motivated specialists, such as Scientists. Leaders let group members
make all decision(Mondy&Premeaux, 2002 , p.347). Behavioral style of leaders who
generally five the group complete freedom, Provide necessary materials, participate only
to answer questions, and avoided giving feedback (Bartol&Martin, 2001, p.412).The
concept of laissez was also given by Osborn as Abdicates responsibilities and avoiding
decisions (Osborn, 2008, p.258). Above All the Authors defines the Laissez Fair
Leadership with their own words according to their given definitions the idea of this type
of leadership is same. Authors defines that in this style the Leaders normally dont want
their interference in decision making process. They normally allowed to their
subordinates that they have power to get their personal decisions about the work. They
are free to do work in their own way and they are also responsible for their decision.
Normally Leaders avoids to making decision and dont involve in working units because
the leaders gives to subordinates to completely freedom to do decisions. Sometimes the
leaders provide them to important material and they just involve the answer &question
but avoiding feedback.
Motivation is the process of that
41

account for an individuals intensity, direction, and persistence of effort toward attaining
a goal (Robbins et al., 2007) Desires want wishes aims goals needs drives motives and
incentives (Luthans, 2005). The forces that energizes behavior, gives direction to
behavior, and underlies the tendency to persist (Bartol&Martin, 2001, p.377).
Motivation is desires to put forth efforts in pursuit of organizational goals mangers can
always improve their understanding of the forces that energize employees. There is
enormous energy within every person and manger certainly should not prevent its
release (Mondy & Premeaux, 2002, p.308). The set of forces that initiates, directs, and
make people persists in their efforts to accomplish a goal (Williams, 2009, p.578).
Refers to forces within an individual that account for the level, direction, and persistence
of effort expended at work (Osborn, 2008, p.110).
Transactional Leader
Approaches followers with an eye to exchanging one thing for another Burns
Pursues a cost benefit, economic exchange to meet subordinates current material and
psychic needs in return for contracted services rendered by the subordinate . Bass
The leader who recognizes the transactional needs in potential followers but tends to go
further, seeking to arouse and satisfy higher needs, to engage the full person of the
follower to a higher level of need according to Maslows hierarchy of needs Bass
As exactly said by Bass the transactional leaders work within the organizational
culture as it exists; the transformational leader changes the organizational culture.
42

Transformational Leadership
Based on detailed studies of various works in Transformational Leadership
reveals following broader characteristics of Transformational Leader which includes:
clear sense of purpose, expressed simply value driven (e.g. have core values and
congruent behavior), strong role model, high expectations, 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 complexity,
uncertainty and ambiguity.
Theories of Leadership in the Philippines
Alampay (2002:64) viewed leadership as a phenomenon that involves values. Of
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. Ones
personhood is influenced by values. Values shape how people act and behave.
Transformational leadership is based on the leaders values and needs. It can be roughly
contended then that process of the leadership starts and ends with the leader. The verbs
used by researchers to equate with leadership include: initiating, controlling, defining,
designing, envisioning, enabling, setting the basis. Such verbs connote no less than that
the leader occupies the central role in triggering the leadership process, and the
43

completing and closure of the leadership process. The 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 equation from the start to finish.
The implication of these related statements is that the most interesting aspect in
the leadership phenomenon to study is all about the leader. It may even be already
sufficient to study leadership by just studying the leader. They 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.
The leadership process consists of many inter-connected processes that start from the
leader main decisions. A complete leadership inquiry would be worthwhile but the most
part is an inquiry about the leader, it is important to look at the origins of the influences
on the leaders decision. Just studying the origins of the decisions of the leader alone is
already sheds much light into the succeeding process or the whole leadership process.
Making decision is a mental process cognitive process) resulting in the selection of a
course of action among several alternative scenarios. Every decision produces a final
choice. The output can be an action or an opinion of choice. Ones values very much
determine his personal values. The goals one chooses are the outer expression of his
personal values. A persons values determine how he perceives any particular situation.
The leaders decision marks a gate keeping process. It only includes what the
leader- being the controller, regulator, orchestrator of the processwants to include in his
agenda or priorities. If the leader does not want to include the followers in this activity or
44

program, then the element of followers cannot be considered or is absent in the context in
his decisions, then that factor is virtually be excluded in the leadership process. But 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.
Leadership for the Twenty-first Century (Educational System)
The Twenty- first Century fever is upon us sprinkling evidence of change; with a
lot of challenges, overwhelming complexities, compelling commitments and concern
from everyone in the learning society geared toward the improvement of the quality of
life.
These exciting yet alarming issues in the bailiwick of education demand
leadership potentials to address and respond to the requirement of a multi-faceted,
change-based universal world. The primary concern of the educational system is the
creation of effective schools which anticipate the enormous perspectives of global change
from the context of relevant, responsive, and rectifying paradigms shifts. Along this
trend, it is the global of any educational management training program to inspire and
equip school leaders with knowledge and skills that will enable them to lead institutions
toward effectiveness and reforms.
45

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design, locale of the study, respondents of the
study, sampling procedure or techniques, data gathering instruments, validity and
reliability of the instruments, data procedures and data analyse.
Research Design
46

The nature of this study employed the use of descriptive research design utilizing
a self-made survey questionnaire to obtain the information concerning the Leadership
Styles of Supreme Student Government and Future Leader of the Philippines Officers.
Locale of the Study
This study in the Leadership Styles of Supreme Student Government and Future
Leader of the Philippines Officers: an Assessment was conducted at Central Philippines
State University, Mariano M. Yulo Campus Hinigaran, Negros Occidental.
Respondents of the Study
The respondents of the study were the four hundred eighty-nine students (489), a
seventy-five percent (75%) of the total population of six hundred fifty-two (652) and
eighteen (18) faculty members officially enrolled and employed in the Central Philippines
State University, Cong. Mariano M. Yulo Campus in the Academic Year 2015-2016,
which were identified using the quota sampling. The survey questionnaire was conducted
on the last week of August and first week of September.
Data Gathering Instrument
In gathering the data, the researchers used a self-made survey questionnaire to
conduct the study. The questionnaire was checked by the adviser, critic, and jurors. The
questionnaire comprises the questions regarding the Leadership Styles of Supreme
Student Government and Future Leader of the Philippines Officers and it undergone a
validity and reliability test.
47

Validity and Reliability of Instruments

To establish the validity and reliability of instruments, the researchers presented
the self-made survey questionnaire to a jury composed of evaluators who were
knowledgeable in research instruction validation based on Good and Scates validity test.
The three (3) evaluators, evaluated the content, rated the corresponding items and give
comments and recommendations for the improvement of the instrument. The result of
4.33 which is interpreted as very good made the instrument valid. In testing the reliability
of the instruments, the researcher utilized the Cronbachs Alpha Reliability test with the
result of .913 it established the consistency of the instrument.
Data Gathering Procedure

In the initial draft of the instrument the researchers presented a self-made survey
questionnaire for the appraisal of the evaluators after the validity and reliability of
instrument had been established the conduct of the study was started. The researchers
sent an approval letter to the campus administrator of the Central Philippines State
University, Cong. Mariano M. Yulo Campus to allow them to conduct a study regarding
the Leadership Styles of Leadership Styles of Supreme Student Government and Future
Leader of the Philippines Officers: An Assessment and it was approved.
48

