91

Profile, emotional intelligence and school performance of

Supreme Student Government (SSG) officers in cluster four
Division of Laguna
Cleopatra M. Tobias
klengtobias@gmail.com

Laguna State Polytechnic University, Sta. Cruz, Laguna, Philippines, 4009

Abstract

The creation of the Supreme Student Government (SSG) organization in the secondary basic education served as
training ground for the learners to be an effective and efficient future leader someday. The study is conducted to determine
the impact of Supreme Student Government (SSG) officer’s profile and emotional intelligence through their school
performance such as their academic performance, awards and recognition, and leadership style. The population sampling
was applied. SSG officers were the respondents of this study from seven schools in Cluster IV, Division of Laguna. The
data gathering was done personally by the researcher using a survey questionnaire. The null hypothesis stating that there is
no significant effect between the Supreme Student Government (SSG) officer’s profiles and school performance in terms
of academic performance is partially accepted or sustained based on the statistical data gathered during the study taking
into consideration that significant effect is reflected. The null hypothesis stating that there is no significant effect between
the Supreme Student Government (SSG) officer’s profiles and school performance in terms of leadership styles is partially
accepted or sustained based on the statistical data gathered during the study taking into consideration that significant effect
is reflected. The null hypothesis stating that there is no significant relationship between the Supreme Student Government
(SSG) officer’s emotional intelligence and school performance in terms of academic performance is accepted based on the
statistical data gathered during the study taking into consideration that significant relationship is not reflected. The null
hypothesis stating that there is no significant relationship between the Supreme Student Government (SSG) officer’s
emotional intelligence and school performance in terms of leadership styles is partially accepted or sustained based on the
statistical data gathered during the study taking into consideration that significant relationship is reflected. The null
hypothesis stating that there is no significant effect between the Supreme Student Government (SSG) officer’s profiles
and school performance in terms of awards/recognitions is partially accepted or sustained based on the statistical data
gathered during the study taking into consideration that significant effect is reflected. On the other hand, the null
hypothesis stating that there is no significant effect between the Supreme Student Government (SSG) officer’s emotional
intelligence, and school performance in terms of awards/recognitions is accepted based on the statistical data gathered
during the study taking into consideration that significant effect is not reflected. Further studies about the variables used
may be undertaken to be able to enhance the present studies.

Keywords: supreme student government; emotional intelligence; academic performance; leadership style; profile

1. Introduction

“The youth is the hope of our future”, as Dr. Jose Rizal famous line in his award winning poem, “A
La Juventud Filipino” (To the Filipino Youth), will always be the main attribute of the young ones. The
“youth of today is an indispensable force for the nation building of tomorrow” (Calilung, 2016). Indeed, they
are the one who will be the next future leaders and policy makers.
One of the provisions in the 1987 Philippine Constitution is to acknowledge the vital role of the

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youth. In Article II, Section 13 stated that, the state recognizes the vital role of youth in nation building and
shall promote and protect their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate
in the youth patriotism and nationalism, and encourage their involvement in public and civic affairs. The
present study believes that the educational institutions play a significant role in preparing, training and
empowering the youth to be the next who will govern the nation.
The creation of the Supreme Student Government (SSG) in the secondary basic education serves as
the training ground for the learners to be effective and efficient future leaders. As stated in the SSG
constitution and bylaws, Article III, Section 3, the SSG is founded on the principles of participatory,
democracy, responsible servant leadership, collaboration, unity, accountability and efficiency in serving the
student body, with the mentioned principles, it became an opportunity for the SSG officers and
representatives to equip themselves being one of the future leaders of this nation.
However, belonging in an organization such as the Supreme Student Government has expected
duties and responsibilities. Being a student and at the same time being a part of the SSG doubled the functions
of its officers. In spite of this, the researcher believes that the Emotional Intelligence (EQ) of the SSG officers
is an essential factor for them to be an effective and efficient leader and a responsible student as well. Studies
show that leaders who consistently surpass their peers did not only possess technical skills, but have mastered
most of the aspects of emotional intelligence (Batool, 2014). Moreover, the researcher believed that emotional
intelligence in one way or another may influence how the SSG officials lead the organization, because
leadership is one of the key determinants associated with the success and failure of any organization.
Thus, this study determined the impact of the Supreme Student Government (SSG) officer’s profile
and emotional intelligence to their school performance such as their academic performance, leadership style,
and awards/recognitions.

1.1. Background of the Study

The Supreme Student Government (SSG) is the highest and important organization of every public
school, the highest governing body of the students (Article III, Section 7, Constitution and By-Laws of the
SSG). Also, this organization shall be autonomous, unified and the highest democratic representative of the
student body, therefore the officers have a big role to be fulfilled in behalf of their fellow students. In serving
the student body its basic foundation is in the principles of participatory democracy, responsible servant
leadership, collaboration, unity, accountability and efficiency. Thus, the SSG become a training ground for
future leaders. Also, the members of such organization represent the student body, concerning students’ rights
and welfare. However, nowadays, the present study observed that some of the students perceive it as just a
popularity contest, instead of a servant-leaders organization. On the other hand, the SSG officers also have
shared of experience challenges during their terms, such as time management, unequal distribution of duties
and responsibilities and others.
Emotional Intelligence is also a significant characteristic of a leader in any organization. According
to Daniel Goleman in his article entitled “What Makes A Leader?,” intelligence, toughness, determination,
and vision which are traditionally associated qualities with leadership is insufficient without a high degree of
emotional intelligence.
The foundation of the present study is from the DepEd Order No. 39, series 2016, otherwise known
as the Adoption of the Basic Education Research Agenda. It provides guidance to DepEd and its Stakeholders
in conducting an educational research. There are four main themes under the agenda, (1) Teaching and
Learning (2) Child Protection (3) Human Resource Development and (4) Governance. Moreover, the
Department recognizes that the following cut across the four themes of the Agenda: (1) Disaster Risk
Reduction and Management (DRRM); (2) Gender and Development; and (3) Inclusive Education.
The researcher selects the Teaching and Learning theme. This theme stated that, as the national
institution mandated to provide quality basic education to all Filipinos, DepEd seeks to ensure that

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learning outcomes are achieved by maximizing the competencies of teachers and potentials of all
types of learners. This theme thus covers the actors, activities, and fundamental aspects of teaching
and learning in various contexts. Specifically, the Research Agenda looks into the strategies, best
practices, and facilitating and hindering factors relative to five sub-themes, namely: instruction,
curriculum, learners, assessment, and learning outcomes.
The present study chooses the learners as sub-themes. As mention in the sub team, this Agenda will
study the developmental, social, and behavioral effects of the teaching-learning process on Learners, who
are the primary clients of basic education. One of the general questions beneath this subtheme is “What
contributes to the values formation of learners?” and the researchers select the “Extra- and co-curricular
activities” as the topic.

1.2. Theoretical Framework

This study is anchored on the theory of Daniel Goleman’s five major components of Emotional
Intelligence. Although many studies gave their point of view about Emotional Intelligence, the researcher
purposely chooses Goleman’s theory because it suits to the present study. For Goleman the following are the
components of emotional intelligence which a leader must have in a high degree: (1) Self-Awareness- The
ability to recognize and understand personal moods and emotions and drives, as well as their effect on others.
Self-awareness includes self-confidence, realistic self-assessment, and a self-deprecating sense of humor.
Self-awareness depends on one's ability to monitor one's own emotion state and to correctly identify and name
one's emotions. (2) Self-Regulation-The ability to control or redirect disruptive impulses and moods, and the
propensity to suspend judgment and to think before acting. Also, include trustworthiness and integrity;
comfort with ambiguity; and openness to change. (3) Internal Motivation- A passion to work for internal
reasons that go beyond money and status - which are external rewards, - such as an inner vision of what is
important in life, a joy in doing something, curiosity in learning, a flow that comes with being immersed in an
activity, a propensity to pursue goals with energy and persistence. It also includes a strong drive to achieve,
optimism even in the face of failure, and organizational commitment. (4) Empathy-The ability to understand
the emotional makeup of other people, a skill in treating people according to their emotional reactions.
Include expertise in building and retaining talent, cross-cultural sensitivity, and service to clients and
customers. In an educational context, empathy is often thought to include, or lead to, sympathy, which implies
concern, or care or a wish to soften negative emotions or experiences in others. (5) Social Skills-Proficiency
in managing relationships and building networks, and ability to find common ground and build rapport.
Hallmarks of social skills include effectiveness in leading change, persuasiveness, and expertise building and
leading teams (Pollack, 2016). In addition, Goleman as mentioned by Steiner (2015), Self-awareness – the
ability to know one's emotions, strengths, weaknesses, drives values and goals and recognize their impact on
others while using gut feelings to guide decisions. Self-awareness was the most essential of the emotional
intelligence competencies. Self-management – controlling or redirecting one's disruptive emotions and
impulses and adapting to changing circumstances. It included displaying honesty and integrity and flexibility
in adapting to changing situations. Social awareness empathy - considered other people's feelings especially
when making decisions. Sensing developmental needs of others and bolstering their abilities is part of this
construct as to recognizing and meeting customer needs. Relationship management or social skills – the
management of relationships to move people in a desired direction is included in this construct as to sending
clear and convincing messages, resolving disagreements, and inspiring and guiding groups of people. For
Goleman Emotional competencies are not innate talents, but rather learned capabilities that had to be worked
on and could be developed to achieve outstanding performance. And, that individual was born with a general
emotional intelligence that determined their potential for learning emotional competencies. For the leadership
style, the present study utilized Kurt Lewin’s three basic leadership styles namely the authoritarian,
democratic, or laissez-faire leader. Authoritarian leaders or autocratic leaders, provide clear expectations for

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what needs to be done when it should be done, and how it should be done. This style of leadership is strongly
focused on both commands and control of a leader through its followers. There is also a clear division
between the leader and its members. Authoritarian leaders make decisions independently with little or no
input from the group they belong. On the other hand, Lewin’s study found that participative leadership or the
democratic leadership is typically the most effective leadership style. Democratic leaders offer guidance to
group members, but they also participate in the group and allow input from other group members. Also, they
tend to make followers feel like they are an important part of the team, which helps foster commitment to the
goals of the group. Lastly, Delegative or the Laissez-Faire leaders offer little or no guidance to group
members and leave decision-making up to group members. While this style can be useful in situations
involving highly qualified experts, it often leads to poorly defined roles and lack of motivation (Cherry,
2018).

1.3. Conceptual Framework

Figure 1. The Research Paradigm of the Study

The figure consists of the independent variables such as the Supreme Student Government (SSG)
officer’s profile which include age, gender orientation, civil status, SSG position, grade level, seminars and
trainings attended, and emotional intelligence which consist of self-awareness, self-regulation, motivation,
empathy and social skills, while the dependent variables consist of Supreme Student Government (SSG)
officer’s school performance which include the academic performance, awards and recognitions and
leadership style.

1.4. Statement of the Problem

Generally, this study determined the impact of Supreme Student Government (SSG) officer’s profile
and emotional intelligence to their school performance such as their academic performance, leadership style,
and awards/recognition.
Specifically, the study answers the following questions:
1. What is the profile of Supreme Student Government (SSG) officers in terms of;
1.1 Age;
1.2 Gender Orientation;

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1.3 Civil Status;

1.4 SSG Position; and
1.5 Grade Level?
1.6 Seminars and Trainings Attended?
2. What is the level of emotional intelligence of the Supreme Student Government (SSG) officers in
terms of;
2.1 Self-Awareness;
2.2 Self-Regulation;
2.3 Motivation;
2.4 Empathy; and
2.5 Social Skills?
3. What is the level of Supreme Student Government (SSG) officer’s school performance in terms of;
3.1 Academic Performance;
3.2 Leadership Style;
3.2.1 Autocratic;
3.2.2 Democratic; and
3.2.3 Laissez-Faire?
4. What is the status of awards and recognitions of the Supreme Student Government Officers?
5. Is there a significant effect between the Supreme Student Government (SSG) officer’s profiles and
school performance in terms of;
5.1 Academic Performance
5. 2 Leadership Styles?
6. Is there is a significant relationship between the Supreme Student Government (SSG) officer’s
emotional intelligence and school performance in terms of;
6.1 Academic Performance
6.2 Leadership Style?
7. Is there a significant effect between the Supreme Student Government (SSG) officer’s profiles and
emotional intelligence, and school performance in terms of awards/recognitions?

1.5. Research Hypothesis

In accordance with the research paradigm used in the study, the research hypotheses stated the
following:
1. There is no significant effect between the Supreme Student Government (SSG) officer’s profiles
and school performance in terms of academic performance.
2. There is no significant effect between the Supreme Student Government (SSG) officer’s profiles
and school performance in terms of leadership styles.
3. There is no significant relationship between the Supreme Student Government (SSG) officer’s
emotional intelligence and school performance in terms of academic performance.
4. There is no significant relationship between the Supreme Student Government (SSG) officer’s
emotional intelligence and school performance in
terms of leadership styles.
5. There is no significant difference between the Supreme Student Government (SSG) officer’s
profiles and emotional intelligence, and school performance in terms of awards/recognitions.

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1.6. Significance of the Study

Department of Education. The result of the study hopefully achieved one of the Department of
Education’s vision and mission, wherein through this research it will pave the way for more trainings and
seminars coming from the DepEd to better equipped the Supreme Student Government (SSG) organization in
serving not only the school as well as the community.
Supreme Student Government (SSG) Officers and Representatives. The result of the study may
help the SSG officers and representatives to be more effective, efficient, and responsive servant leaders of the
school.
Community. The result of this study may encourage the community to be more supportive with the
SSG’s program, projects and activities that needs community’s assistance.
Teachers. The result of the study may encourage the teachers to be more supportive with the SSG’s
program, projects and activities in the school.
Students. The findings may encourage the students to be more supportive and cooperative with the
SSG’s program, projects and activities in the school.
Future Researchers. The result of this study may encourage further studies about the Supreme
Student Government.

