Abstract

Title: Understand the Challenges of Being a Student Leader Among Tarlac

National High School—Senior High School Students

Researchers: Godoy, Michelin Ira

Ang, Roxan

Domdom, Aziel

Aguas, Lady Rein

Masanque, Julie Ann

Samson, Micah Ella

Hernando, Christopher

Paldez, Miguel

Rosete, Rhoswald

Institution: TARLAC NATIONAL HIGH SCHOOL

Subject: PRACTICAL RESEARCH 1

The purpose of this study is to have a deeper understanding of the challenges

that student leaders have faced throughout the school year 2023-2024 at Tarlac

National High School. This study makes use of the case study type of research to

be able to explore the experiences of student leaders from different organizations

in Tarlac National High School—Senior High School who have encountered such.

This study explores the challenges and benefits of student leadership within the

school setting. Leadership in schools is crucial for achieving organizational

objectives, with a common belief that thriving schools have great leaders. The

research problem centers on understanding the experiences of student leaders who

balance academic responsibilities with leadership duties, facing challenges in time

management, representing peers, and navigating interpersonal dynamics.

Drawing on Ronald Reagan’s quote emphasizing the importance of inspiring

others, the study aims to highlight the unique skills and qualities required for

student leadership.

Methodologically, the research involves observing and interviewing school

leaders, chairpersons, and staff to capture their perspectives. The findings

underscore the importance of emotional intelligence, interpersonal skills, and

experience in successful student leadership. The implications of the study shed

light on the complexities and rewards of being a student leader, offering insights

for both current and aspiring leaders.

 ACKNOWLEDGEMENT

The researchers would like to express their sincere gratitude to the following people

who supported and assisted them for the successful completion of this research work:

To our Almighty God, for his grace, strength, and above all, His faithfulness and

love from the beginning of this research up to this end of the research. Without His

grace, guidance, and blessings, this achievement would not have been possible.

To Dr. Yolanda M. Gonzales, Principal IV of Tarlac National High School, for

allowing them to conduct this study and supporting them in the process of conducting

this study.

To Mrs. Maricris R. Quizon, Practical Research 1 Teacher, who is helping and

guiding them on conducting the entire research, and for the motivation, enthusiasm, and

patience.

To the Panel Members, who gave some relevant suggestions and ideas for the

improvement of the research to make this study successful.

To the Participants, who generously shared their experience, time, and helped them

to complete the information that they need to accomplish this study.

 To their Friends, who showed their willingness to help, supported, and cheered

them continuously when they need strength and hope.

To their Family, who endlessly show their unconditional love, understanding, and

support to the researchers, and in believing to their ability to finish this research.
 CHAPTER I

INTRODUCTION AND ITS BACKGROUND

Introduction

Leadership includes leveraging relations to achieve organizational objectives.

Within the school setting, leadership might be arranged within the day-to-day

dealings of the performing artists. Understanding school leadership exercise

subsequently requires reproduction of the exercises through perception and

interviews of the school pioneers and chairmen—who sanction it—and staff—

who are involved in it. The common agreement in school leadership considers is

that thriving schools have great pioneers/leaders (Njaramba, Aviyi, et al., 2022).

Leaders are the pillar and back bone of an organisation and its success; and on

behalf of that success are challenges. One faces a myriad of challenges unique to

the role. Student leaders, however, deals with balancing academic responsibilities

with leadership duties—which can be daunting, requiring strong time

management and organisational skills. Additionally, student leaders often

encounter the pressure of representing their peers and advocating for their needs

within the school community. These challenges can test their resilience,

adaptability, and ability to inspire and motivate their peers.

Navigating the complexities of interpersonal relationships and group dynamics

is another significant challenge for student leaders. Building consensus, resolving

conflicts, and fostering a positive and inclusive environment for all students

require empathy, communication skills, and a deep understanding of the diverse

needs and perspectives within the student body.

According to (Ronald Reagan): “the greatest leader is not necessarily the one

who does the greatest things. He is the one that gets people to do the greatest

things.” Being a student leader comes with its own set of challenges that require a

unique blend of skills and qualities. This requires a high level of emotional

intelligence, interpersonal skills, and experience.

As academic performance is linked to the development of human capital in

terms of an individual’s education and later labor market performance (Heineck &

Anger, 2010; Lindqvist and Lindqvist & Vestman, 2011), the factors that

determine educational achievement have been widely studied.

Hence, this study aims to shed light on the benefits and drawbacks of

becoming a student leader. The complexity and beauty of being one. This study is

not only intended to bring your insight, but also to put you in their shoes.
Statement of the Problem

This study aimed to understand the lived experiences and challenges that

Senior High School student leaders faced throughout the school year 2023-2024 at

Tarlac National High School.

1. What is the demographic profile of the participants in terms of:

1.1 Age

1.2 Grade

1.3 Organization/Club

2. What are the challenges experienced by student leaders in terms of:

1.1 Classroom activities

1.2 Extracurricular activities

3. How does student leaders manage their experiences and challenges as a student

leader?

4. What are the benefits of being a student leader?

Significance of the Study

This research would benefit Tarlac National High School—SHS Students by providing

awareness of factors that can affect their academic performance. However, there are still

numerous positive effects on the following:

To the Students - this study will help them gain a better understanding of the difficulties and

impact of becoming a student leader.

To the Parents - in this study, the parents would greatly appreciate having a child who has

the chance to become a school leader. This opportunity would help shape their child’s future and

develop their leadership skills, which will be a significant advantage in their life.

