CHAPTER 1

Leadership skills are the strengths and abilities of individuals demonstrate that help the oversee

processes, guide initiatives and steer their follower toward the achievement of goals. Valuable

leadership skills include the ability to delegate, inspire and communicate effectively.

No one is born with all the essential leadership qualities. Becoming a good leader requires

important leadership skills. Learning and developing good leadership skills as a leader will

serve the students well when they leave a learning environment and step into the business

world. Whether you’ve been a student leader for some time, challenge yourself to learn

important skills that will make you a better leader.

One of the hardest skills to learn as a leader is to work hard on yourself. It’s impossible to lead

someone else if you don’t lead yourself in the right direction. You need to work on yourself by

becoming a good example to others. Working on yourself involves building self discipline and

character. It involves learning to build your own organization skills so you will become an

effective leader.

An effective leader also needs to have effective communication skills that allow a leader to

communicate with others. He or she must know how to use SMART goals in planning. SMART

stands for SPECIFIC, MEASURABLE, ATTAINABLE, REALISTIC, and TIME BOUND.

Mistakes and failures are bound to happen, even to the best leaders. However, leader must learn

how to overcome those conflicts.

Lastly, process facilitation is another essential skill a leader must have. It involves focusing

and finding the roots cause of a problem efficiently and quickly to ensure the issue was resolved

effectively.
Background of The Study

Leadership within organizations is only attainable through the combination and the use of

power and authority. As discussed by John Kotter(1985, p.86) "power is the ability to influence

others to get things done, while the authority is the formal rights that come to a person who

occupies a particular position, since power does not necessarily accompany a particular

position."Problems always arise when power is imposed without the backing of authority

which almost invariably is opposed. While too often we can find powerful people who do not

hold genuine position of authority, we frequently find people who are in a position of authority,

but are powerless to influence the behavior of others. Leadership can be learned, and power

can be develop, but in order to be an effective leader, one must be able to distinguish from the

various form of power and select the one most in line with his or her leadership style, character

traits and working environment.

Hay and Demp (2004), who stated that leadership is a multifaceted construct involving a range

of interrelated skills, identified 12 students leadership skills: project planning, reflection,

problem solving, team building, decision making, goal setting, time management, project

management resource allocation, effective communication networking, conflict resolution,

diversity awareness, and self-confidence.

Students’ leadership activities are widely considered to confer positive benefits on participants.

Student leadership researchers identify a range of skills that student leaders may acquire

through leadership roles including "public speaking, decision -making, organisation,

management, interpersonal communication, collaboration and conflict resolution

strategies"(Hine, 2012, p.223). These traits are echoed in qualitative studies. (Thompson, 2012;

Dempster, Stevens and Keefe, 2011).However, there is a little evidence of robust empirical

testing in the student leadership in literature.

Statement of the Problem

This study primarily aims to ascertain the level of Leadership Skills of Possess by the Grade

12 Classroom Presidents of Tanauan National High School (TNHS). The study seeks to

administer a survey questionnaire.

Especially sought to answer the following questions.

1 .What is the Demographic Profile of the respondents?

1.1 Name

1.2 Age

1.3 Sex

1.4 Grade and Section

2. What is the Level of Leadership Skills of G12 Classroom Presidents of Tanauan National

High School?

3. What are the different Leadership Skills Possessed by the G12 Class President of TNHS?

4. What is the percentage of every Leadership Skills Possess by the G12 Class President of

TNHS?

Scope the Delimitation

The main purpose of the study is to determine the Level of Leadership Skills Possess by the

Grade 12 Class President of TNHS.The research will be conducted in TNHS that will be
finished at the entire 2nd semester .The respondent of this study are the Grade-12 students.This

will carry on through the use of survey questionnaires in order for the researcher to know the

leadership skills of Grade-12 class presidents.

Significance Of The Study

The outcome of the study are beneficial to the following:

Students – the students will be able to know the leadership skills of the class president and

they will be able to use their knowledge for the future.

Teachers – will be able to mold the students in becoming a good leader.

Administration – will be aware on what type of leadership style that he or she will be use.

Future researcher – can make this guide for their research.

Definition of Terms

Leadership – is the art of motivating a group of people to act towards achieving a common

goal.

Possess – to have or own.

