Volume 6, Issue 2, (Special Issues) 2021

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E-ISSN: 2672-2992
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Leadership Development: Perspective of Student Leaders in

Pangasinan State University
Randy F. Soriano, PhD1 ,Vanessa P. Benito2, Ronalyn E Dela Rosa3, Durante J. Rique Jr.4,
Pangasinan State University

Abstract – This study was conducted to determine the student Extent of Leadership Development
Perspective in terms of Leadership Mentoring and Management, Leadership Recognition,
Leadership Development Program, Degree of Seriousness of the Problems Encountered by Student
Leaders, and the relationship between the Extent of the Leadership Development to the
respondents’ profile.
The study employed a descriptive-correlational research design to address the research
problem. Survey questionnaires through google forms were disseminated to the 44 Supreme Student
Council (SSC) respondents which was determined through Convenience Sampling. The data and
information gathered were treated with frequency percentage, average weighted mean, and
Pearson correlation.
Findings revealed that the indicators in the Extent of Leadership Development
Perspective in terms of Leadership Mentoring and Management, Leadership Recognition, and
Leadership Development Programs are outstanding as manifested to its overall weighted mean of
4.34. The Degree of Seriousness of the Problems Encountered by the Student Leaders in terms of
Leadership Mentoring and Management, Leadership Recognition, and Leadership Development
Programs are Neutral as manifested by the weighted mean of 3.33. Moreover, it was determined
that there is no significant relationship between the perceived Extent of the Leadership
Development Perspective and the Profile of the Respondents namely age, sex, course, year level,
and position in the organization.

Keywords – Development, Leaders, Leadership, Management, Perspective

ideas and values in a way that allows them to
INTRODUCTION
comprehend and translate the future into immediate
Effective organizations are driven by leadership. For action steps..." (Patterson, 2017). According to Kotter
organizations to be vital and viable, leadership is (2013), youth leaders, like students, must enhance their
essential for helping create an innovative vision for leadership abilities to impact society. Youth, as the
what they can be and to mobilize the organization to hope of the nation, should develop these kinds of
pursue their objective. Leaders spearhead organizational abilities. Young individuals such as student leaders who
improvements that develop individual confidence and have attended leadership development programs
allow them to look for creative approaches to problems. sometimes have a deep commitment to an initiative that
They create to get around reluctance to change future is conversely rooted in a level of satisfaction with their
perspectives that inspire assurance in and mastery of lack of control over the organizations, they are a part of
emerging organizational techniques (Bennis, n.d.). (Carroll, 2020).
A leader is "...someone who influences people with Moreover, the need for leadership development
diverse gifts, abilities, and skills. These individuals are seems to be high. Many schools and universities across
focused on the mission and objectives of the the country offer leadership courses, curricular
organization, causing them to devote spiritual, programs, and co-curricular programs to their students
emotional, and physical energy enthusiastically and to strengthen their formal understanding of leadership.
passionately in a determined, coordinated effort. The These also serve as an avenue to develop students as
leader exerts this influence by simply sharing a leaders and practice leadership (Dugan & Komives,
predictive outlook that resonates with the members' 2007). Although some college students come into
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universities with already-developed leadership skills, institution with an effective and comprehensive
students begin to develop or increase their leadership approach.
skills during their years in college as they become part
of a more diverse society (Pascarella & Terenzini, OBJECTIVES OF THE STUDY
2015). This research study was conducted to determine
As enshrined in the Philippine Constitution, stated the perspective of student leaders on Leadership
in Article 2 Section 13, "the State recognizes the vital Development in Pangasinan State University Lingayen
role of the youth in nation-building and shall promote Campus. It sought to answer the following questions in
and protect their physical, moral, spiritual, intellectual, relation to the study.
and social well-being. It shall inculcate in the youth
patriotism and nationalism and encourage their 1. What is the profile of respondents in terms of:
involvement in public and civic affairs." Thus, in 1995, a. Age;
the Republic Act 8044 was enacted. It is otherwise b. Sex;
known as Youth in Nation-Building Act; it aims to hone c. Course;
young people's capabilities, knowledge, and interests d. Year Level; and
while refocusing their vision, ingenuity, and wellspring e. Position in the Organization?
of zeal and hopes for the emancipation of our people 2. What is the extent of Leadership Development
from fear, starvation, and injustice. perspectives of student leaders in Pangasinan State
Relatively, the Pangasinan State University- University Lingayen Campus in terms of:
Lingayen Campus (PSU-LC) has various accredited a. Leadership Mentoring and Management;
student organizations from different colleges that hone b. Leadership Recognition; and
leadership abilities of the students. Most of these c. Leadership Development Programs?
organizations are functioning well as young leaders 3. What is the degree of seriousness of the problems
spearhead them. The Supreme Student Council (SSC) is encountered by the student leaders in terms of:
recognized as the highest governing student body of all a. Leadership Mentoring and Management;
accredited student organizations (Article 1 Section 5). b. Leadership Recognition; and
The organization consists of the president, four (4) vice c. Leadership Development Programs?
presidents, two (2) business managers, two (2) press 4. Is there a significant relationship between the extent
relation officers, an auditor, treasurer, governor, and of Leadership Development to the respondents’ profile?
vice governor (CBL, Article VII section 2a and Article
II Section 2). All positions are occupied through a MATERIALS AND METHODS
systematic election that is conducted annually. In this study, the researchers utilized a descriptive-
On the other hand, under the CBL Article VII correlational method to pursue the main research
Section 2b, the appointed officials were screened and question, “What are the Perspectives of Student Leaders
approved by the council, such as the executive on Leadership Development at the Pangasinan State
secretary, deputy secretary and sub-treasurer. University Lingayen Campus?”.
With the supervision of the Coordinator of Student A descriptive-correlational research design
Services and Alumni Affairs, the Supreme Student describes the variables and the relationships that occur
Council office is tasked to ensure the overall welfare of naturally between and among the variables. Thus, it
students, regulate, and supervise the establishment, focuses on understanding the link between variables,
operation, and activities of other duly credited student which always ends up with two findings: having a
organizations, such as the provision of guidance in significant or not significant correlation (Walker, 2005).
attaining their goals and objectives as stated in their Furthermore, the study employed a survey
Constitution and by-laws. questionnaire checklist as the primary tool for gathering
Relative to the above premise, this study was the necessary information for the study to gather
intended to determine the student leaders' perspectives information needed for the study to describe the
on Leadership Development in Pangasinan State Perspectives of student leaders on Leadership
University Lingayen Campus. Understanding the Development at the Pangasinan State University
perspectives of student leaders can provide insights into Lingayen Campus, which was determined through the
how to enhance leadership development in the responses from the questionnaires.

