A SEQUENTIAL EXPLORATORY APPROACH ON THE BEST ATTRIBUTES AND PERFORMANCE

SUPREME PUPIL GOVERNMENT IN PUBLIC ELEMENTARY SCHOOLS: A

SEQUENTIAL EXPLORATORY APPROACH ON THE BEST ATTRIBUTES
AND PERFORMANCE

By

CAMELLE N. MEDINA

Submitted in Partial Fulfilment of the Requirements for the Doctor of Education

Major in Educational Management

Don Honorio Ventura Technological State University

May 2019

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Effective education leadership makes a difference in improving learning

(Leithwood, 2014). Leadership is an important issue in education field and it needs to be

taught as early as possible to students. St. Cloud State University viewed leadership as a

process rather than as a position and explicitly promotes the values of equity, social

justice, self-knowledge, personal empowerment, collaboration, citizenship, and service.

Student leadership development is the necessity of today’s society. “Understanding the

role and function of leadership is the single most important intellectual task of this

generation, and leading is the most needed skill”. - G.W. Fairholm, cited in Burchard

(2001) Perspectives on Leadership, p. 1. There’s nothing new or especially controversial

about this idea. Many leadership educators argue that leadership skills should be learned

early as young age (Rehm, 2014).

According to Rudolp as cited in ((Mozhgan et.al, 2011) affirmed that for us to

have a society managed by intelligent leaders, it is essential to train those leaders as early

as now. Mozhgan et.al 2011 further asserted that today students should be prepared to

undertake the leadership role in the future. As we know, today developing leadership

skills becoming an important issues in schools, among students. The wide context of

leadership today had led us to broader outlook which understands that leadership is also a

part identity and it is developed overtime (Ferdiansyah and Meutia, 2017). Perhaps the

most important aspect of any club or organization is the leader. Obviously the members

play a crucial role in the formation of the organization but with no one in a leadership

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position, nothing would get done. An organization can do nothing without a leader. We

have learned through past experiences that the most effective way to form a structured

group of any kind, a leader is a necessity.

There are different definitions and understandings of leadership. Al-Hattami and

Alghamdi (2018), states that leaders possess certain distinctive qualities that they bring to

bear in leadership situations. Ming Sing Chai (2015), described leaders are someone who

can use interpersonal skills to influence attitudes, beliefs, feelings and behaviours of

others. They lead and guide the activity of the group. Hilliard (2010) affirmed that the

leader is the individual who is capable of inspiring and directing the action to reach an

identified goal short, intermediate and long term. The leader is the person that possesses

the ability to motivate, gives direction, collaborate with others, having the proper skills,

knowledge and attitude to move the organization toward greatness. The leader’s

personality is also effective enough to get others to follow him or her toward full filing

the goals of the organization; a leader shows how to do things rather tells people what to

do.

Northouse (2012) describes leadership as a process of influence by which a leader

inspires and directs his people to achieve a common goal. According to him, that

leadership skill has three broad categories of skills, namely administrative, interpersonal

and conceptual. In able to run an organization administrative skill contains competencies,

like planning, the organization of work activities, the management of resources, and

technical skills. Interpersonal skills include oral and written communication skills, the

ability to apply emotional intelligence, and the ability to manage and resolve conflicts.

Conceptual skills include problem solving and strategic planning. These leadership skills

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are essential for students to acquire – not just to ensure their academic success but also to

be able to make a positive impact on society.

Hence, one way to develop and guides the students it is by involvement in

student organizations called Student Government/ Council. Whether a school defines as

student council, student government, or supreme pupil government is not the issue;

rather, the focus should be on opportunity to instill ethics and values, which give as many

learners as possible the opportunity to stretch their leadership wings. Koomson

and Ahiatrogah on their journal entitled impact of perceived student leadership role on the

academic performance stated that, the administrative structure in educational institutions

makes provisions for student leadership. In line with this provision, any student that is

interested in leadership, organizational behaviour, event planning or becoming more

engaged in the school is welcome to become involved. In most cases, the representatives

are elected by the students themselves after school administration nominates candidates

for various positions. In other cases, students are allowed to nominate and elect their own

leaders.

The function of the student council is based upon parliamentary procedures. In

the article “promoting student leadership on campus- creating a culture of engagement”,

Rodriquez, (2003), states that;

“Student leadership is an integral part of student success. Student

leadership is the ability of the student body to influence major decisions

about its quality of education and learning environment”. Organizations

are youth- centered and respond to diverse skills, talents and interest of

students (p5).

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As stated in the Education Act, 1998 student government is a representative

structure through which students in a post- primary school can become involved in the

affairs of the school, working in partnership with school management and staff and

parents for the benefit of the school and its students. The ideas of the student government

started as early as the era of Pre Modern Europe where students enjoyed having no civil

rights (Lumabi, 2015). Crume 2004 cited by Laosebikan-Buggs (2009) Student

governments emerged as official organization in the early 20th century, continued its

rapid growth on college and university, and so in even in the elementary school level.

Leadership for the 21st century is an inseparable component of the holistic

development of students. The idea of serving the constituents cannot be rated as a less

important parameter in determining the academic excellence of students. Acting as a

student-leader in an academic institution involved the entire praxis of being a student.

The practices and activities being done by student-leaders are actually manifestations of

the students’ selected field of academic discipline Capulong, (2014).

In the Philippines, there has been always a claim that the drive toward the much-

needed change in government will be ushered by youthful aspirations Velasco, mentioned

in Labor (2017). This has been in the case for national heroes like José Rizal, who, in his

20s, helped the country to a win over a victory to 300 years of Spanish rule. Rebellious

movements and political uprising in recent years have been actively participated in by

college and university students as both private and public higher education institutions

formally and informally mobilize their students to participate in activism, with the hope

that exposure to such events will unleash the potential for leadership and develop in them

a sense of nationhood. Cress et al. (2001) asserted that educational institutions will be

successful in developing tomorrow’s leaders when they provide connections between

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academic programs and community activities and express a strong desire, through their

stated mission, to create a “legacy of leaders in businesses, organizations, governments,

schools, and neighbourhoods” (p. 23).