Level –a point on scale.

Percentage- number or rate that is express as a certain number.

Scale – the ability to carry out a task.

SMART Goal – is an acronym stands for Specific, Measurable, Attainable, Realistic and

Time- bound giving criteria to guide in the setting of objective.

Facilitation - the act of facilitating of something.

Self -Discipline – the ability to make yourself do things that should be done.

Organizational skills – ability to stay focused on different task.

Communication Skills – ability you use when giving and receiving types of information.

Conceptual Framework

DEMOGRAPHIC LEVEL OF
PROFILE LEADERSHIP
SKILLS POSSESS BY
NAME:
SURVEY THE GRADE 12
AGE: QUESTIONNAIRE CLASS PRESIDENT
OF TANAUAN
SEX: NATIONAL HIGH
SCHOOL
GRADE &
SECTION:

CHAPTER II

REVIEW OF RELATED LITERATURE

This review presents an overview of the existing evidence on the topic of student leadership in

educational setting. This review focuses on the effectiveness of leadership style of the student.

Leaders are just like ordinary people who live with passion and dignity that inspire others. They

are just also like us who have struggles in life and a person facing different challenges with no

fear but confidence. Did you wonder that we can be a leader also? Yes, we can if we are able

to know ourselves and if we are ready to cope or to face the challenges or struggles that we

may encounter because sometimes we are just afraid to face the challenges that may enter into

our lives but what if it will be the reason for you to be a leader or it may help you to know

yourself more. Being a leader is not simple, yes we are able to be a leader but what leader will

it be? Will you be able to be a good leader or not? This will be the answer for that question.

You will just be a good leader if you have this: You are able to face the different challenges

in life, you are not after the popularity but you are after the good sake of others. You are able

to manage time and other things that need to be managed and you must have a good

communication with others but the most important is the respect because if you respect yourself

you will be able to respect others and if you respect other, they will respect you as you do.

There are some instance that leaders are doing their job as a leader, but there are some people

who are not satisfied with their style of leading the group, community and other. But as a leader,

you must accept the feedback wholeheartedly even though it is good or not because as a leader,

you must accept the reality.

The concept of student leadership is often used interchangeably with the terms student agency,

student voice and student participation. Researchers tend to identify a spectrum of activities

and practices that constitute student voice and leadership. For example, Holds worth has

proposed an spectrum of student voice, participation and leadership that ranges from young

people "speaking out “to "sharing decision making and implementation of action."Fielding has
constructed a typology that ranges from young people serving simply as a source of data for

school and system processes to acting as active researchers who drive change within their

schools, while Mitras pyramid of student voice ranges from merely "being heard" to "building

capacity for leadership.”

The necessity of participation and freedom of expression is explicitly stated in the United

National Convention on the Rights of the Child which calls for signatories to "assure to the

child who is capable of forming his or her own views the right to express those views freely in

all matters affecting the child. Student leadership practices emerge from these rights- based

concept, reflecting the potential and importance of young people's capacity to play the role on

making decisions that affect them. As noted in ARACAY The Nest Action Agenda "evidence

suggest young people's participation may... have a range of important benefits for the

individual, for the organization and for the broader community"(ARACAY, 2014).Specially

within the educational context, participation and decision making practices can afford students

with the skills necessary for active participation as engaged citizen.

The past two decades have seen a global shift within educational policy toward incorporation

of student’s leadership. Nationally and internationally, policy has increasingly expressed the

intent to encourage students to take greater ownership of their learning to play a greater role

within the decision making and change processes of their schools and ultimately, to have an

active role in the democratic processes and structure of civic society. This reflects the long

standing recognition that schools are ideal institution for transmitting social norms such as civic

leadership and participation and for developing the skills and knowledge required to meet this

norms. It also follows longstanding policy tradition that frames schools as institutions that serve

a set of agreed public purposes including the development of young people's ability to

participate as citizen and as leaders in their schools and communities.

In practice, student leadership can take a number of forms; from classroom-based practice

through to engaging students as co researcher or leadership of community level activism. The

Building Capacity for Leadership, Collaborating with adults and Being Heard.

There are opportunities for student’s leadership:

In the classrom.The teacher must encourage students to develop and share their opinion or idea

about the current issues an engage in debate, discussions and other activities. Engage students

in conversation and decisions about class rules and behavioral boundaries and expectations.