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The forty-four (44) respondents, answered a five (5) In Table 1.A, most of the respondents of this study
points Likert scale questionnaire checklist which is were aged 21-24. Among the 44 respondents, 28 of
composed of 3 parts. The Likert scale is a prevalent them were aged 21-24, which constituted 66.3 percent.
rating scale used to measure behaviors and attitudes The respondents who said they were aged 17-20 were
quantitatively. It consists of choices that range from one 15, which has a range of 34.1 percent. Lastly, only one
extreme to another, from where respondents choose a respondent was aged 25-28 and earned the least
degree of their opinions. It is the best tool for measuring percentage, equivalent to 2.3 percent.
the level of opinion (Prieto et. al, 2017).
Part I of the questionnaire focuses on the profile of Table 1.B
the respondents, specifically the age, sex, course, year Respondents’ Profile in Terms of Sex
level, and position in the organization.
Variable Category f %
Part II involves the perspectives of student leaders
on Leadership Development in Pangasinan State
University Lingayen Campus in terms of the following, Sex Female 25 56.8%

Leadership Mentoring and Management, Leadership Male 19 43.2%

Recognition, and Leadership Development Programs. In
44 100%
this part of the survey the respondents checked on the
appropriate columns with the rating scale: 5-
Outstanding-Leadership development is greatly Table 1.B revealed that there were more female
appropriate and effective for the student leaders, 4-Very student leaders than males. Of the total of 44
Good-Leadership Development is very appropriate and respondents, 25 were female, which obtained 56.8
effective for the student leaders, 3-Good-Leadership percent, and 19 were male, earning 43.2 percent.
Development is appropriate and effective for the student
leaders, 2-Fair-Leadership Development is slightly
appropriate and effective for the student leaders, and 1-
Tablet 1.C
Poor-Leadership Development is inappropriate and
ineffective for the student leaders. Respondents’ Profile in Terms Of Course
Part III is composed of questions regarding the
Variable Category f %
degree of seriousness of the problems encountered by
the student leaders. Thus, the respondents checked on Course BSEd 9 20.5%
the appropriate columns with the rating scale of: 5- ABEL 6 13.6%
Extremely Serious-The problem is always encountered, BSHM 6 13.6%
4-Very Serious-The problem is very often encountered,
BS SW 1 2.3%
3-Neutral-The problem is sometimes encountered, 2-
BSND 2 4.5%
Slightly Serious-The problem is rarely encountered, and
BS BIO 2 4.5%
1-Not at all Serious-The problem is never encountered.
BSBA 2 4.5%

BPA 2 4.5%

RESULTS AND DISCUSSION BS MATH 2 4.5%

Part I. Respondents’ Profile BA ECON 3 6.8%

BTVTEd 1 2.3%

Table 1.A BSTM 1 2.3%

Respondents’ Profile in Terms of Age BSIT 4 9.1%

BSCS 2 4.5%
Variable Category f %
BTLEd 1 2.3%

44 100%
Age 17-20 15 34.1%

21-24 28 63.6%
Based on Table 1.C, it could be seen that the most
25-28 1 2.3%
number of respondents who responded were enrolled in
44 100%
BSEd, which obtained 9 out of 44 respondents with an

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Variable Category f %
equivalent percentage of 20.5%. This was directly
followed by ABEL and BSHM, which obtained 6 out of
President 1 2.3%
44 respondents, each with an equivalent percentage of Position
Vice 4 9.1%
13.6%. Meanwhile, 4 respondents are BSIT students in the President
obtaining a percentage of 9.1%. Then, 3 respondents are Organization
Business Manager 2 4.5%

BA ECON students with an equivalent of 6.8%. On the Press Relation Officer 2 4.5%

other hand, BS BIO, BSND, BSBA, BPA, BS MATH, Auditor 1 2.3%

and BSCS gathered 2 respondents each with an Treasurer 1 2.3%

accumulated percentage of 4.5%. In reference to the Sub-treasurer 1 2.3%
aforementioned findings, the least number of Secretary 2 4.5%
respondents are the BSSW, BSTM, BTVTEd, and
House Speaker 2 4.5%
BTLEd with 1 out of 44 with an accumulated
Governor 4 9.1%
percentage of 2.3%.
Vice Governor 5 11.4%

Mayor’s League 1 2.3%

Table 1.D Organizational 18 40.9%

President
Respondents’ Profile in Terms of Year Level 44 100%

Variable Category f %

In Table 1.E, it can be seen that many of the

Year Level First Year 4 9.1% respondents are Presidents of various Organizations.
Second Year 7 15.9%
Out of 44 respondents, 18 of them are Organizational
Presidents, with a range of 40.9 percent. The position of
Third Year 26 59.1%
Vice Governor, with 5 respondents, has the next highest
Fourth Year 7 15.9%
range constituting 11.4 percent. Additionally, 4
44 100% respondents from each position, Vice President and
Governor, have the range of 9.1 percent each. Likewise,
Based on table 1.D, it could be seen that the most four positions, namely Business Manager, Press
number of students responding was third-year students Relation Officer, Secretary, and House Speaker have 2
which obtained 26 out of 44 respondents with an respondents each with a range of 4.5 percent each.
equivalent percentage of 59.1%. This was directly Lastly, the least range, with an accumulated percentage
followed by second-year and fourth-year. In a total of 2.3 percent, was under the positions of President,
number of 44 respondents 7 of them are second year Auditor, Treasurer, Sub-Treasurer, and Mayors' League
students which obtained an equivalent percentage of Chairperson, with 1 respondent each.
15.9%. Likewise, fourth year respondents also obtained
an equivalent percentage of 15.9%, with 7 respondents Part II. Extent of Leadership Development
out of 44 total respondents. On the other hand, 4 out of Perspectives
44 respondents are first-year students with an Table 2.A
accumulated percentage of 9.1%. The Extent of Leadership Development Perspectives of
Student Leaders
Table 1.E
Respondents’ Profile in Terms of Position in the
Organization

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Leadership Mentoring and Management MEAN DR Table 2.B
1. Providing adequate mentoring for student leaders. 4.34 Outstanding
The Extent of Leadership Development Perspectives of
2 Administering individual sessions for directing and personal
guidance for self-enhancement.
4.11 Very Good
Student Leaders
3. Managing and guiding student leaders in their leadership 4.36 Outstanding
roles.

4. Conducting organizational leadership programs that 4.30 Outstanding Leadership Recognition MEAN DR
contribute to the development of student leaders’
1. Recognizing and appreciating the contributions of student 4.41 Outstanding
leadership skills.
leaders for the students and institutional welfare.
5. Providing opportunities for student leaders to receive 4.34 Outstanding
2.Providing formal recognition and rewards for student 4.16 Very Good
feedback on their leadership performance. leaders’ leadership achievement.
6. Commending help for student leaders to promote 4.32 Outstanding 3. Valuing and celebrating the efforts of student leaders Outstanding
4.23
communication and collaboration. in the campus community.
7. Promoting a culture of mentorship and moral support 4.36 Outstanding 4. Providing various motivating programs to student leaders to 4.34 Outstanding
among student leaders. further develop their leadership skills.

Weighted Mean 4.31 Outstanding 5. Encouraging student leaders to showcase their 4.52 Outstanding
leadership abilities through various platforms.
Legend: 4.21-5.00 Outstanding 3.41-4.20 Very Good 2.61-3.40 Good 1.81-2.60 Fair 1.00-1.80
Poor 6.Motivating student leaders in brainstorming various 4.30 Outstanding
concepts and programs for the benefit of the student
body.

Evidently, table 2.A shows the extent of the 7. Inspiring student leaders to efficiently perform their
individual roles.
4.39 Outstanding

Leadership Development Perspectives of Student

Weighted Mean 4.40 Outstanding
Leaders under the Leadership Mentoring and
Legend: 4.21-5.00 Outstanding 3.41-4.20 Very Good 2.61-3.40 Good 1.81-2.60 Fair 1.00-1.80
Management. Poor

Under this variable, the indicator “Managing and

guiding student leaders in their leadership roles” and Visibly, Table 2.B shows the extent of Leadership
“Promoting a culture of mentorship and moral support Development Perspectives of Student Leaders in terms
among student leaders” garnered the highest average of Leadership Recognition.
weighted mean of 4.36 which entails an Outstanding It could be seen from the table that the indicator
descriptive rating. This finding could be compared to "Encouraging student leaders to showcase their
the journal of Dziczkowski (2013), stating that the leadership abilities through various platforms" obtained
immense influx of new knowledge and today's the highest average weighted mean of 4.52 and
technology-based society make leadership development constituted an Outstanding descriptive rating. This
essential. The best and most successful leaders have finding could be compared to the study of Ahlquist, J.
dependable mentors. Developing existing and future (2014) that examined social media applications as a tool
leaders' leadership abilities through mentoring has to foster social change. Such social media platforms are
become popular. To meet the requirements of their becoming progressively more an integral component of
mentees, mentors adopt a variety of positions and our daily lives, breaking global boundaries in terms of
change them as necessary. These roles are as coaches, responsibilities and even possibilities. Reflecting on
supporters, counsellors, educators, and sponsors. online self-awareness and congruence, addressing the
Mentors and mentees can reap a wide range of controversies surrounding cyber civility, and learning
advantages, including improved self-worth, awareness, how to be a digital citizen equipped to influence
insight, professional abilities, and stress reduction. constructive social change are all necessary components
However, “Administering individual sessions for of digital leadership.
directing and personal guidance for self-enhancement” In the study of Adams (2014) he examined the San
garnered the lowest average weighted mean of 4.11. Diego State University (SDSU) Quest for the Best
Relative to the findings. Cocco (2016), stated that a award program. Former winners were asked to rate the
collaborative process strengthens leadership degree to which they gained intrinsic and extrinsic
development and occurs among students who are benefits using a 35-question survey. The highest scoring
encouraged to lead within the interactive nature project- intrinsic effects were pride and recognition for
based work. These activities permit non-hierarchical involvement, affirmation of their impact on campus, an
governance, inclusive participation, and a sense of increase in leadership capabilities and self-confidence, a
community. deeper connection to their faculty or staff, and a
stronger affinity for SDSU. Winners benefited more
intrinsically than extrinsically from receiving the award.
The most significant extrinsic advantages were having
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the award listed on their resume, wearing medals at leadership training seminar offered by the institutional
commencement, and helping with admission to graduate university and the perceived influence of this training in
school. Relatively, "Providing formal recognition and the lives of student-leaders. The study concluded that
rewards for student leaders' leadership achievement" with the influence of the Leadership Training Seminar
plays a vital role in molding a well-equipped 21st- as one of leadership program, the respondents felt that
century student leader. However, it is evident that this they became improved leaders in their organization and
indicator obtained the least average weighted mean of inside the classroom; disciplined and better persons now
4.16, constituting a Very Good descriptive rating. serving without expecting in return and now have the
heart to serve and trust God. The study suggested that
Table 2.C the LTS program be continued, improved, and
The Extent of Leadership Development Perspectives of strengthened—moreover, the use of technology in
Student Leaders promoting and disseminating information is relevant.
In addition, the study by Konuk and Posner (2021),
Leadership Development Programs MEAN DR concluded that the student leadership program was
1. Creating diverse leadership seminars and training. 4.41 Outstanding implemented for one-hour sessions spread over seven
2. Catering various leadership programs in developing 4.16 Very Good weeks to enhance the students' leadership abilities. It
strategies on how to be a great leader.
also discovered that, with the aim of fostering student
3. Involving and offering student leaders the 4.23 Outstanding
opportunity to participate in national and international leadership, the program generally met its goals. The
leadership development programs.
skill and application of different leadership
4. Conducting micro-mentoring at different levels of 4.34 Outstanding
leadership development. characteristics can be developed and improved in
5. Ensuring the availability of leadership development 4.52 Outstanding students.
plan for develop future uncertainties.

6. Enhancing leadership development for aspirant 4.30 Outstanding

leaders in the future. Table 2.D
7. Presenting programs with quality sessions and 4.39 Outstanding Summary of the Extent of Leadership Development
sustainable impact.
Perspectives
Weighted Mean 4.31 Outstanding
Legend: 4.21-5.00 Outstanding 3.41-4.20 Very Good 2.61-3.40 Good 1.81-2.60 Fair 1.00-1.80
Poor Indicators MEAN DR

Leadership Mentoring and Management 4.31 Outstanding

Leadership Recognition 4.40 Outstanding

Table 2.C, evidently shows the extent of
Leadership Development Programs 4.31 Outstanding
Leadership Development Perspectives of Student
Leaders in terms of Leadership Development Programs. Weighted Mean 4.34 Outstanding

"Ensuring the availability of leadership

development plan for developing future uncertainties" Table 2.D shows the overall weighted mean of the
garnered the highest average weighted mean of 4.52. Extent of Leadership Development perspectives of
The said findings support to the study of Obrero (2013), student leaders.
he states that promoting and sustaining services Above all, the three indicators accumulated an
contributes to developing students' leadership. It serves overall weighted mean of 4.34 and have an Outstanding
as an executor of the programs and projects of the descriptive equivalent. Consequently, the findings from
Student Council and other student organizations. It the respondents directly signify that the Extent of
initiates or supervises the conduct of leadership pieces Leadership Development is outstanding. Thus,
of training, seminar workshops, and community Leadership Development of Pangasinan State
projects. The student leadership development program University is greatly appropriate and effective for the
can be enhanced by mentoring the practitioners, student leaders.
conducting regular training workshops for seasoned and
emerging student leaders and expanding students' Part III. Problems Encountered by the Student
involvement in various activities. Leaders
Moreover, "Catering various leadership programs in Table 3.A
developing strategies on how to be a great leader" with The Degree of Seriousness of the Problems
the lowest average weighted mean of 4.16. This finding Encountered by the Student Leaders
could be compared to the study of Java et al., (2017)
which ascertain the awareness and attitudes towards
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Leadership Mentoring and Management MEAN DR recommended that proper coordination between student
1. Lack of guidance in conducting organizational programs. 3.14 Neutral leaders, students and organizational coordinators may
2.Insufficient time to accomplish tasks and projects. 3.39 Neutral be established for more efficient communication of
3. Conflict schedule between academic pursuits and leadership roles. 4.02 Very Serious ideas and activities.
4. Limited moral and financial support for actual mentoring and 3.64 Very Serious
Also, the study of Alviento (2018), it is stated that
management matters. the school's administrators, staff, and faculty members
5. Incapacity to communicate effectively between university
management and fellow student leaders.
3.36 Neutral should be aware of how student leaders fight to improve
the lives of those they serve. With this, they should
Weighted Mean 3.51 Very Serious
have a greater comprehension of the issues and be a
Legend: 4.21-5.00 Extremely Serious 3.41-4.20 Very Serious 2.61-3.40 Neutral 1.81-2.60
Slightly Serious 1.00-1.80 Not at all Serious source of help and guidance by the student leaders,
which will benefit them in various parts of their
The Degree of Seriousness of the Problems performance and leadership roles.
Encountered by the Student Leaders in terms of
Leadership Mentoring and Management is shown on Table 3.B
Table 3.A. The Degree of Seriousness of the Problems
The indicator “Conflict schedule between academic Encountered by the Student Leaders
pursuits and leadership roles” garnered the highest
weighted average mean of 4.02. The said findings of Leadership Recognition MEAN DR