In a report by UNICEF and the Philippines’ Department of Interior and Local

Government (DILG) in 2007 cited in Labor, (2017) stated that, the Filipino youth is part

of a collective body which is slowly shaping the political sphere of the world. The report

argued that training young Filipino leaders is part of “an emerging movement worldwide

to give the youth a direct role in shaping policies and programs” (United Nations

Children’s Fund, 2007, p.14). The youth especially in Metro Manila today still participate

in at least one socio-civic or political organization allowing them to be involved in ethical

consumerism such as donating to the poor, buying or boycotting products based on

principle, and supporting fundraising activities. Also, the study has shown that electoral

participation, too, is valued amongst these youth as they register to vote. Fortunately,

they still value their relationship with their peers and show a deep love of country.

The Student Government Program (SGP) is the Philippines' program for pupil

governments in elementary schools, student governments in secondary schools of the

Department of Education (Wikipedia, 2017). It serves as the umbrella organization of all

the departmental student organizations which are operating within the campus in all

public elementary schools. Supreme Student Government was institutionalized way back

2003 and on 2005 an institutionalized Constitution and By Laws of the Supreme Student

Governments were enforced through a Department Order No. 43, s. 2005 asserts that the

Supreme Pupil Governments are institutionalized. Currently the program is now under

the Office of the Undersecretary for Regional Operations. All of the Student Government

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follows only one constitution that it contains the duties, policies and bylaws. It’s

Constitution and By-Laws effected the full operation of the organization which is under

the supervision of an adviser, a full-time faculty who has been nominated by the student

body.

Based on the DepEd Order No. 49, series of 2011, The Supreme Student

Government is a student organization authorized to operate and implement programs,

projects and activities for the benefit of the school, students, and other constituents of the

academe institution. It also lays the groundwork for good governance, volunteerism,

unity, and cooperation which may be defined as the cores of having an effective

leadership by providing the student's various venues where they can improve their

leadership knowledge, skills and attitudes because student government offers exposure

and experience. Cress et.al (2001), p. 17 cited by May (2009) affirmed that, students who

are involved in student leadership programs show significant gains in the areas of “skills

(e.g., decision making abilities), values (e.g., sense of personal ethics), and cognitive

understandings (e.g., understanding of leadership theories)”. It also trains students to

become better members of society in accordance with the ideals and principles of

participatory democracy and good citizenship (DO 49, s. 2011, Programs, Projects and

Activities of the Supreme Student Government). Kuh and Lund (1994) cited by Scruggs

(2014) on his study found that involvement in student government is beneficial to

growing and gaining skills like social and practical competence. Social competence refers

to the ability to control one’s emotions, thoughts and actions in various social contexts

and the ability to learn and adapt in those same social contexts (Kuh & Lund, 1994) cited

by Scruggs (2014) . Kuh and Lund (1994, pp. 8-12) demonstrate the ability for a student

involved in campus governance to become a confident and competent leader through

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learning, growing and gaining leadership skills such as decision-making, selfless service

to others, and the ability to work with others towards a common goal.

Based on the literature review, (Cress et al., 2001, p. 17) mentioned that it seems

self-evident that student engagement, including co-curricular activities, has a positive

impact on student development and student academic performance. While serving in

student government can be and should be considered a selfless endeavour, it has been

noted by many as a great opportunity for self-growth and professional development that

many students want in their personal life as student. For example, Astin, in his Theory of

Involvement suggest that learning takes place inside and outside the classroom

environment and that student learn a great deal by becoming involved in extra-curricular

and co-curricular activities (1977, 1984, 1985, 1993, and 1996). Astin contended that an

institution’s environment plays a key role in the holistic development of students as it

offers students a wide variety of opportunities in dealing with people different thought

and ideas (1977, 1984, 1985, 1993, and 1996). Astin ( mentioned in Deborah Asiedua

et.al 2013), indicated that the time students spend on school and the characteristics of

their involvement in activities have potential impact on the quality of their wide school

experiences, student development of leadership has been viewed as one of the most

important tasks.

There are five basic postulates according to Astin’s involvement theory:

1. Involvement refers to the investment of physical and psychological energy in various

objects. The objects maybe highly generalized (the student experience) or highly specific.

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2. Regardless of its object, involvement occurs along a continuum; that is, different

students manifest different degrees of involvement in a given object, and the same

student manifests different degrees of involvement in different objects at different times.

3. Involvement has both quantitative and qualitative features. The extent of a student’s

involvement in academic work, for instance, can be measured quantitatively (how many

hours the student spends studying) and qualitatively (whether the student reviews and

comprehends reading assignments or simply stares at the text book and daydreams).

4. The amount of student learning and personal development associated with any

educational program is directly proportional to the quality and quantity of student

involvement in that program.

5. The effectiveness of any educational policy or practice is directly related to the

capacity of that policy or practice to increase student involvement. Astin argues that it is

important to develop young men and women to become future leaders. Leadership is

considered to be a part of lifelong learning and multidimensional constructs involving

competency (skills, ability, attitude, knowledge, and behaviour), experiences and

processes.

