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Chapter 1

THE PROBLEM

Background of the Study

Leadership is the ability of an individual to motivate and inspire their

subordinates and other people to work on a common goal. Leaders can influence

and motivate others to follow their lead and work together to achieve the shared

goal at the same time, providing guidance to others and helping them to

overcome the challenges they will face. It is often associated with titles, rank,

position, or a hierarchy depending on the organization. All people can possess

this skill regardless of who they are, it is also a skill that can be learned and

developed over time while leading. According to Barney (2017), leaders can be

found in different fields of society, from business and government to religion and

organizations in a community. These leaders are responsible for keeping the

community safe and making wise decisions, setting clear visions, establishing

SMART goals, and providing their followers with the knowledge and resources

they need to achieve their goals. According to Webster Comprehensive

Dictionary International Edition, leadership is the office or position of a leader, it is

the status of a person in their jurisdiction.

A good leader is someone who can do it every time, and every day in a

variety of circumstances. Leadership aims to achieve goals through the direction

of human assistants. Leadership promotes effective teams and group

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functioning. We can choose leaders based on their personalities and we can also

train others to be a leader or to be more effective leaders.

Leadership is a concept that has been in the field for far longer than we can

remember. It might exist even longer than we expected, and its existence is

visible in the earliest organization created by humans. But it is not a passive

concept, it has changed over time and continues to evolve together with the

knowledge of humans that deepens over time. Before, leadership was only

confined to high-status or socially standing individuals in society. Little attention

was given to the potential leadership qualities of commoners or those individuals

of lower social standing. In the present time, leadership has gone beyond its

traditional meaning of guiding people in a particular direction. It now involves the

ability to motivate and captivate individuals to achieve their best performance.

Those who have the charisma, stature, prestige, or power to influence and

inspire others are regarded as leaders.

Student leadership was defined by Claflin University (2017), as a position of

a student where they influence, motivate, and guide others to achieve the set

goals. The student leaders must be selected through election or appointed and

serve a minimum of one academic year. They have the responsibility to be a role

model to other students and should possess the will to help their fellow students.

These characteristics are very important in student leadership.

Furthermore, Gordana (2020) defined student leadership as where students

have the opportunity to take responsibility for their learning experiences. Student

leadership is not limited inside the classroom, but the entire school. One of the
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primary goals of educators is to enable the students to have the skills and

knowledge inside and outside the school, and student leadership supports the

educators in achieving this goal. Leaders provide a clear vision and serve as

inspiration for others to achieve their goals and help create an environment

conducive to success.

According to a study from Sienna Heights University (2022), being a leader

plays an important role in any organization, especially in schools. Everyone can

have a vision, but not everyone has enough leadership skills.

In the Philippines, we have different Learner Government Programs (LGP)

for different education levels. For elementary, we have the Supreme Elementary

Learner Government (SELG), Supreme Secondary Learner Government (SSLG)

for secondary education, and Supreme Student Council for tertiary education.

According to Mina (2022), one strategy used by schools to foster student

governance is the creation of student governments.

Student government offers students wonderful possibilities to get involved in

their schools' activities in all kinds of settings. Joining student governments gives

students access to a variety of benefits for their personal and academic lives, as

well as opportunities outside and inside the class. Students can get a sense of

how large-scale governance functions through student government. It makes

students aware of the significance and influence of their political rights. For

example, kids who decide to be leaders might learn how to keep the peace and

order in the classroom, which is a key quality of a leader. It helps children grow a

sense of moral accountability to both their community and them. Additionally,

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knowing that kids have the ability and right to speak up and be heard as young

people is beneficial. A student can learn how to assess the requirements of his or

her peers, which eventually results in the development of plans and initiatives for

the school. Consequently, schools must develop student leaders.

Student leadership is a very challenging role as they need to deal with their

expectations of them as a student leader. According to the World Health

Organization (2022), mental well-being enables people to cope with the stresses

of life, realize their abilities, learn, work, and contribute to their community.

Emotional well-being in leadership is vital to the condition of student leaders—a

study conducted by Ballesteros et al. (2022) shows that 9.5% of the participants

have weak mental health, while 19% of the participants are said to be moderately

mentally healthy. Based on these findings, it is possible to deduce that even

though student leaders are supposed to be resilient, they still face these

challenges.

An article by the National Student Council states that a student leader

should plan his or her work time accordingly because by scheduling work at peak

times, it is said that they will accomplish more tasks.

The study of Alyami, et al. (2021) aims to find the impact of time

management on the academic performance of students. The findings showed

that the students’ perceptions that time management and pre-planning of their

tasks have been very beneficial for their academic performance. However, less

than half of the respondents agreed that they manage their time well, resulting in

decreased academic performance of student respondents.

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The need for sleep to study, and maintain physical, mental, and living health

is an indispensable part of human health. This affects learning, academic

achievements, and neurobehavioral processes (Jalali et al. 2020). Some factors

prevent the youth from getting the right amount of sleep they need. It may be

because of problematic use of technology (Madrid-Valero 2023), the amount of

caffeine they take, workloads, and the early school start times (Ain 2020).

The study by Toyong (2020) concluded that a high amount of sleep results

in high academic performance. At the same time, students with less sleep were

found to have a low academic performance. The study implied that a high

occurrence of sleepiness classroom behavior is associated with low academic

performance.