To the Teachers - in this study, a teacher might be able to determine why some of their

students find it difficult to take on the responsibilities of becoming a student leader.

To the Future Researchers - the study aims to provide insight into the challenges faced by

those who aspire to become a student leader. Through this study, the participants may learn that

assuming a leadership can greatly impact their learning.

Additionally, struggling is one of the challenges that one may encounter on this path.
Scope and Delimitation of the Study

This study will focus on the students who experience the challenges of being a student leader.

The research sample is composed of the students in Tarlac National High School.

The sample is only limited to only three (3) participants from Supreme Secondary Student

Government (SSLG) and Humanities and Social Sciences for Innovation, Transformation, and

Advancement Society (HUMANITAS). The primary data gathering method to be use will be

through an interview and observation to explore deeper on the participant’s situation.

Definition of Terms

To have a better understanding on this study, the following words are defined operationally

and conceptually:

BACK BONE – it refers to the organization or system that the leaders gave their strength and

bravery to have a better organization.

In this study, the term highlighted was used to refer to leaders in organizations.

BUILDING CONSENSUS – it refers to the leaders who work together to address issues, meet

objectives, and resolve problems.

In this study, the term highlighted refers to the significant challenges for student leaders.
COMPLEXITY – it refers to the state of having many different parts connected or related to

each other in a complicate way.

In this study, the term highlighted refers to the responsibilities of the student leader.

DAUNTING – it refers to causing fear or discouragement; intimidating.

In this study, the term highlighted refers to the responsibilities of the student leader.

EMPATHY – refers to the ability to sense other people’s emotions, coupled with the ability to

imagine what someone might be thinking or feeling.

In this study, the term highlighted refers to the student that required empathy.

FOSTERING – it refers to encourage the development or growth of ideas or feelings.

In this study, the term highlighted was used to refer to the student leader’s capability to solve a

problem.

LEVERAGING – it refers to an increased means of accomplishing some purpose and to obtain

a desired effect or result.

In this study, the term highlighted refers to how the student leader achieve organizational

objectives.
MYRIAD – it refers to a very large number or having great variety.

In this study, the term highlighted refers to what student leaders faces may challenges.

PEERS – especially based on age, grade, or status. (Merriam Webster)

In this study, it refers within students in organizations to often collaborate on projects, participate

in activities together, and provide support and camaraderie to one another.

PILLAR – a supporting, integral, or upstanding member or part. a fundamental precept.

(Merriam Webster)

In this study, the term refers to a pillar that could represent a core value or principle that guides

the organization's mission and activities.

RESILIENCE – it is the process and outcome of successfully adapting to difficult or

challenging life experiences, especially through mental, emotional, and behavioral flexibility and

adjustment to external and internal demands. (American Psychological Association)

In this study, it refers for student leaders to bounce back from failures, adapt to changing

circumstances, and overcome obstacles in pursuit of their goals.

SANCTION – official permission or approval. To officially accept or allow. (Britannica)

In this study, the term highlighted refers to a student in organizations and leaders that may
require official sanction or recognition from the school or university to operate on campus.

SUBSEQUENTLY – at a later or subsequent time. From the word "Subsequent"; following in

time, order, or place. (Merriam Webster)

In this study, it refers to student leaders on planning events or initiatives that occur subsequently

to one another, creating a sequence of activities aimed at achieving their objectives.

THRIVING – growing, developing, or being successful. (Cambridge Dictionary)

In this study, the term highlighted refers to student leaders on attracting engaged members, host

impactful events, and contribute to the overall campus culture. A thriving student leader inspire

others and leave a lasting legacy of excellence and accomplishment.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes related literature and studies from the foreign and local aspects in which

are relevant and similar to the present study.

The practice of leadership among students has long piqued the interest of many academics

and intellectuals, but less on the viewpoints of students themselves are being given a

consideration, and very few research had attempted to recognize and respect their viewpoint

(Sessa et al., 2014). As stated by Ibrahim (2016), the function of leadership is one of constant

challenge to a person's talents as well as things and change; no matter how skilled a leader is,

they are unable to avoid change from bringing obstacles. The way a person responds to those

obstacles will determine their leadership style and greatly influence their level of effectiveness.

Certain challenges take the shape of individuals or issues that stand in the way of achieving a

goal. Much more originate from the leader themselves, or from the position of just being a

leader. Every leader has to deal with a lot of them and figure out how to handle them.

Kambuga and Omollo (2017) noted that student leadership refers education principles and

practices that give the students or young people the opportunities and support to find their voices,

to enhance and showcase their ability in decision making, understand their rights and

responsibilities as active citizens.

According to Mitra (2020), Leadership is a process of "transforming a vision to reality". He

also stated that anyone with a clear vision and the required skills and knowledge is a qualified
leader. Leader is both born and made. Some people are born with natural leadership skills and

knowledge, while others acquire them through knowledge, practice, association, and

experiences.

Furthermore, as stated in Researchomatic (2011), "Anyone can engage in leadership through

being a committed, engaged, and hard-working member of the organization who is in touch with

and acts in line with the organizational purpose and values. It shows that anyone can be a leader

if and only if they want to commit in any responsibilities that a leaders will possibly have.

Additionally, Alvaro Choi & Maria Gil (2017) stated that leadership may play a key role in

improving educational processes and, potentially in leadership student academic achievement.