Ebide 2015 cited by Alviento (2018), mentioned that, many students participate in

student organizations not only for entertainment, student also wants to develop skills,

knowledge and competencies that are relevant and useful to their life. Foubert and

Grainge (2006) also said that involvement in clubs and organizations has been shown to

correlate positively with several areas of psychosocial development. Specifically, those

students who are members of student organizations score higher than non-members on

such factors as educational involvement, career planning, lifestyle planning, cultural

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participation, and academic autonomy. It was also described by (Bass, 1990, Ouellette,

1998, and Felsheim, 2001) cited by Mozhgan et.al (2011) characteristics such as self-

autonomy consisting of self-awareness, individual self-preciousness, and believing in

one’s abilities and capabilities could be effective for student leadership development.

Kuh and Lund (1994) cited by Scruggs (2014) also determined, through student interview

involved in campus governance, an increase in self-confidence and self-esteem mainly

attributed to the individualized experience that student government leaders can get

through serving in student government.

On the other hands, findings from the interviews conducted by Labor (2017)

showed the picture of leadership resting on two important concepts: the abilities of the

leader and the contextual needs of the audiences. The narratives revealed that student

leaders put emphasis on how their personalities would guide them. Attributes such as

compassion, passion, discipline, enthusiasm, responsiveness, and openness were concepts

shared by the leaders. One mentioned if a leader “knows how to go along with the

direction the organization wants,” a smooth interpersonal relationship could happen.

Some of them also confessed that “attitude determines leadership” as influence is seen in

such a trait. One narrated that the attributes should be present before engagement with

students; a leader can never really know the expectations of the audience.

As seen above, repetitively, research on the impact and outcomes of such

participation and involvement in leadership student governance has for the most part

centered on skills development, “such as leadership, decision making, planning,

organizing, and teamwork” (Kuh & Lund, 1994, p. 8) cited by May ( 2009). Furthermore,

research has shown that leadership experiences have “positive impacts on a student’s

career, academic, and personal development; however, few studies have examined

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leadership issues related as personal experience” (Logue, Hutchens & Hector, 2005, p.

394) cited by May (2009). Antonio ( 2001) cited by Rodriguez (2003), affirmed in

reviews of literature that organizing and supporting student groups with attention to race

and ethnicity can have educational benefits. Several researches shown that participation

in student organization and other co-curricular activities can help students’ gets good

grades. Little has been done to promote understanding about how school leadership

impacts students’ academic achievement, an emphasis that is common in contemporary

leadership literature in the developed world (Mascall et al, 2008). And so, students often

have many competing obligations (family, student leadership, health etc.) which can

cause academic performance to suffer, their attitudes towards responsibilities and skills.

Student leadership is important, but we need to emphasize that you must be a student

first. Letting academics suffers at the expense of student leadership responsibilities is

counter- productive.

Likewise to, Downey, Bosco, and Silver’s (1984) cited by Laosebikan-Buggs,

(2009) study, the “long-term outcomes of participation in student government”, has not

been replicated or given further examination in over 25 years. This might be attributable

to its ambiguous finding; the data did not support claims of either positive or negative

long-term outcomes of participation in student government. Cuyjet 1994 cited by May

(2009) argue, when the student leaders are given training and experience in governance,

their education and development are enhanced greatly.

However, another study found on his researched that participation in sports,

fraternities, and sororities could either enhance or decrease student academic motivation

Van Etten, et.al, (2008). In study of empowering student leadership beliefs, Watson,

(2011) stated that students and academics need to bring together their accounts of the

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various experiences and observations and, where appropriate, use academic concepts and

theories to better understand leadership concepts. Muchiri Mwangi (2011), on his study

“impact of school leadership on academic achievement in Kenyan Secondary Schools”

concluded that we found no evidence of any direct leadership effects on students’

academic achievement. Our results revealed moderate but significant indirect leadership

effects on students’ achievement. Moreover, despite the general acceptance of the

presumed positive leadership effects on academic achievement, doubt still linger about its

validity (Witziers, Bosker, & Krüger, 2003) cited by Muchiri Mwangi (2011).According

to the Enrolment Management & Student Affairs unit of University Pointe (2012),

student leaders are looked to as model students. As such, it is important that student

leaders exemplify a balance between academics and leadership roles. It is important to be

prepared academically as citizens, who are going to be leaders in the community,

Despite the amount of research that has been conducted on student government, it

has rarely been the organization of choice to study; hence, there is a need to study the

impact of student government involvement in a more concentrated context. The impact of

participation in student government is often difficult to determine especially in

elementary level.

Since its inception, the research question of this study is whether student/s, who

participated during their elementary age, in this case serving as student government

leader, not only by achieving higher academic performance, also by developing certain

knowledge, skills and attitudes.

In other words, public school invest a great deal of money and manpower in

support of co-curricular activities in an effort to foster student engagement; therefore, it is

also necessary to assess if such organizations actually enhances/ develop specific

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knowledge, skills and attitudes in participating Supreme Pupil Government leadership.

Furthermore, this study also attempts to address the concern that these types of activities

may actually attributes to students’ performance in school in a negative manner due to

competing time, task and schedule requirements.

Statement of the Problem

Even in educational leadership, the individual dispositions which are the

foundations of knowledge, leadership skills, and attitudes are given attention. The

assessment and development of core beliefs, attitudes, and values are said to have an

important role in leadership effectiveness (Allen et al., 2014). If student involvement in

politics/ student government is indeed essential to educational life, then its worth should

have impact on students.

Hence, this study will anchor upon salient factors such as the insights of the

student leader on the meaning of Supreme Pupil Government.

Specifically, it intended to answer the following questions:

1. What insightful meaning do the participants get from being a supreme pupil

government leader?

2. What knowledge, skills, and attitudes do the participants develop in joining

Supreme Pupil Government leadership?

3. What pupil leadership attributes and performance maybe derived from the

qualitative analysis?

4. What model framework relative to student attributes and practices in supreme

pupil government leadership, maybe proposed?