The Impact of leadership styles on individual performance is obvious in

educational or work environments. While its effectiveness is acknowledged in the

workplace, its significance in educational institutions is often overlooked though it

helps in shaping the growth and development of students and the faculties.

Leadership has been recognized as a critical factor in achieving success, from

ancient to present government. It is said that leadership plays an essential and

critical factor in helping the organization and its members grow as a leader (Chan

2023).

Leadership styles according to the International Institute for Management

Development (2023) refer to a leader’s methods, characteristics, and behavior

when handling, motivating, and managing their peers. It is also shaped by a

variety of factors including personality, values, skills, and experiences.

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There are several major leadership styles, ranging from autocratic, which is

the strictest and most organized, to laissez-faire, which is the most fluid and

unstructured, with a variety of philosophies in between (Lee 2023). Leaders

might need to be able to apply multiple distinct leadership styles at once to be an

effective leaders. The sharp-witted leader is aware of how to switch between

styles as needed by the situation (IMD - International Institute for Management

Development 2023).

Transformational Leadership is a style of leadership that kindles a positive

flame in the organization and its members. These kinds of leaders are

enthusiastic, passionate, and energetic. They take control of situations by

conveying a clear vision or objectives (Cherry 2023).

The American University, School of Education (2019) defines a

transformational leader as a leader who encourages other people to find a way to

grow and change, improve and be innovative within their classrooms, and find

solutions to conflict within their educational organization.

Transformational leadership behavior positively influences learning flows in

organizations and strengthens their learning stock (Hariharan & Anand 2023). In

educational institutions, students who are open to feedback are more likely to

achieve academic success. This is because they take the feedback as an

opportunity to make an improvement and make necessary changes. Feedback

provides them with insights into their strengths and weaknesses that help them to

understand what intervention they can do to improve their performance as

learners and leaders.

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The willingness to accept feedback has a purpose, such as learning and

enhancing for the betterment rather than attaining immediate answers. This

distinction makes transformational leadership unique (Chan 2023).

According to St. Thomas University (2014), a transactional leader is

someone who values order and structure. They depend on self-motivated people

who work well in a structured, directed environment. It focuses on results and

conforms to the existing structure of an organization. Leaders have formal

authority and positions of responsibility. Transactional leadership is founded upon

the principles of bureaucratic authority. It focuses on short-term goals, obeying

rules and regulations, vertical communication, SMART objectives, power deriving

from the positions, and excessive conformity.

A transactional leader focuses on the pre-existing definition of a task and the

obedience of the members. They associate members' performance with

punishment and reward systems. Transactional leaders believe that members

are motivated by external factors like fear of punishment and desire for rewards

(Okçu 2014). Additionally, they rely on a reciprocal exchange; when the followers

do not do their duties, they will receive punishment. Studies indicate that

transactional leadership can only be effective when the leader has the authority

to both reward and punish, which is often missing in most public-sector

organizations (Sirin et al. 2018). It might not be effective in every organization,

particularly in an educational institution.

The Western Governors University (2020) defines laissez-faire leaders as

trusting and relying on their followers. They do not get involved or do not give
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instruction and guidance too much. Instead, they let their followers use their

creativity, resources, and experience to help them meet the objectives or goals

they have set. Leaders who practice this style of leadership give guidance, and

instructions and take responsibility if needed, however, this style makes the

followers or members have the real lead.

An article by Carter (2022), stated that this style encourages personal

growth since leaders have a hands-off approach and give the opportunity and

incentives to the followers. However, it has a drawback, since the leaders were

hands-off, there was poor involvement with the group. He said that since leaders

are not engaged and detached from the group, it can cause cohesion.

The ineffective participation of leaders influences the follower’s perception

of laissez-faire leadership. Once the perception of ineffectiveness is developed

among the subordinates, the leader may not be able to motivate them to perform

as per market demand (Iqbal et al. 2021).

An inactive leader can create a problem, particularly in a learning

environment. When a leader is not actively engaged in the learning process, it

can create several negative consequences. Grill et al. (2019) share that

passive/avoidant are characterized by their reluctance to take initiative and their

avoidance in dealing with problems which may result in the negative performance

of the organization.

By engaging in such a leadership style, an unsafe environment can be

fostered and perpetuated. This is a practice that should be neither condoned nor

encouraged under any circumstances. If students were to observe another

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student making a mistake and not correct it, the student making the mistake may

never realize that the error was made in the first place. This highlights the

necessity of leadership, even if it is merely present, to foster a learning

environment where mistakes are corrected and recognized. In a situation

wherein, the students observe another student making a mistake and do not

correct it, the student who commits a mistake may not realize that they are doing

so and may never be able to learn that a mistake was being made in the first

place, highlighting the need for leadership to be present, at the very least. By

practicing this kind of leadership style, unsafe working environments were

perpetuated and promoted, which is a practice that should not be encouraged or

accepted at all (Chan 2023).

Autocratic leadership according to Sales (2015) is a type of leadership

wherein a leader has the power to do decision-making and authority to control

over his/her subordinates. An authoritarian leader makes decisions about

policies, plans, and goals with little to no input from group members. This

leadership style is considered to be the classical approach, wherein the followers

aren’t encouraged or allowed to give any input and are only permitted to obey

orders and instructions (Khan et al. 2015).