In the school. Engage students in the governance and decision making bodies of the school.

Engage students as school representative. Engage students in peer support, mentoring or

coaching programs. Invite and enable students to develop and implement projects to change

and improve the school operation, culture or climate and practices.

In the community. Invite students to have their opinion or suggestions on having an activity in

your community. Like having a youth camp. We have an evidence of impact on skill

development and it says that students’ leadership activities are widely considered to confer

positive benefits on participants. Student leadership researchers identify a range of skills that

student leaders may acquire through leadership roles including "public speaking, decision -

making, organisation, management, interpersonal communication, collaboration and conflict

resolution strategies"(Hine, 2012, p.223). These traits are echoed in qualitative studies.

(Thompson, 2012; Dempster, Stevens and Keefe, 2011).However, there is a little evidence of

robust empirical testing in the student leadership in literature. One Chinese study randomly

allocated students to leadership position, and found that “leadership service increases test

scores, increases students political popularity in the classroom, makes student more likely to

take initiative and shapes students beliefs about the determinants of success. (Anderson and Lu
2014).The author suggest that the study may indicate that leadership opportunities develop an

strengthen capability, rather than simply reflecting pre -existing skill.

“ The importance of principal and and school leaders. “A number of studies have argued that

the official endorsement of the school leaders is instrumental enabling youth participation

within Australian schools and that teacher who wish to instigate participatory practices within

the school depend on their school leaders for approval and support (see for example, Comber

and Nixon, 2009, Down et al. ,2008;Mcl nerney 2009).The same studies have also suggested

that tension are likely to arise if teachers proceed without that approval. Practice that is not

supported by school leadership may also remain isolated on the fringes of the curriculum

.Mitra's detailed study of youth participation initiatives in United State School highlights the

importance of sustainable school structure which give such initiative adequate time and space

within the curriculum and timetable(2008). Black's study of Australian schools shows the same

(2012). Both studies suggest that the peripheral nature of much student participation practice

represents a significant barrier to its capacity to influence the broader school practice and

culture. Principal and school leaders are key drivers of change, culture and climate in school.

Their approach to leadership sends powerful signals to school communities about the ways and

degrees in which participation; voice and student leadership is valued. One of the main claims

made for distributed leadership is that it can significantly build capacity in school and drive

school improvement .Students have a perspective to contribute, and have expertise that can be

leverage.If,as one study suggests "the greater the total amount of leadership exercised, the

better of is the organization (Leithwood and Jantzi ,1998),then the exercising of student

leadership within the school must contribute to its efficacy and effectiveness. Some

commentators argue that school leadership should be reinterpreted to include the expertise and

contribution of all members of the school (Duignan and Bezzina,2006;Kayrooz and

Fleming,2008).Yet on the whole, the literature usually look the potential of student to share
responsibility for the leadership of their school community.Ideally,a whole-school approach

seeks to integrate a range of program and partnership into the daily life of the school. A major

aim of these partnership ,community project and related program such as work experience

,should be ensure that disadvantaged student are not left behind.

While the literature on student leadership has flourished over several decades (Mager and

Nowak, 2011, p. 39) ,robust evidence of policy and program effectiveness against important

measure ,including educational and well-being outcomes for students, is lacking. While it is

not possible to present individual evaluation of each of the initiatives outlined in the

appendices, it is possible to draw on existing evaluation to establish what "test- practice" in

student leadership is likely to look like. In their 2012 meta-analysis,Mager and Nowak explain

"no systematic reviews of the effect of the student participation in school decision making have

been conducted so far" (2011, p. 39).Their study identified 52 instances of student participation

in school decision making in the international literature ,which included initiative and structure

considered in the previous section such as school council and school working group and action

teams. The study found that student involved in this group(though not other student within the

school) experienced a number of personal effect as a result of their participation including:

developing and improving self-esteem, and social status, developing democratic skills and

citizenship, and improvement in learning and academic achievement .Only four cases showed

a positive association between student participation and health behavior(Mager and Nowak,

2011, p. 39).Eleven cases reported some negative effects including disillusionment,

dissapointment,and frustrations, p .44 as a result of their participation in school leadership

structure including(but not limited to) student council and working groups.