During the conduct of the study, the researchers presented the said letter to the
advisers of the said respondents. The researchers had an orientation regarding the
questionnaire in the conduct of study for the respondents to understand and know how to
answer the questionnaire and to ensure that all questions will be answered. Then, survey
was done personally by the researchers to secure the truthfulness of the study.
Data Analyses
Data gathered from the responses in the items of the questionnaire were tallied
and subjected to statistical analysis and interpretation in accordance with the statement of
the problem and hypotheses.
For problem No. 1. To determine the types of Leadership Styles of Supreme
Student Government and Future Leader of the Philippines Officers when grouped
according to: Autocratic, Laissez-faire, Participative, Transactional and Transformational,
Mean Distribution was used.
Mean Score Range
Verbal Interpretation
Verbal Interpretation
2.33 - 3.00
Always
Very High
1.67 - 2.32
Sometimes
High
1.00 - 1.66
Never
Very Low
49

For problem No. 2. To determine the significant difference between the Types of
Leadership Styles of Supreme Student Government and Future Leader of the Philippines
Officers, Z- test was used
CHAPTER IV
RESULTS AND DISCUSSION
This chapter covers the presentation, analysis and interpretation of data. Data are
presented based on the sequence of each specific problem.
Table 1. Mean Distribution of the Supreme Student Government Leadership Styles
LEADERSHIP
STYLES
MEAN
SD
RANK
VERBAL
INTERPRETATION
50

Autocratic Style
2.01
.40
High
Laissez-Faire Style
2.23
.42
High
Participative Style
2.15
.49
High
Transactional Style
2.11
.50
High
2.18
.50
High
The table 1 shows the mean distribution of the leadership style of the SSG, it
reveals that the Laissez-faire Leadership Style is the highest occurring leadership style in
the SSG Organization with the mean of 2.23 and the standard deviation of .42 followed
by the transformational leadership style that ranks second, with the mean of 2.18 and
.51 standard deviation value. The participative leadership style ranks as the third
occurring leadership styles in its 2.15 mean and .49 standard deviation, then the
transactional leadership style ranks fourth with the mean of 2.11 and the .50 standard
deviation value. Lastly, the autocratic leadership style ranks the lowest occurring
leadership style with the mean of 2.01 and the standard deviation of .40. All the
variables of the leadership styles had a verbal interpretation of high.
From the responses gathered from the respondents the top 3 leadership styles used
by the SSG Organization are the laissez-faire, participative and democratic leadership
styles. Laissez-faire style is characterizes leaders uninvolved with their followers and
51

members; in fact, laissez-faire leadership is an absence of leadership style.

And 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 decisionmaking.
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. Rather, they should be adapted to the particular demands
of the situation, the particular requirements of the people involved and the particular
challenges facing the organization.
Our 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 context (Bass, 2008).It is also important that we differentiate it
conceptually from power and management, respectively, because these concepts are often
confused with leadership. Power refers to the means leaders have to potentially influence
others.
Davies and Brundrett (2010) warn not to dismiss autocratic leadership style as
52

totally inappropriate referring to specific cases where autocratic leadership might prove
to be effective. Davies and Brundrett (2010) 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.
However, the literature review has found a consensus among authors about
inappropriateness of application of laissez-faire leadership style, regardless of the sector,
public or private.
At the same time, the overall idea of dividing leadership into different categories
is dismissed as impractical by Schermerhorn et al. (2011) and Griffin (2011). Specifically,
Schermerhorn et al. (2011) argue that each leadership case is different as a subject to a
range of unique circumstances, and therefore categorising leadership into rigid molds
would not be appropriate.
Table 2.The Mean Distribution of the Future Leaders of the Philippines Leadership Styles
LEADERSHIP
STYLES
MEAN
SD
RANK
VERBAL
INTERPRETATION
53

Autocratic Style
1.98
.45
High
Laissez-Faire Style
2.25
.46
High
Participative Style
2.21
.48
High
Transactional Style
2.17
.51
High
2.14
.51
High
The table 2 shows the mean distribution of the leadership styles of the FLP
officers, it reveals that all the leadership style in the FLP Organization had a high verbal
interpretation. The laissez-faire is the most occurring leadership style with a 2.25 mean
value and the standard deviation of .46, followed by the participative leadership style
that ranks second with the mean of 2.21 and the standard deviation of .48. The third
occurring leadership style is the transactional leadership style with the mean of 2.17 and
the standard deviation of .51. Then the rank four is the transformational leadership style
with a 2.14 mean value and a .51 standard deviation and the autocratic leadership style
which has the mean of 1.98 and the standard deviation of .45 is the least occurring
leadership style.
In the responses gathered from the respondents, it shows that the top three
leadership style of the FLP 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 require feedback, direction, oversight, flexibility, or praise. While
54

democratic leadership is appropriate in particular settings such as an international

association, a democratic nation, a worker-owner corporation, a public university, a closeknit neighborhood, or a cooperative social group or organization and not useful or
required 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. (2010) argue that the negative impacts of autocratic leadership are
starkly evident in private sector organisations compared to public sector organisations. To
explain this point, Dukakis et al. (2010) 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.
Table 3. The Significant Difference in the Leadership Styles of the Supreme Student
Government and the Future Leader of the Philippines
55

LEADERSHIP STYLES
MEAN
SIG.
VALUE
DECISION
CONCLUSION
FLP ( Autocratic Style)

SSG ( Autocratic Style)
-.2980
-1.034
.302
No
Significant
FLP ( Laizzes-faire Style)

SSG ( Laizzes- faire Style)
.01896
.653
.514
FLP ( Participative Style)

SSG ( Participative Style)
.5147
1.571
.117
FLP ( Transactional Style)

SSG ( transactional Style)
.05327
1.585
.114
FLP ( Transformational Style)

SSG ( Transformational Style)
.5418
1.588
.113
Failed to
Reject
Ho
Failed to
Reject
Ho
Failed to
Reject
Ho
Failed to
Reject
Ho
Failed to
Reject
Ho
No
Significant
No
Significant
No
Significant
No
Significant
The table 3 shows the significant difference in the Leadership Styles of Supreme
Student Government and Future Leader of the Philippines Officers. It reveals that there is
no significant between their leadership styles; autocratic leadership styles had a -.2980
mean, -1.034 Z test value and the .302 sig. value; the laissez-faire leadership style had
a.01896 mean, 653 Z test value and .514 sig. value; the participative leadership style had
a .5147 mean, 1.585 Z test value and .114 sig. value; transactional leadership style had
a.05327 mean, 1.585 Z test value and .114 sig. value; the transformational leadership
style had a .05418 mean, .588 Z test value and .113 sig. value, failing to reject the null
hypothesis.
56