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Significance of the Study

The findings of this study are intended to benefit the following:

Administration. They shall be enlightened with the real scenario of how student

leaders work for the welfare of their constituents. Leadership and passion often go hand

in hand, therefore, the commitment and enthusiasm of everyone, especially key

administrators involved, brings essential elements of stability and momentum necessary

to sustain campus efforts (Rodriquez and Villarreal, 2003).

Teachers. It will be beneficial to the teachers because Supreme Pupil

Government is an organization that leads the entire school, and as representative of the

structure of studentry. Teacher will determine if they are fully satisfied to the academic

performance of the student leaders as well as the participation to the projects and

programs of the Supreme Pupil Government. Also, the information that they would get in

this study would help them guide and give proper attention to their student leader who are

involved in Supreme Pupil Government so that teachers could also help in increasing the

academic performance of their students not just by teaching them lessons on the

course/subjects they handled Bernales et. al, (2011).

Supreme Pupil Government. This study is significant to the Supreme Pupil

Government because this study will give information, data and statistics of the students’

satisfaction regarding their performance.

Student Leaders. Student leaders could be benefited by the study for they shall

be provided with the massive insight of how the Supreme Pupil Government operates.

They may be able to determine which programs and projects could provide a better

impact to their lives and for the student welfare (Alviento, 2018).

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Future Supreme Pupil Government officials. This study will give information

on how the students and student leaders satisfied to the performance and services of the

Supreme Pupil Government. Additionally, it will give the future supreme pupil

government officials insights regarding the meanings/ benefits of being student leaders.

Students who charged in leadership position, such officer for a club or organization

developed their leadership skill (Dugan and Komives, 2007).

Future Researchers. Finally, the study is significant to the future researchers

because they can use the study as a reference for the other works and researches related to

the topic. The study may help them to discover critical area in the educational system that

most of the researchers were not able to explore (Jared and Thinguri 2017). Moreover,

the study can be a basis of theories and studies of different scholars about student leader

performance and satisfaction.

Scope and Delimitation

This study will focus on the perception of the student on the meaning get from

being student leader of Supreme Pupil Government and impact to their academic

performance.

For the qualitative part, the participant’s limits, to pupils with academic award

(with honor/ high honor) and student leader or Supreme Pupil Government officers S.Y.

2018- 2019 in their respective school in Arayat East District (AED), and determine

through purposive sampling. Their viewpoints may not represent those of other supreme

pupil government officers, thus, the paradigm which emerged may not be a generalized

model. Interviews provide a depth of information necessary for this study, but they do not

necessarily show the whole picture. It is possible that the experiences of these fourteen

(14) participants are extraordinary in nature and do not represent the experiences of

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Student Government leaders as a whole. The scope of those interviews is also a

limitation, as only fourteen (14) former Student Government leaders will interview. This

study will be conduct among public elementary and secondary schools of the Division of

Pampanga.

Definition of Terms

To establish a better understanding of the frame of reference of this study the

following terms are defined correspondingly:

Academic achievement- The overall school’s score for all subjects and the

mathematics score obtained from 2009’s standardized national examinations were used to

measure academic achievement of schools. These were obtained from official school

records Muchiri Mwangi (2011).

Academic Performance- refers to the level of schooling you have successfully

completed and the ability to attain success in your studies. It is the mastery of skills,

knowledge, the performance and application of the acquired skills (National Center for

Education Statistics, 2012). Moreover, (Williams 2018) defined “Academic

performance” often think of a person’s GPA. However, several factors indicate s

student’s academic success may be, they may hold leadership positions, score high on

standardized tests or it may be an extracurricular accomplishment.

Attitude- According to the SAR, the attitude is the mood that is expressed in a

certain way (such as a conciliatory attitude). The other two definitions refer to the

posture: the body of a person (when transmitting something effectively or when posture

is associated to the psychic disposition) or an animal (when manages to arrange care for

any question). Eagly and Chaiken (1993) cited Howell (2016) have defined attitude as “a

psychological tendency that is expressed by evaluating a particular entity with some

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degree of favor or disfavor” (p. 1). Evaluation in turn is described as the “imputation of

some degree of goodness or badness to an entity” (Eagly & Chaiken, 1993, p. 3). Entities

or attitude objects can be “virtually anything that is discriminable” (p. 4) such as the

concept of inclusive education or even behaviour or classes of behaviours. Attitudes

themselves are not directly observable but can be inferred from observable responses

expressing a degree of evaluation.

Attributes- According to Webster's Dictionary, a quality, character, or

characteristic ascribed to someone or something.

Knowledge- According to Webster's Dictionary, knowledge is "the fact or

condition of knowing something with familiarity gained through experience or

association". Knowledge is "the ideas or understandings which an entity possesses that

are used to take effective action to achieve the entity's goal(s). This knowledge is specific

to the entity which created it" Denning, (2000).

Leadership- Leadership scholars agree that there is no exact definition for the

term of leadership (Janda, 1960; Bennis, 1959 as cited in Sacks 2009). Therefore, related

to the topic that will be the focus of this study, leadership will be defined as “leadership is

a relational process of people working together to accomplish change or to make a

difference that will benefit the common good (Komives, et al., 2006, p 402).

(eConnelly et al., 2000; Hammerschmidt & Jennings, 1992; Howard & Bray, 1988; Judge

et al., 2002; Zaccaro,White, et al., 1997) cited by Zaccaro et.al (2003).

Thus, we propose the following: Leadership is best predicted by an

amalgamation of attributes reflecting cognitive capacities, personality

orientation, motives and values, social appraisal skills, problem-solving

competencies, and general and domain-specific expertise.

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Performance- the ability to perform; is the level of attainment achieved by an

individual, team, organization or process. EFQM (2003)

Skills- the ability to use one's knowledge effectively and readily in execution or

performance

Supreme Pupil Government- is a student body. It serves as a venue for

elementary pupils to develop their leadership and social skills. Officers of this

organization function as leaders in the school. Through concerted efforts, they can

achieve their objectives and be able to help the school attain more of its goals.