The following are some of the primary characteristics of an Authoritarian

(Autocratic) leader according to Cherry (2023): (1) minimal to no member

participation is permitted, (2) the leader has the authority to dictate work

procedures, give instructions and process, (3) the leader is responsible for

almost all the decision-making process, (4) leaving the group as though they are
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not entrusted with crucial tasks. (5) rules are established and communicated

clearly and concisely. (6) a highly structured and strict atmosphere is created,

and lastly, (7) creativity is stifled or discouraged.

In the study of Wang et al. (2019), it is revealed that the authoritarian

(autocratic) leadership style harms the task performance of their subordinates,

and subordinate's dependence on leaders buffers the negative effect of

authoritarian leadership. People who prefer an authoritarian (autocratic)

leadership style believe that their top-down approach to management is more

efficient and decisive than a more collaborative leadership style because they

make decisions quickly without having to consult with others (Shonk 2023).

In the study of Parlar et al. (2022) it was found that teacher commitment

was indirectly impacted by the authoritarian (autocratic) leadership style through

trust in the principal and acquiescent silence. Additionally, trust in the principal

partially explains why authoritarian leadership leads to defensive silence. When

teachers don’t feel trusted or respected, they are less likely to be committed to

their jobs and school. Authoritarian leadership behaviors make teachers less

likely to be emotionally invested in their job and school, and more likely to keep

their concerns to themselves. It shows that a leader who practices this style of

leadership harms how their subordinates or followers perform in their respective

organizations.

Participative leadership also called democratic leadership is one of three

leadership climates classified by social psychologist Kurt Lewin in the 1930s.

This leadership style requires Holistic thinking, good communication skills, and
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the ability to share power (Hawley 2023). It is a leadership style that involves

feedback and ideas into the decision-making process, compared to autocratic

leadership which does not accept input from its members.

Participative leadership is defined by Meiners (2022) as a leadership style

used by leaders that engages the whole team’s participation and encourages

involvement in the decision-making process. The purpose of this leadership style

in an organization is to improve the morale of its members.

The characteristics of being a participative leader are defined by Myers

(2023) as (1) Valuing team member’s skills, (2) being Open-minded and open to

the contribution of its members, (3) being A good facilitator, and being a good

communicator, (4) a good listener, actively listening to its group’s needs, and (5)

encourages accountability, a participative leader must encourage members to

take their roles within the group seriously.

An article by the International Institute for Management Development (2023)

states that Participative leadership is a unique kind of leadership style, also

called Democratic leadership. What makes it unique is that participative leaders

guide their subordinates while motivating them to provide feedback and be

involved in the decision-making. People who are practicing participative

leadership style recognize their subordinate’s significant role in their

organization’s success. They foster transparency in communication, collaborative

solutions, and inclusivity. Many organizations need their team members to work

together as one and share their ideas. However, this becomes difficult if only one

member is making almost all significant decisions. While in some organizations,

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stricter leadership styles may work for them best, the participative leadership

style helps team members to grow and improve as a group because it

encourages all members `participation. It keeps the members of the organization

involved and makes them feel like they have a significant role and part in your

organization.

This style reinforces the feeling of belongingness and importance of every

member of the organization. When your members are comfortable, they can

contribute and collaborate more which will make them more effective and

passionate about their work.

In the study of Calilung (2016), defined Participative Leadership in his book

titled, Politics and Governance, it is viewed as a society that values individual

achievement and fair opportunity above social ranking. Procuring the position by

a competition or election.

Situational leadership is a leadership style that adapts the leader’s behavior

to the needs of the followers and the situation. It is characterized by the

relationship between the task behavior and the listening, supporting, and valuing

aspects of engagement. Leaders who use combined strategies of task behavior

and relationship behavior considers the individual's needs and the demand of the

situation. As a result, members can maximize their learning experiences and

satisfaction at the same time. Situational leadership requires flexibility in

individuals, they must use different behaviors appropriate to the situation they are

in without following a set of formulas (Walls, 2019). A situational leader does not

need to be a charismatic leader or have a large number of followers. As long as

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the leader can think comprehensively about the situation and respond

appropriately.

A situational approach is a way of leading wherein, the leader considers

the member’s level of skills. Leaders assess where each member is on the

developmental continuum that measures their level of competence and will adapt

their leadership style accordingly to help the members succeed (Northouse

2021).

In the study, Bruin (2020), mentioned that Hersey and Blanchard worked on

a model that tells us that leadership styles should be situational. This model

proposes that leaders should possess the ability to adjust their leadership style

according to the demands of each situation and the individuals that they are

leading. This entails evaluating both the circumstance and the people involved

and subsequently selecting a leadership style that is deemed likely to yield

outcomes.

The role of student leaders inside the classroom is to set an example for

their peers and to motivate them by promoting inclusivity and a positive learning

environment. According to Innisfail State College (2023), their role involves

leading events, organizing, participating in decision-making processes, and

advocating the needs and interests of their fellow students.

There is a saying that often says that being in a high rank or position comes

with its perks, but true leadership goes beyond holding a title. A good leader

understands the importance of being able to manage and handle a wide array of

personalities, within a team to achieve their goals. In some cases, a one-size-fits-

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all theory won’t be enough to ensure productivity and motivation. Team leaders

must know how to assess and evaluate the circumstance or situation and adapt

their leadership style accordingly to serve the team’s needs (Meyer et al. 2018).