In 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. This implies that the SSG and FLP 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.
Fatokun et al., (2010) 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 is an individual who has authority over others and is responsible for guiding their
actions. Leadership must be defined in terms of the ability to build and maintain a group
that performs in doing decision making for organization. Moreover, leaders should be
evaluated in terms of the performance of the group over time and their leadership skills.
The true leaders really know their responsibility to give order and engage with
subordinates in order to adapt to situations. This means leaders are using the most
appropriate style to suit the people and circumstances at particular time. In addition,
Bohn and Grafton (2002) presume that leadership means the way to create a clear vision,
filling their subordinates with self-confidence, created through coordination and
communication to detail.
The 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. They argue that the success of
57

leadership is a function of contingencies, some contextual and some intrapersonal, which

moderate the relations of leader characteristics to leader outcomes. Ayman and Adams
also clarify a common misunderstanding that a leaders style is fixed.
They differentiated style as either trait based, which is fairly consistent, or
behaviour based, which is malleable. They argue that leaders are capable of monitoring
the environment and adjusting their responses to fit a particular context. A combination of
leadership skills and competencies such as sensitivity, responsiveness, and flexibility may
help leaders reach mettle defined as the optimal match between leader characteristics
and the situational context. (Ayman and Adams Contingencies, Context, Situation, and
Leadership).
Fry et al., (2005) mentioned that the field of performance excellence 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 quality and delivery, process or internal operating measures, and employee
commitment and growth. Recent developments in strategic scorecards, performance
measurement and quality, also pointed out the pivotal role that employee well-being,
commitment, and productivity played in predicting other key strategic performance
indicators. Of these performance categories, employee commitment was the central and
leading indicator. Moreover, a high degree of workplace spirituality and spiritual
leadership, as a driver of organizational commitment and productivity, is essential to
optimizing organizational performance (Fry and Matherly, 2006). Organization improve
58

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 (Erkutlu, 2008). Thus, it is encourage
understanding the relationship between leadership and business performance is required.
Bowery (2004) mentioned that it is important to differentiate between leadership as
personal quality and as organization function. The later entails special combination of
personal characteristics, which brings to light qualities and individuals abilities (Bowery,
2004). The former refers to the distribution of power throughout an organization and it
brings to focus the pattern of power and authority in the organization. Erkutlu (2008)
defined Leadership as a social influence process. It involves determined the group or
organizations objectives, encouraged behavior in pursuit of these objectives, and
influencing group maintenance and culture. It is a group phenomenon; there are no
leaders without followers. Because of that, leaders who are always stand on the stem of
the ship; play a vital role in group or organization. Therefore, leaders must be the good
image in others eyes; especially leaders 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. This also means that if those who got the
leadership will be the ones who keep the key of great leader. It is considered as a social
influence process. Abdul Hadi (2004) mention that the effective of leadership is
considered a determining factor in creating high performance organization. Because of its
significance, leadership as topic has received considerable attention particularly in the
59

western world, beginning early this century and continuing until the present. Thus, this
study focuses on the evaluation of leadership and organizational performance.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
60

This chapter presents the summary of findings, conclusion and recommendation of

the interpreted data.
Summary of Findings
This study aimed to determine the Leadership styles of the Supreme Student
Government and the Future Leaders of the Philippines Officers: An Assessment.
It was conducted utilizing a descriptive survey method with the used of self-made
survey questionnaire. The researchers found out that the Supreme Student Government
and the Future Leader of the Philippines Organizations dominant leadership style were
the laissez-faire. And there is no significant difference between the Leadership Styles of
the Supreme Student Government and the Future Leader of the Philippines
Organizations.
Conclusion
Based on the findings the following conclusions were drawn:
The researchers found out that the Supreme Student Government and the Future
Leader of the Philippines Organizations were both used the Laissez-faire Leadership
Style which is resulted to no significant difference using the Z-test.
Recommendation
Based on the findings and conclusions of the study, the following
recommendations were drawn:
61

1. The administration must support and promote the programs and activities
initiated by the organizations.
2. Guidance and support from parents, especially of the student leaders can
improve their performance in handling programs, activities and fulfilling the goals of
their organizations.
3. The student leaders, students, the administration and the whole community must
establish good rapport with each other to attain organizational goals and harmony.
4. The student leaders, students, the administration and the whole community must
establish good rapport with each other to attain organizational goals and harmony Student
leaders must be guided by its adviser to improve their performance and may use the
appropriate leadership styles in handling organizations.
5. Upon choosing a leader, students should seek for the concern of the leader to his
people and truthfulness in his words and actions.
6. In 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.
62

63

64

APPENDICES
APPENDIX A. SURVEY QUESTIONNAIRES

LEADERSHIP STYLES OF SSG AND FLP OFFICERS: AN ASSESSMENT
SURVEY QUESTIONNAIRE
Name (Optional):
Direction: Below are the different Leadership Styles displayed by the two organizations.
Please signify your answer by putting a check on the corresponding box.
65

Always
1. The leader of the FLP Organization
set boundaries between the
organization and the students.
2. Usually the leader of the FLP
Organization does not listen to the
suggestion of his members.
3. The FLP Organization leader blames
poor results on the inability of the
officers to carry out instruction
correctly.
4. The officers of the FLP Organization
were treated as functionaries by their
leader.
5. The chief decision maker of the FLP
Organization is the Leader.
6. In most occasions, the leader of the
FLP is inactive.
7. In complex situation, the FLP
Officers let each other work on their
own.
8. The FLP officers decision relies on
the approval of their leaders.
9. The FLP organization rarely
organizes program and activities.
10. The FLP Officers lacks unity and
cooperation.
11. All the FLP Officers are friendly and
cooperative.
12. The leader of the FLP Organization
has a sense of humour to keep things
in a positive light.
13. The FLP Officers displays true team
spirit.
14. The FLP officers share their success
and failures on their work.
15. In most situations the officers ideas
and suggestion were accepted and
considered by the leader.
Sometimes Never
66

16. The leader of the FLP Organization is

practical in his decisions.
17. The FLP Organizations activities
were Universitys culture and
tradition inspired.
18. During activities and programs, the
FLP Officer imposes punishment to
those who are not participating.
19. The FLP leaders appraise the officers
in their good performance.
20. The FLP organization was given
incentives for their job well done.
21. Organizational transactions like
signing of clearances, letters and
other documents are done anywhere
for convenience.
22. The FLP Officers are flexible enough
to adopt with the environment and
use creative and available resources.
23. They organize activities and
programs with a purpose and vision.
24. The FLP Officers take risk for the
success of their activities and
programs.
25. The FLP Organization introduces
new things and engages in other
groups that would be beneficial to the
Cenphillians.
LEADERSHIP STYLES OF SSG AND FLP OFFICERS: AN ASSESSMENT
SURVEY QUESTIONNAIRE
Name (Optional):
Direction: Below are the different Leadership Styles displayed by the two organizations.
Please signify your answer by putting a check on the corresponding box.
Always
1. The leader of the SSG Organization
set boundaries between the
Sometimes
Never
67

organization and the students.