Similarly the AITSL literature review Student-center Schools make the difference (Harris et

al., 2013) drew on research suggesting that opportunities for students to input into their own

learning experiences within the school environment can result in psitive effects (Harris et al.,
2013). Bobcock et al.,(2011) also identified research that showed student leadership within the

school environment can increase student engagement and motivation which, in turn, may lead

to an increase in the academic performances (Lerep ,2006; Mitra,2006;Toshilis and Nakkula,

2012).

Leadership within organizations is only attainable through the combination and the use of

power and authority. As discussed by John Kotter(1985, p.86) "power is the ability to influence

others to get things done, while the authority is the formal rights that come to a person who

occupies a particular position, since power does not necessarily accompany a particular

position."Problems always arise when power is imposed without the backing of authority

which almost invariably is opposed. While too often we can find powerful people who do not

hold genuine position of authority, we frequently find people who are in a position of authority,

but are powerless to influence the behavior of others. Leadership can be learned, and power

can be develop, but in order to be an effective leader, one must be able to distinguish from the

various form of power and select the one most in line with his or her leadership style, character

traits and working environment. There are seven types of management powers, which can be

used separately or in combination. The most successful leaders are capable of using most, if

not all of these, simultaneously. While other less fortunate find themselves stagnated with

limitations they must overcome. It is worth nothing that the most common description of power

is French and Raven's, dated back from 1960,which include the first five form of power listed

below.

The seven types of management power are: Legitimate, Expert, Coercive, Reward, Referent,

Charisma, and Information.

Legitimate Power -refers to the authority of a formal position and stems from the concept of

ownership rights. Although plethora of leaders believe that their power augmentsas they are
promoted through the ranks, without personal power, legitimate or position power has its

limitations, as their power can become diluted.

Expert Power-does not rely on formal position, as its originate from people who possess

technical information, or specific skills and expertise respected by others. These professionals

are typically promoted into. Managerial positions because they have performed at an

outstanding level in their technical function. Unless the experts recognize the need to exercise

power and influence over their subordinates and peers, they will never he able to become the

leaders they aspire to be. They may continue to be experts in their field, but they will never

gain respect they need in order to affects others behavior.

Coercive Power -tends to be ubiquitous in many organizations especially the military. It is

negative form of power aimed at influencing others by instilling fear in them. It does not

motivate or encourage desired performance, but it does discourage undesired action. North

Korea comes to mind, as an isolated, hungry, bankrupt and belligerent countrty,well according

to Blaine Harden, in his book Escape from Camp 14 (2012) between 150 000 and 200 000

people are being held in its political prison camps, which have existed twice as long as Stalin's

Soviet gulags and twelve times as long as the Nazy concentration camp.

Reward Power - results in workers doing what is asked because they desire positive benefits

or reward. Rewards can be anything a worker values, including, but not limited to praise,

pecuniary, compensation and promotion. For instance, one of the primary reasons people work

is for the remuneration they receive at the end of the payroll cycle, so they can carry on with

their lives.

Referent Power – is gained by association between the person exercising power and some icon

that actually wields influence and power. For instance, if someone is applying a job, that person

can influence the chances of being hired by imposing some referent power to the hiring
manager, mentioning they know the CEO very well, and that he has been encouraged to apply

for said position because he believe that the applicant has the right credentials.

Charisma Power -is a way to exert influence over people through force of character, aimed to

get them to do what the leader wants, thus modifying behavior. In the words of D. A.

Benton(2003 ,p. 125) "you know charisma when you see it can executives who exude self-

confidence, style, composure, authority and a boundless energy that propels them straight into

the corner office."Benton goes on to say "executive charisma is the ability to gain effective

responses from others by using aware action and considerate civility in order to get useful

things done."(Ibid p. 132)

Information Power - derived from information knowledge (an asset) leaders possesses to

strategically influence the behavior, attitude and values in their favor.

The Researchers have their own findings and it seems that their researches have different ideas

that collaborate with each other. It is true that being a leader is very challenging, but nothing is

impossible if you want to be a leader. Being a leader has advantage and disadvantage,

advantage because we enhance the ability of being a leader and we are task to do things that

are not familiar to us and because of that, we are having advancement with other people

surrounding us and we can apply the things that they taught to us in different kinds of situation.