Student Government Program- it is the foremost co-curricular student

organization authorized to implement pertinent programs, projects, and activities in

Philippines schools as mandated by the Department of Education. Student government is

a group of proactive, self-directed, responsible social activity of students, aimed at

addressing important issues of students' life and activities, at developing students' social

activities, at supporting social initiatives (Fatov & Fedoseeva, 2009; Kalimullin, Vlasova

& Sakhieva, 2016; Zakirova, Masalimova & Nikoghosyan, 2016).

Student Leader- any student, who takes on the responsibility of spreading

knowledge through inspiration, tutoring, campaigns etc. A student leader strives to

change the world by starting with their own community. Student leader, a student who

has served in Student Government in an executive office, in most cases a Vice

Presidential or Presidential role; it is not, however, limited to those two roles and may

encompass another larger, important role (Scruggs 2014).

Acronyms

AED : Arayat East District

DepEd : Department of Education

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DILG : Department of Interior and Local Government

DO : Department of Education Order

SPG : School Pupil Government

SGP : School Government Program

SSG : Supreme Student Government

UNICEF : United Nation Children’s Fund

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CHAPTER 2

METHOD

This chapter deals with the research design, participants, sampling technique,

instrument, data generation, data collection and data analysis which were utilized in this

study.

Research Design

This study attempts to discuss the salient factors such as the insights of the student

leader on the meaning of Supreme Pupil Government and impact to their welfare as

student. By sharing their experiences, the participants are involve in generating research

evidence which lead to greater understanding of skills and processes relevant to the

improvement of the process.

The researcher will utilize a mixed-method research design for this study because

it combined the use of both qualitative and quantifiable data. This mixed method design

is characterized by an initial qualitative phase of data collection and analysis, followed by

phase of quantitative data collection and analysis, with a final phase of integration or

linking of data from the two separate strands of data, (Berman, 2017). Moreover, using

this design, it will able to provide both descriptive data to describe the meaning do the

students get from being student leader and numerical data to demonstrate quantifiable

outcomes.

The rationale for mixing is that both qualitative and quantitative methods are

sufficient by themselves to capture the details of the situation and trends nor data, such as

a complex issue of the contributory factors in developing the participants’ leadership

attributes and performance. According to Muchiri Mwangi (2011), a qualitative study

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was designed to uncover the relationship between school leadership and students’

academic performance as it unfolded in its natural setting within the public elementary

school in Arayat East District.

A qualitative research method, utilizing phenomenology, was applied to

investigate the experiences of student leader in their own setting. Qualitative research

provides an in-depth understanding of the social world of the participants by learning

about their social and material circumstances which includes their experiences,

perspectives and histories (Ritchie & Lewis, 2003, cited in Junio, 2008).

Phenomenological qualitative research method is the best approach when

studying phenomena in their natural settings (Denzin & Lincoln, 2000), and when

striving to understand social processes in context (Esterberg, 2002). It is also based on a

paradigm of personal knowledge and subjectivity, and emphasizes the importance of

personal perspective and interpretation. It is powerful for understanding subjective

experience, gaining insights into people’s motivations and actions, and cutting through

the clutter of taken-for-granted assumptions and conventional wisdom (Lester, 1999).

Ary, Jacobs and Razavieh (cited in Rivera, 2011) articulated that “The phenomenological

approach is a philosophy of research that focuses on understanding the meaning events

have for people in particular situations” (p.41). Phenomenology was interested in the

individual experiences of people. It usually involved long, in-depth interviews with

subjects, and sometimes researchers interviewed the same subject several times to get a

full picture of their experience with the phenomenon.

This study wants to explore the nature and understand the experiences of student

leaders of Arayat East District (AED) and how it develops their identity, knowledge,

skills and attitudes and how it contributes to their academic performances. The results

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from the qualitative study gave us insights on possible factors that mediated school

leadership effects on student academic performance.

Alternatively, this research will use of quantitative method of research. In their

dissertation, Charles & Mertler, (cited in Ivankova, 2002, p. 43) wrote that “in a

quantitative research, an investigator relies on numerical data”. He used post positivist

claims for developing knowledge, such as cause and effect thinking, reduction to specific

variables, hypotheses and questions, use of measurement and observations, and the test of

theories. A researcher isolated variable and casually related them to determine the

magnitude and frequency of relationships. In addition, a researcher himself determined

which variable to investigate and chooses instruments, which yielded highly reliable and

valid scores. While qualitative research methodologies are used to explore why or how a

phenomenon occurs, to develop a theory, or describe the nature of an individual’s

experience, (Fetters, Curry, and Creswell 2013) wrote that “quantitative methodologies

address questions about causality, generalizability, or magnitude of effect”. A

quantitative study was deemed appropriate in order to generalize the results to more

subjects and situations Golafshani, 2007, cited by Muchiri Mwangi (2011).

In a mixed method approach, the researcher built the knowledge on pragmatic grounds

asserting truth which works. Teddlie and Tashakkori 2008 wrote:

“Mixed methods research, frequently referred to as the ‘third

methodological orientation’ draws on the strengths of both qualitative

and quantitative research”.

In a single research study, both qualitative and quantitative strands of data are collected

and analysed separately, and integrated – either concurrently or sequentially – to address

the research question. Onwuegbuzie and Combs (2010) cited in Berman 2017 concur,

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writing, “Mixed analyses involve the use of at least one qualitative analysis and at least

one quantitative analysis – meaning that both analysis types are needed to conduct a

mixed analysis” (414). Instead of approaching a research question using the binary lens

of quantitative or qualitative research, the mixed methods research approach has the

ability to advance the scholarly conversation by drawing on the strengths of both

methodologies. When use in combination, qualitative and quantitative methods

complement each other and allow for complete analysis (Nicdao, 2015).