2. Usually the leader of the SSG
Organization does not listen to the
suggestion of his members.
3. The SSG Organization leader blames
poor results on the inability of the
officers to carry out instruction
correctly.
4. The officers of the SSG Organization
were treated as functionaries by their
leader.
5. The chief decision maker of the SSG
Organization is the Leader.
6. In most occasions, the leader of the
SSG is inactive.
7. In complex situation, the SSG
Officers let each other work on their
own.
8. The SSG officers decision relies on
the approval of their leaders.
9. The FLP organization rarely
organizes program and activities.
10. The SSG Officers lacks unity and
cooperation.
11. All the SSG Officers are friendly and
cooperative.
has a sense of humour to keep things
in a positive light.
13. The SSG Officers display a true team
spirit.
14. The FLP officers share their success
and failures on their work.
15. In most situations the officers ideas
and suggestion were accepted and
considered by the leader.
is practical in his decisions.
68

17. The SSG Organizations activities

were Universitys culture and
tradition inspired.
18. During activities and programs, the
SSG Officer imposes punishment to
those who are not participating.
19. The SSG leaders appraise the officers
in their good performance.
20. The SSG organization was given
incentives for their job well done.
21. Organizational transactions like
signing of clearances, letters and
other documents are done anywhere
for conveniences.
22. The SSG Officers are flexible enough
to adopt with the environment and
use creative and available resources.
23. They organize activities and
programs with a purpose and vision.
24. The SSG Officers take risk for the
success of their activities and
programs.
25. The SSG Organization introduces
new things and engages in other
groups that would be beneficial to the
Cenphillians.
APPENDIX B. TABLES
Table 1. The Mean Distribution of the Leadership Styles of the Future Leaders of
the Philippines
Descriptive Statistics
69

Minimum
Std.
Deviation
Maximum Mean
AUTOCRATIC
443
.00
3.00
1.98
.45
LAISSEZ-FAIRE
443
.00
3.00
2.25
2.25
.46
PARTICIPATIVE
TRANSACTIONAL
TRANSFORMATIONA
L
443
443
.00
.00
3.00
3.00
2.21
2.17
.48
.51
443
.00
3.00
2.24
.51
Valid N (listwise)
443
Table 2. The Mean Distribution of the Leadership Styles of the Supreme Student
Government
Descriptive Statistics
N
AUTOCRATIC
Minimum Maximum Mean

443
.00
3.00
2.01
LAISSEZ-FAIRE
443
.00
3.00
PARTICIPATIVE
443
.00
TRANSACTIONAL
443
TRANSFORMATIONAL
443
Std.
Deviation
.40
.42
3.00
2.23
2.15
.00
3.00
2.11
.50
.00
3.00
2.18
.51
.49
Valid N (listwise)
443
Table 3. The Significant Difference on the Leadership Styles of the Supreme
Student Government and Future Leaders of the Philippines
Paired Samples Test

Z
Paired Differences
95% Confidence
df
Sig.
(2tailed)
70

Interval of the
Difference
Pair
1
Pair
2
Pair
3
Pair
4
Pair
5
FLP1 SSG1
STYLE2 SSG2
STYLE3 SSG3
STYLE4 SSG4
STYLE5 SSG5
Mean
-.0298
0
Std.
Deviation
Std.
Error
Mean
.60676
.02883
.01896
.61150
.02905
.05147
.68933
.03275
.05327
.70759
.03362
.05418
.71806
.03412
Lower Upper
-.0864
.02686
5
-.0381
.07606
4
-.0129
.11583
0
-.0128
.11935
0
-.0128
.12123
7
1.034
442
.302
.653
442
.514
1.571
442
.117
1.585
442
.114
1.588
442
.113
Table 5. Reliability Test of the Instrument

Reliability Statistics
Cronbach's Alpha
N of Items
.913
25
APPENDIX C. CONSTITUSTION AND BY-LAWS

CONSTITUTION AND BY-LAWS OF SUPREME STUDENT GOVERNMENT
PREAMBLE
71

We, the students of Central Philippines State University with the help of Almighty
God, 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 Revised Standard Constitution and By- Laws of the Supreme Student Government
that shall advance, implement, and maintain our goals and aspiration embody the ideas of
principle of freedom, equality, justice and democracy and promote the welfare of all
students
and
the
academic
standard
of
our
Alma
Mater.
Article I. General Provision

Sec. 1
This Constitution and By- Laws shall be known as the Constitution and
By- Laws of the Supreme Student Government of Central Philippines State University
Sec. 2
For purposes of this Constitution and By-Laws, SSG refers to the
Supreme Student Government of Central Philippines State University.

Article II:
Sec. 1
Name and Domicile

The name of the organization shall be known as the Supreme student
Government.
Sec. 2
The office of the SSG shall be located inside the premises of the school.
Article III:
Declaration
Sec. 1
The SSG of Central Philippines State University shall promote mutual
of
Principles
and
Objectives
understanding thru social, civic, intellectual, recreational and scientific programs and
activities.
Sec. 2
The SSG shall have the following duties:
72

a. Develop love of God and country , moral character, perdonal discipline, leadership
b.
c.
d.
e.
and efficiency among its members;

Train members for effective and efficient leadership;
Help the student develop self-confidence.
Promote unity among leaders and the student;
Maintain school aspiration to promote quality education and maintain academic
excellence;
f. Serve and protect students right and welfare; and
g. Represent the studentry in the policy making body of the school concerning
students welfare.
Article IV: Membership
Sec.1 All bonafide students are the members of the studentry to whom the SSG shall
accountable at all times.
Article V. Rights of Students

Sec. 1.
Every student has the right to enjoy responsible freedom opf speech and
expression.
Sec. 2
Every student has the right to avail of all the services offered by the SSG.
Sec. 3
Every student has the right to conduct and participate in all School
Activities.
73

Sec. 4
Every student has the right to information on all the issues and matters
concerning them.
Sec. 5
Every student has the right to vote, be nominated and be elected into the
office.
Sec. 6
Every student has the right to be represented in the different meetings and
assembles of the school on issues affecting the welfare of the studentry.

Sec. 7
Every student has the right to due process.
Article VI. Duties and Obligations of Students

Sec. 1
The Supreme Student Government shall be the highest governing body of
the entire studentry.

Sec. 2
The SSG shall have the following functions and responsibilities:
a. Formulate and recommend programs that will address relevant issues/concerns of

the studentry;
b. Plan and implement policies and programs designed to protect and to promote
students rights and welfare;
c. Monitor and evaluate the students activities in the school and in the community;
d. Create committees necessary to address the needs of the students;
e. Make recommendations to school authorities regarding students matter, affairs
and activities;
f. Serve as the representative of the studentry in voicing their opinions, suggestions
and grievances;
g. Participate in the crfting/formulation of School Improvement Plans (SIPs);
74

h. Act as coordinator council of all campus co-curricular organizations;

i. Have such powers and duties as the school authorities and the studentry may,
from time to time, grant or delegate, consistent with stated principles, objectives
and school policies;
j. Spearhead all mandated thrust, programs and activities of the SSG, such as but
not limited to anti-drug abuse, anti-smoking, brigade eskwela. Tutorial Services
for challenged learners and Environmental Program;
k. Monitor and supervise the elections of other recognized campus co-curricular
organizations;
l. Monitor and coordinate elections of other recognized campus co-curricular
organizations;
m. Recommend to the School Head the granting, renewal of accreditation of campus
students organizations;
n. Turn-over financial assets, documents, properties and other responsibilities to the
incoming Student Government Officers, and;
o. Submit financial an accomplishment reports to the school authorities on a
monthly basis. Terminal reports must be submitted to the school authorities and
the incoming SSG officers during the turn-over off responsibilities.
Article VIII. Composition, Election, Qualification and Term of Office of the SSG
Sec. 1 The officers of the SSG are duly elected President, Vice president, Secretary,
Treasurer, Auditor, Public Information, Officer, Peace Officers, Year Level
Chairperson, if applicable and the Year Level Representatives.
Sec. 2 The Year Level Representative/s shall be elected depending on the number of
enrollees in the a school pursuant to DECS Order No. 37, s. 2001.
75