Therefore, determining the impact of the role played by school leader on student academic

achievement poses a challenge, it shows that being committed in any kind of leadership training

can improve the student's potential in enhancing their academic achievement. Students will gain

self-confidence because of possessing different challenges. It can also affect the performance of

the students in terms of academic that the students absorbed during and after leadership training.

However, (Liu et al., 2015), said that some studies argue that leadership experience may have

opposing effects on academic achievement. On the one hand, student leaders work harder than

others in their studies and, therefore, achieve higher grades. According to a Marchione (2020),

study, pressure, burnout, and overwork are some of the drawbacks of student leadership. The

percentage of the amount of time students spend on themselves to the amount of time they spend

working in their jobs or responsibilities as students is known as work-life balance.

A. Foreign Studies

The foreign study presented below, significantly helped researcher in understanding the scope

of their proposed study. These studies were used as guides for generating various study data-

gathering tools.

According to the study entitled "Organizational Commitment: An Empirical Investigation on

Academics of Malaysian Private Universities", the student leaders encountered challenges is

dealing with the pressure. Primarily, the pressure to be exemplary role models and competent

leaders, coupled with extensive responsibilities, adds significant weight to their burden (Rizzo S.,

Tribble, D. J., and Nadelson, L. S. (2021)). A participant even mentions there are no specific

standards in being a role model, there seems to be a prevailing notion if you become a student

leader. This would that as a student leader, you should think and act like one. Furthermore,

another participant shared on the pressure on specific expectations from his superiors. As a

student leader they are always expected to behave professionally which includes online decorum.

In the study entitled "Challenges Faced by Student Leaders in Managing Student Affairs in

Public Universities in Kenya". The finding showed that student leaders struggled and have

difficulty managing workloads resulting from their excessive workloads as student leader. A

participant also stated that they faced challenges throughout their leadership roles and academic

pursuit when some things did not always happen as they desired or planned. Additionally,

balancing both roles through responsible management enables them to achieve success.

However, if poorly managed leadership experience can harm student leader's academic

performance due to excessive workload (Murage, L.M., Njoka, J.N., & Gachani, M.W., (2019)).
Consequently, efficient workload management is essential for student leaders organize and

prioritize tasks. This allows student leader to do tasks one at a time which results to manageable

workload.

In the study entitled "Influencing Factors of Academic Burnout and Coping Mechanisms of

Student Leaders in National University (California)". The study showed a student leader

experiencing burnout. Burnout negatively impacts productivity and affects all aspects of

individuals' lives, as shown in various studies. Based on the participants they experience burnout

particularly when it comes to organizing consecutive events. Successive event organization is

likely cause for student leaders to feel pressure, which may result to procrastination and

cramming on their academic responsibilities. Ultimately leading to students feel the burnout

(Atienza, M. M, Bathan, M. C. M., & Baxa, E. N. G. (2022)). Furthermore, emotional and

physical tiredness significantly impacts student leaders, especially in handling important

academic obligations. In conclusion, the studies discussed enlighten varied challenges faced by

student leaders in various contexts. The pressure to exemplify leadership while multitasking

extensive responsibilities and managing workload emerges as a common theme across these

studies. The absence of clear standards for being a role model and the burden of meeting specific

expectations increases the stress experienced by student leaders. Moreover, burnout, stemming

from the relentless demands of organizing consecutive events and balancing academic pursuits,

emerges as a significant concern. Effective workload management emerges as a crucial factor in

mitigating these challenges and preserving student leaders' well-being and academic

performance. Addressing these issues requires wise strategies to lessen the pressures faced by

student leaders.
B. Local Studies

The Local Studies presented below have significantly demonstrated the importance of

frequent practice and high performance requirements for overcoming the various challenges

associated with being a student leader.

According to Eda Lou I. Ochangco’s article in Emphasizing the Female Voice in Student

Leaders’ Self-Perception of Leadership Skills, adult women leaders have demonstrated

significant successes across various fields. (Bruce et al. 2022) found that female leaders have

outperformed their male counterparts in managing the challenges posed by the COVID-19

pandemic. Additionally, (Dino 2022) highlights the visible presence of women leaders who are

dedicated to fostering strong literacy cultures within educational institutions. Despite these

achievements, early studies on female leadership reveal the challenges and hurdles faced by

women leaders. (Kubota & Nami 2016) suggest that female leaders are often expected to

challenge patriarchal gender power relations and advocate for justice, equality, and collective

well-being. Recognizing these challenges, it becomes crucial to investigate the leadership

experiences of young women, particularly to cultivate more successful and skillful leaders.

However, (Tackett et al. 2022) note that studies on youth leadership are limited and poorly

understood, and (Dagyar et al. 2022) emphasize that the leadership characteristics of young

people vary based on gender. Therefore, it is essential to explore how young women leaders

perceive their leadership capabilities. (Alan et al. 2017) observed a significant decline in girls'

desire for leadership from childhood to adolescence, which is attributed to a decrease in "social
confidence" or the willingness to perform tasks under public scrutiny. Leadership, as (Haber-

Curran & Sulpizio 2017) suggest, involves acquiring skills and knowledge to engage and

influence others, take action, and drive change.

According to Rosybelle T. Sablad’s article in her research regarding values-based leadership

(VBL). It is crucial for school leaders in Samar, Philippines. School leaders must align their

vision with national education plans and programs outlined by the Department of Education

(DepEd) and communicate this vision effectively to teachers, students, parents, and community

stakeholders. Despite the various studies about leadership (Banks, Gooty, Ross, Williams, &

Harrington, 2018) in which, there are studies revealing the ways that school leaders adhere to

values-based leadership, no study has been conducted to explore the same among school leaders

in the Province of Samar. It is so timely to discover how Samar's selected school leaders view

and practice values-based leadership specifically that they have been empowered to manage the

school and to "create a culture focused on student and teacher success".