In both workplace and school, the leader must identify each individual’s

leadership style, it is for reasons such that they can be placed in a position

wherein they thrive best and are more likely to be successful. By

considereveryone’sip, these individuals can create a more effective team and

environment.

According to Yuanjun & Yawei (2014), the enthusiasm and dedication of a

student leader have an impact on the efficacy of school management. It is stated

that student leaders have a significant role when it comes to the organization of

student’s self-education, management, and service. Regardless of how, it is also

said that student leaders aren’t just organizers, but also a participant in the

activities.

Through the help of more research regarding leadership, these studies

would benefit society in the long run by creating a generation of leaders who are

prepared to lead effectively and contribute to the betterment of the environment

and the members of society. The study conducted by Frantz et al. (2021)

provides evidence to support this claim. Wherein, the study found that by

preparing students for leadership roles with the help of leadership development

programs or HEIs delivering the critical components of leadership, these

programs could be used to shape and develop students’ leadership style and to
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become more confident in their ability to lead and to ensure the quality of future

leadership in the modern society.

In a study by Garg et al. (2018), it was found that students with higher

education are more likely to be motivated by team leadership. The team

leadership style fosters and promotes team efforts and efficiency to achieve and

exceed goals. According to the explanation, 83% of the students in the courses

fell into the team leadership dimension and demonstrated strong task-oriented

leadership. With this study being conducted, it is possible to conclude that

leadership style does influence performance. Knowing that leadership style

affects performance is crucial because if students can be fostered and enabled to

be leaders in their early years in school, it will serve as a path for them to

become competent individuals and adult leaders in the future.

In a study conducted by Hill (2020), it is found that professional learning

approaches in an individual’s later years fail to provide effective learning

opportunities because they are too focused on a narrow range of topics and

ignore ways that these individuals learn best and the perspectives and ways of

learning that schools utilize. If educators provide students with the right learning

opportunities and engage them appropriately, students will be able to develop the

skills and knowledge they need to be effective and competent leaders. To aid in

this endeavor and to ensure success, educators first need to understand and

identify each student’s leadership style.

In the study of Murage et al. (2019), it is concluded that student leadership

is facing challenges like conflict between their academic pursuits, and leadership
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roles. The difficulties that student leaders confront might prevent them from

carrying out their responsibilities effectively. As student leaders play a crucial role

inside the school, they are also a student inside a classroom. This divides their

school life into being a leader and a student. A student leader must be active

inside the classroom and also perform well. Being a student has positive effects

that may help students excel more in class (Fuentes C. et al. 2020).

Leadership can have an impact on student’s personal, academic, or even

professional lives. There is an abundance of literature that exists about

leadership in adults or organizations, however, there is relatively little research on

student leadership styles in education, and there is a lack of curriculum that

teaches students about the benefits and importance of leadership qualities.

Additionally, Walsh et al. (2019) agreed with this and conducted a study with

reference to harnessing student’s voices and leadership as they studied through

the lens of leadership programs. Student leadership can greatly impact, and

transform a student’s educational experience and outcomes, the transformation

that occurs in the individual can either be through the perspective of a leader or a

follower, either way, and it can transform a student’s experience.

Leadership qualities are in high demand in the workplace, especially for

graduates who have just left school and entered the workforce. The attention to

leadership styles is much more prominent now than ever, this is because there is

a growing need for leaders in all industries. According to the study conducted by

Priyadarshini et al. (2019), it is found that there is a positive correlation between

the leadership dimension and academic performance of higher education

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students, even in today’s generation. The findings demonstrate the function of

student leadership styles on a student’s objective and subjective outcomes.

Additionally, it is also explained in their study that when considering student

enrichment, schools must also come up with a platform to harness their

capabilities by providing them with opportunities wherein they could practice and

express their skills in an encouraging learning environment.

The recurrent goal of leadership has changed significantly over time and is

very different from now, whereby, leaders are often seen as perfect and idealized

individuals who hold positions of high respect. However, in today's generation,

leaders are more likely to be scrutinized and held accountable for their actions.

There are also numerous leadership styles and theories that exist which reflect

the complexity and diversity of leadership. Leadership could allow a team to

thrive and prosper through the application of appropriate leadership skills and

guiding the team toward achievement. However, leadership also presents risks

when the wrong type of leadership is utilized and that could hinder the team

members which will eventually result in not being able to achieve organizational

goals and will cause a drop in the team’s level of productivity. Leadership has

shifted from being leader-centric to follower-centric means that leaders now focus

more on understanding and meeting the needs of their followers and motivating

them to achieve their goals. Changing the direction of leadership would be a

complete shift from what leadership was ages ago.

According to the study of Villarreal et al. (2019) the researchers seek to

make use of leadership styles to predict student’s career readiness in early

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college and high school and found out that leadership styles can foretell career

readiness. The researchers identified the eight dimensions of career readiness

and concluded that leadership styles are an important predictor of all eight

dimensions. The findings exhibit that the leadership style can be used to predict

how well-prepared and ready students are for their careers in the future.

According to a study conducted by Tan (2018), the researchers examined

the effects of school leadership on student academic achievement. The findings

disclosed that school leadership was one of the determinants of student

achievement. The researcher would be able to design a study that would

explore and take a look at the correlation between academic performance and

leadership styles. Based on the identification of student’s leadership styles, their

academic performance can be matched with their respective styles of

leadership, whether it be transactional, transformational, or passive-avoidant

leadership, to discern if there is any relationship between leadership style and

academic achievement, and also to find out if there is an impact to their

academic performance.