1.7. Scope and Limitations of the Study

The study is primarily concerned with the impact of the Supreme Student Government (SSG)
officer’s profile and emotional intelligence to their school performance such as their academic performance,
awards and recognition, and leadership style. The respondents of the study were the one hundred seven (107)
SSG officers from cluster four in the Division of Laguna. The cluster four in the division of Laguna compose
of seven schools which includes the Talangan Integrated National High School with a total of fifteen SSG
officers, Calumpang National High School with a total of fifteen SSG officers, Upland Integrated National
High School with a total of sixteen SSG officers, Lowland Integrated National High School with a total of
fifteen SSG officers, Liliw National High School with a total of fifteen SSG officers, Plaridel Integrated
National High School with a total of fifteen SSG officers, and Cristobal S. Conducto Integrated National High
School with a total of sixteen SSG officers.

1.8. Definition of Terms

The following terms were operationally defined according to how they were used in the study.
Academic Performance. The respondents’ report card general average in every quarter.
Autocratic. Pertains in which the Supreme Student Government
(SSG) officer’s way and perspective of leading the SSG organization wherein the leader has the power in the
decision making process.
Age. The number of years of respondents’ life.
Awards and Recognitions. The respondents’ honors and distinctions receive during their term of
office, which is based on DepEd Order No. 36, s. 2016, otherwise known as Policy Guidelines on Awards and
Recognition for the K to 12 Basic Education Program.
Civil Status. Respondent’s state of life, whether they are single, married, separated or widowed.
Democratic. Pertains in which the Supreme Student Government (SSG) officer’s way and
perspective of leading the SSG organization wherein the leader and its subordinate were both part of the
decision making process.

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Emotional Intelligence (EI). According to Daniel Goleman this pertains to the ability of handling
one self and relationships, it consist of five components such as self-awareness, self-regulation, motivation,
empathy and social skills.
Empathy. The ability of a person to be aware and sensitive to others feelings, situations, thoughts,
and needs.
Gender Orientation. Respondent’s sexual preference.
Grade Level. It pertains to grade seven to twelve of the secondary education wherein the SSG
officers included.
Laissez-Faire. Pertains in which the Supreme Student Government (SSG) officer’s way and
perspective of leading the SSG organization wherein
the decision making process is more on to its subordinates or members.
Leadership Style. Pertains in which the Supreme Student Government (SSG) officer’s way and
perspective of leading the SSG organization which compose of the autocratic, democratic, and laissez-faire.
Motivation. Pertain to intrinsic motivation.
School Performance. Extent to which a Supreme Student Government (SSG) officer’s achieve his
or her educational goal in terms of academic performance, awards and recognition, and style of leadership in
the SSG organization.
Self-Awareness. The ability to know ones feelings, emotions, strength and weaknesses.
Self-Regulation. Usually called self-management, it’s the ability to manage and control the self.
Seminars and Trainings. Workshops, empowerment, conferences, leadership trainings, and camps
participated by the SSG officers.
Social-Skills. The ability to relate with others.
SSG Position. The respondents’ designation in the SSG organization.
Supreme Student Government. The top organization in the primary and secondary education.

2. Review of Related Literature and Studies

The readings that follow are derived from various literatures and studies that significantly give
directions to the present study.

2.1. Related Literature

Helou (2014), define academic performance as “how the students deal with their studies and how
they cope with or accomplish different tasks given to them by their teachers. While in the higher education
institutions, there are various factors which affect the academic performance of students such as their home
environment, study habits, learning skills and academic interaction (Shahzadi and Zahoor, 2011). In relation
to educational research, academic performance is the observable and measurable behavior of a student in a
particular situation. For instance, the academic performance of students in social studies subject pertains to
their scores from a teacher-made test (Yusuf, n.d.). Academic performance according to the Cambridge
University Reporter as cited by Jayanthi (2014), “academic performance is frequently defined in terms of
examination performance.” But for Williams (2018), academic performance not only pertains to the students
General Point Average (GPA). There are several factors to be considered when it comes to academic
performance, like scholarly achievements and skills, impressive test scores, extracurricular accomplishment,
and student leadership.
Leadership style is also a variable to be considered in this study. Leadership style is the manner in which
people are directed and motivated by a leader to achieve organizational goals (Al Khajeh, E. H., 2018). Harem
as cited by Aldaibat (2017), leadership style is a set of acts that leaders shows in the organization, because of
the internal and external pressure wherein it has a direct effect on organizations employees behavior either in

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a positive or negative way. But for Nanjundes Waras & Swamy (2014), leadership style is consistent patterns
of behavior characterize a leader. Organizations nowadays need an effective leader who understands the
“complexities of the rapidly changing global environment. Also, various style of leadership may affect the
organizational effectiveness and performance. Same with Rhan & Nawaz (2017), leadership style pertain to
the leaders’ attitudes and behaviors because of the complex interaction between the leaders thinking and
feelings. In the same way, it is a way of providing direction, implementing strategies, and motivates the
individuals in order to attain the desired objectives. Lastly, Erkutlu as cited by Almansour (2012), define
leadership as a social influence process. It involves the organizational objectives, encouraged behavior in
pursuit of the said objectives, and influencing group maintenance and culture.
Durden (2019) stated that one of the distinctive features of authoritarian leadership is the total
control of a leader in every decision process, while the subordinate has few or no input at all. Autocratic
leaders are absolute, uncompromising and dominating. On the contrary, the main advantages of autocratic
style were the subordinates comply, few resist because the leader has authority and exercises legitimate
power. It is important to note that autocratic leadership is not based on personal influence but more on to the
positional power in an organization or to a social role. From the various leadership styles, authoritative
influence is very powerful (Legacee. Org). Moreover, for Cunningham, Salome, and Weilgus as cited by
Dyczkowska (2018), democratic leaders involve employees in discussion and consultation on business
prospects. Therefore employees are more committed to their work and willing to release creativity as the
result of the entrusted confident to them. Likewise, democratic leaders invite the members of the team to
contribute in the decision making process, through this it can develop social skills and not just for job
satisfaction of the member. The democratic approach is suitable where teamwork is important and quality is
more important in an organization (Bhatti, Shaikh, Maitto, & Hashmi, 2012). Lastly, the laissez-faire
leadership style involves non-interference policy, allows complete freedom to all workers and has no
particular way of attaining goals (Bhatti, et. al., 2012). In the economic setting, it is a theory that restricts
government intervention in the economy. Laissez-faire is French for "let do." In other words, let the market do
its own thing. If left alone, the laws of supply and demand will efficiently direct the production of goods and
services Amadeo, 2019).
DepEd Order No. 36, Series 2016, otherwise known as the Policy Guidelines on Awards and
Recognition for the K to 12 Basic Education Program, articulates the recognition given to learners who have
shown exemplary performance in specific areas of their school life. These guidelines are anchored in the
Classroom Assessment for the K to 12 Basic Education Program (DepEd Order No.8 s.2015), which supports
learners’ holistic development in order for them to become effective lifelong learners with21st-century skills.
This policy aims to give all learners equal opportunity to excel in relation to the standard set by the
curriculum and focus on their own performance rather than to compete with one another. It recognizes that all
students have their unique strengths that need to be identified, strengthened, and publicly acknowledged.
In support of the holistic development of Filipino learners, it is important to veer away from valuing
only academic achievement based on high grades and move toward valuing and celebrating a wide range of
student achievements. The awards aim to acknowledge and promote student excellence in various areas and to
provide formal recognition of student achievements that can motivate learners to strive for excellence in
academic, leadership, and social responsibility. In effect, the policy encourages all learners to remarkably and
skillfully perform specific kinds of tasks critical to their success in school and at work. Consequently, the
policies include all learners and encourage them to be proactive members of their school and community.
In addition to acknowledging and promoting the development of the learners’ unique cognitive and
other skills that underpin success in school and at work, the awards also aim to nurture the formation of the
learners’ values and attitudes anchored on the core values of the Department of Education. Awards and
recognition bestowed on learners who have successfully attained standards set by the school support the
efforts and accomplishments of these learners and affirm their latent potential, abilities, and dispositions.
Learners who feel good about their abilities and contributions to the school and society are more likely to be

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happy, content, and motivated. When these learners are recognized for their efforts, they will also persist in
their desire to excel.
The giving of awards and recognition is one of the many ways by which teachers and schools
provide students with positive feedback and affirmation, which can improve the learner’s confidence, self-
awareness, and enthusiasm for learning. Other ways by which teachers can provide learners with information
about their competence or the value of their accomplishments can be explored. A motivating environment that
promotes respect for student diversity and dedication to learning contributes to the creation of a positive
school climate that supports the well-being and achievement of all students. Moreover, Bursztyn and Jensen
(n.d.) awards, honors and other forms of public recognition for good performance are used in many academic
settings. At the same time, Olinger (2018) believes that recognition for the effort and success improves
students’ motivation and encourages participation. It increases self-confidence, offer a sense of
accomplishment, and generate respect in their peer group. While, when it comes to academic recognition,
research shows that the recognition of one’s efforts is highly valued as compare to monetary. When ordinary
students simply recognize his best effort, it will increase their level of self-confidence, sense of
accomplishment and respect (Awards and Personalization Association, n.d.). In addition, for Boudville (2016)
some educators believe that the only reward for students who excel in studying is learning itself, because
using extrinsic student rewards such as honor roll status, grades, certificates, or gold star may lead to negative
consequences upon promoting student achievement. The first variable to be considered when it comes to
Supreme Student Government is age. It is a determinant of the performance of the individuals and that is their
performance will gradually deteriorate or improve with age depending upon their work, Warr as mentioned by
Kotur and Anbazhagan (2014). For Hanscom (2017), perceptual age measures can be an alternative to
chronological age to determine successful aging at work. While for Cerantes, as cited by Cagas (2015), as an
individual aged, they respond less to change and mobility. On the contrary, many people think performances
improved as they age.
Most of the literature affirms that, gender and sex is socially and culturally constructed. According to
Arviola (2013), gender identifies the social relationship between women and men. It does not refer to women
or men but the way the concepts of women and men is constructed and dictated by the society. Thus, gender
stereotyping arises, wherein it is acquired through socialization process. Same with Centeno (2011), it refers
to the differences between men and women, based on how they are assigned to behave by their society and
culture. Thus, gender is a result of socialization of an individual, starting with the family and reinforced by the
peers, media, school and workplace.
The Conflict Theory emphasized their sociological perspective on gender. They contend that, the
relationship between male and female has traditionally been one of the unequal powers, with men in dominant
position over women. Men may originally become powerful during pre-industrial times because of their
physical strength, and freedom form child bearing, although, in contemporary times, such considerations are
not so important, yet cultural beliefs about the sexes are long established (Schoefer, 2008).
Moreover, Bagolong (2014) states that, gender is a socio-cultural characteristics which varies from
one society to another, referring what the group considered proper for males and females. While Pasigui
(2011), differentiate sex and gender. Wherein, sex is the distinction of male and female related to
reproduction and their physical distinction. On the other hand, gender is a social characteristic.
According to the Philippine Statistic Authority, a status of an individual in relation to marriage,
classified as follows: Single – a person who has never been married; Married - a couple living together,
legally or consensually as husband and wife; Separated - a person separated legally or not from his/ her
spouse; and Widowed - a person whose bond of matrimony has been dissolved by death. While in Canada, the
classification of marital status are as follows: Married- this category includes persons whose opposite or
same-sex spouse is living, unless the couple is separated or divorce has been obtained; Living common law -
includes who are living with person of the opposite or same sex as a couple but not legally married; widow
include persons who have lost their legally-married spouse through death and who have not remarried;

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separated include persons currently legally married but who are no longer living with their spouse and have
not obtained a divorce; divorced include persons who have obtained a legal divorce and have not remarried;
and single includes persons who have never married.
The term job and position sometimes used interchangeably but the two terms are different. “A job is
a collection of related tasks and responsibilities that are grouped together for the purpose of accomplishing
work within an organization.” “It requires certain competencies that may be used for career/succession
planning or individual performance management.” On the other hand, “a position is a specific occurrence of a
job within an organization.” The position is linked to the job and inherits all of the characteristics of a job
(CompareHRIS, 2018). While the Business Dictionary defines “Job position within a chain of command of an
organization has the responsibility of providing information and advice to personnel in line position.”
In a business organization, the manager is a job title that is used in organizations to denote an
employee who has certain duties and responsibilities to lead functions or departments and/or employees. The
manager is assigned to a particular level on an organizational chart. Employees who have the job title of
manager have diverse duties and job responsibilities for people and functions. Moreover, the job description
of a manager varies from organization to organization depending on the specific responsibilities that are
assigned to the job function. In some organizations, the title, manager, is only assigned to employees who
have other employees reporting to them as seen on an organizational chart (Heathfield, 2018)
Kenny (2017), pointed out a leadership position is an assigned role where a leader must be
responsible for the outcome of a team. Those positions have the potential to help them grow as an individual,
pour into people, and meet career goals, as well as potentially being paid more.
As stated in DepEd Order No. 47, series 2014, entitled Constitution and By-laws of Supreme Pupil
Governments and Supreme Student Governments in Elementary and Secondary school, article VIII:
Composition, Election, Qualifications and Term of Office of the SSG,
Sec. 1.The officers of the SSG are the duly elected President, Vice president, Secretary, Treasurer,
Auditor, Public Information Officer, Peace Officer, 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
school pursuant to DECS Order No. 37, s. 2001.
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 Representative/s shall be conducted every 1st week of July
annually.
Sec.6 The Campaign Period shall not be more than five(5) school days prior to the SSG elections,
unless otherwise stipulate in an appropriate DepEd issuance.
Sec.7 Candidates for all SSG elective positions shall;
a. Be bonafied students;
b. Be of good academic standing with a general average of 85 and
above without any failing grade during the 1st to 3rdgrading period of the current school year;
c. Be of good moral character
d. Have not been subjected to any disciplinary sanction; and,
e. Have paid the SSG Development Fee and other related SSG contributions since his/her admission
to the 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,