(Kubaev 2020) emphasizes the importance of considering the views and opinions of teaching

staff when addressing educational issues, as their perspectives greatly influence the successful

implementation of school plans and programs. However, despite existing studies on leadership,

particularly values-based leadership, no research has explored this concept among school leaders

in Samar. Therefore, it is timely to investigate how selected school leaders in the Second District

of Samar Province perceive and practice values-based leadership, especially as they are tasked

with creating a culture focused on student and teacher success (Bryan-Chambers & Fisher,

2017). This study aims to fill this gap by examining values-based leadership among school

leaders in Samar.
 According to the study entitled "Perceived effects of student's leadership role on personality

and relationship with others and academic engagement harvest".The students leadership role

affects their personality and relationship with others, and their academic engagement positively.

(Balatbat, E., Garcia, N., & Rodriguez, G. 2014) stated that they have developed themselves

have honed their skills have improved their social skills and relationship with others have

developed their attitude towards life and works and became generous in helping and serving

others.

According to the study entitled "Fostering leadership values among grade 6 students through

an art experiences program". Being a student leader is a place to learn the power of perseverance

and build self-esteem through trial and error. It’s a place to collaborate and learn how to work

with others. (Querijero, 2017) quoted that These leadership skills transfer to our students’

everyday lives and future careers.

According to the study entitled "The relationship of social intelligence and leadership style to

the productivity of college student leaders". Leadership practices to allow leaders to effectively

cope with, manage, and ultimately be successful despite of turbulent change. (Atienza, D. M. R.

2014) stated that the Society is looking for leaders who possess the ability to adapt and

encourage change, motivate and empower constituents, and foster a human network of support

and commitment within communities and organizations.

According to the study entitled “Leadership Development: Perspective of Student Leaders in

Pangasinan State University”. A leader is “someone who influences people with diverse gifts,

abilities, and skills. These individuals are focused on the mission and objectives of the
organization, causing them to devote spiritual, emotional, and physical energy enthusiastically

and passionately in a determined, coordinated effort. The leader exerts this influence by simply

sharing a predictive outlook that resonates with the members’ ideas and values in a way that

allows them to comprehend and translate the future into immediate action steps.” (Patterson,

2017).

In the study entitled “Unveiling the Essence of Next Normal School Leadership: A

Photovoice Exploration “. In the educational realm, school leaders play a pivotal role in fostering

unity within their institutions (Dumulescu & Muțiu, 2021; Gallos & Bolman, 2021). Put

differently, their direction is instrumental in driving school improvements and orchestrating

quality institutional objectives; these leaders are expected to engage closely with their team,

harnessing collaboration to influence and guide others toward shared objectives. Hence, it is

believed that influencing followers by cultivating trust-based relationships is a hallmark of

influential leaders (Lemoine et al., 2019).

In the study entitled "Exploring Leadership Challenges and Ideal Followership of University

Student Organizations". Leadership is a process of ‘transforming a vision into reality” (Mitra,

2020). Anyone with a clear vision and the required set of skills should supposedly make a good

leader. While anyone can have a vision, not everyone has the skills. Leaders are both born and

made. Some people naturally possess various skills needed to be an effective leader, while others

acquire them through knowledge, practice, and associations.

Theoretical Framework
 The researchers adapted the theory of the Situational Leadership theory by Hershey and

Blanchard. This theory says good leadership depends on how ready or mature the followers are.

It sorts leadership into four types: directing, coaching, supporting, and delegating. which should

fit the follower's readiness. Student leaders may have trouble switching between these types

based on their peer's changing needs and abilities. Balancing the directive aspects of leadership

with the supportive and delegating elements can be challenging for student leaders aiming to

effectively motivate and empower their team members.

This theory talks about how student leaders might find it hard to figure out if their peers are

ready to follow their lead; and interconnects and justify the research. This framework gives

insight into how student leaders can change their leadership style. The researches also determine

on how does student leaders manage their experiences and challenges and what are the benefits

of being a student in their school performance.

Conceptual Framework

Mental Health Social Health Education

Figure 1. Conceptual Framework

Figure 1 shows the conceptual framework of the study. This study focused on the challenges

that student leaders in Tarlac National High School experienced. The illustration above serves as

the guide. First, the researchers aim to know the various factors of challenges that student

leaders’ encounters. Second, the researchers identifies the reasons and possible effects of having

such challenges in the lives of the students in order to come up with conclusions and solutions.
 CHAPTER III

METHODS OF STUDY AND SOURCES

This chapter includes the research design, the locale and time of the conducted study, the

participants of the study, the population and sample size, the data gathering procedure, and

methods of data analysis.

Research Design

A Case Study is a type of Qualitative Research that uses empirical method; and it helps to

investigate a phenomenon based on the real-life experiences of the participants. A case study is a

descriptive and exploratory type of research in a person and situations.

In this study, a case study type of qualitative research is used in determining the experiences of

Senior High School student leaders in Tarlac National High School who experiences challenges

between being a leader and student. The researchers conducted this study because of their aim to

widen the knowledge of the issue and to help other people who are also experiencing the same

trial in their lives.

Locale and Time of the Study

The study will be conducted in Tarlac National High School from (Feb 26-28 to April 17-19).