This study will use one of the most popular mixed method designs in educational

research: exploratory sequential mixed method research (MMR) design in order to

broadly explore and understand the best attributes and performance of Supreme Pupil

Government leader. In an exploratory design, qualitative data is first collected and

analysed, and themes are used to drive the development of a quantitative instrument to

further explore the research problem (Creswell and Plano Clark 2011; Teddlie and

Tashakkori 2008; Onwuegbuzie, Bustamante, and Nelson 2010 cited in Berman 2017 ).

Choosing an appropriate mixed-methods design requires the consideration of three issues:

priority, implementation, and integration (Creswell et al., 2003). Priority refers to what

specific approach—the quantitative or the qualitative—is given more emphasis. Priority

is closely connected with the types of research questions—whether researchers want to

investigate “what” and “how” in qualitative studies or “if” in quantitative studies. Then,

implementation determines the sequence of data collection, i.e., whether the quantitative

and qualitative data collection and analysis come in sequence or in parallel. Integration

occurs when researchers strive to mix or connect the data after the data collection in the

research process.

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The present study is an exploratory sequential design, in that it does show

exploratory and sequential features in addressing these issues. For the exploratory

feature, the primary purpose (priority) of the study is to explore the relationships, either

consistent or inconsistent, between beliefs and practices. As for the sequential feature

(implementation), it is a multi-layered study with qualitative data collected and analysed

first, and then quantified in numeric codes (integration). While the discussion of the study

is centered on the possible constraints that caused inconsistencies between beliefs and

practices, the exploration of the inconsistencies was the priority. The use of quantitative

data in the study was consistent with the sequential exploratory design, in which the

quantitative component assists in the interpretation of qualitative findings (Creswell et

al., 2003).

Likewise, three stages of analyses are conducted: after the primary qualitative

phase, after the secondary quantitative phase, and at the integration phase that connects

the two strands of data and extends the initial qualitative exploratory findings (Creswell

and Plano Clark 2011). This article reports on the final integration phase of the research.

In-depth interviews in combination with a widely-distributed questionnaire will be

employed in this study. Collectively, better interpretations can be made from the results

produced by these methods (Teddlie & Tashakkori, cited in Nicdao, 2015). The research

questions are addressed through the use of both quantitative and qualitative research

because both types of data are necessary to fully explain the data and to provide the

breadth and depth of understanding of this research.

Participants

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According to (Creswell et. al 2007), an important concern in sequential designs is

about whether the same or different participants need to be selected for the two phases of

the study ( quantitative and qualitative) and the number of participants in each phase.

This is because the purpose of the second quantitative phase is to generalize results to a

population. A sample size should be neither too large nor too small, for sake of research

cost, manageability, and generality (Creswell, 2012). Gao, (2019) asserted that the

manageability of the study refers to how the study can be conducted within a workable

and efficient timeline.

For this study the individuals in the first stage (qualitative) of the data collection

are different from the participants in the second phase (quantitative) of the study. This

study explores the varied unique and personal experiences of former Student Government

leaders and what do they get from being a student leader. Given this goal, purposive

sampling will employ to ensure that the participants interview would provide

“information-rich cases, which are ‘those from which one can learn a great deal about

issues of central importance to the purpose of inquiry” (Patton, 2002, p. 230) cited in

Scruggs (2014).

Tupp 2006 cited by Nicdao (2015) defined purposive sampling as:

A form of non – probability sampling in which decisions concerning

the individuals to be included in the sample are taken by the

researcher, based upon a variety of standard which may include

specialist knowledge of the research issue, or capacity and willingness to

participate in the research (p. 45).

Creswell (2012) defined stratified sampling as the selection of individuals that

include specific characteristics. Participants in this study are selected by the researcher

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based on the following standard: (1) elected/appointed as Supreme Pupil Government

leader; and (2) academic awardee (with high honor and with honor) whose tenure range

from S. Y. 2018- 2019. All participants were selected because of their familiarity and

were or are known school-wide for their work with Student Government. All participants

came from public elementary schools, Division of Pampanga.

Table 1.
Profile of the Key Informants (Qualitative)
Participant Academic Award Supreme Pupil Government Position

1 with high honor President

2 with high honor President

3 with high honor President

4 with high honor President

5 with honor President

6 with honor President

7 with honor President

8 with honor President

9 with honor President

10 with honor President

11 with honor President

12 with honor President

13 with honor President

14 with honor President

_____________________________________________________________________________________

The viewpoints of the participants are essential in this study because they were

significant in developing common understandings about the participants get from being

supreme pupil government leader and the contributory factors in developing attributes

and performance of being student leader. The researcher believe that fourteen (14)

participants are adequate to provide the necessary data since Boyd (cited in Groenewald,

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2004) regards two to 10 participants or research subjects as sufficient to reach saturation

for a phenomenological study.

For the quantitative portion, simple random sampling will apply first to determine

the respondent schools where the respondents were currently enrolled. According to Lund

(2012 cited in Nicdao 2015), simple random sample was a subset of a statistical

population in which each member of the subset has an equal probability of being chosen.

Thorgersen, Ntonmani and Fox (2005), utilized multiple levels of selection, including

cluster, self-interest and demographic characteristics to enable maximal variation in

sample. Around two hundred (200) schools which are elementary public schools, either

big or small category schools in the Division of Pampanga where the participants for the

second phase (quantitative) are enrolled.

A total of 200 questionnaires will be distributed personally by the researcher to

the informants, who are: served as student leader/ supreme pupil government (president),

and all participants came from public elementary, Division of Pampanga.