A study conducted by Howard and Denise (2022), revealed that the

highest potential for influencing student academic achievement is

Transformational leadership. However, individuals who wish to practice this kind

of leadership style should be professionally trained before utilizing this style.

Transformational leadership is defined by Langston University as a kind of

approach that makes a change in individuals and social systems. This kind of

leadership style creates a more positive and meaningful change for their
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followers and helps them grow and develop as leaders. Transformative leaders

use different approaches to enhance the motivation, morale, and performance of

their followers. They act as a role model to their followers and help them to

inspire them to do better. It was stated that to utilize this kind of style, leaders

should be professionally trained first, it is because of the way a transformative

leader leads their followers. They should be showing and doing a positive

influence and an inspirational motivation.

According to a study by Chen et al. (2022), the study revealed that

Principals in Germany who practice a higher integrated and instructional

leadership appear to have a higher level of student achievement, meanwhile, in

China, the principals who practice transformational leadership had a moderately

higher student achievement. Additionally, all three principals with leadership

styles in Germany and two in China showed that they were related to the

respective domains of student achievement. In their study, it shows how

leadership varies based on the situation of each country. They both had different

priorities in their respective schools which created differences in student

achievements.

Additionally, in the study of Akech (2016), which explores the impact of

leadership styles on the academic performance of students in Arusha City

Council, Tanzania, only selected secondary schools were chosen in the study. It

is indicated that the leadership styles used in the selected secondary school

were participative and encouraged relationships among teachers. The study also

revealed that the Participatory leadership style of school heads that control and
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influence the area about the academic performance of selected secondary

schools in Arusha City Council, Tanzania was found to have a positive impact.

The use of the laissez-faire style of leadership resulted in poor academic

performance of students and in authoritarian leadership style, there is a tendency

for some students to be unconfident because of fear of their leader. Overall, it is

evident that without the proper implementation of leadership style in schools,

student’s academic performance will suffer which results in negative effects on

the educational system.

In the study conducted by Chan (2023) exploring the effects of student

leadership style on their academic performance. It was found that students who

practiced the three leadership styles namely, transactional, transformational, and

passive-avoidant, showed there was no statistical difference in the academic

performance of the student leaders who practiced these leadership styles. All

student leaders have the same level of academic performance even though they

practice different styles of leadership in their respective organizations/clubs.

In the study of Dunbar (2016), results confirm that there was a positive

correlation between self-efficacy and grades and that leaders have a higher

social self-efficacy than followers. Results also show that social self-efficacy

improves for leaders, but no evidence for such improvement for followers.

Student leaders have a higher social self-efficacy, since there is a positive

relationship between social self-efficacy and grades, it means that student

leaders have higher grades than their followers. They are also more likely to feel

confident in themselves to achieve more successfully academically because

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students with high social self-efficacy are more likely to participate in class

discussions.

This study aims to find out the most used leadership style of student leaders

and comprehensively analyze the various leadership styles employed by student

leaders in Pangasinan State University – Bayambang Campus. The primary

objective is to classify and present the six (6) leadership styles; authoritarian

(autocratic), participative (democratic), delegative (laissez-faire),

transformational, transactional, and situational, and how these affect the

academic performance of student leaders. The researchers gained knowledge

from reviewing studies and literature. Analyzing the most used leadership styles

of student leaders and their impact on academic performance remains an

underexplored area in a localized context. As of this writing, studies have to be

done on the topic that searches especially in the locality of the Pangasinan State

University – Bayambang Campus. Consequently, the objective of this study was

to address this gap.

By establishing a thorough framework of leadership styles, the study seeks

to facilitate identifying and fostering effective student leadership within academic

institutions, ultimately aiming to enhance the overall academic experience.

Theoretical Framework

Bass’ Transformational Leadership Theory (1985) aims to classify at what

level can a leader influence their member or followers. Members of the

organization are drawn to leaders who have these qualities, trust, honesty, and

other admirable qualities. The stronger the qualities are the greater the loyalty
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and devotion of followers to the organization and the leaders. The embodiment of

these qualities has a transformative effect on the members and the organization.

Transformative leaders encourage their members to challenge the established

order within the organization. Leaders inspire the members to critically think,

question, and seek solutions. Even if transformational leaders practice

democracy, they may also employ a Transactional Leadership style sometimes.

This leadership style involves directing followers to carry out a specific task in

exchange for rewards or on the other hand, punishments. However,

transformational leaders focus on the long-term goals of the organization and the

development of their members. These kinds of leaders can transform their

followers and motivate them to achieve the goals they have set.

Contingency Leadership Theory (1960), also known as Situational

Leadership Theory, focuses on how leaders operate based on the situation. This

theory examines the situational factors that influence the success or failure of the

leader and their organization. A leader’s effectiveness is directly related to the

situational context. It may not sufficiently address the potential for leadership

styles to evolve.

Transactional Leadership Theory (1947), or management theory, focuses

on supervision, organization, and group performance. A reward or punishment

system is commonly used in this leadership style. When the members attain an

achievement, the leader rewards them and if they fail, they will be punished.

Leaders practicing this leadership style assume that members of the organization
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are only motivated by external factors, such as reward or threat of punishment

(Cherry 2022).