There are also different leanings that are implied to us. So in that, we are gifted and we are

lucky to experience of being a leader because not all can experience it. The disadvantage of it

is that sometimes we are having different activity that makes our life not easy because we have

an obligation to do the work on time so the tendency is that, we are sometime frustrated and

sometimes we are depressed because we think that we cannot do it but the reality is, we are just

over thinking the situation, we just have to think clearly and have a piece of mind. William

Shakespeare says" Be great in act, as you have in thought."

 CHAPTER III

METHODOLOGY

This portion of the research will indicate the design, sampling and data collection techniques

that will be utilized during implementation of the study. Such data will then be categorized to

draw out answers that would satisfy the general and specific questions of this study. Moreover,

this segment will correspondingly serve as the primary guide or matrix of the study.
Research Design

This study, being non experimental in manner, will be a survey type of research and the

instrument to be utilize is survey questionnaire.

Population and Sampling Technique

This study aims to find out the level of leadership skills possessed by the SHS classroom

President of TNHS. The study will make use of Purposive Sampling by which the sample is

selected based on characteristics of a population and the objective of the study in which also

the researchers rely on their own judgment when choosing member of the population to

participate in the said study.

Research Locale

Based on the aforementioned information the study will be conducted in the premises of

Tanauan National High School, where the grade 12 students will answer every parts of the

questionnaire, thereby, satisfying the data needed for the study.

Research Instrumentation and Techniques

This study will make use of survey questionnaire in collecting of data that will satisfy the

researcher’s objective. This will ensure uniformity of questions which will be asked during the

collection of data. Thus, the researcher will have the survey questionnaire to determine

misconception and to assure the precision, accuracy and credibility of the respondent’s

answers.

Data Gathering Procedure

The researchers will devise a letter duly signed by themselves and is noted by the researcher

adviser. In administering the questionnaire, the researcher will be used the vacant time to avoid

destruction of classes.

Data Analysis Procedure

The data will be collected by tallying the answers of the respondents.

LEVEL OF LEADERSHIP SKILLS POSSESS BY THE GRADE 12 CLASSROOM

PRESIDENTS OF TANAUAN NATION HIGH SCHOOL

S. Y. 2019 – 2020

_______________________________________________________________________

A study presented to the faculty members & staff of the Senior High School Department

Tanauan National High School Tanauan, Leyte

 _______________________________________________________________________

In Partial Fulfillment of the Requirements in Inquiry, Investigation and Immersion (3I’s)

________________________________________________________________________

By:

Baliong, Rona Mea

Openiano, Jhon Denver

Venigas, Charlene

Cadion, Christopher

Gomez, Sheiryl

Albao, Elizabeth

Level of Leadership Skills Possess by the Grade-12 Classroom Presidents of Tanauan

National High School

I. Profile
Name :(Optional)______________ Grade and Section :_____________
Age :____________ Sex :_______________

II. Direction: Put a check mark that corresponds to your answer .

1. Did your class president possess the following leadership skills ?

Leadership Skills Yes No Maybe

 Self- discipline
–working hard on
her/himself.Build his
organizational skills
and work on improving
his/himself.
Communication Skills
-communicate their
version with others .
Smart Goals
-stands for specific,
measurable,
attainable ,realistic,time
bound goals.
Mistake and failures –
learn how to overcome
mistake and failures .
Process Facilitation-
focusing on finding the
root cause of a problem
efficiently and quickly
to ensure the issue is
resolved effectively.

III. Directions: Put a check mark that corresponds to your answer

 Almost always true – 5
 Frequently true – 4
 Occasionally true -3
 Seldom true – 2
 Almost never true – 1

Be honest with your answer

1 2 3 4 5
Do your class president
honest and fair.
Do your class president
is consistent of his/her
action.
Do your class president
give others the
information they need
to do their jobs.
Do your class president
listen to feedback and
ask questions.
Do your class
president have a
mission on where we
are going and set long
term goals.
Do your class president
treat others with
respect and dignity .
Do your president want
to take change.
Do your class president
have integrity and can
be trusted .
Do your class president
like to talk to his/her
classmate and a great
listener.
Do your class president
admit his/her mistake
and take
responsibility for
his/her action .