Sec. 3. The Year Level Representatives who shall get the higher number of votes
among the elected Year Level Representatives in their respective year level shall
serve as the Year Level Chairperson of the year level concerned.
Sec. 4 All SSG elections shall be conducted school-wide every third and/or fourth
week of February annually.
Sec. 5 Elections for the First Year Level of Representatives/s shall be conducted every
1st week of July annually.
Sec. 6 The campaign period shall not more than five (5) school days prior to the SSG
election, unless otherwise stipulate in an appropriate DepEd issuance.
Sec. 7 Candidates for all SSG elective positions shall;
a. Be bonafide students;
b. Be of good academic standing with the general average of 85 and above without
any failing grade during the 1st to 3rd grading period of the current school year
c. Be of good moral character ;
d. Have not been subjected to any disciplinary sanctions; and
e. Have paid the SSG Development Fee and other related SSG contributions since
his/her admission to school.
Sec. 8
Once elected all SSG Officers, except the year level Chairpersons and
Representatives shall be considered resigned and ineligible from all major elective or
appointive positions in other clubs and organizations. Major elective or appointive
positions shall refer to the position of President, Vice President, Secretary, Treasurer,
76

Auditor, Public Information Officer, Peace Officer or equivalent positions, including

Editor-in-chief, Managing Editor and Associate Editor of the school Paper or
Publication.
Sec. 9
No residency shall be required of the candidates for all SSG elective
positions.
Sec. 10
The officers of the SSG shall hold office for one academic year.
Article IX: Duties and Functions of SSG Officers

Sec. 1 The President shall be the chief executive officer of the SSG. She/he shall
have the following:
a. Preside over all meeting and / or may designate another officer to preside for a
specific meeting:
b. Enforce this constitution, by laws and other regulations that maybe promulgated;
c. Sign all official minutes, resolutions, correspondences, and other official papers of
the SSG;
d. Represent the SSG or delegate his/her representative for any external or internal
affairs/functions.
e. Head the coordinating Council of Campus Co-curricular Organizations;
f. Implement SSG programs and projects;
g. Create Ad hoc Committees, as the need arises, the chairperson or which shall be
appointed by the SSG president; and,
h. Perform such functions and incidental to his/her office.
Sec. 2
The
Vice
President
shall
have
the
following
duties:
a. Assist the President in all matters where his/her assistance is necessary;
77

b. Assume the office of the President should the position become a vacant;
c. Supervise members in planning and arranging meetings or programs of activities;
d. Head the Internal Affairs Committee and conceptualize programs and projects and
plan activities with the Year Level Representatives; and
f. Perform such other duties assigned by the SSG.
Sec. 3 The Secretary shall have the following duties:
a. Keep accurate records of the minutes and documents proceedings of every
meetings;
b. Keep a file of all pertinent documents and papers of the SSG and make them
accessible to the studentry;
c. Call and prepare all notices of SSG meetings;
d. Head the Supreme Student Government; Secretariat; and,
e. Perform such other duties assigned by the SSG.
Sec.4 The Treasurer shall have the following duties;
a.
b.
c.
d.
e.
f.
g.
Keep all financial records of the SSG;

Serve as the disbursing officer of all the SSGs funds;
Prepare the annual budgets of the SSG;
Prepare financial reports every month , after an activity, and at the end of term;
Formulate pertinent financial guidelines for the organization;
Head the Finance Committee; and,
Perform such other duties assigned by the SSG.
Sec. 5 The Auditor shall have the following duties:

a. Certify the legitimacy and correctness of the disbursement of funds;
b. Audit all expenditures of the SSG funds;
c. Assists the Treasurer in formulating guidelines and reports;
78

d. Keep ad update inventory of all the SSGs property;

e. Act as the assistant head of the finance committee, and ;
f. Perform such other duties assigned by the SSG.
Sec. 6 The Public Information Officer shall have the following duties:
a.
b.
c.
d.
e.
Popularize the thrusts and objectives of the SSG;

Build and maintain a credible image of the SSG;
Take charge in the promotion of SSG projects and activities;
Head the publicity committee, and;
Perform such other duties assigned by the SSG.
Sec. 7 The Peace Officer shall have the following duties;

a.
b.
c.
d.
Help the presiding officer to maintain peace and order during meetings;
Act as Disciplinary Officer, if needed;
Maintain peace and order within the premises of the school;
Act as chief peace officer and over all Sgt. At Arms of subordinate organizations
and classes.
e. Chair the students welfare committee and appoint its member, and;
f. Perform such activities assigned by the SSG.
Sec. 9 The Year Level Representative/s shall have the following duties:
a. Represent his/her year level in all of the meeting of the SSG;
b. Serve as the grievances desk for their respective year level;
c. Conceptualize and implement programs and projects, and recommend policies for
their respective year level;
d. Assist the effective implementation of the SSGs Programs and Projects;
e. Perform such other duties assigned by the SSG.
Article X: Permanent Committees in the Supreme Student Government
Sec. 1
There shall be seven (7) permanent committees in the SSG, namely, the
79

Executive Committee, Internal Affairs Committee, Secretariat, Finance Committee,

Publicity Committee, Students Welfare Committee and the Special Projects
Committee, members of each committee in the SSG shall be appointed by the
president from among the officers of the homeroom organizations upon the
recommendation of the chairperson of the committee.
Sec. 2
The executive committee shall be needed by the President and shall act as
the administrative arm of the SSG.

Sec. 3
The Internal Affairs committee shall Vice President and shall take charge of
all the matters regarding the members of the SSG and their functions.
Sec. 4
The Secretariat shall be headed by the Secretary and shall be the official SSG
work group.
Sec. 5
The Finance committee shall be headed by the Public Information Officer
and shall be the responsible for disseminating information on matters concerning the
SSG.
Sec. 6
The Students Welfare Committee shall be headed by the Peace Officer and
shall look after the rights of the students and act upon their complaints.
Sec. 7
The Special Projects Committee shall be headed by a person appointed by
the SSG president and shall implement Programs and Projects of anti-drug abuse,
anti-smoking, Brigada Eskwela, Reading and Tutorial Services for challenged
Learners,
and
Environment.
80

Sec. 8
Other committees, permanent or ad hoc in nature may be created by the SSG
as the need arises.

Article XI: Homeroom Class Organizations
Sec. 1
There shall be a homeroom class organization in every section composed of
officers parallel to the organization structure of the SSG.

Sec. 2
The Homeroom class organization shall be responsible in implementing
programs and projects of each class.

Sec. 3
The homeroom class organization shall assist the SSG in implementing its
programs and projects.

Sec. 4
The homeroom class organization shall be guided by the designated class
adviser must be a part of the teaching staff of the school.

Article XII. Coordinating Council of Campus Co-Curricular Organizations
Sec. 1 The Coordinating Council shall be headed by the President of the Supreme
Student Government as the chairperson.
Sec.2 The coordinating council shall be composed of the different Presidents of all
recognized legitimate campus co-curricular organizations.
Sec. 3 The coordinating council shall have the following functions:
81

a. Coordinate school wide activities, which need the participation and involvement
of the whole studentry;
b.
Provide a consultative mechanics and support for the implementation of the various
programs and projects of all co-curricular affairs organizations;

c. Plan programs and synchronized student activities in the campus;
d.
Serve as a venue to present accomplishment reports, financial reports and such other
reports of the SSG and other organizations as are necessary or required and;
e.
Set 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.
Sec. 4
The coordinating shall meet once every quarter or upon notice of the request of
any of its members as often as the council may deem necessary.