Instrument

Using the proposed qualitative research method, through purposive sampling, an

in-depth, open and semi-structured interview will be conducted. The researcher will

interview the participant’s base on a list of questions expanded from the primary research

questions. The questions are open-ended, which allow the participants to freely express

their experiences, thoughts, and feelings about leadership. To ensure its validity of the

questionnaire, it will validate and review in its preliminary form by the experts and

specialist in the field of education with research knowledge and background, also,

through the assistance of a statistician. Their objective is to assess the questionnaire in

terms of general wording and specifically in terms of the relationship of each word to

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each targeted skill. The questionnaire will apply to the participants in order to assess their

understanding of the true meaning of the being supreme pupil government student leader

and their understanding of the various leadership knowledge skills, and attitudes.

The quantitative portion on the other hand, will be utilizing a questionnaire which

is based on the perceptions of the participants taken from the qualitative part. The

primary technique of collecting the quantitative data is Factor Analysis. Factor Analysis

will be used to identify the specific knowledge, skills and attitudes develop in

participating student government. According to ( NCSS Statistical Software), Factor

Analysis (FA) is an exploratory technique applied to a set of observed variables that

seeks to find underlying factors (subsets of variables) from which the observed variables

were generated. Factor analysis is a multivariate statistical procedure that has many uses,

three of which will be briefly noted here. Firstly, factor analysis reduces a large number

of variables into a smaller set of variables (also referred to as factors). Secondly, it

establishes underlying dimensions between measured variables and latent constructs,

thereby allowing the formation and refinement of theory. Thirdly, it provides construct

validity evidence of self-reporting scales. Nunnally (1978) cited by William (2010) et.al.

With the goal of developing a holistic understanding of the construct “safety,” the

current research used exploratory factor analysis (EFA) “to discover the underlying

structure of observed variables” (Mvududu & Sink, 2013, p. 79). In other words, EFA

was a useful way to summarize and interpret underlying relationships and patterns in the

data (Yong & Pearce, 2013) cited in Ramrakhiani (2010). EFA was the most appropriate

since “the researcher has no expectations about the number of common factors or which

measured variables will be influenced by the same common factors” (Fabrigar &

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Wegener, 2012, p. 28). In short, EFA should reveal the underlying dimensions related to

students’ leader perceptions and experiences.

Data Collection

Before the conduct of the two phases of this study, the researcher will secure first

a letter of approval from the division office in order to conduct the study. After doing so,

another letter of approval will send to school principals where the primary key informants

are currently enrolled and letters of information and invitation as well as the informed

consent will send to the key informants.

In the qualitative process, an in-depth, open and semi-structured interview will be

conducted. The aim of in-depth interviewing is to probe the personal experiences and

beliefs of participants and to get a rich understanding of the participant’s way of thinking

about his or her experiences. Minichiello, Aroni, Timewell, and Alexander (1990) cited

by May (2009), define in-depth interviewing as “a conversation between researcher and

informant focusing on the informant’s perception of the self, life, and experience, and

expressed in his or her own words”. By using open-ended and specific questions, the

participants could be guided in their responses but also provide their own perspectives

and have the freedom to share openly and honestly. While, using a semi-structured

interview, the researcher was able to be structured but also flexible in interactions with

the participants (Patton, 2002). “Generally, the interview questions were designed to

provide responses about experiences, perceptions, opinions, feelings, and knowledge”

(Patton, 2002).

Tompkins and Cheney (1983) cited by Scruggs (2014), explain that although

interviews are by nature participants’ retrospective accounts, they are critical to exploring

why individuals behave the way they do, as well as the meaning assigned to those actions

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describing the study, inviting them to participate and providing them with some

background information and an Informed Consent Form that they had to sign before the

interview could be conducted. Due to participants’ time constraints, interviews will be

conducted at a time most convenient to each participant. Each participant will engaged in

two interviews the initial interviews and follow-up interviews each lasting 45 to 90

minutes. The initial interview will focused on the life history of the participant. This will

established the context of the experience, the details of the experience and the reflection

on the meaning the experience holds for the participant. The follow-up interview will

allow the researcher to seek clarification and to further probe into the answers provided

by the participant during the first interview. It will also allow the researcher time to

analyze and consider answers given by the participant initially. That concentrated on the

details of the participant’s experience within the topic of study. Concur with Schwitzer,

Griffin, Ancis, and Thomas (1999) cited by May (2009) who reason that “qualitative

studies provide fuller, more detailed descriptions that are more exactly reflective of an

individual’s experience” (p.190). It is through qualitative interviewing was able to draw

from the participants a holistic understanding of their experience as student government

presidents.

Nicdao (2015) stated that, further improvement of the researcher questioning

abilities and alteration of the instrument, interview dry-run may be beneficial. To arrive

with relevant, substantial and accurate responses from the student leader participants,

questionnaire will be given prior the interview date. Audiotapes will use in order to

record the conversation between the interviewee and the interviewer. The researcher will

transcribe the audiotapes and code the data pool with reference to the research questions

in order to summarize the main themes. Through repeated reviews of the interview data,

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major themes related to the research questions will be summarized and reported in the

findings section. Through thematic analysis, identify some common and divergent themes

within the reasons, interviews will separate into snippets of data their experiences, which

in turn connected to larger, overarching themes that define Supreme Pupil Government as

a whole that translate into abstract ideas about the role of Supreme Pupil Government

leaders and meaning to their lives.

Emergent coding techniques were used to review all responses and identify words

such as “support” that occurred most frequently (Stemler, 2001) cited in Howell (2016).

A key-word in context search revealed additional consistency in the use of those words in

sentences written by the participants. Similar responses were grouped into categories.