Participative leadership theory assumes that members of the organization

should be involved in the decision-making process of the organization. The role

of the leaders is only to facilitate discussions, gather suggestions or comments,

and combine them into the best action. They rely on the collective effort and

expertise of each other and use it to make the best decision for their organization

(Meiners 2022).

Kurt Lewin’s Leadership Theory (1939) in laissez-faire leadership tells that

this kind of leadership results in groups lacking direction. Members of these

organizations tend to blame each other for mistakes, refuse to accept personal

responsibility, and show a lack of work progress. Delegative leaders offer little or

no to the members and leave it entirely to them. While this kind of leadership

style can be beneficial in some situations that involve highly qualified experts, it

often leads to poorly defined roles and a lack of motivation among the members.

The theories above were used as a guide for the researchers to define the

different leadership styles that student leaders of different clubs and

organizations practice. The theories presented were also used as a basis for

constructing the questionnaire. The researchers used the theories to construct a

questionnaire that will identify the leadership styles of the student leaders. These

theories provide an understanding of the different leadership styles that will be

used in this study.

 24

Figure 1 depicts the study’s research paradigm, including the independent

and dependent variables used in this research study.

In this context, the researchers have the subject variables as the

independent variables. Hence, in this study, the independent variables were the

profile of the students in terms of sex, age, organization/club, and number of

terms as a student leader. Additionally, the leadership styles employed by student

leaders namely: authoritarian (autocratic), participative (democratic), delegative

(laissez-faire), transformational, transactional, and situational. Independent

variables are the variables you manipulate in a study to explore its effects and it

is not influenced by any other variables in your study (Bhandari, 2022).

Meanwhile, the dependent variables on the other hand are the academic

performance of student leaders which is measured through the GPA, class

participation, and academic role of the respondents. Dependent variables are

variables that stand on their own. It is the one being measured or tested in a

study. (Cherry, 2022).

In the process of conducting this study, the researchers will use a survey

questionnaire to collect data and information regarding the profile of the students,

the leadership styles practiced, and the academic performance of the

respondents. After collecting the data, the researchers will examine if there is any

significant relationship between the independent variable and dependent

variables using appropriate statistical tools.

 25

Lastly, based on the results of this study, the researchers will propose an

intervention plan to improve the academic performance of students by choosing

the most effective leadership style.

The Research Paradigm

Profile of the student leader Academic performance of Proposed Intervention in

in Pangasinan State student leaders of Improving their Academic
University – Bayambang Pangasinan State University Performance by Choosing
Campus in terms of: – Bayambang Campus in the Most Effective
terms of: Leadership Style.
a) sex;
b) age; a) GPA;
c) organization/club; b) class participation;
d) no. of terms as a and
student leader in c) academic role.
Pangasinan State
University –
Bayambang Campus.

Most practiced leadership

style of student leaders at
Pangasinan State University
Bayambang Campus in
terms of:

a) authoritarian
(autocratic);
 26

Fig. 1. Paradigm of the Study

Statement of the Problem

The overall aim of this study is to determine the leadership styles and how

they affect the academic performance of the student leaders at Pangasinan State

University – Bayambang Campus.

Furthermore, it aims to address the following questions:

1. What is the Profile of the student leader in Pangasinan State University –

Bayambang Campus in terms of the following:

1.1 sex;

1.2 age;

1.3 organization/club; and

1.4 number of terms?

 27

2. What is the most practiced leadership style of student leaders at

Pangasinan State University Bayambang Campus in terms of:

2.1 authoritarian (autocratic);

2.2 participative (democratic);

2.3 delegative (laissez-faire);

2.4 transformational;

2.5 transactional; and

2.6 situational?

3. What is the academic performance of student leaders of Pangasinan State

University Bayambang Campus in terms of:

3.1 GPA;

3.2 class participation; and

3.3 academic role?

4. Is there a significant relationship between the leadership style of student

leaders and the academic performance of student leaders in Pangasinan

State University Bayambang Campus?

5. What is the proposed intervention to improve the academic performance

of student leaders in Pangasinan State University Bayambang Campus?

Scope and Delimitation

This study will primarily focus on the leadership styles in terms of;

authoritarian, participative, delegative, transformational, transactional, and

situational, and academic performance among student leaders. The main goal of

the study is to determine the relationship between the academic performance,

 28

and leadership style of student leaders. Respondents for this study will be the

student leaders in different organizations and clubs inside the campus. Also, this

is intended to propose an intervention program based on the results of the study.

This research will be conducted at Pangasinan State University – Bayambang

Campus with a total respondent of (four hundred eighteen) 418 student leaders

composed of (twenty-one) 21 clubs and organizations in the Academic Year

2023-2024.

Significance of the study

This study will determine the relationship between leadership style and

academic performance among student leaders in Pangasinan State University –

Bayambang Campus. The researcher believes that the result of this study will

benefit the students, student leaders, educators, schools, clubs/organizations,

and future researchers.

Students. This study will provide information about the relationship between

leadership styles and the academic performance of student leaders. This study

will benefit the students by giving them a sense of how student leadership and

leadership styles affect their academic performance.

Student Leaders. This study primarily assisted student leaders and future

student leaders because this study can serve as a basis for what leadership style

is effective and fits their goals. This study could help them to know what

leadership style is appropriate to different kinds of situations and how it affects

their academic performances.

 29

Teacher. This study will assist teachers, especially club/organization

advisers to understand the impact of different leadership styles on the academic

performance of their student leaders. This study will help them develop ways to

help and guide the student leaders.