Sec. 5
The school head shall serve as the Adviser of the coordinating Council, such as,
all resolutions and agreements arrived at by the coordinating council shall be noted by the
School Principal.
Article XIII
Sec. 1
Supreme Student Government Adviser
The SSG adviser shall be designated by the School Head among the three (3)
teacher nominees officers through a resolution.

Sec. 2 The SSG Adviser shall have the following qualifications:
82

a.
Preferably social studies teacher department head or any competent, able and willing
teacher, and;
b With good character and reputation in the school and community.
Sec. 3
The SSG Adviser shall monitor all programs, projects activities and meetings of
the SSG at all times.

Sec. 4
The Advisorship in the SSG shall be equivalent to one teaching load (DepEd
Order
No.
Article XIV
Sec. 1
43.
s.
2002).
Commission on Elections
The commission on elections, wherein referred to as the SSG
COMELEC, shall be established within 45 days before the day of election.

Sec. 2
The SSG COMELEC shall be the only agency that will manage the election
process including the campaign.

Sec. 3
The SSG COMELEC shall be composed of 11 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.
Sec. 4
The Composition of the members shall be 3 from the first year level (incoming
second year), four from the Second Year Level (incoming 3rdyear) and four from third
year (incoming 4th year)
83

Sec. 5
The Composition of the members of the SSG COMELEC shall be appointed by
the adviser of the SSG.

Sec. 6 The SSG COMELEC shall have the following duties and responsibilities:
a. Conduct fair, honest and systematic elections;
b. Formulate an election code or modify an existing election code if necessary subject to
the approval of the school head;
c. Validate the electoral proceedings and results.
d. Accept or revoke candidacy;
e. Proclaim the new set of officers;
f. Keep all pertinent election papers/documents;
g. Decide on protest relative to the conduct and results of the elections;
h. Prepare and distribute the necessary election paraphernalia, certificate of candidacy
forms and other election related materials before, during, and after the election: and;
i. Disqualify candidates who have violated any of the guidelines, which have been
promulgated.
Article XV
Sec. 1
The General Assembly
The General Assembly of the SSG shall be composed of all elected Homeroom
Class Organization Presidents of the school.
84

Sec. 2
The General Assembly shall be a forum for information and consultations, which
decisions shall be significantly considered.

Sec.3
The general Assembly shall convened by the President once every two months
starting in the month of July and as the need arises.

Article XVI
Membership to the Division, Regional and National Federation of
Supreme Student Government

Sec. 1
As a duly constituted SSG, and having adopted the standard Constitutions and
By-Laws, this SSG shall be, and shall remain to be, an automatic member of the
Division, Regional and National Federation of Supreme Student Governments.
Sec.2
As such this SSG shall abide by the rules and regulations issued by the proper
federation consisted with the policies and guidelines of the department of education.
Article XVII
Sec. 1
Meetings and Quorums
The SSG shall conduct regular meeting every first and third week of the month
or as agreed upon by the officers.

Sec. 2
Special meetings of the SSG may be called upon by the President or by majority
of the SSG officers.

Sec. 3
Majority of the officers of the SSG (50% + 1) shall constitute a quorum.
Sec. 4
Each officer of the SSG is entitled to only one vote.
85

Sec. 5
XVIII
Sec. 1
No proxy shall be allowed when voting. Article
Finance
The SSGs funds shall be classified into Trust Funds and Special Funds. Trust
Funds shall consist of the SSG developmental Fee, the amount of which shall be
regulated by the SSG in consultation and with the approval of the School Head but in no
case shall it exceed the limit set by the Department of education in an appropriate official
issuance. The special funds are funds that come from donations, sponsorship, fundraising projects or any amount derived from legitimate sources.
Sec. 2 All recipient of moneys from all sources shall be evidenced by
acknowledgement receipts.
Sec. 3
A monthly report on the receipts and/or collections made duly signed by the
treasurer and the president and noted by the SSG adviser shall be posted on the SSG
bulletin board and submitted to the school head.
Sec. 4
The SSG shall deposit all funds received and collected immediately to a
reputable bank under the account of the SSG President and Treasurer,
86

Sec. 5
The Organization 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 SSG.
Sec. 6 The SSG may undertake fund-raising activities to subsidize its projects or
activities.
Sec. 7
The SSG shall enjoy the freedom to determine its priorities in the disbursement
of its funds, provided that it shall be actually, directly, and exclusively used to support
and/or finance the SSG programs, projects and activities.
Sec. 8
All disbursements and bank withdrawals shall be made in accordance with the
programs, projects and activities of the SSG as embodied in the yearly action plan duly
approved by the school head.
Sec. 9
The SSG President and the treasurer shall be the signatory of all disbursement
funds and bank withdrawals in the SSG. All funds disbursement and bank withdrawals
must be accompanied with an SSG resolution duly noted by the SSG Adviser and all
expenses. Supported by the official receipts, The School Head shall be provided a copy of
all resolutions relative to the disbursement made.
Sec. 10
The SSG, through the Treasurer and the Auditor, shall promulgate financial
guidelines for proper financial management.
87

Sec. 11 At the end of every activity, the SSG shall liquidate expenses before another
disbursement or bank withdrawal shall be authorized. Funds of the SSG shall be audited
at the end of the term of the SSG and at the end of every activity.
Sec. 12
Financial Statements shall be posted in the SSG Bulletin Board every month,
printed in every issue of the school paper, and furnished the School Head.
Article XIX
Sec. 1
Impeachment, Resignation and Vacancies
The officers of the SSG may be impeached on the following grounds:
a. Culpable violations of the Constitution and By-laws;

b. Gross misconduct, violence to person in authority, negligence, and disloyalty to the
cause of SSG and the School;
c. Non-attendance in the both regular and special meetings for 3 times without valid
cause; and
d. Abuse or misuse of power and authority.
Sec. 2
Two-thirds vote of the General Assembly shall be final. However, the officer
charged shall be informed 20 days prior to his/her impeachment case proceedings, of the
charge/charges against the accused the opportunity to be heard with or without a counsel
in his/her defense.
Sec. 4
Resignation of an elected officer shall be in writing and shall take effect 5 days
after the approval of the majority of the SSG officers.
88

Sec. 5
Resignation of an appointed officer shall be in writing and shall take effect
immediately after the approval of the appointing committee.

Sec. 6
Any vacancy in any of the positions for the reason of death, resignation,
impeachment, shall be filled, subject to the recommendation of the SSG.