The place where the study will be conducted is at Tarlac National High School located at 29

Macabulos Drive, Tarlac City, Tarlac, Tarlac National High School is a public secondary school

in Tarlac City that is considered as the oldest public high school in the Philippines.

Locale and Time of the Study

The study will be conducted in Tarlac National High School from (Feb 26-28 to April 17-19) .

The place where the study will be conducted is at Tarlac National High School located at 29

Macabulos Drive, Tarlac City, Tarlac, Tarlac National High School is a public secondary school

in Tarlac City that is considered as the oldest public high school in the Philippines.

Population and Sample Size

The researchers carefully selected a sample of three (3) participants from a total population of

five thousand seventy-three (5,073) senior high school students at Tarlac National High School.

By limiting the study’s population, they were able to analyze the data more effectively and
provide more detailed insights into the experiences of student leaders. The researchers used

purposive sampling to adequately understand the challenges faced by student leaders in their

academic and extracurricular pursuits.

Data Gathering Procedure

The study participants were given guidelines to follow in the form of questions generated by the

researchers. Following that, their teacher validated the researcher’s questionnaire. A one-on-one

interview was then done by the researchers. The researchers clarifies some terms to the

respondents so that the respondents can answer the questionnaire with full knowledge of their

responsibility as the subject of the study.

Methods of Data Analysis

The conventional data analyzation is to use the case study method to deliver the statements of

our three (3) participants, wherein in this study is expected to use interviewing and observation

of the researchers will serve as the main source of information in this data analysis and it starts

with an analysis of the study to guide readers or individuals who have encountered similar

situations through their struggles and emotions in overcoming these challenges.

 CHAPTER IV

PRESENTATIONS, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data collected in thematic and descriptive forms. The data were

organized, classified, and examined using the appropriate qualitative tools and procedures.

Interpretation was made in the light of specific questions raised in this study.

With regard to the problems of the study, the following data were gathered: the participant’s

situation before they became a student leader in terms of _______________; reasons why the

participants experience challenges in being a student leader; the impacts of challenges on the

participants, the treatment of the participants after they overcome challenges, and the dealing of

the participants in their ‘student leader’ situation.

1. The Challenges Experienced by Student Leaders

 Challenges or obstacles that student leaders experience are one of the most common things

that student leaders often encounter in their academic performances. Mostly, student leaders who

are going through different experiences in academics also affect their schedule and time and take

a toll on their physical and mental limits.

Obstacles

Obstacles are natural while advancing towards a goal. They seem invincible at first, but

almost every successful person has had to overcome obstacles. Focus on meeting each goal and

doing what you can in the moment, without becoming overwhelmed by thoughts of the future.

When the participants were asked about the challenges they experienced as student leaders,

the following were their responses:

Participant 1: “Sometimes na-pe-pressure sila sa expectations ng mga tao sa kanila.”

(Sometimes they are pressured by people’s expectations of them.)

Participant 2: “As a leader, I often experience some overtiring extracurricular activities that

requires resolve and high demands which erupts my stress all over against my academic

performances.”

Participant 3: “The challenges that I usually face as a learner and a student leader is managing

my time, difficulties in complying, and sometimes, socializing with my co-student leaders.”

 The responses from the participants was revealed the difficulties student leaders face. They

feel pressured by high expectations, stress from demanding activities affecting their academics,

and struggling with time management whilst having a fatigue. Overall, being a student leader

involves managing multiple challenges and performances that runs their strengths to the very

lowest.

2. Effects on Academic Performance as A Student Leader

Having a leadership role as a student can significantly boost academic performance. The

benefits of being a leader can be observed both in the short-term and long-term, as it helps to

cultivate a sense of responsibility, accountability, and self-discipline, which are all vital for

academic success. Therefore, taking on leadership positions in school can be an effective way to

enhance one’s academic performance and achieve academic goals.

Leadership Development

Leadership is more than just giving orders and expecting results. It’s about connecting with

your team and inspiring them to work towards a shared vision. Developing soft skills like

empathy, active listening, and communication is essential for successful leadership and building

lasting business relationships.

When the participants were asked about the impacts of being a student leader on their

academic performance, the following were their responses:

Particpant 1: “Being a student leader helped me a lot. It taught me how to be responsible, but

at the same time, more pressured as well.”

Participant 2: “Being a student leader impacted my life as a student, it helps me to get out of

my comfort zone, it helps me to become more confident and to express myself more.”

Participant 3: “Being a student leader makes me challenge my time management because I

have to balance my time between academics and my role as a student leader. I think, being a

student leader affects my academic performance in such a way that it sometimes disrupts my

classes that makes me comply my works behind others.”

These responses from the participants described the experiences of being a student leader.

Participant 1 mentions that it teaches responsibility but also brings added pressure. Participant 2

sees it as a way to gain confidence and step out of their comfort zone. Participant 3 finds it

challenging to balance academics and leadership responsibilities, sometimes causing delays in

completing tasks. In conclusion, being a student leader involves learning responsibility, gaining

confidence, and managing time effectively, but it can also be demanding and affect academic

performance which will affect a leader and cause physical or mental fatigue.

2.2. Strategies of Student Leaders to stay motivated in extracurricular activities during

challenging times

In order to achieve success in various domains of life, it’s important to have a well-defined

strategy in place. A strategy typically involves identifying and prioritizing goals, devising a plan

of action to achieve those goals, and assembling the necessary resources to execute the plan.
Ultimately, a strategy outlines the specific ways in which the desired outcomes (goals) will be

realized through the allocation and utilization of available resources.