1. Pressure from university, students, management, and policies 3.39 Neutral

this study could be compared to the study of Abad et al., and statutes.
(2013), which found that the most common problem 2. Demotivated and lack of encouragement to work on tasks and 3.09 Neutral
achieve particular goals.
encountered by student leaders was insufficient time,
3. Providing inappropriate and unconstructive criticism on 3.27 Neutral
and the least common problem was improper file their leadership performance.
organization. Likewise, they recommend that the 4. Illogical biases and stereotyping within the organization. 3.30 Neutral

university may give the maximum support to 5. Numerous requirements and lengthy process in availing 3.39 Neutral
developing various programs for the students, especially incentives.

the aspiring student leaders, to develop the time Weighted Mean 3.29 Neutral
management character of students as province's and Legend: 4.21-5.00 Extremely Serious 3.41-4.20 Very Serious 2.61-3.40 Neutral 1.81-2.60
Slightly Serious 1.00-1.80 Not at all Serious
nation's future leaders.
Also, the finding of this study is similar to the study Table 3.B portrays the Degree of Seriousness of the
of Murage et al., (2019), which analyzed the challenges Problems Encountered by the student leaders in terms
faced by student leaders in managing student affairs in of Leadership Recognition.
public universities in Kenya. The study concluded that It is evident that most of the respondents answered
major challenges facing the student leaders were "Numerous requirements and lengthy process in
identified to be conflict between academic pursuits and availing incentives" and "Pressure from university,
leadership roles, lack of teamwork among student students, management, and policies and statutes" in
leaders and students’ inadequate knowledge of relation to the study of Obiero (2013), it was found that
university policies and statutes. Hence, the study most of the decisions the students made had to be vetted
recommends that student leaders may be assisted to by the university authorities as they were seen to lack
solve internal problems that may affect the effective qualification to have the final say on decisions made in
discharge of their duties as a way of addressing unrests the university. Lack of adequate consultation between
in public universities. the student leaders and the university administrators can
However, “Lack of guidance in conducting lead to frequent student complaints..
organizational programs.” garnered the lowest average In contrast, “Demotivated and lack of
weighted mean of 3.14 among the indicators. In the encouragement to work on tasks and achieve particular
study conducted by Cabuang et al., (2010), it was goals” is the least mean, as shown in the table.
concluded that each leader always stands for the proper According to the article of Agnihotri (2018), students
welfare of the student body as the most effective area in are demotivated by the structure and allocation of
the leadership practices of the student leaders. Thus, rewards. The reward system is a major contributor to
student leaders are involved in tasks such as advocacy, encouraging or discouraging students to put effort and
student events, and representation which was found to be motivated. The structure and allocation of the reward
be the problem of the student leaders. The study influence motivation. The difference between excellent

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and poor performance also determines the motivation

level.
Table 3.D
Table 3.C Summary of the Degree of Seriousness of the Problems
The Degree of Seriousness of the Problems Encountered by the Student Leaders
Encountered by the Student Leaders
Indicators MEAN DR
Leadership Development Programs MEAN DR Leadership Mentoring and Management 3.51 Very Serious

1. Lengthy process of planning and accomplishing specific tasks, 3.32 Neutral Leadership Recognition 3.29 Neutral
activities, and projects.
Leadership Development Programs 3.20 Neutral
2. Mismanagement of organizational budget. 2.98 Neutral

3. Deficient strategies to improve leadership development 3.02 Neutral Weighted Mean 3.33 Neutral
programs.

4.Limited opportunities for student leaders to participate in various 3.30 Neutral

leadership programs nationwide.
Table 3.D shows the overall weighted mean of the
5. Limited training opportunities for campus organization 3.39 Neutral
advisers. Degree of Seriousness of the Problems Encountered by
the Student Leaders.
Weighted Mean 3.20 Neutral Above all, the three indicators accumulated an
Legend: 4.21-5.00 Extremely Serious 3.41-4.20 Very Serious 2.61-3.40 Neutral 1.81-2.60
Slightly Serious 1.00-1.80 Not at all Serious overall weighted mean of 3.33 and have a Neutral
Table 3.C shows the Degree of Seriousness of the descriptive equivalent. Accordingly, the findings from
Problems Encountered by the student leaders in terms the respondents directly imply that the degree of
of Leadership Development Programs. seriousness of the problems encountered by the student
Based on the findings, "Limited training leaders is neutral. Thus, the problems indicated in each
opportunities for campus organization advisers" variable are sometimes encountered by the student
constituted a Neutral descriptive rating with an average leaders.
weighted mean of 3.39, the highest average weighted
mean. As stated by King (2020), “to ensure that Part IV. Significant Relationship Between the
academic advisers are prepared to address these factors Leadership Development Perspective and the
and to work with students effectively, a comprehensive Respondents’ Profile
and ongoing adviser training program is essential”.
In addition, it is widely held that increasing Table 4
leadership management and development standards is Significant Relationship between the Leadership
the key to enhancing educational institutions. It is Development Perspective and Profile Variables
Leadership
increasingly related to training and developing leaders Development
Profile
Variables
R-Value
Significance
Level
Interpretation

for demanding positions (Bush, 2018). Age 0.020 0.900 Not significant
Meanwhile, the indicator that gained the least Leadership Mentoring
Sex
Course
0.027
-0.073
0.863
0.637
Not significant
Not significant
average weighted mean was "Mismanagement of and Management Year Level -0.246 0.107 Not significant
Position in the
organizational budget", which gained an average Organization
-0.080 0.606 Not significant
Age 0.070 0.653 Not significant
weighted mean of 2.98. According to Ezeugo (2016) Sex -0.163 0.290 Not significant
Course -0.085 0.584 Not significant
administering the school budget must be the primary Leadership Recognition
Year Level -0.052 0.739 Not significant
Position in the
concern to ensure that the results achieved by the Organization
-0.017 0.911 Not significant

school system, justify the financial outlay. The extent to Age 0.109 0.479 Not significant
Sex -0.098 0.525 Not significant
which accurate financial forecast have been made when Leadership
Development Programs
Course -0.030 0.847 Not significant
Year Level -0.025 0.874 Not significant
the budget is evaluated. Therefore, the findings of this Position in the
-0.017 0.911 Not significant
Organization
study imply that mismanagement of organizational **Correlation is significant at the 0.01 level (2-tailed)

budget is not a serious problem within the organization

because it is systematically outlay and evaluated with It can be gleaned from the table that there is no
the help of school administration. statistically significant relationship between age, sex,
course, year level, and position in the organization to
the Extent of Perceived Leadership Development
Perspective in terms of Leadership Mentoring and

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 Volume 6, Issue 2, (Special Issues) 2021
P-ISSN: 2672-2984
E-ISSN: 2672-2992
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Management, Leadership Recognition, and Leadership leaders in improving their time management skills and
Development Programs. self-enhancement for the success of their academic and
Therefore, the corresponding null hypothesis which leadership performance.
states that the is no significant relationship between the The University may help student leaders with
extent of leadership development to the respondents’ internal issues that interfere with performing their role.
profile is accepted. The university may organize programs that provide
The above findings entail that there is no direct strategies for becoming great leaders.
pattern that can be drawn from the responses of student Lastly, it is recommend that future researchers
leaders in the extent of Leadership Development maximize the scope of their respondents and may not
Perspective in Pangasinan State University. only focus on one school, municipality, and/or year
Accordingly, the findings from the respondents directly level.
imply that the university equitably provide adequate
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E-ISSN: 2672-2992
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