Sec. 7
Any vacancy in the SSG, except the position of the President, shall be filled
within ten school days from the day the position is rendered or considered vacant, by
appointment of the President from among the qualified members of the SSG.
Immediately upon appointment, the appointee shall serve the remaining period.
Sec. 8
The SSG COMELEC shall certify as the vacancy occurring in the SSG and the
SSG adviser shall certify the fact of appointment of the vacant position.
Article XX
Sec. 1
Amendments
The Constitution and By- Laws may be amended or modified in full or part once
every 3 years from its official issuance through a DepEd order or memorandum.
Sec. 2
The school SSG, Division and/or Regional Federations of student
Government may propose amendments. Such proposal shall be carried through a

resolution duly signed and concurred in by a majority vote of the School SSG officers,
the Division or Regional Federations officers concerned voting separately.
Sec. 3
Proposed amendments shall be transmitted to the DepEd CSCA at least one
month before the holding of the NLTSGO or any National conference/events organized
89

for the purpose, where the same shall be submitted for consultation, discuss and
deliberation.
Sec. 4
Amendments to this Constitution and By-Laws shall take effect immediately
upon approval of the Secretary of the Department of Education.

CONSTITUTION AND BY-LAWS OF THE FUTURE LEADERS OF THE
PHILIPPINE (FLP) ORGANIZATION
Preamble of the Constitution
We the Future Leaders of the Philippines Inc. enrolled in tertiary institutions with
strong vocational offerings believing in the need of better organized Future Leaders of the
Philippines 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 Republic, do hereby
promulgate this Constitution and By-Laws.
ARTICLE I. Name and Purpose
SECTION A- This organization shall be called the Future Leaders of the Philippines Inc.
CPSU Chapter under the Commission on Higher Education (CHED) Region VI.
SECTION B- The purpose of which this organization is formed shall be:
90

a. To develop moral character, personal discipline, love of country, scientific,

technological and vocational efficiency and to teach the duties and worthy
citizens.
b. To train all members for positive leadership in vocational endeavor;
c. To encourage and nurture love for instruction , research work, extension services
and production program;
d. To develop self-reliance among the members by encouraging Income Generating
Projects (IGPs), wise use of credit, giving scholarship, awards and distinctions in
the line with their respective vocational training;
e. To familiarize all members on proper parliamentary procedure in conducting
meetings;
f. To implement and maintain the moral regeneration of the youth through practice
of responsive leadership;
g. To help improve the quality 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. To conduct leadership training, seminars, conferences and conventions.
ARTICLE II. Organization
91

SECTION A- The local chapter shall be composed of students enrolled at tertiary

institutions with strong vocational offerings. The local chapter will adopt their own
Constitution and By-Laws, elect their own officers from among themselves and prepare
the program of work consistent with this Constitution and By-Laws avowed.
ARTICLE III. Emblem
SECTION A- The emblem of the Future Leaders of the Philippines Inc. (FLP)
organization is made up of gold square which represents the four aims of education
namely: Instruction, Research, Extension and Production, 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 six leaves
represents the six provinces of Region VI. The color of the banner is color blue bordered
with white tassels, the emblem is colored by the circled lettered WESTERN VISAYAS
R-6. The square is colored gold with words in each side: Instruction, Research,
Extension and Production. The background of the square is white. All letters are colored
maroon.
ARTICLE IV. Membership
SECTION A- Membership in the Future Leadership of the Philippines Inc. shall be
active, associate and honorary.
92

SECTION B- Active members shall mean all students enrolled in tertiary institution after
paying the annual fee Php. 100.00. Active members shall then be provided with
membership certificates and identification card.
SECTION C- Associate members shall mean those who have graduated from tertiary
institutions and shall signify it in writing if they so desire.
SECTION D- Honorary members shall refer to school officials, instructors, and
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 majority vote of the
members present in the local conference.
ARTICLE V. Rights and Privileges
SECTION A- The members shall have the following rights and privileges:
1. Right to vote and to hold office
2. Free access to the records of the local chapter and have the right to question them
3. Right to know the status of the organization
4. Right to ask question to officers, advisers, and the school officials regarding the
activities of the local organization.
SECTION B- Associate the honorary members shall have the same rights and privileges
as active members except to vote and to hold office.
93

ARTICLE VI. Officers and Qualifications

SECTION A- The officers shall be president, vice-president, secretary, treasurer, auditor,
press relation officer, business manager, sentinel, muse, adviser.
SECTION B- Candidate for officers shall come from different chapters that compose the
Organization.
SECTION C- The elected officers will be qualified for election to any regional office.
SECTION D- All officers shall serve for a period of one year unless re-elected which
will begin after the induction program and will end after the next school year.
SECTION E- the President, Secretary and adviser of the host campus of the Local
Convention will automatically be in the same position for the Federated Officers of the
Future Leaders of the Philippines.
SECTION F- the Vice-President, Treasurer, Auditor, Business Manager, Muse and
Sentinel are the only position available for the Federated Officers of the Future Leaders
of the Philippines.
ARTICLE VII. Qualification for FLP Chapter and Sub- Chapter Officers
SECTION A- He/ She must be a bonafide member.
SECTION B- He/ She must be registered in the FLP Local Chapter
94

SECTION C- He/ She must an active member from first, second and third curricular
years for the fourth year degree programs and the 1 st, 2nd, 3rd, 4th, 5th year for other related
programs.
SECTION D- He/ She must have at least weighted grade of not less than 2.5
SECTION E- Regional Officer shall be disqualified in holding any position on the local
chapter.
ARTICLE VIII. Election of Officers
SECTION A- The incoming main officers shall be elected by a majority vote before the
end of the school year. And the sub- chapter officers shall be elected during the opening
of school year.
SECTION B- The main chapter adviser shall automatically appoint temporary officer to
fill vacant position during the term of office.
SECTION C- All officers shall serve a period of one year which will begin after the
induction period.
ARTICLE IX. Governing Body and Student Council
SECTION A- The governing body of the local organization shall be composed of the
following:
a. Deans/ Heads/ Administrators
95

b. FLP Chapter and Sub-chapter Adviser

c. Regional Officers from the Chapter
d. Main Chapter Officers (Institutional)
e. Director of Students Affairs
ARTICLE X. Meeting and Convention

SECTION A- Local week Celebration of the FLP shall be held yearly.
SECTION B- All meetings shall be in accordance with the approved parliamentary
procedure. A majority of the members shall constitute the quorum.
SECTION C- All Regional Officers within his/ her term of office is allowed to attend the
National Convention.
SECTION D- The Organization shall shoulder the travelling expenses, registration fees
during the Regional and National Convention chargeable to the standing fund subject to
the availability of funds and the conducting rules and regulations.
ARTICLE XI. Committees
SECTION A- there shall be fourteen standing committees.
SECTION B- These committees shall perform their function for one year and will be
based in the chapter program of work.
96

1. Supervised Income Generating Project

2. Extension Work
3. Instruction
4. Scholarship Program
5. Earnings and Savings
6. Recreation Activities
7. Public Relations
8. Applied Research
9. Leadership Training
10. Election
11. Conduct of Meeting
12. Resolutions
13. Calendar of Activities
14. Amendments of the Constitutions and By-Laws.
ARTICLE XII. Fees
97

SECTION A- A semestral membership fee of the Future Leaders of the Philippines shall
be one hundred pesos (Php 100.00) .All members shall pay the membership fee at the
time of enrolment.
SECTION B- The semestral membership fee of the FLP will be collected by the Cashier
of the College and be deposited as Trust Fund in the name of the Organization.
SECTION C- the funds of the organization shall withdraw through a resolution approved
by the Dean/ Head/ Administrator of the institution.
SECTION D- Each Campus will have 10 % allocation as Federated fund of the Future
Leaders of the Philippines. A 20% part of the contribution will be deducted from the
Future Leaders of the Philippines Campus organization per semester.
ARTICLE XIII. Amendments
SECTION A- Any proposed amendments to the chapter Constitutions and By-Laws shall
be submitted in writing by any member to the Committee on Constitutions and By-Laws.
Amendments shall be made by a majority vote of the members present during the Council
Meeting.
98