Mindset Growth

Having a growth mindset means believing that a person’s abilities are not fixed but can be

developed through effort, learning, and persistence. A growth mindset is all about the attitude

with which a person approaches challenges, processes failures, and adapts and evolves as a

result.

When the participants were asked about the strategies that they can use to stay motivated and

engaged in their extracurricular activities, especially during challenging times, the following

were their responses:

Participant 1: “I think about my future. Aside from that, sinasabihan ko rin ‘yong sarili ko na

ang challenges ay parte talaga ng process sa pagiging successful.” (I think about my future.

Aside from that, I also tell myself that the challenges are part of the process of success.)

Participant 2: “Whenever I encounter such instances, I just remind myself why I joined my

organisation as well as my oath taking for being a student leader.”

Participant 3: “Well, I usually look forward with high hopes whenever SSLG prepares for an

upcoming event. It makes me excited and allows me to think less about my academics, giving me

ease; but I may worry about it on the latter times.”

 Based on the responses shown on how student leaders cope with challenges. Some focus on

their future achievements and see challenges as stepping stones to their goals. Others find

motivation in remembering why they took on the role and the commitments they made.

Excitement about upcoming events helps some individuals to temporarily set aside academic

worries, but there’s also some concern about future obstacles.

2.3. Ways that responsibilities affect a student leader’s mental well-being

In schools that face challenging circumstances, strong leadership has the greatest effect. The

leader’s actions have a greater impact on learning in these situations. Additionally, leadership has

a significant impact on students’ mental health. Poor mental health can affect one’s ability to lead

effectively and perform well in this field.

Burnout

Students who suffer from academic burnout may find it difficult to lead others effectively.

This disorder may be brought on by a number of things, including poor academic performance or

difficulty maintaining mental health.

When the participants were asked about how being a student leader affected their well-being,

the following were their responses:

Participant 1: “Dahil sa sobrang daming ginagawa and pinapagawa sa akin as a student

leader, nakakapagod to the point na napapabayaan ko na ‘yong mental health ko. There were

times pa na kahit 2 hours of sleep lang or 1 hour na pahinga lang hindi ko pa maibigay sa sarili

ko due to the fact na hindi ako basta basta pwede magpahinga kasi may responsibilidad ako as a

student leader.” (Because there is so much being done and asked to do as a student leader, it is

tiring to the point that I neglect my mental health. There were times when I couldn’t even give

myself 2 hours of sleep, or 1 hour rest due to the fact that I couldn’t just rest because I had a

responsibility as a student leader.)

Participant 2: “Maybe when some other students are being disrespectful.”

Participant 3: “I guess when it comes to me, being a student leader provides a positive effect on

my mental health for I perceive it as an opportunity to train myself, because I want to learn and

experience anything that I can in ever aspect in this life, while I’m still young.”

Based on the participants’ responses, it shows that being a student leader can affect their

mental health differently. Some feel overwhelmed and neglect their well-being due to the

pressure and demands of leadership followed by academics, while others see it as a chance for

growth and learning. It depends on the individual’s experience and how they cope with the

challenges.

3. Managing Experience

The term “managing experience” describes the information, abilities, and proficiency that

people have acquire from their employment in managerial positions. To become competent in
managing duties and responsibilities, it entails learning from real-world experiences, such as

active experimentation and actual experience.

Responsibilities

A responsibility is an obligation or a promise to carry out a specific activity either generally or

in response to specific situations. A morality or ethics code may give rise to an obligation,

particularly in an honor society.

When the participants were asked about their experiences of being a student leader, the

following were the response they made:

Participant 1: “Focus sa goals, then move forward.”

Participant 2: “As a student leader, you need to be patient and ready to be criticized.”

Participant 3: “Usually, when I play the role of ‘student leader’, I always set aside my

responsibilities that are not aligned with it. For then, I’ll be focused on just one responsibility

and make the best out of it.”

Based on the response of the participant’s answer being a student leader we must have a

strong personality and we must also be responsible when it comes to being a leader. Being a

student leader, we have to be ready to be criticize by others and no matter what they say we must

keep going. Also based on their answer just do our best as always.
3.1. Roles

Roles defined as the process of precisely outlining the duties, obligations, and expectations

connected to a certain job or role inside and organization. It entails defining the precise

responsibilities, powers, and obligations that each person has in relation to their particular

function.

Obligation

A course of conduct, whether morally or legally necessary, is called an obligation.

Constraints, or obligations, restrict freedom. Individuals who are bound by obligations have the

freedom to choose how they want to behave.

The three participants were asked about their roles of being a student leader, the following

were the response they made:

Participant 1: “Ever since I was in elementary, madalas na akong ma-elect as a classroom

president. Ngayong shs na ako, VP na lang me sa classroom pero Assistant Auditor naman sa

org. Kung idedescribe ko responsibilities, mabigat. Ang daming kailangang gawin and

asikasuhin on time. Dahil nga kilala bilang responsible na student leader, I have to meet their

expectations na kaya ko lahat ng sasabihin or ipapagawa nila.”

Participant 2: “My role as the Grade 12 Rep is like a messenger, whenever new announcements

are disclosed we are obliged to announce it room by room.”

Participant 3: “It’s great and remarkable.”

Based on the response of the participant’s answer being a student leader has a lot of

obligations. And when it comes to their own classroom, they are the one who is responsible in

making their classroom task unchallenging. They are also the one who is being tasked to

announce something important to their classmates and schoolmates as well.