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Secretary, Treasurer, 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.
In the K to 12 Program, the grade levels covers Kindergarten and 12 years of basic education (six
years of primary education, four years of Junior High School, and two years of Senior High School) to
provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and entrepreneurship. The Program
implementation in public schools is being done in phases starting SY 2012–2013. Grade 1 entrants in SY
2012–2013 are the first batch to fully undergo the program, and current 1st year Junior High School students
(or Grade 7) are the first to undergo the enhanced secondary education program, to facilitate the transition
from the existing 10-year basic education to 12 years (officialgazette.gov.ph). In addition, as stated in section
6 in the Implementing Rules and Regulations (IRR) of the “Enhanced Basic Education Act of 2013”
otherwise known as Republic Act No. 10533, Kindergarten Education is the first stage of compulsory and
mandatory formal education which consists of one (1) year of preparatory education for children at least five
(5) years old as a prerequisite for Grade 1. Elementary Education refers to the second stage of compulsory
basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old.
And, Secondary Education refers to the third stage of compulsory basic education. It consists of four (4) years
of junior high school education and two (2) years of senior high school education. The entrant age to the
junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.
Another variable to be considered when it comes to Supreme Student Government is trainings and
seminars. Attending such as these builds social skills and confidence, because here we can meet people with
the same field. “You come empty handed, but come out more knowledgeable and more skilled” (R4Kenya,
2014). Same with Morgan (2018), through seminars it improves the communication skills, renewing
motivation and confidence, gaining expert knowledge, and networking with others. Furthermore, a seminar
involves a group of expert who act as the resource person for them to share their knowledge in a particular
field. It may take a few or more days which includes group discussions and sharing. While for Frost (2018),
attending trainings on part of any employees become an opportunity to expand their knowledge, truly a
worthwhile investment. Benefits may include, addressing the weaknesses of the employees, improved their
performance, and job satisfaction.
One of the abilities of being a leader is the emotional intelligence, a character within every individual
which comprise of self- awareness, self-regulation, motivation, empathy and social skills. Since, being an
officer in a certain organization such as in the Supreme Student Government (SSG) is not easy, because of the
duties and responsibilities, therefore the continuous development of their emotional intelligence is essential
for a leader to perform effectively and efficiently.
The concept of self-awareness falls into Daniel Goleman theory of emotional intelligence (EQ). Self-
awareness for Goleman as mention by Sullivan (2017) is the capacity of a person to recognize one’s own
feelings and those of others, and managing person’s emotions as we relate to others, it is being aware of both
our mood and our thoughts about mood. There are three competencies under self-awareness: emotional self-
awareness, accurate self-awareness, and self-confidence. When it comes to emotional self-awareness it
reflects the significance of knowing one’s own feelings and recognizing how it impacts the performance.
Accurate self-assessment falls under the recognition of a person’s weakness and strengths. In leadership, a
leader with a high degree of self-confidence, differentiate great leaders from average leaders. While Frisina
(2014), define self-awareness as understanding your own values, strengths and weaknesses, goals and
ambitions, thought patterns, motivation and desires. Developing self-awareness in a person takes many years.
In relation to leadership the more a leader is self-aware, the more influential and better his subordinates
perform. The main cause of ineffective leadership destroys the organizational culture.
Baumeister as cited by Prince & Alexander (2017), self-awareness is “anticipating others perceived

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you, evaluating yourself and your actions according to collective beliefs and values, and caring about how
others evaluate you.” In addition, self-awareness is a crucial component of effective leadership and
encompasses both the awareness of self-resources, such as individual strengths and weaknesses, core values,
and motivations, and how leader perceived by others. For Markovie (n.d.), he define self-awareness as “the
ability to accurately perceived your own emotions as they happen, giving a realistic assessment of your own
abilities and the sense of self-confidence.” It includes competencies such as emotional self-awareness,
accurate self-assessment, and self-confidence.
Another variable under emotional intelligence is self-management or self-regulation. For Goleman
(2015), self-regulation is another important domain of multiple intelligence, a person who possess self-
regulation has an inclination towards reflection and thoughtfulness, accepts the uncertainty and change and
has Integrity. Self-regulated individual has the ability to say no to the impulsive urges. In any organization, a
leader who knows how to self-regulate in the middle of frustration know how to plan their reaction carefully,
he will acknowledge a weak performance without passing any harsh judgements. A person will reflect on the
reason behind the failure. According to Harrison (2014), self-management as one dimension of emotional
intelligence composes of the following: (1) Self-control- in leadership, a leader with self-control remain calm
under crisis and pressures. (2) Transparency- a leader who is transparent admits mistake and faults openly and
facing unethical behavior in others boldly. (3) Adaptability- a leader who is adaptable and flexible in any
given situations. (4) Achievements- in a leader they are the one who continuously learning to be a better
person. (5) Initiative- they seize opportunities rather than simply waiting for things to happen. (6) Optimism-
in spite of the emerging circumstances, a leader who have positive outlook sees the bright side of the
situation. Same with Sorin (2014), he discuss self-management which include the following: (1) Emotional
self-control- an individual who has controlling emotions and impetuous impulses. (2) Transparency- a person
with an honest and upright conduct. (3) Adaptability- the ability to overcome obstacles and flexibility to adapt
to changing circumstances. (4) Ambition- the desire to improve performance to meet the standard of
excellence. (5) initiative- it is the readiness to act and take advantage of opportunities. (6) Optimism- An
individual who sees the bright side of things.
Bell as mention by Ackerman (2018), self-regulation is controlling of oneself, the individuals ability
to influence or control their emotions and impulses. In a broader sense it can refer to self-control by a wide
range of organisms and organization. A person with good emotional self-regulation has the ability to keep
their emotions and behavior responses easy adapt to the demands of their environments. Moreover, a study
showed that adolescents with self-regulatory behavior had greater wellbeing, enhanced life satisfaction, and
perceived social support than others.
A research of Sadri and Javani (2015), self-regulation is the ability to control, change and adjust
emotions, impulses or wishes. There are two sub-categories of self-regulation, the emotional self-regulation
and cognitive regulation. Emotional regulation refers to control of sentiments and motives, while cognitive
regulations mean to control thoughts and actions. In the field of athletics, self-regulation has a significant
relationship with general adjustment, emotional states, and health related habits and athlete performance.
Motivation came from the Latin word “movere”, meaning “to move” or “moves you”. It reflects the
energy and direction to initiate and maintain behavior. It’s a combination of personal and situational factors
that create a sense of direction, energy, drive, and incentive to meet certain desirable goals. In addition, there
are three types of motivation: 1. Person-centered- a motivation came from the individual desire, 2. Situation-
centered- a motivation came from supportive environment for a person to perform certain task or to meet a
goal, 3. Interactive sources- it’s a combination of the first two mentioned (Anshel, 2014).
For Frando & Mores (2014), motivation sees the reason that directs and energizes human behavior. It
is the “WHY?” of a certain behavior, also a general arousal to reaction that when it becomes strong it urges
(need, drive, and motive) the individual toward some kind of activity. Intrinsic and extrinsic motivations are
two ways to be motivated. Intrinsic motivation is one that causes individual to participate in an activity for
their own enjoyment, whereas extrinsic motivation causes people to participate in an activity for a tangible

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reward. As Tomas & Sanches (2013) pointed out, when an individual is intrinsically motivated, he or she
work an extra mile and respond more optimistically to challenges compare to a person who is extrinsically
motivated.
Leonard, Beavais, & Scholl as mentioned by Gazzingan & Francisco (2013), proposes five factors as
the sources of motivation: 1. Instrumental motivation (rewards and punishment), 2. Intrinsic process
motivation (enjoyment and fun),3. Goal internalization (self-determined values and goals),4. Internal self-
concept based motivation (matching behavior with internally developed ideal self), and 5. External self-
concept based motivation (matching behavior with externally ideal self). Motivation directs our behavior. It
makes a person perform an actions leading to satisfaction. While the following are the characteristics of
motivation: 1. Motivation is invisible, 2. Motivation is goal seeking, 3. Motivation is selective and directional,
and 4. Motivation is persistent during period of time.
For Sterrett (2014), empathy is the awareness or the ability to feel what others are feeling and vital in
sustaining relationship. We understand other feelings by remembering a similar experience from our own life
and there is no existence of empathy without self-awareness of our own emotions. As the other person
understand other feelings and knowing others socially and professionally, it is easier to empathize. While
Bankman (2017) stated that one of the important component of emotional intelligence is empathy, the ability
to recognize and share the emotions of another person. Empathy is different from sympathy. Empathy is
feeling with someone, while sympathy is feeling for someone. Empathy is a foundation for a good relational
skill. Moreover, “to relate, to communicate, to effectively problem solve, we need to be able to get out of our
own experience and feel the experience of others.
From the book EQ Applied: The Real World Guide to Emotional Intelligence, as discuss by Bariso
(2018), Empathy is the “ability to understand and share the thoughts or feelings of another. “ It is an attempt
to understand more the other person by knowing their perspective. Empathy is a trait that can develop every
day. “In every interaction of every person is a chance to see things from a different perspective….”
Another variable to be considered is social skills. Monjas as cited by Cabanate, Martinez,
Rodriguez, and Colomer (2018), social skills possess by the individuals enable them to execute interpersonal
task. It also refers to the behavior relating to others. Relating with others is important because it contribute to
the validation of the self. For example in a preschool setting, when children plays together, they are sharing
the concepts of responsibility, returning favors, and courtesy which help promote the importance of social
competencies. On the other hand, the term social skills in the emotional intelligence refer to the following:
collaboration and cooperation, building rapport, leadership skills, conflict management skills, and persuasion
and influencing skills (SKILLSYOUNEED, n. d.).
From the article written by Wang (2014), to be an effective and efficient leader one must have a
social skill. It is an important effective communication. The leader must have a wide array of social skills in
order to connect and lead to all types of people. According to Wang there are some strategies for a leader to
enhance his or her social skills- a leader must know how to listen, show respect to everyone, make a good
impression, encourage social environment, always prepared in meeting people, has enthusiasm and optimistic.
The aforementioned related literatures about academic performance are beneficial to the present
study because it gave key concepts about academic performance of the Supreme Student Government
members which is the respondents of the present study. The related literatures enumerated about leadership
styles are valuable to the present study because the researcher believes that a leadership style of the SSG
officers highly influenced the way they handle their organization. While, the above cited literatures about
awards and recognitions are related to the present study because the researcher identify what particular awards
and recognition is being given to public school learners that in some way affect their emotional intelligence.
The literatures pertaining to the profile of the SSG officers as to age are related to the present study
because the researchers believe that age may affect the SSG officers’ academic performance leadership. The
related literatures enumerated about gender orientation are valuable to the present study because the
researcher believe that gender orientation of the respondents may become a contributing factor in leadership.

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The literatures pertaining to civil status are related to the present study, because the civil status of the SSG
officers may influence his/her service attitude towards the organization. The cited literatures about SSG
position are related to the present study because the position may influence the emotional development of the
SSG organization, while, the cited laws about grade level are related to the present study to understand more
the concept of grade level when it comes to basic education. Lastly, the said literatures about
seminars/trainings attended are relevant to the present study because it provide a clear understanding on
important trainings and seminars in an organization.
Moreover, when it comes to emotional intelligence, the above literatures about self-awareness are
beneficial to the present study because it provided a background of what is self-awareness. The literature
mentioned about self-regulation support this study because it furtherly explain the concept of self-regulation
and its importance to oneself. The mentioned readings about motivation help more the researcher to
understand more the meaning of intrinsic motivation and how it is important to the present study. While, the
literatures about empathy is important to the present study because it gave a wider and clearer perspective
regarding the concept of empathy. Lastly, the aforementioned related literature about social skills is beneficial
to the present study, because it gave clear concepts about social skills and its advantage in an organization. At
the same time, it shows how the idea of social skills influenced a certain individual in a group.

2.2. Related Studies

Farooq (2011) in his study entitled “Factors Affecting Academic Performance of Students: A Case of
Secondary School Level” stated that there are different factors which contributes for the quality of academic
performance of students, that is why it is very important that educators understand better about this factors.
The studies concluded that high socio economic status is the best contributing factors to the quality of
students’ achievement. Similarly, parental education and gender affects students’ academic performance. It is
important to consider the factors that benefit and hinder academic progress of an individual’s education. But
Singh & Malik (2016), their revealed that there is a positive and statistically significant impact of learning
facilities, communication skills and proper guidance from parents on students’ academic performance. Same
with the study of Mushtaq & Khan (2012), result shows that communication, learning facilities, and proper
guidance shows the positive impact on the students’ performance, while the family stress shows the negative
impact on the students’ performance. A study of Shazadi and Ahmad (2011) revealed that academic
performance can be estimated for any student by its home environment and learning skills and also by its
academic interaction, study habits, and home environment. By examining the three possible paths of
estimating academic performance, the strongest path is the home environment which affects the learning skills
and ultimately learning skills lead to affect the academic performance. According to a model students can
achieve high academic performance by focus on home environment and learning skills.
A research of Iqbal, Anwar, and Haider (2014) seek to investigate the effect of leadership styles
practiced in an organization and its effect on employee performance. Based on the result, autocratic leadership
style is useful in the short term and democratic leadership style is useful in the long term. On the contrary,
there are various leadership style and management that are based on different theories. An individual’s
leadership style mostly based on the combination of their beliefs, values, and preferences, as well as the
culture and norms of the organizations, as a result it will encourage some style and discourage other
leadership styles.
A study made by Aldaibat (2017), entitled, “Impact of Leadership Styles in Organizational
Commitment,” shows that there is no single leadership style which requires from a leaders to practice, the
style must be according to the environmental circumstances and to integrate workers by linking organizations
objectives with employees objectives. On the other hand, in the academic organization, there is no significant
relationship between leadership styles and school effectiveness in the secondary level. While there is no
significant difference between the leadership styles of head teachers base on gender both in public and

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private.
A study by Akor (2014), wherein the research want to determine the influence of autocratic style on
the job performance of the academic librarians in higher institutions of learning, the major findings shows that
autocratic leadership style does not significantly influence the job performance of academic librarians, they
adopted more of the democratic style, bureaucratic, laissez-faire, and lastly the autocratic leadership style. In
addition, a study made by Chukwusa (2018) entitled, “Autocratic Leadership Style: Obstacle to Success in
Academic Libraries,” stated that practicing autocratic leadership style hinder creative ideas to solve problems,
it is therefore that a leaders should avoid the use of this styling in running each of their organization. It may
lead to higher productivity but as time goes by it will result to lack of initiative and institutional
disagreements.
A study made by Levitt, List, Nickermann, & Sadoff as cited by Burszyn & Jensen (n.d.), the non-
fiancial awards such as trophies improved performance for elementary school students. While, financial
rewards improved performance for high school students. At the same time, in the field of employee
performance, both monetary and non-monetary rewards influence job satisfaction. Recognition plays an
important role in making employees feel valued and motivated (Tessema, Ready, & Embaye, 2013).
Furthermore, a study of Amoetemaa &Kyeremeh (2016), reveals that recognition in an organization
occurs if there is a strong supportive culture and understand of praising the employees for their good works.
The genuine expressions of appreciation of employees achievements and a day-to-day acknowledgement of
excellence performance is one of the effective ways to motivate the employees. Likewise, recognition and
reward is important because it ignites the employees desire to excel, builds self-esteem, encourages
employees to exceed expectations, and enhances team success. Employees who receive recognition are more
likely to treat colleagues and customers with courtesy, respect, and understanding (Samra, Gilbert, Shain, &
Bilsker, 2012).
One of the important variables when it comes to the respondents profile is age. For Bourned, Bonnie
as mentioned by Tran (2015), as people grow older, internal work satisfaction becomes more significant
compare to material rewards. Older workers still perform well in their field of work, but most of the time
external and a psychological condition which is associated with aging affect their work performance and
motivation, while in the field of teaching for Daran (2010), in her dissertation entitled, “Predictors of
Teacher’s Performance in Selected Schools in Solo, Indonesia” stated that, as a teacher grows older his
physical condition deteriorates, but their experience increase. It may assume that experience can increase the
self-confidence and moral strength of a teacher. Because of their accumulated knowledge and tested
experience, they are in a better position to guide, enlighten, and teach the learners. While, according to
Canares as cited by Cagas (2015), age is a good predictor of learning Math. The older students can determine
patterns better, and able to reason out more logically as compare to younger ones.
Gender orientation is a relevant factor in this study. The World Bank explains the concept of gender
or sex as a social expectation about what behaviors and activities are appropriate and what rights, resources,
and power must possess between women and men. For example, women and girls primary responsibilities are
for the care of infants and young children, while men belong to the military service and national defense.
Santos as cited by Buña (2010), explains gender as an expectations attributed by culture to women
and men. While the social institutions, created, produce, reproduce and maintained such expectations. Unlike
sex which is biologically determined, gender is more on a set of characteristics given by the society that
identifies what should be the behavior of women and men. Same with the idea of Francisco (2010), refers
gender to the socially differentiated roles, characteristics and expectations attributed by culture to women and
men.
A primer for local chief executives for a gender-responsive LGU’s defines gender as a characteristic
of being feminine or masculine. It is a socially and culturally attributed characteristic that prescribes social
behaviors. Also, it is the expected relationship between men and women when it comes to productive,
reproductive, and political spheres.

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Furthermore, an Orientation on Gender Awareness and Development (GAD), conducted by the

Provincial Government of Laguna last July 2015, mentioned gender as a socially and culturally constructed
concept. It pertains to what makes an individual a masculine or feminine, it varies across places and cultures,
and it is a learned behavior.
Marital status may affect on the job performance of every worker. It has found out that married
government employees are less efficient, less reliable, and prone to corruption, the same case to the widowed
and remarried workers. Compare to unmarried employees, which is more efficient, reliable, and less prone to
corruption (Oluka and Basheka, 2010). However, in the study made by Nadler and Kufhal (2014) about the
marital status, gender, and sexual orientation in the employment hiring decision, revealed that sexual
orientation interacted with marital status in women’s ratings, but not for men. Therefore, single lesbian
women received significantly higher ratings when compared with married lesbian, and married heterosexual
women received significantly higher ratings compared with single heterosexual women.
Another variable to be considered is the position. In a business organization, the supervisors’ roles
and responsibilities played a big part. Effective performance management begins with respect for one another
and ends with excellence in performance. It is the responsibility of supervisors to communicate on an ongoing
basis with their employees. These conversations should be grounded in honest communication and provide
staff with clear role expectations, feedback, identify performance improvement, development opportunities,
and career possibilities. Each employee has a responsibility to participate fully in these conversations, be sure
they understand their role responsibilities and expectations, and communicate any obstacles or training needs
in order to perform their role at an optimum level (gnorf.org, 2012). Likewise, a study of Bal, Campbell,
Steed, & Meddings (2015) entitled “The Role of Power in Effective Leadership,” stated that in organizational
settings, leaders must exert power to achieve individual, team, and organizational goals. Leaders must be able
to influence their followers to achieve greater performance; their superiors and peers to make important
decisions; and stakeholders to ensure the vitality of the organization.
A study of Abulencia (2015) entitled, “The Unraveling of K-12 Program as an Education Reform in
the Philippines,” pointed out that, the K-12 law mandates that all pupils entering Grade 1 should have
compulsory undergone kindergarten or preschool, and the secondary level will add two more years, that is the
senior high school. On this additional grade, he concluded that although the true aim of education is to nurture
human being to become truly human being; however, because of global competition, there is a need to
educate and train the students to be equal with their counterparts in other parts of the world.
Iquinia (2018), seminars in the field of education, refers to conference, discussion meetings, or
training for teachers’ personal growth. It has an impact for teacher’s development. While training on the other
hand, improve teachers’ performance in learning, skills and knowledge. In his study, Natividad (2012), states
that an effective training should also help trainees to satisfy their own personal goals. It is a procedure
initiated by an organization to its members, for an organization to achieve its mission. According to the
studies of the American Management Association (2017), before the responsibility of establishing and
communicating the mission and vision of an organization belongs only to the leaders. But, with the fast pace,
digitization, and globalization driving business today, it is more important than ever to provide leadership
training for all employees to ensure shared leadership. When employees are given more of a say in decisions,
they are more engaged and motivated. And by giving leadership training to all employees, organizations can
retain high performers and high potentials.
One of the variables when it comes to emotional intelligence is self-awareness. For Steiner (2015),
self-awareness is one of the most important characteristic of a true leader. In his studies entitled, The
Leadership Self-Awareness Process: A Narrative Study Exploring How Experienced Leaders Use Self-
Awareness and Deception to Align their Behavior to their Goals, self-awareness is the ability to see the inner
self as an individual interacts with the world. Self-awareness includes the emotions, intuitions, needs, drives,
thoughts, and physiological responses. Same with the study of Ashley (2012), he observes that many research
shows that the concept of self-awareness is often equivalent with successful leadership. This research is

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designed to develop a validation for a scale in measuring self-awareness in relation to leadership and leader’s
development. For Arabsarhangi (2014), he stated that one of the best implication of his study between self-
awareness and learners performance, is for teachers to support the learners’ emotions and feelings to improve
more of their cognitive ability, in order to make a motivational environment of learning in their classes.
A research study by Woodford (2014) explains self-regulation as the ability to (1) Attain, maintain,
and change one’s level of energy to match the demands of a task or situation. (3) Monitor, evaluate, and
modify one’s emotions. (3) Sustain and shift one’s attention when necessary and ignore distractions. (4)
Understand both the meaning of a variety of social interactions and how to engage them in a sustained way.
(5) Connect with and care about what others are thinking and feeling- to empathize and act accordingly. The
result of the study shows that self-regulation in a primary classroom contribute to better performance in
school and act as a lifelong learning skills.
Ikpesu (2017), self-management or self-regulation is an important emotional competence which
empowers the leader to control feelings and impulses. It revolves around managing emotions, adaptability,
and initiative. Specifically, self-management is to remain calm during unhealthy situations and maintain
composure without considering one’s emotions.
A study made by Kalkaja (2015) focuses on knowledge workers’ experiences of high performance,
and whether there can be found evidence of self-management in those experiences. The result of the research
shows that “self-management practices in workplace can result in higher performance of knowledge workers.”
There is a positive effect of self-management in the organization for better performance of its subordinates.
A research by Nabi, Islam, Dip, & Al Hossain (2017), is about the impact of motivation on employee
performances. A motivation is a human physiological characteristic which contributes to a person’s degree of
commitment. On the other hand, extrinsic motivation on employee performances become a great motivator,
an effective scheme of monetary and extrinsic rewards should be made. It’s a process that starts with a
physiological deficiency or need that activates a behavior for a goal incentive. Same with Mallory (2018),
self-motivation involves personal reason to do something, includes the concept of commitment, optimism,
initiative, drive, and persistence to accomplish something beyond monetary and being recognize. It starts with
setting a goal and being firm with the commitment is the fundamental part of motivation.
In a study entitled “How motivation Affect Academic Performance: A Structural equation modelling
Analysis,” motivation show a positive influence in study strategy, academic performance, adjustment and
wellbeing among students (Kusurkor, Ten Cate, Vov, Westers, & Croiset, 2012).
A study conducted by Khan and Ahmad (2012), point out that there are three major leaders’
interpersonal skills and these are ability to motivate, communicate, and build team. As an SSG officers, these
are some skills they must possess for them to become an effective leaders. The researcher believes that these
said qualities falls under social skills and empathy as the domains of emotional intelligence that a leader must
develop as well.
For Goleman (2013), there are three forms of empathy. First is cognitive empathy. It is the ability to
see the world through others eyes. It is a mind to mind, it give a certain person a mental sense of how other
persons is thinking for better understanding of others perspectives. Second is emotional empathy. It is tuning
to other persons feelings by getting their facial, vocal, and other nonverbal actions or signs. Third is empathic
concern. It is expressing the concern or caring into action. All of these three is very important that an
individual must have.
A research made by Terrasi (2015) about examining leadership traits that may influence the whole
organization. Empathy is use as a significant factor in effective leadership. From different industries,
eighteen leaders were interviewed about their practices and perspectives. As a result it indicates that empathy
is an essential trait of 21st century leadership and beyond.
Furthermore, the central concept of the study made by Timofeva (2014), is the importance of
managers’ level of empathy for being an effective manager as their subordinates observe them. Specifically it
focuses on how it manifest from the feminine culture as compare to the masculine culture. The UK and

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Denmark were chosen as case countries for the comparative study. It found out that empathy levels may not
have the same effect in a highly masculine culture as in a highly feminine culture. In addition, when it comes
in managing across culture, other factor than managerial levels of empathy may being more positive result in
a strong masculine culture. While in strong feminine culture empathy training for managers maybe of greater
importance.
In her study, Bunyi (2018), emphasize emotional intelligence as an important factor of an educator.
In terms of social skills as one of the domain of emotional intelligence, it turns out that most of the educators
in her studies are harmoniously interacted with other people around them. As a recommendation, the
educators as her respondents must maintain the practice of not only social skills but all the domain of
emotional intelligence such as self-regulation, internal motivation, self-awareness and empathy as well. For
Moran, Olaz, and Del Prette (2015), the importance of social skills for personal development is an acceptable
fact. But the different stages of life experiences different social challenges. And, Social skills are widely use
form of intervention across various fields like in education and health.
Liberma (2014) stated that social skills promote interpersonal interactions. It refer to the day to day
conversation, encounters, and relationships of people with each other, the nature and function of
communication between people This also include the ability to give and get information, to express and
exchange attitudes, opinions, and feelings. Lastly, the study made by Hurst, Wallace, & Nixon (2013) reveals
that that students engage in social interaction as a form of teaching and learning process inside the classroom
improved their learning by enhancing their knowledge of literacy and teaching and their critical thinking and
problem-solving skills.
The above studies about academic background provide a clear background about the influence of it
among the learners in an organization. The above cited studies about leadership styles gave an essential
background of how it is apply to the present study. While, the above cited studies about awards and
recognition are valuable to the present study since it is also an important indicator of the respondents’ school
performance.
Furthermore, the related studies discussed about age are related to the present study since age in one
way or another is a contributing factor for the academic performance and leadership style of the SSG officers.
The aforementioned related studies about gender are beneficial to the present study since gender orientation
may affect emotional intelligence of the SSG officers. While, based from the above mentioned studies, civil
status of SSG officers may influence their performance in leading the SSG organization. Moreover, the above
cited studies about position were significant to the present study since position in any organization has its own
duties and responsibilities that need to be fulfilled. The study about grade level gave a clear background about
the K-12 law. The above cited studies about trainings and seminars gave a clear view about the importance of
seminars, trainings, workshops, and conferences equipped the SSG officers and its representatives for a better
performance in the organization.
On the other hand, the indicators in emotional intelligence such as the studies mentions about self-
awareness help the researcher to furtherly understand the concept of self-awareness. The aforementioned
related studies self-regulation are beneficial to the present study since self-regulation may affect in one way or
another the performance of an SSG officer. While, the related studies enumerated about motivation are
valuable to the present study since it provides key concepts. The above related studies about empathy gave a
clear view about the significance of it in the performance of an SSG officers and representatives. Lastly, the
related studies enumerated about social skills are valuable since it provide the present study some key
concepts in social skills that must be develop by the SSG organization.

3. Research Methodology

This chapter consists of the research design, respondents of the study, sampling techniques, research
procedure, research instrument and statistical treatment of data.

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3.1. Research Design

Descriptive method was used to determine the impact of Supreme Student Government (SSG)
officer’s profile and emotional intelligence to their school performance such as their academic performance,
awards and recognition, and leadership style among the seven schools namely the Talangan Integrated
National High School, Calumpang National High School, Upland Integrated National High School, Lowland
Integrated National High School, Liliw National High School, Plaridel Integrated National High School, and
Cristobal S. Conducto Integrated National High School under cluster four in the Division of Laguna.
According to Kowalczyk (n.d.), descriptive research is all about describing the situation of the
subject which is the focus of the study, for example the population involve in the study. In addition, there are
three ways in doing the descriptive research such as observational, survey, and through case study. In relation
to the present study by using the survey questionnaire, interpret and analyze the SSG officers profile such as
their age, gender orientation, civil status, SSG position, grade level, seminars and trainings attended, also
included their Emotional Intelligence such as their self-awareness, self-regulation, motivation, empathy, and
social skills. On the other hand how it effect their school performance such as their quarterly general average,
their leadership styles inside the SSG organization in terms of autocratic, democratic, and laissez-faire styles,
and lastly the status of their awards and recognitions in terms of classroom awards, grade level awards and
special recognitions.

3.2. Respondents of the Study

The respondents of this study were the one hundred seven (107) Supreme Student Government
(SSG) elected officers from cluster four in the Division of Laguna. The cluster four in Laguna’s Division
consists of seven schools in Nagcarlan-Rizal District, the Talangan Integrated National High School,
Calumpang National High School, Upland Integrated National High School, Lowland Integrated National
High School, Liliw National High School, Plaridel Integrated National High School, and Cristobal S.
Conducto Integrated National High School.

3.3. Sampling Techniques

The population sampling was applied from the samples of seven schools in cluster four in the
Division of Laguna, wherein the SSG officers were the respondents of this study. Population sampling is the
process of taking a sample of subjects that is representative of the entire population and it is done because it is
impossible to test every single individual in the population (explorable.com)

3.4. Research Procedure

In order to facilitate data gathering after the questionnaire has been validated, permission was sought
first through a request letter in the office of
the Schools Division Superintendent in the Division of Laguna, the Nagcarlan-Rizal District Supervisors and
principals of the seven schools. Immediately after the permission had been granted to the researcher, the
questionnaires were distributed to the Supreme Student Government (SSG) elected officers with the help of
the SSG advisers.
The data gathering was done personally by the researcher with the help and assistance of the teachers
in charge of the SSG. Proper instruction to the concerned respondents was given. The accomplished
questionnaires were collected and sorted out. The responses were tabulated, analyzed, and finally interpreted
with the help of a statistician.

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3.5. Research Instrument

Survey questionnaire was used as the primary data gathering instrument. The questions about the
emotional intelligence and leadership style were adopted from the sites of Research Collaboration
Organization, Likert Scale Template, and WestEd Agency sites. A form of checklist was used to gather
information needed in the accomplishment of the study.
Data were collected with the use of a researcher-made and validated survey questionnaire which is
composed of five parts. The first part includes the respondents’ profile. The second part is about the
respondents’ emotional intelligence. The third part is about their academic performance specifically their
general average in the previous quarters. Fourth is the respondents awards and recognitions status and the last
is about their leadership style perspective. Each answer has corresponding scale, when it comes to Emotional
Intelligence the scale stated were as follows:
Scale Range Remarks Verbal Interpretation
5 4.20-5.00 Always To a very high extent
4 3.40-4.19 Often To a high extent
3 2.60-3.39 Sometimes To a moderate extent
2 1.80-2.59 Seldom To a low extent
1 1.00-1.79 Never To a very low extent
While when it comes to the respondents perspectives about the leadership style scale stated as
follows:
Rating Range Description
5 4.20-5.00 Strongly Agree
4 3.40-4.19 Agree
3 2.60-3.39 Neither Disagree or Agree
2 1.80-2.59 Disagree
1 1.00-1.79 Strongly Disagree
Statistical Treatment
The data gathered are collected tabulated and interpreted using the following tools.
Percentage distribution was used to determine the profile, awards and recognitions of the
respondents. Mean and Standard deviation were used to determine the impact of Supreme Student
Government (SSG) officer’s emotional intelligence in the manner of self-awareness, self-regulation,
motivation, empathy, and social skills and in the level of the respondents leadership style in terms of
autocratic, democratic, and laissez faire. In order to test the significant impact of Supreme Student
Government (SSG) officer’s profile and emotional intelligence to their school performance such as their
academic performance, awards and recognition, and leadership style the F-test was used for computing the
significance.

4. Presentation, Analysis and Interpretation of Data

This chapter includes the analysis of data collected as well as the interpretation of the results of the
study.

4.1. Profile of the Supreme Student Government (SSG) Officers in Terms of Age

Figure 2 presents the profile of the Supreme Student Government (SSG) officers in terms of age.

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1, 1%

8, 7% 13, 12%

12-13years old
32, 30% 14-15 years old
16-17 years old
18-19 years old
53, 50%
20 years old and above

Figure 2. A Pie Graph Showing the Profile of the Supreme Student Government (SSG) Officers in
Terms Of Age
Figure 2 shows the profile of the Supreme Student Government (SSG) officers in terms of Age. Out
of one hundred seven (107) respondents fifty-three (53) respondents or 50% fell within fourteen to fifteen (14-
15) years of age. Based on the data analyzed, it implies that the majority of the respondents were under
fourteen to fifteen years old (14-15), as evidenced by the frequency of 53 0r 50 as percentage.

4.2. Profile of the Supreme Student Government (SSG) Officers in Terms of Gender Orientation

Figure 3 presents the profile of the Supreme Student Government (SSG) officers in terms of gender
orientation.

9, 8%

38, 36%

Male
Female
LGBT
60, 56%

N=107

Figure 3. A Pie graph showing the Profile of the Supreme Student Government (SSG) Officers in
Terms of Gender Orientation

Figure 3 shows the profile of the respondents in terms of gender orientation. Out of one hundred
seven (107) respondents, sixty (60) 0r 56% were female, thirty-eight (38) 0r 36% were male, and nine (9) or
8% belong to the Lesbian, Gay, Bisexual, Transgender (LGBT) group.
The analysed data shows that the majority of the respondents were female. This shows that nowadays
the concept of leadership among the SSG officers does not only for men but also among women.
On the other hand, all of the one hundred seven (107) of the respondents were all single. This shows
that the Supreme Student Government Officers recognized their priorities before anything else, and that is to

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be hard working students while serving the student body organization.

4.3. Profile of the Supreme Student Government (SSG) Officers in Terms of Position

Figure 4 presents the profile of the Supreme Student Government (SSG) officers in terms of
position.
As can be seen in figure 4, the profile of the respondents in terms of positions revealed that out of
one hundred seven (107) respondents, forty-eight (48) or 45% were in the position of the Grade Level
Representatives, thirteen (13) or 12% were the Peace Officers, ten (10) or 9 % were in the Public Information
Officers, seven (7) respondents or 6% to 7% were in the main positions such as the President, Vice President,
Secretary, Treasurer, and Auditor and lastly, only one (1) respondents or 1% is the Business Manager.
Based on the analyzed data, all the respondents under the SSG main positions answer the present
studies’ survey questionnaire since seven schools include as the respondents. Also, according to the SSG
advisers the positions of the secretary, treasurer, and auditor may include an assistant which it is under the
discretion of the school or the SSG advisers. While the Grade Level Representatives, Public Information
Officers, Peace Officers, and Business Manager can also be one or two elected officials.

Figure 4. A Pie Graph Showing the Profile of the Supreme Student Government (SSG) Officers in
Terms of Position

4.4. Profile of the Supreme Student Government (SSG) Officers in Terms of Grade Level Members

Figure 5. A Pie Graph Showing the Profile of the Supreme Student Government (SSG) Officers in
Terms of Grade Level Members

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Figure 5 presents the profile of the Supreme Student Government (SSG) officers in terms of grade
level members. Out of one hundred seven (107) respondents, thirty (30) or 28% SSG officers came from
grade 10 level, twenty-eight (28) or 26% came from grade 9 level, sixteen (16) or 15% came from grade 8
level, fourteen (14) or 13% came from grade 12 level, ten (10) or 9% SSG officers came from grade 11 level,
and lastly, nine (9) or 9% came from grade 7 level.
The analyzed data showed that grade 9 and grade 10 participated more in the SSG organization
maybe because they are more familiar with the SSG organization, since most of them have been in school for
more than two years. At the same time, it can be that the SSG officers under this grade level were popular
students during the SSG elections. As compare with the grade 7 level which got the least SSG officials,
maybe during the SSG elections they are the one who got the least number of votes or few of them
participated during elections since they are freshman students and still familiarizing themselves to the
organization and the school itself.

4.5. Profile of the Supreme Student Government (SSG) Officers in Terms of Seminars and Trainings Attended

As can be seen in figure 6 the profile of the respondents in terms of seminars and trainings attended
revealed that out of one hundred seven (107) respondents eighty-five (85) respondents attended the leadership
trainings, sixty-three (63) respondents attended the youth camp, thirty-two (32) respondents attended the
youth development seminar, twenty (20) respondents attended the child protection policy seminar, fourteen
(14) respondents attended the mental awareness seminar, and four (4) respondents attended other seminars
and trainings.
90 85
80
70 63
60
50
40
32
30
20
20 14
10 4
0
Leadership Youth Camp Mental Health Child Protection Youth Others Please
Trainings Awareness Policy Seminar Development Specify
Seminar Seminar

Figure 6. Profile of the Supreme Student Government (SSG) Officers in Terms of Seminars and
Trainings Attended
Based on the analyzed data almost all of the SSG officers attended the leadership trainings which are
very essential to the SSG organization, followed by the youth camp which is another important activity for
them to be equipped more as a servant leader of their schools.

4.6. Level of Emotional Intelligence of the Supreme Student Government (SSG) Officers in Terms of Self-
Awareness

Table 1 presents the level of emotional intelligence of the Supreme Student Government (SSG)
officers in terms of self-awareness.

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Table 1. Level of Emotional Intelligence of the Supreme Student Government (SSG) Officers in terms
of Self-Awareness
Emotional Intelligence - Self-Awareness Mean SD Remarks
To a very High
1. Understand the meaning of my feelings. 4.41 0.60 extent
To a very High
2. Plan out projects that I want to complete. 4.38 0.77 extent
3. Like to write down what I’m feeling and analyze it. 3.38 0.99 To a high extent
4. Take time to reflect on how I feel regarding things or situations that that happen
in my life. 4.15 0.82 To a high extent
To a very High
5. Try to deal with my problems and concerns when I feel bad. 4.53 0.63 extent
6. Express emotions easily. 3.78 0.89 To a high extent
7. Know exactly how I'm feeling regarding things or situations that that happen in
my life. 3.99 0.76 To a high extent
To a very High
8. Think about ways to make myself feel better. 4.36 0.72 extent
Weighted Mean
Overall Interpretation 4.12 0.13 To a high extent
Legend:
Scale Range Remarks Verbal Interpretation
5 4.20-5.00 Always To a very high extent
4 3.40-4.19 Often To a high extent
3 2.60-3.39 Sometimes To a moderate extent
2 1.80-2.59 Seldom To a low extent
1 1.00-1.79 Never To a very low extent
The table reveals that respondents always or to a very high extent understand the meaning of their
feelings (M=4.41, SD=0.60); Plan out projects that they want to complete (M=4.38, SD=0.77); Try to deal
with problems and concerns when they feel bad (M=4.53, SD=0.63); Think about ways to make themselves
feel better (M=4.36, SD=0.72). Likewise, respondents often or to a high extent like to write down what their
feeling and analyze it (M=3.38, SD=0.99); Take time to reflect on how they feel regarding things or situations
that that happen in their life (M=4.15, SD=0.82); Express emotions easily (M=3.78, SD=0.89); and know
exactly how their feeling regarding things or situations that that happen in their life (M=3.99, SD=0.76).
The overall mean of 4.12 further reveals that respondents’ emotional intelligence in terms of self-
awareness is to a high extent. Similarly, small standard deviation value shows that the SSG officers have
almost comparable level of emotional intelligence as far as self-awareness is concern. This implied that the
SSG officers have better understanding of themselves, reassess their strength and weaknesses, and they figure
out first certain things before they react when they are in difficult and challenging situations, this happen with
the guidance of their advisers and schools stakeholders.
Findings was supported by Arabsarhangi (2014), he stated that one of the best implication of his
study between self-awareness and learners performance, is for teachers to support the learners’ emotions and
feelings to improve more of their cognitive ability, in order to make a motivational environment of learning
in their classes.
4.7. Level of Emotional Intelligence of the Supreme Student Government (SSG) Officers in terms of Self-
Regulation
Table 2 presents the Level of emotional intelligence of the Supreme Student Government (SSG)
officers in terms of self-regulation.
The table reveals that respondents always or to a very high extent create a study plan when important
test is coming (M=4.27, SD=0.75); Track their progress for reaching their goal (M=4.51, SD=0.75); Do what
it takes to get their assignments done on time (M=4.43, SD=0.66); Feel a sense of accomplishment when
everything done on time (M=4.65, SD=0.53); Try to learn from mistakes during failures (M=4.68, SD=0.49);

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Never give up in spite of failures (M=4.50, SD=0.60); Want to do something about the situation when things
not right (M=4.40, SD=0.68). Likewise, respondents often or to a high extent can usually estimate how much
time their homework will take to complete (M=4.12, SD=0.75).
Table 2. Level of Emotional Intelligence of the Supreme Student Government (SSG) Officers in terms
of Self-Regulation
Emotional Intelligence - Self-Regulation Mean SD Remarks
4.27 0.75 To a very high
1. Create a study plan when important test is coming.
extent
2. Can usually estimate how much time my homework will take to complete. 4.12 0.75 To a high extent
4. 51 0.75 To a very high
3. Track my progress for reaching my goal.
extent
4.43 0.66 To a very high
4. Do what it takes to get my assignments done on time.
extent
4.65 0.53 To a very high
5. Feel a sense of accomplishment when everything done on time.
extent
4.68 0.49 To a very high
6. Try to learn from mistakes during failures.
extent
4.50 0.60 To a very high
7. Never give up in spite of failures.
extent
4.40 0.68 To a very high
8. Want to do something about the situation when things not right.
extent
Weighted Mean 4.44 0.10 To a very high
Overall Interpretation extent
Legend:
Scale Range Remarks Verbal Interpretation
5 4.20-5.00 Always To a very high extent
4 3.40-4.19 Often To a high extent
3 2.60-3.39 Sometimes To a moderate extent
2 1.80-2.59 Seldom To a low extent
1 1.00-1.79 Never To a very low extent

The overall mean of 4.44 further reveals that respondents’ emotional intelligence in terms of self-
regulation is to a very high extent. Similarly, small standard deviation value shows that the SSG officers have
almost comparable level of emotional intelligence as far as self-regulation is concern.

4.8. Level of Emotional Intelligence of the Supreme Student Government (SSG) Officers in terms of
Motivation

Table 3 presents the level of emotional intelligence of the Supreme Student Government (SSG)
officers in terms of motivation.
Table 3. Level of Emotional Intelligence of the Supreme Student Government (SSG) Officers in terms
of Motivation

Emotional Intelligence - Motivation Mean SD Remarks

To a very high
1. Am willing to learn new skills that will help me as a student. 4.64 0.54 extent
To a very high
2. Have a strong desire to achieve my dreams 4.67 0.58 extent
To a very high
3. Am open to criticism to improve myself for my betterment. 4.44 0.62 extent
To a very high
4. Believe in dedication and perseverance to achieve my goals. 4.73 0.54 extent

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To a very high
5. Do not get discouraged of failures and believe that there is always next time. 4.32 0.71 extent
To a very high
6. Get excited when I am a part of a challenging task. 4.37 0.70 extent
To a very high
7. Am a person who helps others without expecting anything in return. 4.64 0.62 extent
8. Do not give up on tasks started even when there are failures and To a very high
disappointments. 4.44 0.62 extent
Weighted Mean To a very high
Overall Interpretation 4.53 0.06 extent
Legend:
Scale Range Remarks Verbal Interpretation
5 4.20-5.00 Always To a very high extent
4 3.40-4.19 Often To a high extent
3 2.60-3.39 Sometimes To a moderate extent
2 1.80-2.59 Seldom To a low extent
1 1.00-1.79 Never To a very low extent

The table reveals that respondents always or to a very high extent willing to learn new skills that will
help them as a student (M=4.64, SD=0.54); Have a strong desire to achieve their dreams (M=4.67, SD=0.58);
Open to criticism to improve themselves for the betterment (M=4.44, SD=0.62); Believe in dedication and
perseverance to achieve their goals (M=4.73, SD=0.54); Do not get discouraged of failures and believe that
there is always next time (M=4.32, SD=0.71); Get excited when their a part of a challenging task (M=4.37,
SD=0.70); A person who helps others without expecting anything in return (M=4.64, SD=0.62); and do not
give up on tasks started even when there are failures and disappointments (M=4.44, SD=0.62).
The overall mean of 4.53 further reveals that respondents’ emotional intelligence in terms of
motivation is to a very high extent. Similarly, small standard deviation value shows that SSG officers have
almost comparable level of emotional intelligence as far as motivation is concern.
The study shows that the SSG officers were not driven by material reward or just to be popular in
school because they are in the highest organization. But they are driven to serve others and leave with the
SSG principles.

4.9. Level of Emotional Intelligence of the Supreme Student Government (SSG) Officers in terms of Empathy

Table 4 presents the level of emotional intelligence of the Supreme Student Government (SSG)
officers in terms of empathy.
The table reveals that the respondents always or to a very high extent try to see things from other
people’s points of view (M=4.46, SD=0.62); ask questions to learn more to understand others point of view
(M=4.49, SD=0.72); Understand peoples situations when talking with them (M=4.53, D=0.63); Imagine how
they would feel in someone else situations for them to understand others better (4.50, 0.65).
Table 4. Level of Emotional Intelligence of the Supreme Student Government (SSG) Officers in terms
of Empathy
Emotional Intelligence - Empathy Mean SD Remarks
1. Try to see things from other people’s points of view. 4.46 0.62 To a very high extent
2. Ask questions to learn more to understand others point of view. 4.49 0.72 To a very high extent
3. Understand people's situations when I'm talking with them. 4.53 0.63 To a very high extent
4. Imagine how I would feel in someone else's situation for me to
4.50 0.65 To a very high extent
understand others better.
5. Remember a time when I felt upset, when someone is also sad. 4.17 0.83 To a high extent
6. Think about how I would react if I was one of the characters,
4.21 0.74 To a very high extent
when I'm reading a book or watching a movie
7. Let others know I understand when a friend or family member is
4.55 0.68 To a very high extent
in deep sadness.

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8. Talk to my friends when I know they are sad or worried. 4.50 0.73 To a very high extent
Weighted Mean
4.43 0.07 To a very high extent
Overall Interpretation
Legend:
Scale Range Remarks Verbal Interpretation
5 4.20-5.00 Always To a very high extent
4 3.40-4.19 Often To a high extent
3 2.60-3.39 Sometimes To a moderate extent
2 1.80-2.59 Seldom To a low extent
1 1.00-1.79 Never To a very low extent

Think about how they would react if they one of the characters, when reading a book or watching a
movie (M=4.21, SD=0.74); Let others know they understand when a friend or family member is in deep
sadness (M=4.55, SD=0.68); and talk to their friends when they know they are sad or worried. Likewise,
respondent often or to a high extent remember a time when they felt upset, when someone is also sad
(M=4.17, SD=0.83).
The overall mean of 4.43 further reveals that respondents’ emotional intelligence in terms of
empathy is to a very high extent. Similarly, small standard deviation value shows that the SSG officers have
almost comparable level of emotional intelligence as far as empathy is concern.
In support to the findings was the study by Terrasi (2015) about examining leadership traits that may
influence the whole organization. Empathy is use as a significant factor in effective leadership. From
different industries, eighteen leaders were interviewed about their practices and perspectives. As a result it
indicates that empathy is an essential trait of 21st century leadership and beyond.

4.10. Level of Emotional Intelligence of the Supreme Student Government (SSG) Officers in terms of Social
Skills

The table reveals that respondent always or to a very high extent invites others to join in activities
(M=4.44, SD=0.66); Makes friends easily (M=4.44, SD= 0.70); Receives criticism well (M=4.50, SD=0.64);
Initiates conversations with peers (M=4.27, SD=0.81); Accepts peers’ ideas for group activities (M=4.61,
SD=0.59); Volunteers to help peers with classroom tasks (M=4.31, SD=0.69); Join ongoing activity or group
without being told (M=4.36, SD=0.74); and get along with people who are different (M=4.38, SD=0.80).
Table 5 presents the level of emotional intelligence of the Supreme Student Government (SSG)
officers in terms of social skills.
Table 5. Level of Emotional Intelligence of the Supreme Student Government (SSG) Officers in terms
of Social Skills
Emotional Intelligence - Social Skills Mean SD Remarks

To a very high
1. Invites others to join in activities. 4.44 0.66
extent
To a very high
2. Makes friends easily. 4.44 0.70
extent
To a very high
3. Receives criticism well. 4.50 0.64
extent
To a very high
4. Initiates conversations with peers. 4.27 0.81
extent
To a very high
5. Accepts peers’ ideas for group activities. 4.61 0.59
extent
To a very high
6. Volunteers to help peers with classroom tasks. 4.31 0.69
extent
To a very high
7. Join ongoing activity or group without being told. 4.36 0.74
extent

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To a very high
8. Get along with people who are different. 4.38 0.80
extent
Weighted Mean To a very high
4.41 0.08
Overall Interpretation extent
Legend:
Scale Range Remarks Verbal Interpretation
5 4.20-5.00 Always To a very high extent
4 3.40-4.19 Often To a high extent
3 2.60-3.39 Sometimes To a moderate extent
2 1.80-2.59 Seldom To a low extent
1 1.00-1.79 Never To a very low extent

The overall mean of 4.41 further reveals that respondents’ emotional intelligence in terms of social
skills is to a very high extent. Similarly, small standard deviation value shows that the SSG officers have
almost comparable level of emotional intelligence as far as social skills are concern.

4.11. The Level of Supreme Student Government (SSG) Officer’s School Performance in Terms of Academic
Performance

Figure 7 presents the level of Supreme Student Government (SSG) Officer’s school performance in
terms of academic performance.

Figure 7. A Bar Graph Showing the Level of Supreme Student Government (SSG) Officer’s School
Performance in Terms of Academic Performance
As can be seen in figure 7 the level of Supreme Student Government (SSG) officer’s school
performance in terms of academic performance reveals that the respondents’ report card has a mean level of
90% during the first quarter, 91% during the second quarter and during the third quarter was 92%.
Figure 7 shows that the respondents’ quarterly grade over the last three quarters was outstanding.

4.12. Level of the Leadership Style of Supreme Student Government (SSG) Officers in the Manner of
Autocracy

Table 6 presents the level of the leadership style of Supreme Student Government (SSG) officers in
the manner of autocracy. The table reveals that respondents agree or moderately practiced the leader is the
chief judge of the members’ achievements (M=3.81, SD=0.96); A leader must give rewards or punishments to
its members in order to motivate them to achieve organization

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Table 6. Level of the Leadership Style of Supreme Student Government (SSG) Officers in the Manner
of Autocracy

Legend:
Scale Range Remarks Verbal Interpretation
5 4.20-5.00 Strongly Agree Highly Practiced
4 3.40-4.19 Agree Moderately Practiced
3 2.60-3.39 Neither Disagree or Agree Sometimes Practiced
2 1.80-2.59 Disagree Less Practiced
1 1.00-1.79 Strongly Disagree Not Practiced at all

objectives (M=4.06, SD=0.83); and setting a high standards and expect others to do the same for themselves
is important to a leader (M=3.56, SD=1.12). Likewise, respondents strongly agree or highly practiced a leader
always acts as the spokesperson of the group (M=4.45, SD=0.66); and respect and obedience to a leader is
essential (M=4.77, SD=0.46). The overall mean of 4.13 further reveals that respondents’ leadership style in
terms of autocracy is to a moderately practiced. Similarly, small standard deviation value shows that the SSG
officers have almost comparable level of leadership style as far as autocracy is concern. It implied that the
SSG officers are always moderate in leading the organization they are not too strict and not too lenient. But, a
study by Akor (2014), wherein the research determine the influence of autocratic style on the job performance
of the academic librarians in higher institutions of learning, the major findings shows that autocratic
leadership style does not significantly influence the job performance of academic librarians, they adopted
more of the democratic style, bureaucratic, laissez-faire, and lastly the autocratic leadership style. In addition,
a study made by Chukwusa (2018) entitled, “Autocratic Leadership Style: Obstacle to Success in Academic
Libraries,” stated that practicing autocratic leadership style hinder creative ideas to solve problems, it is
therefore that a leaders should avoid the use of this styling in running each of their organization. It may lead
to higher productivity but as time goes by it will result to lack of initiative and institutional disagreements.

4.13. Level of the Leadership Style of Supreme Student Government (SSG) Officers in the Manner of
Democracy
Table 7 presents the level of the leadership style of Supreme Student Government (SSG) officers in
the manner of democracy. The table reveals that respondents strongly agree or highly practiced providing
guidance without pressure is the key to being a good leader (M=4.47, SD=0.72); Teams work best when
everyone is involved in taking decisions (M=4.78, SD=0.48); Working on committees is enjoyable. (M=4.59,
SD=0.58); Must consider every angle of the situation (M=4.55, SD=0.63); and a leader must have a frequent
and supportive communication with its members (M=4.74, SD=0.54).

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Table 7. Level of the Leadership Style of Supreme Student Government (SSG) Officers in the Manner
of Democracy

Legend:
Scale Range Remarks Verbal Interpretation
5 4.20-5.00 Strongly Agree Highly Practiced
4 3.40-4.19 Agree Moderately Practiced
3 2.60-3.39 Neither Disagree or Agree Sometimes Practiced
2 1.80-2.59 Disagree Less Practiced
1 1.00-1.79 Strongly Disagree Not Practiced at all

The overall mean of 4.63 further reveals that respondents’ leadership style in terms of democracy is highly
practiced. Similarly, small standard deviation value shows that the SSG officers have almost comparable level
of leadership style as far as democracy is concern.
It implied that the SSG officers always considered the opinions and perspectives of its members in
achieving the vision and mission of the organization.

4.14. Level of the Leadership Style of Supreme Student Government (SSG) Officers in the Manner of Laissez-
Faire

The table reveals that respondents strongly agree or highly practiced as a rule, leaders should allow
members to evaluate their own work (M=4.52, SD=0.70); Leaders should give subordinates complete
freedom to solve problems on their own (M=4.24, SD=0.86); and a leader must completely trust his/her
members (M=4.69, SD=0.57). Likewise, respondents sometimes practiced or neither disagree or agree in
facing difficult situations, leaders should let members work problems out on their own (M=2.90, SD=1.35)
and in general, it is best to leave members alone (M=2.08, SD=1.27). The overall mean of 3.69 further reveals
that respondents’ leadership style in terms of laissez-faire is moderately practiced.

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Table 8. Level of the Leadership Style of Supreme Student Government (SSG) Officers in the Manner
of Laissez-Faire

Legend:
Scale Range Remarks Verbal Interpretation
5 4.20-5.00 Strongly Agree Highly Practiced
4 3.40-4.19 Agree Moderately Practiced
3 2.60-3.39 Neither Disagree or Agree Sometimes Practiced
2 1.80-2.59 Disagree Less Practiced
1 1.00-1.79 Strongly Disagree Not Practiced at all

4.15. The Status of Awards and Recognitions of the Supreme Student Government (SSG) Officers

Figure 8 shows the status of awards and recognitions of the Supreme Student Government (SSG)
Officers in terms of classroom awards. Out of one hundred seven (107) respondents ninety (90) of the
respondents got an academic excellence award, fifty-seven (57) respondents got the perfect attendance award
and more than one awards. Lastly, twenty-three (23) of the respondents got the conduct award.
Figure 8 presents the status of awards and recognitions of the Supreme Student Government (SSG)
officers in terms of classroom awards.
Classroom Award 100 90
90
80
70 57 57
Figure 8. The Status of Awards 60
50
and Recognitions of
40
the Supreme Student 23
30
Government (SSG) 20
Officers in Terms of 10
Classroom Award 0
More than one
Conduct Award Academic Excellence Perfect Attendance awards
Award

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Based on the analyse data, the SSG officers perform well in every subjects in spite of their busy
schedule in serving the organization the result shows the Academic Excellence Award. At the same time it is
interesting to know that fifty-seven (57) of the respondents got more than one awards in the classroom
category.

4.16. The Status of Awards and Recognitions of the Supreme Student Government (SSG) Officers

It can be seen in figure 9, the status of Awards and Recognitions of the Supreme Student
Government (SSG) Officers in terms of Grade Level Award, half of one hundred seven (107) respondents
fifty-seven (57) of them got the leadership award, forty (40) got an award for outstanding performance and
twenty-three (23) respondents got both the awards in the grade level category.
Figure 9 presents the status of awards and recognitions of the Supreme Student Government (SSG)
officers in terms of grade level award.
60 57
Grade Level Award
50
40
40

30
23

20

10

0
Leadership Award Awards for Outstanding Both Awards
Performance

Figure 9. The Status of Awards and Recognitions of the Supreme Student Government (SSG) Officers
in Terms of Grade Level Award
The data shows that SSG officers also excel not only in academic subjects but also in other
discipline as well. This discipline includes Athletics, Arts, Communication Arts, Mathematics and Science,
Social Sciences, and Technical-Vocational Education (Tech-Voc).

4.17. The Status of Awards and Recognitions of the Supreme Student Government (SSG) Officers

Figure 10 shows the status of awards and recognitions of the Supreme Student Government (SSG)
officers in terms of Special Recognition. Out of one hundred seven (107) respondents, ninety (90)
respondents represented and won in the division level competition. Forty-eight (48) respondents represented
and won in the district level competition. Thirteen (13) respondents represented and won in the regional level
competitions. Six (6) respondents represented and won in the national level competitions, while one (1) in the
international competition.
Figure 10 presents the status of awards and recognitions of the Supreme Student Government (SSG)
officers in terms of special recognition.
Special Recognition 100
90
90
Figure 10. The Status of Awards 80
and Recognitions of 70
the Supreme Student 60
Government (SSG) 48
50
Officers in Terms of 40
Special Recognition 30
20 13
10 6
1
0
Division Level District Level Regional Level National Level International
Level

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Based on the analyzed data the SSG officers not only excel in their own school but also represented
their school in the Department of Education recognized activities. A study made by Levitt, List, Nickermann,
& Sadoff as cited by Burszyn & Jensen (n.d.), the non-financial awards such as trophies improved
performance for elementary school students. While, financial rewards improved performance for high school
students. At the same time, in the field of employee performance, both monetary and non-monetary rewards
influence job satisfaction. Recognition plays an important role in making employees feel valued and
motivated (Tessema, Ready, & Embaye, 2013).

4.18. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and School
Performance in Terms of Academic Performance

Table 9 presents the significant difference between the Supreme Student Government (SSG) officer’s
profiles in terms of age and school performance in terms of academic performance.
Table 9. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and
School Performance in Terms of Academic Performance as to Age
Age Mean SD F-value P-value F-crit Decision
12-13 yrs. old 91.71 0.43
14-15 yrs. old 91.27 1.44
16-17 yrs. old 90.74 3.31 2.375419 0.056923 2.4608 Not Significant
18 – 19 yrs. old 88.83 1.94
20 yrs. old & above 92.33 0.47
alpha = 0.05
The table above shows the result of F-test for academic performance against age bracket. Age
brackets are 12 to 13 (M=91.71, SD=0.43), 14 to 15 (M=91.27, SD=1.44), 16 to 17 (M=90.74, SD=3.31), 18
to 19 (M=88.83, SD=1.94), and 20-and-above (M=92.33, SD=0.47). Each of the 107 respondents measured
their academic performance in their report card during the last three quarter’s general average. Based from the
table, none of the dimensions of academic performance were affected by age bracket, that is, academic
performance across age brackets are comparable with each other. This finding is stated because it is shown in
the table that the F-value of 2.38 are all less than the critical value of 2.46. It is supported by the P-value of
0.06 which are all greater than the alpha level (0.05). With 95% level of confidence, it can be said that age
bracket has nothing to do with academic performance.
It is implied that SSG officers’ age has nothing to do with their performance on each of their
subjects, because academic performance is not define by the number of years of a person but how they
accomplish each of the subject requirements diligently.
Singh & Malik (2016), their study revealed that there is a positive and statistically significant impact
of learning facilities, communication skills and proper guidance from parents on students’ academic
performance. Same with the study of Mushtaq & Khan (2012), result shows that communication, learning
facilities, and proper guidance shows the positive impact on the students’ performance, while the family stress
shows the negative impact on the students’ performance.

4.19. Effect Between the Supreme Student Government (SSG) Officer’s Profiles and School Performance in
Terms of Academic Performance as to Gender Orientation

The table above shows the result of F-test for the academic performance against gender orientation.
Gender orientations compose of male (M=90.98, SD=2.54), female (M=91.04,SD=2.06) and the LGBT group
(M=91.52, SD=1.90).
Table 10 presents the significant difference between the Supreme Student Government (SSG)
officer’s profiles in terms of gender orientation and school performance in terms academic performance.

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Table 10. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and
School Performance in Terms Academic Performance as to Gender Orientation

Gender Orientation Mean SD F-value P-value F-crit Decision

Male 90.98 2.54

Female 91.04 2.06 0.177559 0.837565 3.083706 Not Significant

LGBT 91.52 1.90

alpha = 0.05
Each of the 107 respondents measured their academic performance in their report card during the last
three quarter’s general average. Based from the table, none of the dimensions of academic performance were
affected by gender orientation, that is, academic performance across gender orientation is comparable with
each other. This finding is stated because it is shown in the table that F-value of 0.18 are all less than the
critical value of 3.08. It is supported by the P-value of 0.84 which are all greater than the alpha level (0.05).
With 95% level of confidence, it can be said that gender orientation has nothing to do with academic
performance.
However the finding is not supported by Farooq (2011), his study concluded that high socio
economic status is the best contributing factors to the quality of students’ achievement. Also, parental
education and student gender also affect academic performance. Furthermore, it is important to consider the
factors that benefit and hinder the academic performance of an individual’s education.

4.20. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and School
Performance in Terms of Academic Performance as to SSG Position

Table 11 presents the significant difference between the Supreme Student Government (SSG)
officer’s profiles in terms of SSG position and school performance in terms of academic performance.
Table 11. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and
School Performance as to SSG Position
SSG Position Mean SD F-value P-value F-crit Decision
President 88.57 0.76
Vice-President 87.52 1.33
Secretary 88.05 4.78
Treasurer 89.39 0.14
Auditor 90.62 0.62 15.20624 2.64E-14 2.034282 Significant
P.I.O. 92.64 0.84
Peace Officer 91.85 0.60
Business Manager 92.00 N/A
Grade Level Rep. 92.03 1.24
alpha = 0.05
The table above shows the result of F-test for the academic performance against SSG positions. SSG
positions compose of the SSG president (M=88.57, SD=0.76), vice president (M=87.52, SD=1.33), secretary
(M=88.05,SD=4.78),treasurer(M=89.39,SD=0.14),auditor(M=90.62,SD=0.62), public information officers
(M=92.64, SD=0.84), peace officers (M=91.85,SD=0.60), business manager (M=92.00, SD=N/A), and grade
level representatives (M=92.03, SD=1.24). Each of the 107 respondents measured their academic performance
in their report card during the last three quarter’s general average. Based from the table, the dimensions of
academic performance were affected by SSG positions, that is, academic performance across SSG positions is

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comparable with each other. This finding is stated because it is shown in the table that the F-value of 15.21
are all greater than the critical value of 2.03. It is supported by the P-value of 2.64E-14 which are all less than
the alpha level (0.05). With 95% level of confidence, it can be said that SSG positions is significant with the
academic performance.
It is implied that the SSG officers’ position has influence with their academic performance.

4.21. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and School
Performance in Terms of Academic Performance as to Grade Level
Table 12 presents the significant difference between the Supreme Student Government (SSG)
officer’s profiles in terms of grade level and school performance in terms of academic performance. The table
above shows the result of F-test for the academic performance against grade levels. Grade levels compose of
grade 7 (M=91.78, SD=0.38), grade 8 (M=91.69, SD=0.58), grade 9 (M=91.74, SD=1.11), grade 10
(M=90.43, SD= 2.80),
Table 12. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and
School Performance in Terms of Academic Performance as to Grade Level
Grade Level Mean SD F-value P-value F-crit Decision
Grade 7 91.78 0.34
Grade 8 91.69 0.58
Grade 9 91.74 1.11
2.478286 0.036769 2.304396 Significant
Grade 10 90.43 2.80
Grade 11 91.27 3.77
Grade 12 89.72 2.05
alpha = 0.05
grade 11 (M=91.27, SD=3.77), and grade 12 (M=89.72, SD=2.05). Each of the 107 respondents measured
their academic performance in their report card during the last three quarter’s general average. Based from the
table, the dimensions of academic performance were affected by grade levels, that is, academic performance
across grade levels is comparable with each other. This finding is stated because it is shown in the table that
the F-value of 2.48 are all greater than the critical value of 2.30. It is supported by the P-value of 0.04 which
are all less than the alpha level (0.05). With 95% level of confidence, it can be said that grade levels has
something to do with academic performance.
But a study of Shazadi and Ahmad (2011) reveled that academic performance can be estimated for
any student by its home environment and learning skills and also by its academic interaction, study habits, and
home environment. By examining the three possible paths of estimating academic performance, the strongest
path is the home environment which affects the learning skills and ultimately learning skills lead to affect the
academic performance. According to a model students can achieve high academic performance by focus on
home environment and learning skills.

4.22. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and School
Performance in Terms of Academic Performance as to Seminars/Trainings Attended

Table 13 presents the significant difference between the Supreme Student Government (SSG)
officer’s profiles in terms of seminars/trainings attended and school performance in terms of academic
performance.
Table 13. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and
Academic Performance as to Seminars/Trainings Attended
Mea
Seminars/Trainings Attended SD F-value P-value F-crit Decision
n
Leadership Trainings 90.83 2.20 Not
Youth Camp 91.38 1.01 2.269753 0.066794 2.4608 Significa
2-4 of the above mentioned 90.93 2.45 nt

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seminars/trainings attended which

include the leadership trainings, youth
camp, mental & health awareness
seminar, & child protection policy
seminar

All of the above mentioned seminars/trainings

attended which include the leadership trainings,
youth camp, mental & health awareness
seminar, & child protection policy seminar, &
youth development seminar 89.33 2.58
Others 92.25 1.06
alpha = 0.05
The table above shows the result of F-test for the academic performance against seminars and
trainings attended. Seminars and trainings attended include of the leadership trainings (M=90.83, SD=2.20),
youth camp (M=91.38,SD=1.01), two to four of the above mentioned seminars/trainings attended which
include the leadership trainings, youth camp, mental & health awareness seminar, & child protection policy
seminar (M=90.93, M=2.45), all of the above mentioned seminars/trainings attended includes the leadership
trainings, youth camp, mental & health awareness seminar, & child protection policy seminar, & youth
development seminar(M=89.33, SD=2.58), and other seminars/trainings attended (M=92.25, M=1.06). Each
of the 107 respondents measured their academic performance in their report card during the last three
quarter’s general average. Based from the table, none of the dimensions of academic performance were
affected by seminars and trainings attended, that is, academic performance across seminars and trainings
attended are comparable with each other. This finding is stated because it is shown in the table that the F-
values of 2.27 are all less than the critical value of 2.46. It is supported by the P-values of 0.07 which are all
greater than the alpha level (0.05). With 95% level of confidence, it can be said that seminars and trainings
attended has nothing to do with academic performance.

4.23. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and School
Performance in Terms of Leadership Styles

The table shows that among the indicators of the SSG profile, gender orientation (F=1.19, P=0.31)
were found to have significant difference with the leadership styles in terms of laissez-faire (f=3.41,
P=0.70).The rest however, were found to have no significant difference as revealed by the p-value greater
than 0.05 level, such as the age bracket, gender orientation, SSG position, grade level, seminars/trainings
attended as to autocratic and democratic. The table shows that SSG officers’ profile in the dimension of
gender orientation had significance to the leadership styles in terms of laissez-faire.

Table 14. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and
School Performance in Terms of Leadership Styles
SSG Officers’ Profile Autocratic Democratic Laissez-Faire
Age Bracket F-val = 0.72 Not F-val = 0.77 Not Significant F-val = 0.78 Not
F-crit = 2.46 Significant F-crit = 2.46 F-crit = 2.46 Significant
P-val = 0.58 P-val = 0.55 P-val = 0.54

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Gender Orientation F-val = 1.19 Not F-val = 1.96 Not Significant F-val = 3.41 Significant
F-crit = 3.08 Significant F-crit = 3.08 F-crit = 3.08
P-val = 0.31 P-val = 0.15 P-val = 0.04

SSG Position F-val = 0.41 Not F-val =1.40 Not Significant F-val = 0.68 Not
F-crit = 2.03 Significant F-crit = 2.03 F-crit = 2.03 Significant
P-val = 0.91 P-val = 0.21 P-val = 0.70
Grade Level F-val = 1.03 Not F-val = 0.80 Not Significant F-val = 0.35 Not
F-crit = 2.30 Significant F-crit = 2.30 F-crit = 2.30 Significant
P-val = 0.41 P-val = 0.54 P-val = 0.88
Seminars/Trainings F-val = 2.21 Not F-val = 1.88 Not Significant F-val = 0.18 Not
Attended F-crit = 2.69 Significant F-crit = 2.69 F-crit = 2.69 Significant
P-val = 0.09 P-val = 0.14 P-val = 0.91
alpha = 0.05

Table 15. Significant Effect of Leadership Style and Academic Performance to the Profile of the
respondents
Dependent Variable R Square R p-value Interpretation
Autocratic
.072 .268 .044 Significant
Democratic
.075 .285 .049 Significant
Laissez-faire
.053 .170 .039 Significant
Academic Performance
.156 .395 .000 Significant
Constant: Position, Grade Level, Age, Gender, Seminars, Civil Status, Awards

Table tells the effect of Leadership Style and Academic Performance to the Profile of the
respondents. Based from the data gathered the Academic Performance have the highest R value with 0.395
with supporting p-value of 0.000 and it can inferred that there is significant effect between the Academic
Performance and the Profile of the students. Followed by the Leadership Style Democratic with R value of
0.285 and supporting p-value of 0.049 and it can inferred that there is significant effect between the
Leadership Style Democratic and the Profile of the students, while the Leadership Style Autocratic with R
value of 0.268 and supporting p-value of 0.044 and it can inferred that there is significant effect between the
Leadership Style Autocratic and the Profile of the students. And the Leadership Style Laissez-faire with R
value of 0.170 and supporting p-value of 0.039 and it can inferred that there is significant effect between the
Leadership Style Laissez-faire and the Profile of the students.

4.24. Significant Relationship Between the Supreme Student Government (SSG) Officer’s Emotional
Intelligence and School Performance in Terms of Academic Performance

Table 16. Significant Relationship Between the Supreme Student Government (SSG) Officer’s
Emotional Intelligence and School Performance in Terms of Academic Performance
Dimensions of r-val r-crit P-value Decision
EI/Leadership
Self-awareness 0.008 0.194 0.931 Not Significant
Self-regulation 0.014 0.194 0.889 Not Significant
Motivation 0.058 0.194 0.553 Not Significant
Empathy 0.032 0.194 0.745 Not Significant
Social Skill 0.093 0.194 0.339 Not Significant
alpha = 0.05
The table shows that among the indicators of emotional intelligence were found to have no

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significant relationship with academic performance as revealed by the P-value greater than the 0.05 level.
4.25. Significant Relationship Between the Supreme Student Government (SSG) Officer’s Emotional
Intelligence and School Performance in Terms of Leadership Styles

The table shows that among the indicators of emotional intelligence, self-awareness (r=0.641,
p=0.000), self-regulation (r=0.670, p=0.000), motivation (r=0.623, p=0.000), empathy (r=0.669, p=0.000),
and social skills (r=0.952, p=0.000) were found to have significant relationship with the leadership style in
terms of autocratic.
Table 17. Significant Relationship Between the Supreme Student Government (SSG) Officer’s
Emotional Intelligence and School Performance in Terms of Leadership Styles
Dimensions of
EI/Leadership Autocratic Democratic Laissez-Faire
Style
Self-awareness r-val = 0.641 Significant r-val = 0.531 Significant r-val = 0.146 Not
r-crit =0.194 r-crit =0.194 r-crit =0.194 Significant
P-val = 0.000 P-val = 0.000 P-val = 0.134
Self-regulation r-val = 0.670 Significant r-val = 0.562 Significant r-val = 0.065 Not
r-crit =0.194 r-crit =0.194 r-crit =0.194 Significant
P-val = 0.000 P-val = 0.000 P-val = 0.505
Motivation r-val = 0.623 Significant r-val = 0.691 Significant r-val = 0.014 Not
r-crit =0.194 r-crit =0.194 r-crit =0.194 Significant
P-val = 0.000 P-val = 0.000 P-val = 0.888
Empathy r-val = 0.669 Significant r-val = 0.630 Significant r-val = 0.147 Not
r-crit =0.194 r-crit =0.194 r-crit =0.194 Significant
P-val = 0.000 P-val = 0.000 P-val = 0.131
Social Skill r-val = 0.952 Significant r-val = 0.551 Significant r-val = 0.110 Not
r-crit =0.194 r-crit =0.194 r-crit =0.194 Significant
P-val = 0.000 P-val = 0.000 P-val = 0.261
alpha = 0.05
On the other hand, emotional intelligence, self-awareness (r=0.531, p=0.000), self-regulation
(r=0.562, p=0.000), motivation (r=0.691, p=0.000), empathy (r=0.630, p=0.000), and social skills (r=0.551,
p=0.000) were found to have significant relationship with the leadership style in terms of democratic. The
rest, however, were found to have no significant relationship as revealed by the p-value greater than 0.05
level.
It shows that emotional intelligence in the dimension self-awareness, self-regulation, motivation,
empathy, and social skills were found to have significant relationship with the leadership style in terms of
autocratic and democratic.

4.26. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and School
Performance in Terms of Awards/Recognitions

Table 18 presents the significant difference between the Supreme Student Government (SSG)
officer’s profiles and school performance in terms of awards/recognitions.
The table shows that among the indicators of SSG officers profile were found to have no significant
difference with the awards and recognitions in terms of classroom awards as revealed by the P-value greater
than the 0.05 level
The table shows that as to classroom award, among the indicators of SSG officers’ profile, age (F-
value=3.549441, F-crit=2.4608), grade level (F-value=3.726722, F-crit=2.304396), and seminars/trainings
attended (F-value=4.349459, F-crit=2.4608) were found to have significant difference with awards and
recognition in terms of grade level awards. The rest, however, were found to have no significant difference as
revealed by the p-value greater than 0.05 level.

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Table 18. Significant Effect Between the Supreme Student Government (SSG) Officer’s Profiles and
School Performance in Terms of Awards/Recognitions as to Classroom Awards, Grade
Level Awards and Special Recognition
Classroom Awards
SSG Officers Profile F-value P-value F-crit Decision

Age 0.831255 0.508329 2.4608 Not Significant

Gender Orientation 1.763 0.176617 3.083706 Not Significant

SSG Positions 1.391297 0.209782 2.034282 Not Significant

Grade Level 0.652693 0.660101 2.304396 Not Significant

Seminars/Trainings Attended 1.192185 0.318824 2.4608 Not Significant

Grade Level Award

3.549441 0.009392 2.4608 Significant
Age
1.038447 0.357645 3.083706 Not Significant
Gender Orientation
1.5016 0.166433 2.034282 Not Significant
SSG Positions
3.726722 0.003882 2.304396 Significant
Grade Level
4.349459 0.00274 2.4608 Significant
Seminars/Trainings Attended

Special Recognition
3.187182 0.016419 2.4608 Significant
Age
0.149965 0.860924 3.083706 Not Significant
Gender Orientation
3.940377 0.000448 2.034282 Significant
SSG Positions
2.590475 0.030117 2.034396 Significant
Grade Level
5.553666 0.000438 2.4608 Significant
Seminars/Trainings Attended
alpha=0.05

While on the other hand, as to special recognition, it showed that among the indicators of SSG officers’
profile, age, SSG positions, grade level and seminars/trainings attended were found to have significant
difference with awards and recognition in terms of special recognitions. In addition, as to special recognition,
among the indicators of SSG officers’ profile, age (F-value=3.187182, F-crit=2.4608), SSG positions (F-
value=3.940377, F-crit=2.034282), grade level (F-value=2.590475, F-crit=2.034396), and seminars/trainings
attended (F-value=5.553666, F-crit=2.4608) were found to have significant difference with awards and
recognition in terms of special recognitions. The rest, however, were found to have no significant difference
as revealed by the p-value greater than 0.05 level.
Table 19. Significant Effect Between the Supreme Student Government (SSG) Officer’s Emotional
Intelligence and School Performance in Terms of Awards/Recognitions as to Classroom
Awards, Grade Level Awards and Special Recognition
Classroom Awards
F-value P-value F-crit Decision
Dimensions of Emotional Intelligence

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Self-awareness 2.338368 0.06021 2.4608 Not Significant

Self-regulation 1.27787 0.283625 2.4608 Not Significant
Motivation 1.695346 0.15683 2.4608 Not Significant
Empathy 1.358558 0.253616 2.4608 Not Significant
Social Skills 1.212276 0.310252 2.4608 Not Significant

Grade Level Awards

Self-awareness 0.54338 0.582421 3.083706 Not Significant

Self-regulation 1.077455 0.362089 2.692841 Not Significant
Motivation 1.186926 0.318501 2.692841 Not Significant
Empathy 0.940881 0.423814 2.692841 Not Significant
Social Skills 1.687362 0.174347 2.692841 Not Significant

Special Recognition

Self-awareness 0.009517 0.990529 3.083706 Not Significant

Self-regulation 0.699473 0.499169 3.083706 Not Significant
Motivation 0.062671 0.939288 3.083706 Not Significant
Empathy 0.378264 0.685988 3.083706 Not Significant
Social Skills 1.016996 0.365248 3.083706 Not Significant
alpha=0.05

4.27. Significant Effect Between the Supreme Student Government (SSG) Officer’s Emotional Intelligence and
School Performance in Terms of Awards/Recognitions as to Classroom Awards, Grade Level
Awards and Special Recognition

The table shows that among the indicators of SSG officers’ emotional intelligence were found to
have no significant difference with the awards and recognitions in terms of classroom awards as revealed by
the P-value greater than the 0.05 level.
While, as to grade level awards the indicators of SSG officers’ emotional intelligence were found to
have no significant difference with the awards and recognitions in terms of grade level awards as revealed by
the P-value greater than the 0.05 level.
Lastly, as to special recognitions the table shows that among the indicators of SSG officers’
emotional intelligence were found to have no significant difference with the awards and recognitions in terms
of special recognition as revealed by the P-value greater than the 0.05 level.

5. Summary, Conclusion and Recommendations

This chapter presents the summary, findings, conclusions and the corresponding recommendations

5.1. Summary

Generally, this study determined the impact of Supreme Student Government (SSG) officer’s profile
and emotional intelligence to their school performance such as their academic performance, awards and
recognition, and leadership style in Cluster Four Division of Laguna.
Specifically, the study answer the following questions:1. What is the profile of Supreme Student
Government (SSG) officers in terms of; age, gender orientation, civil status, SSG position, grade level, and
seminars and trainings attended?; 2. What is the mean level of emotional intelligence of the Supreme Student
Government (SSG) officers in terms of; self-awareness, self-regulation, motivation, empathy, and social

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skills?; 3. What is the mean level of Supreme Student Government (SSG) officer’s school performance in
terms of; academic performance, leadership style in terms of autocratic, democratic, and laissez-faire?; 4.
What is the status of awards and recognitions of the Supreme Student Government officers?; 5. Is there a
significant effect between the Supreme Student Government (SSG) officer’s profiles and school performance
in terms of; Academic Performance and Leadership Styles?; 6. Is there is a significant relationship between
the Supreme Student Government (SSG) officer’s emotional intelligence and school performance in terms of;
Academic Performance and Leadership Style?, Lastly, 7. Is there a significant effect between the Supreme
Student Government (SSG) officer’s profiles and emotional intelligence, and school performance in terms of
awards/recognitions?
The respondents of this study were one hundred seven (107) Supreme Student Government (SSG)
elected officers from cluster four in the Division of Laguna. The cluster four in Laguna’s Division consists of
seven schools in Nagcarlan-Rizal District, the Talangan Integrated National High School, Calumpang
National High School, Upland Integrated National High School, Lowland Integrated National High School,
Liliw National High School, Plaridel Integrated National High School, and Cristobal S. Conducto Integrated
National High School.
The study made use of descriptive research design. The data were organized and tallied to facilitate
the smooth processing and statistical analysis of data. Percentage distribution was used to determine the
profile, awards and recognitions of the respondents. Mean and Standard deviation were used to determine the
impact of Supreme Student Government (SSG) officer’s emotional intelligence in the manner of self-
awareness, self-regulation, motivation, empathy, and social skills and in the level of the respondents’
leadership style in terms of autocratic, democratic, and laissez faire.
In order to test the significant impact of Supreme Student Government (SSG) officer’s profile and
emotional intelligence to their school performance such as their academic performance, awards and
recognition, and leadership style the F-test was used in analyzing the significance.
Based on the data presented, analyzed and interpreted, the findings are the following:
1. Out of one hundred seven respondents, majority of them fall under fourteen to fifteen years old. In
terms of gender orientation, almost half of the SSG officers were female. In terms of civil status, all of them
were single. Forty-eight were in the position of the Grade Level Representatives and the rest were in the other
positions, while thirty SSG officers came from grade 10 levels, and most of the respondents attended the
leadership trainings.
2. The level of emotional intelligence in terms of self-regulation, motivation, empathy, and social
skills is to a very high extent, while self-awareness is to a high extent.
3. The level of the Supreme Student Government (SSG) officer’s school performance in terms of
academic performance reveals that the respondents’ general average in every quarter is increasing. While in
leadership style in terms of democracy is highly practiced. On the other hand, autocracy and laissez-faire is
moderately practiced.
4. The status of awards and recognitions of the Supreme Student Government (SSG) officer’s in
terms of the classroom awards shows that, out of one hundred seven respondents or almost all of the
respondents got an academic excellence award, and almost half of the respondents got the perfect attendance
award. In terms of grade level awards, half of the respondents got the leadership award. In terms of special
recognitions, almost all of the respondents represented and won in the division level competition. While only
one include in the international competition.
5. The SSG officers profile in terms of SSG positions and grade level were found to have significant
effect in the school performance in terms of academic performance, while, the indicators of the SSG officers
profile, gender orientation was found to have significant effect with the leadership styles in terms of laissez-
faire.
6. Among the indicators of emotional intelligence were found to have no significant relationship
with academic performance. As to leadership styles, among the indicators of emotional intelligence, self-

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132

awareness, self-regulation, motivation, empathy, and social skills were found to have significant relationship
with the leadership style in terms of autocratic and democratic.
7. Among the indicators of SSG officers’ profile, age, grade level, and seminars/trainings attended
were found to have significant effect with awards and recognition in terms of grade level awards. While,
among the indicators of SSG officers’ profile, age, SSG positions, grade level, and seminars/trainings
attended were found to have significant effect with awards and recognition in terms of special recognitions.
The rest, however, were found to have no significant effect. As to awards and recognition among the
indicators of SSG officers’ emotional intelligence were found to have no effect with the awards and
recognitions.

5.2. Conclusion

The following conclusions were as follows:

1. The null hypothesis stating that there is no significant effect between the Supreme Student
Government (SSG) officer’s profiles and school performance in terms of academic performance is partially
accepted or sustained based on the statistical data gathered during the study taking into consideration that
significant effect is reflected.
2. The null hypothesis stating that there is no significant effect between the Supreme Student
Government (SSG) officer’s profiles and school performance in terms of leadership styles is partially
accepted or sustained based on the statistical data gathered during the study taking into consideration that
significant effect is reflected.
3. The null hypothesis stating that there is no significant relationship between the Supreme Student
Government (SSG) officer’s emotional intelligence and school performance in terms of academic
performance is accepted based on the statistical data gathered during the study taking into consideration that
significant relationship is not reflected.
4. The null hypothesis stating that there is no significant relationship between the Supreme Student
Government (SSG) officer’s emotional intelligence and school performance in terms of leadership styles is
partially accepted or sustained based on the statistical data gathered during the study taking into consideration
that significant relationship is reflected.
5. The null hypothesis stating that there is no significant effect between the Supreme Student
Government (SSG) officer’s profiles and school performance in terms of awards/recognitions is partially
accepted or sustained based on the statistical data gathered during the study taking into consideration that
significant effect is reflected. On the other hand, the null hypothesis stating that there is no significant effect
between the Supreme Student Government (SSG) officer’s emotional intelligence, and school performance in
terms of awards/recognitions is accepted based on the statistical data gathered during the study taking into
consideration that significant effect is not reflected.

5.3. Recommendations

The conclusions of the following study yielded the following recommendations:

1. The SSG organization may improve and consistently continue to provide programs, trainings, and
seminars for the SSG officers and SSG advisers for them to be more equipped and to be more effective and
efficient leaders and organization.
2. The SSG advisers may always encourage all the SSG officers to always join and participate in
different seminars and trainings given by the DepEd.
3. The teachers of every school may encourage all the potential learners to join and participate with
the SSG organization, since based on the result, only the higher grade level and mostly female learners were
mostly members of the SSG organization.

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4. The SSG officers may maintain the practice of emotional intelligence in all its dimensions at all
times.
5. The Social Science teachers may include or integrate on their lessons the significance of the SSG
organization for the learners to have a deeper understanding about the mission and vision of the SSG
organization.
6. The SSG officers may maintain the practice of time management so they can balance their
academics performance and their extracurricular activities.
7. The SSG officers may maintain the practice of the three basic leadership styles in a more balanced
manner.
8. Further studies about the variables used may be undertaken to be able to enhance the present
studies.

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