CURRICULUM VITAE
PERSONAL INFORMATION
Name:
Nickname:
Address:
Birthday:
Age:
Civil Status:
Religion:
Father:
Mother:
Antolo, Danica Jane Gargarita

dan-dan
Brgy. Camba-og, Hinigaran Negros Occidental
September 17, 1996
19 years old
Single
Roman Catholic
Danilo M. Antolo
Gemema G. Antolo
EDUCATIONAL ATTAINMENT
Tertiary:
Central Philippines State University
Secondary:
Pahilanga National High School
Elementary:
Camba-og Elementary School
Primary:
Camba-og Day Care Center
2015-2016
2011-2012
2007-2008
2001-2002
ACHIEVEMENTS
Consistent First Honor from Grade I-V
Valedictorian of Camba-og Elementary School for S.Y. 2007-2008
First Honorable Mention of Pahilanga National High School for S.Y. 2011-2012
Third Place in Essay Writing Contest in CPSU, Kabankalan Negros Occidental
(University Week 2015)
COMICAL SKIT 2015 Champion (CPSU Intramurals)
ORGANIZATION AFFILIATION
Name Of Organization
Camba-og Youth Organization (CAMYO)
(2015-2016)
Position
Chairman
SSG Central Philippines State University

(2014-2015)
Youth Organization ( Sitio Mongcal, Brgy. Camba-og)
SPG of Camba-og Elementary School
Senator
Vice President
Secretary
99

SEMINARS AND TRAININGS ATTENDED

CPSU Wide Leadership Training Program of
Federated Supreme Student Government
Seminar in Research Writing
November 15-16, 2014

Mt. Ballo Hall, CPSU
Kabankalan City, Neg. Occ.
(Nov. 6, 2015)
CPSU- Hinigaran
Canonoy Beach Resort
100

CURRICULUM VITAE
Name:
Nickname:
Address:
Birthday:
Age:
Civil Status:
Religion:
Father:
Mother:
Edianel, Michille Sitchon

nhakie
Caingin, Brgy. 3, Pontevedra Negros Occidental
March 8, 1994
21 years old
Single
Baptist
Leo Edianel
Melanie S. Edianel
Tertiary:
Secondary:
Pontevedra National High School
Elementary:
Pontevedra South Elementary School
Primary:
Gethsemane Learning Center
2015-2016
2011-2012
2007-2008
ACHIEVEMENTS
COMICAL SKIT 2015 Champion (CPSU INTRAMURALS)
Name of Organization
Position

(Nov. 6, 2015)
CPSU- Hinigaran
101

CURRICULUM VITAE
Name:
Nickname:
Address:
Birthday:
Age:
Civil Status:
Religion:
Father:
Mother:
Faniega, Mailyn Villanueva

mai- mai
Sitio Katilingban, Brgy. Baga-as Hinigaran Negros Occidental
September 5, 1995
20 years old
Single
Roman Catholic
Ismael Faniega
Marjorie Faniega
Tertiary:
2015-2016`
Secondary:
Don Esteban Jalandoni National High School
2011-2012
Elementary:
Don Esteban Jalandoni Memorial Elementary School2007-2008
Primary:
Brgy. Baga-as Day Care Center
2001-2002
ACHIEVEMENTS
7th Honorable Mention of Don Esteban Jalandoni Memorial Elem. S.Y. 2011-2012
8th Honorable Mention of Don Esteban Jalandoni National High School S.Y.2011-2012
Position

Nov. 6, 2015
CPSU- Hinigaran
102

CURRICULUM VITAE
Name:
Nickname:
Address:
Birthday:
Age:
Civil Status:
Religion:
Father:
Mother:
Juliet P. Morancil
julyet
Brgy. Narauis Hinigran Negros Occidental
July 8, 1995
20 years old
Single
Roman Catholic
Quirico Morancil (deceased)
Liberacion Paisan (deceased)
Tertiary:
Secondary:
Hinigaran National High School
Elementary:
Narauis- Paticui Elementary School
Primary:
none
2015-2016
2011-2012
2007-2008
ACHIEVEMENTS
5th Honorable Mention of NAR-PAT S.Y. 2007-2008
AREA VERSE CHOIR 1st Placer, Elementary English Speech Fest (2007-2008)
Youth Catechist ( 2011-2014)
Supreme Student Government HNHS (2012-2013)
Supreme Student Government CPSU (2013-2014)
Federated Supreme Student Government ( 2013-2014)
Supreme Student Government CPSU ( 2014-2015)
Youth Catechist Seminar (2011-2012)
Leadership Training
May K ka ba?
Position
Senator
Senator
Senator
Vice President
St. Mary Magdaleine Church,Hin.

Navaras Hall, Madeleine Academy
August 2014
CPSU Hinigaran
Mt. Ballo Hall, CPSU Kabankalan
103

CPSU Wide Leadership Training Program ofNovember 15-16, 2014

Federated Supreme Student Government
Mt. Ballo Hall, CPSU
Kabankalan City, Neg. Occ.
Nov. 6, 2015
CPSU- Hinigaran

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1

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

Philippines (FLP), as an intra-curricular organization that develops and organizes

CENTRAL PHILIPPINES STATE UNIVERSITY

Specifically, this study sought to answer the following:

transformational leadership. Transactional leadership is based on conventional exchange

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

their predetermined objectives. Therefore, an individual will support an organization if he

CENTRAL PHILIPPINES STATE UNIVERSITY

Schematic Diagram of the Study

diagram illustrates the relationship

independent variable (Leadership

Styles) and the

dependent variable (Assessment).

CENTRAL PHILIPPINES STATE UNIVERSITY

Significance of the Study

CENTRAL PHILIPPINES STATE UNIVERSITY

Scope and Limitation of the Study

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CENTRAL PHILIPPINES STATE UNIVERSITY

Transactional. This term is defined as something that is transacted, especially a

CENTRAL PHILIPPINES STATE UNIVERSITY

REVIEW OF RELATED LITERATURE

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

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management where both attempt to influence employees to improve performance toward

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

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instance, putting the best people for the job.

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

Autocratic and Democratic Leadership Theories

CENTRAL PHILIPPINES STATE UNIVERSITY

Democratic leadership is desirable in situations where the workforce

CENTRAL PHILIPPINES STATE UNIVERSITY

Number of Leadership theories evolved on the basis of Trait, Behavioral,

CENTRAL PHILIPPINES STATE UNIVERSITY

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responsibility (and) avoids making decisions (p. 22).

CENTRAL PHILIPPINES STATE UNIVERSITY

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CENTRAL PHILIPPINES STATE UNIVERSITY

psychologist Kurt Lewin who designated three styles of leadership; an authoritarian or

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

understanding is explained by Michael Fullan who explains the outcome of Golemans

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CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

CENTRAL PHILIPPINES STATE UNIVERSITY

Democratic Leadership Style