3.2. Difficulties

Difficulties defined as attribute of being difficult to do, manage, or comprehend. It can also be

used to characterize situations in which challenges, problems, or difficulties have arisen.

Challenges

It’s something that requires a lot of mental and physical effort to be successful, so, it tests a

person’s ability, and it’s something that puts you to the test.

The three participants were asked about the difficulties they experience in their student leader

journey, the following were the response they made:

Participant 1: “There were times that even though you’re expert in managing your own time,

due to tons of school works, hindi gagana time management mo. May mga araw na kahit wala

ka nang tulog kasi ang daming tinatapos, ma-le-late at ma-le-late pa rin talaga.”
Participant 2: “Mostly my difficulties are being left behind in studies and overload of school

works.”

Participant 3: “Sometimes, being an SSLG officer requires me to take more time to attend

meetings and preparations in line to a certain event. But sometimes, if an urgent matter arises in

my academics, I sometimes attend it in exchange of my obligations in SSLG.”

Based on the response of the participant’s answer the challenges they experience are tons of

school works, left behind in studies, and lack of sleep. As we can see in their response, they say

there that one of their solutions for this is time management. And for them being a student leader

requires to attend meetings and participate in an event.

3.3. Trial

The situation of being faced with something that needs great mental or physical effort in order

to be done successfully and therefore tests a person’s ability. A challenge is something new and

difficult which requires great effort and determination.

Physical Effort

When an individual or entity utilizes their authority, influence, or exert pressure in a

determined or forceful manner, they aim to achieve a specific outcome.

 The three participants were asked about the challenges they experience in their student leader

journey, the following were the response they made:

Participant 1: “As I mentioned earlier, pressure.”

Participant 2: “Maybe the student are disrespectful.”

Participant 3: “Balancing my time between my academics and organization.”

Based on the response of the participant’s answer, being a student leader has a lot of

challenges, when it comes to balancing their time as a student leader and at the same time being

able to also do their other duties as a student that cause them a lot of pressure.

Conflicts

Serious disagreement and argument about something important. If two people or groups are in

conflict, they have had a serious disagreement or argument and have not yet reached agreement.

Argument
 An argument is a logical reasoning in which the reason serves as evidence to support the

conclusion. Its purpose is to provide a rational basis for believing that the conclusion is true. An

explanation, on the other hand, is a logical reasoning in which the conclusion represents a fact

that is already accepted and the reason represents the cause of that fact.

The three participants were asked about the conflicts they experience as being a student

leader, the following were the response they made:

Participant 1: “Not all the time can a student comply with everything on time.”

Participant 2: “We need to assess first the students and inform the teacher.”

Participant 3: “We have to consider a lot of things whenever conflicts become a barrier among

the students.2

Based on the response of the participant’s answered we really cannot prevent some conflicts

to happen, but as a student leader they choose to become a true leader that can fully understand

why these conflicts start. As for them the better way to handle conflicts is communications and

understanding.
Benefits of a Student Leader

Benefits that a student leader receives are the things that assure the student leader’s efforts

and achievements as a payback for all of the hard work they have offered in academics and

extracurricular activities, which will recognize their power, bravery, and determination for the

things they have offered in their respective aspects. Almost all of the student leaders have

received their benefits, awards, achievements, etc. That shows the evidence of their tireless

success in academics.

Recognition

Recognition refers to the act of remembering something or someone that you are already

familiar with. This involves not only recalling what something looks like, but also recognizing

when someone has done something noteworthy and deciding to acknowledge their efforts by

presenting an award.

When the participants were asked about the benefits of a student leader, the following were

their responses:

Participant 1: “Being recognized by teachers and students.”

Participant 2: “The benefits of being a student is some of the students will respect as their

student leader.”

Participant 3: “The best benefit of being a student leader is being able to enter doors of

opportunities containing various experiences.”

These participants’ statements highlighted the advantages of being a student leader, such as

gaining recognition from both teachers and school, earning respect from fellow students, and

accessing more opportunities for personal and professional growth.

4.1. Personal Growth and Development

The process of personal growth involves comprehending yourself and striving towards

reaching your highest potential. It requires constantly questioning yourself about the person you

are becoming and your plan to get there. This process may include developing new habits and

hobbies, acquiring new skills, and applying new strategies to achieve your goals. Although

personal growth starts within you, it eventually influences every aspect of your life, including

your professional and personal development.

Foundation
 A key idea in philosophy is foundation, which stands for the firm foundation that underpins

our values, beliefs, and behavior. A firm foundation is necessary for a meaningful and full

existence, just as it is for the durability and endurance of a physical structure. It acts as the

compass that molds our perspective and gives us a feeling of direction and purpose.

When the participants were asked about the contributions to a personal development and

growth, both academically and personally of a student leader, the following were their responses:

Participant 1: “Same with my answer earlier. It taught me how to manage my time properly,

and to be responsible as well.”

Participant 2: “As a student leader it made me more studious and confident because of the

friends I made in being a student leader.”

Participant 3: “It had a great impact on me due to the fact that it trains me how to maneuver

things properly, specifically the biggest challenge of being part of an organization. This some

what builds a foundation within me that can surely come in handy in the future.”

The statements given by the student leaders, being a student leader has positively impacted

themselves by teaching them time management, responsibility, studiousness, confidence, and the
ability to solve challenges within an organization. They see these experiences as foundational

skills that will benefit them in the future time.