School. This study will benefit the school by using it as a guide to develop

an intervention for student leaders. They can provide support to the needs of

student leaders in response to promoting a leadership style that can be helpful to

the students.

Clubs/Organization. This study will help the clubs and organizations to be

aware of the different leadership styles of student leaders. This study can provide

support to the needs of the students in response to leadership styles that fit their

goals for the club or organization. This study can help them to develop guidelines

for student leaders.

Future Researchers. This study can be used as a basic guide of

knowledge or a reference for future studies. The study will benefit future

researchers for further research and investigation particularly related to student

leadership and the academic performance of student leaders.

Definition of Terms

The following terms are defined as operational as to how they will be

specifically used in this study

Leadership. It is the ability of an individual or a group of people to influence

and guide followers or members of an organization, society, or team. In this

study, this term helps the researchers to determine the appropriate respondents.
 30

Student Leader. It refers to a student who has a position in any clubs/

organizations in Pangasinan State University – Bayambang Campus.

Academic Performance. It is the extent to which a student has attained

their educational goals. It is typically measured using GPA, class participation,

and academic role. In this research, this term will help the researchers to

measure the level of academic performance of the respondents.

Leadership style. It is how a leader interacts with and motivates others to

achieve a goal. It is how they practice their leadership inside their organization or

clubs. In this study, it refers to the type of leadership styles that student leaders

employ.

Transformational leadership. This term refers to a leadership approach

that inspires and motivates team members to create a positive change within an

organization. In this research, this term refers to one of the possible leadership

styles of the respondents.

Transactional leadership. This term refers to a leadership style where

leaders rely on rewards and punishment to motivate their subordinates to

achieve a certain goal. In this study, this term refers to one of the possible

leadership styles of student leader respondents.

Laissez-faire leadership. This term refers to a type of leadership in which

leaders give their members the freedom and autonomy to make decisions on

their own. In this study, this term refers to one of the possible leadership styles of

the respondents.
 31

Authoritarian Leadership. This term refers to a leadership style in which

the leader has the full power to control the group. This leadership style makes

decisions without input from their subordinates and only expect the member to

follow their instructions without any question. In this study, this term refers to one

of the possible leadership styles of the respondents.

Participative leadership. This term refers to a leadership style in which

employees are involved in the decision-making process. In this study, this term

refers to one of the possible leadership styles of the respondents.

Situational leadership. This term refers to a leadership style in which a

leader uses a more dynamic approach to leadership instead of using one

leadership style, situational leaders can adjust their leadership style for a

particular situation. In this study, this term refers to one of the possible leadership

styles of the respondents.

Class Participation. It refers to how student leaders participate inside the

classroom. It is how student leaders engage themselves inside their class. In this

study, this will help the researchers to determine the level of academic

achievement of student leaders.

Academic Role. The role of student leaders academically. This refers to

their role in class discussion and how they perform as a student in activities in

the classroom. In this study, this term will help the researchers to measure the

level of academic achievement of student leaders.

 32

Club/Organization. In this study, this term refers to the accredited

organizations and clubs inside the Pangasinan State University - Bayambang

Campus.

CHAPTER 2

RESEARCH METHODOLOGY

This chapter presents the research method, the description of the subjects,

the data-gathering instruments, and the data-gathering procedure that will be

used in this study. The statistical treatments of the data that will be gathered and

how the research hypotheses will be tested will also be described in this chapter.

Research Design

The researchers will use the descriptive correlational design for this study.

Descriptive research is primarily interested in describing relationships among

variables, without seeking to establish a causal connection. Correlation research

 33

is a type of non-experimental research in which the researcher measures two

variables and assesses the statistical relationship (i.e., the correlation) between

them with little or no effort to control extraneous variables. In this study, the

leadership styles practiced by student leaders will be described while their impact

on academic performance will be measured. With such characteristics, this

method of research is the most appropriate to use in this study since it intends to

describe and correlate the impact of leadership style on the academic

performance of student leaders in Pangasinan State University – Bayambang

Campus. Likewise, it establishes the relationship between the profile of the

student leaders, leadership style, and academic performance of the respondents.

Subjects of the Study

32
The participants or respondents of this study are the student leaders of

Pangasinan State University – Bayambang Campus. All these participants

comprised four hundred eighteen (418) student leaders composed of twenty-one

(21) clubs and organizations: ECEDucators, Young Educators’ Club, English

Communication Circle, Kapisanang Sulo ng Diwa, College Math Club, College

Science Club, PCSMT, Social Science Department, BPEDnians Club, BTLED

Organization, ABEL Circle, Business Administration Club, ITSO, PASC, Nursing

Guild, PSU Himig Ensemble, Matalunggaring Dance Troupe, Visualiztas, DOST

Scholars Association, Muyungan, and Supreme Student Council.

 34

The researchers chose the organization/club officers as respondents

because the study is all about student leadership. Since they are the student

leaders of their respective areas, they are qualified to be named as student

leaders. Also, they are students at Pangasinan State University – Bayambang

Campus in the Academic Year 2023-2024.

Table 1
Respondents of the Study
=============================================================

Clubs and Total Number of

Organizations Student Leader (N)
ECEDucators 15
Young Educators Club 20
English Communication Circle 15
Kapisanang Sulo ng Diwa 18
College Math Club 21
College Science Club 24
PCSMT 28
 35

Social Science Department 17

BPEDnians Club 10
BTLED Organization 18
ABEL Circle 18
Business Administration Club 17
ITSO 46
PASC 12
Nursing Guild 14
PSU Himig Ensemble 17
Matalungaring Dance Troupe 17
Vicualiztas 15
DOST Scholars Association 10
Muyungan 10
Supreme Student Council 56
Total 418

Table 1. Respondents of the Study

Locale of the Study

This study will be conducted at Pangasinan State University – Bayambang

Campus found at Quezon Boulevard, in Bayambang, Pangasinan. This study will

be implemented inside the premises of the school.

Data Gathering Instrument

The instrument used in this study is a survey questionnaire that will help

the researchers gather data in response to the specific information related to the

study. That will become the main basis of the researchers. The survey

questionnaire will be divided into three (3) parts. First is the profile of the

respondents (with prior consent), Second, a checklist will be used to determine

 36

the most used leadership style of each respondent where the responses were

categorized using a 5-point Likert Scale. Third is academic performance in terms

of GPA. In class participation, and the academic role the responses were

categorized using a 5-point Likert Scale. The same questionnaire will be given to

each respondent.

Validation of the Instrument

The researchers sent a letter of request to the advisers and presidents of

different clubs and organizations to know the number of student leaders under

their respective clubs and organizations in the Pangasinan State University –

Bayambang Campus. The self-made questionnaire created by the researcher will

be validated by the research adviser and 5 content validators who are experts in

leadership to ensure that the instrument is accurate and reliable. Moreover, the

researcher will conduct an online pilot test to oversee how the respondents will

react to the survey, and whether the items are acceptable or not, specifically, to

determine the reliability of the questionnaire to be used in this study.

Data Gathering Procedure

In the process of data gathering, the researchers ensured that all the data

and information were from legitimate sources only. First, the researchers sent a

request letter to the advisers, or presidents of each organization/club to ask for

the number of student leaders in their organizations/ clubs to get the data.

Second, the researchers sent a request letter to the Campus Executive Director

and to the Advisers of each club/organization to allow the conduction of the

survey. During the conduction of the survey, the researchers provided the
 37

respondents with consent forms that contained the necessary and sufficient

information seeking their approval or authorization as to what and how the study

would be administered. Then, to collect the responses of the respondents, this

study will use a survey questionnaire which was done online via Google Forms.

After collecting the data, the researchers together with their statistician will

tabulate and interpret the data gathered through an online survey. As per the

results, the researchers will come up with a conclusion and a plan of action.

Statistical Treatment of the Data

The following statistical tools will be used to answer the problems indicated

in Chapter 1 of the research study. These are presented below.

For problem number 1, frequency counts and percentages were used to

determine the respondents' profile variables.

f
P= x 100
N

Where:

P= Percentage

f= Frequency

N= Number of Respondents

For problem number 2, to determine the most used leadership style of

student leaders in Pangasinan State University – Bayambang Campus, the

average weighted mean (wm) was used and will be interpreted using a 5-point

Likert scale presented below.

[ ( f )( w ) ]
x= ’;
n
 38

x - weighted mean

f- frequency

w- weights

n- number of respondents

Scale Category Mean Interpretation

Indicates that the respondents
5 Always 4.21 – 5.00 are highly practicing the specific
leadership style.
Indicates that the respondents
4 Often 3.41 – 4.20 are moderately practicing the
specific leadership style.
Indicates that the respondents
3 Sometimes 2.61 – 3.40 are slightly practicing the specific
leadership style.
Indicates that the respondents
2 Rarely 1.81 – 2.60 are poorly practicing the specific
leadership style.
Indicates that the respondents
1 Never 1.00 – 1.80 are not practicing the specific
leadership style.

For problem number 3, to determine the academic performance of student

leaders in Pangasinan State University – Bayambang Campus, the average

weighted mean (wm) was used and will be interpreted using a 5-point Likert

scaling presented below.

[ ( f )( w ) ]
x= ’;
n

x - weighted mean

f- frequency

w- weights

n- number of respondents
 39

Scale Category Mean Interpretation

Indicates that the respondents
5 Always 4.21 – 5.00
actively perform in academics
Indicates that the respondents
4 Often 3.41 – 4.20 perform moderately in
academics
Indicates that the respondents
3 Sometimes 2.61 – 3.40
perform slightly in academics
Indicates that the respondents
2 Rarely 1.81 – 2.60
perform poorly in academics
Indicates that the respondents
1 Never 1.00 – 1.80 do not actively perform in
academics
For problem number 4, to determine the significant relationship between the

leadership style and academic performance of student leaders in Pangasinan

State University – Bayambang Campus, Pearson Correlation was used.

n ∑ xy −(∑ x )(∑ y )
r=
√ ¿¿

r - correlation coefficient

x - mean of the values of the x-variable

y - mean of the values of the y-variable

n – number of respondents

Ethical Consideration

The participants were informed of their right to withdraw from participation.

The researchers will explain the possible output and the benefits they may

receive at the end of the research study. In this research, the profiles of the

participants during the data gathering were discretized. Following the Republic

Act 10173 also known as the Data Privacy Act of 2012, the researchers fully
 40

protect the confidentiality and assurance of the respondents in terms of their

obscurity and identity, lastly, the disposal of data will follow the research.

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