From these categories, distinct patterns of responses or themes emerged. After the

interviews are complete, transcript of what was said will scanned for accuracy. Owen

(1984) cited by Scruggs (2014) suggests a theme is characterized by recurrence,

repetition, and/or forcefulness. In reporting the research outcomes, pseudonyms or name

codes were used to protect the participants’ privacy.

In the quantitative phase, after the consent of the school head, questionnaires will

be administer to informants in order to validate and check the responses of the primary

participants. To decrease the response rate error and solicit a relatively high response rate

of survey, the researcher distributed the survey-questionnaires personally.

Figure 1 illustrates the data gathering procedure which will use in this study.

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Permission to distribute A short briefing was

The informed consent of
the questionnaires and given to the participants
each participant was
conduct follow-up concerning the nature
secured.
interviews was obtained. and purpose of the study.

The questionnaires were Follow-up interviews

distributed personally. were conducted.

Figure 1. Data Gathering Procedure

Ethical Considerations

The consideration of ethics in every research, and in general business for that

matter is of growing importance. Therefore, it was critical that a researcher understand

the basics of ethical research and how this might affect the research project. This

especially important if the research involved interaction with businesses or members of

the general community who served as participants (i.e., respondents) in the research

(APA, 2009) cited by Nicdao (2015).

The researcher anticipated any ethical issues which may arise during the

qualitative research process (Creswell, 2009). In order to establish the ethical

considerations among the key informants, their anonymity are being protected by

numerically coding each returned transcription and questionnaires and keeping all the

responses confidential. While conducting the individual interview with the select

informants, number codes will be assigned to them for use in their descriptions and

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reporting the results. All study data will keep in locked file cabinets in the researcher’s

house.

An informed consent will issue before the key informants. Informed consent is a

vital step to any research project. It is the process in which participant consent to

participate in a research project after being informed of its procedures, risks, and benefit.

The informed consent serves as request to participate in this study through an interview

where questions regarding continuous improvement best practices were raised and

discussed.

First and foremost, the researcher will respect the rights, needs, values, and

desires of the key informants. According to Maldonado (2012) cited by Nicda (2015),

interpretative phenomenological analysis research solicits sensitive and deep answers to

questions extracting meaning from statements and opinions. Additionally, the reputation

and position of the informants are visible, especially since the findings of the study could

be share with other people and organizations.

Nicdao (2015), The following safeguards will used to protect the key informant’s

rights: (1) informants will be advised in writing of the voluntary nature of their

participation and that they could withdraw from the study at any time without penalty and

they will also be advised that at any time during the process they could decline to answer

any question, (2) the research objectives will be clearly delineated in writing and

articulated to the key informants, (3) a written consent form will be obtained from each

informant, (4) the informants will be informed in writing of all data collection methods

and activities, (5) pprovisions will be made for monitoring the data collected to ensure

the safety of the informants, (6) written transcriptions and interpretations of the data will

be made available to the informants, (7) the informant’s rights, interests and wishes will

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be considered first when choices are made regarding reporting the data and, The final

decision regarding informant’s privacy will rest with the informant, and (8) the risk to the

participants is considered minimal.

Data Analysis

For the purpose of data analysis as a way of comparing and describing the data,

qualitative methods and quantitative methods will use through the administration of

research instrument from data sources. To enhance the presentation, figures and tables

will also used to enlighten the information obtained from the participants.

In the qualitative analysis, data collection and analysis proceeded simultaneously.

Qualitative data analysis is based on an interpretative philosophy. The researcher will use

this process to make sense of or explain the data collected during the research process.

Richards (2009) cited by Nicdao ( 2015) upheld that suitable data analysis requires one to

stay close to his data and interpret it from a position of empathic understanding.

The test and image data obtained through the interviews, documents and elicitation

materials are coded and analyzed for themes. The steps in qualitative analysis includes

(1) full-length transcription of participants’ responses; (2) preliminary exploration of data

by reading through the transcripts and memos; (3) coding the data by segmenting and

labelling the text; (4) using codes to develop themes by aggregating similar codes

together; (5) connecting and interrelating themes; and (6) constructing a narrative of the

crafted paradigm. The figure below represented the visual model of qualitative analysis

for this study.

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Transcribed • Transcription of participants’ responses

Text

Pages of • Initial reading through transcripts

Text

Segments • Coding the data through segmentation and labelling

of Text

• Aggregating similar codes together for themes

Codes

• Connecting and interrelating themes

Themes

Figure 3. Visual Model of Data Analysis

On the quantitative segment of the study, survey figures will organized and

recorded after collection from the informants.

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Qualitative Interview Guide Questions

1. Are leaders born with the innate talent to lead, or can these talents be acquired?

2. What leadership position did you hold while in supreme government? For how long
have you been in this position?

3. Describe your role as a supreme government leader?

4. Describe an average day/ time as a supreme government leader? How is your

leadership position affecting your attendance in class?

5. What was your performance before you took up the position? How has it affected your
academic performance?

6. How do you manage your time between school and organization?

7. What kind of criteria that students like you should have to join Supreme Pupil
Government in your school?

8. What attracted you to Supreme Pupil Government? Why do you join into student
government?

9. Do you view your participation as a positive or negative experience? What did you
hope to learn or gain from your participation in Supreme Pupil Government?

10. What did you actually learn from participating in Supreme Pupil Government?

11. Are you become conflict solver? How do you manage conflict?

12 Did you ever fail? How you overcome with that? What specific skill you use/apply to
overcome that failure?

13. Does involving in Supreme Pupil Government construct your character as a leader/
person?

14. How do you react to a problem? What attitude should a student leader should possess
or develop? How did you take responsible if you make a mistake?

15. Consider your experiences as Supreme Pupil Government leader: tell me about the
leadership skills or traits you may have learned while you were involved at your school?

16. Which do you think is more important in leadership, serving or leading? Explain
your answer.

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