4.2. Collaborative Teamwork

Collaborative teamwork is a dynamic process that involves a group of individuals coming

together to combine their knowledge, skills, and experiences to tackle a common problem or

goal. The primary objective of this type of teamwork is to leverage each team member’s

strengths and expertise through intentional coordination, while also allowing for individual

autonomy by assigning specific roles and tasks to each team member. By doing so, the team can

work together effectively and efficiently to achieve their objectives while fostering a sense of

collective ownership and accountability.

Communication

Communication occurs when one person’s actions in their environment influence another

person’s mind, causing a similar experience to occur. This experience is partly caused by the first

person’s experience.
 When the participants were asked about the strategies of student leaders to engage with others

to deal with opinions of their teamwork, the following were their responses:

Participant 1: “I think my communication skills? I often communicate with people in a way that

they will understand easily. So ayon, feel ko yun yung strategy ko.” (So, I feel like that’s my

strategy.)

Participant 2: “I try to be flexible I can to manage their opinions and set aside mine to avoid

conflict.”

Participant 3: “Honestly, I always ask for their opinions regarding a certain topic, then discuss

it with them, and finally, concluding what is the most reasonable and/or impactful that the

majority agrees upon.”

The participants’ responses shown has said that, student leaders communicate and work with

others. One focuses on clear communication, another on flexibility and avoiding chaos, and the

last one is involving others in decision-making to reach agreements and create a smooth

coordination as well within the group.

4.3. Achievements
 An achievement is a significant accomplishment attained through hard work, perseverance

and dedication. It often implies completing a challenging task that requires a high level of skill or

expertise. Achievements testify to one’s ability to overcome obstacles and push themselves to

their limits, demonstrating their commitment to excellence and willingness to go beyond in

pursuit of their goals.

Character Development

Character development is the process of nurturing specific traits in individuals that influence

their behavior. To fully grasp what character development entails, we must recognize that it

involves various aspects such as values, ethics, morality, decision-making abilities, and

reliability.

When the participants were asked about the specific experiences or achievements of a student

leader that they are proud of, the following were their responses:

Participant 1: “Siguro ‘yong makilala bilang responsableng estudyante, achievement na siya

for me. Bakit? Kasi ‘yon naman talaga ‘yong gusto kong makita nila sa akin, na responsible

ako; and I think I achieved that already.” (Maybe being recognized as a responsible student is

already an achievement for me. Why? Because that’s what I want them to see in me: that I’m

very responsible, and I think I’ve accomplished that already.)

Participant 2: “In my student leader career the most memorable was I sang to hundreds of

people watching me, it made me more confident and bold.”

Participant 3: “We, the SSLG, spearheaded the Teachers’ Day Celebration last October, and the

Juniors’ Promenade last April-those events emphasized the importance of teamwork and

camaraderie to me, and it made me realize that the event for our beloved teachers and the grade

10 learners would not be possible without the presence and the help of every officer of the

SSLG.”

Based on the statements made by the participants, it is shown that each student leader has

their own development or achievement that they are proud of to stand for. They feel proud to be

seen as responsible students, gained confidence by singing in front of a big crowd as a student

leader, and learned the importance of teamwork while organizing school events as part of the

SSLG.

4.4. Experiences as a student leader that influence their future or career

Participating in leadership roles as a student can have a profound impact on a person’s future.

By taking on these roles, individuals can enhance their critical thinking abilities, improve their

decision-making skills, develop stronger socialization techniques, and hone their communication

prowess. However, it is important to acknowledge that there are certain challenges that come
along with being a student leader, such as managing time effectively. Nevertheless, the lessons

learned from these experiences can serve as valuable tools that individuals can utilize to achieve

success in their future endeavors.

Decision-making

The process of decision making involves a systematic approach to identify a decision that

needs to be made. It requires gathering relevant information, evaluating it carefully, and

considering various alternative solutions or options before making a final choice. This process

can be complex and may involve multiple factors such as personal preferences, values, and

priorities, as well as external factors such as time constraints, available resources, and potential

risks or benefits.

When the participants were asked about the experiences as a student leader that influence

their future or career, and lessons that they hope to carry forward, the following were their

responses:

Participant 1: “In the future of course magagamit ko yung natutuhan ko sa pagiging student

leader katulad na lang no’ng pag-ma-manage ng time properly, pagiging responsible. To be

honest, malaki ang maitutulong nito saakin in the future especially kapag college na ako na

marami na talagang gagawin kahit hindi ka student leader.) (In the future, of course, I can use

the lessons I learned from being a student leader, like managing my time properly and being

responsible. To be honest, this will be a big help to me in the future, especially when I’m in

college. There’s going to be a lot of work going on, even if you’re not a student leader.)
Participant 2: “My experiences will be a lesson to me and will help me to make my decision

making more better, the lesson I will carry forward is being flexible because we are dealing with

every other people that have diff opinions and views that’s why I need to be more flexible than I

am now.”

Participant 3: “Whatever the lessons that I learned on my journey as a student leader will

always remain in my heart, for they will mold me towards a better version of myself in the future.

Being an open-minded and understanding individual, participating in teamworks and

camaraderies, patience, and love of what I am doing are the greatest lessons that I hope I could

carry forward in the future, and until the last days of my life.”

Based on the responses, Participant 1 values skills like time management and responsibility

learned as a student leader for future activities, especially when they reach college. Participant 2

sees their experiences as lessons in decision-making and flexibility, crucial for dealing with dire

opinions. Participant 3 reflects on the lasting impact of their journey, emphasizing values like

teamwork, patience, and passion, which they aim to carry into the future for personal growth.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS