STUDENTS LEADERSHIP AND ACADEMIC PERFORMANCE

Inroduction
The authoritative structure in instructive teaching arranges student leadership. In line

with this arrangement, the students’ board is found in most instructive education

institutions. In most cases, the board is chosen by the students themselves after the

school organization assigns candidates for different positions. The association of school

organizations within the choice of school leaders stems from the concern around the

caliber of students put in administration positions (Ahiatrogah & Koomson, 2013).

Heightened weight for scholarly accomplishment has spurred instruction analysts as

well as specialists to center on classroom and school components influencing student

performance. Stress is a key factor that plays a major role in a student leaders’ life.

Stress in the form of intensified pressure to perform by learning institutions and also

how demanding leadership roles can be to these very students. Stress among students

is multifactorial, arising from both academic and non-academic influences, including

socio-cultural, economic, and psychological qualities.

This study aims to determine what are the impact of leadership roles on the academic

performance of the students, the researcher intentions is concerning about what are the

possible factors why the student who are excellent academics who have sometimes a

failed grade, the researcher also see that one of the problems of the students aside

from co-extracurricular activity one of the possible reasons of the students who have a

lower grade or failed is having a leadership role. The researcher chooses this study to
have a support idea and contribute to the students and teachers’ engagement of

learning.

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Background of the study
Leadership, as defined by Cambridge dictionary, is the quality or ability that makes a person a leader,

or the position of being a leader. This word is not new to students as they are exposed in leading with

this, it is important to introduce students to leadership at a young age (Evans, 2014). According to

Ravasini, C. (2017), leading is important for students for them to be able to experience working within

teams and to identify and achieve tasks effectively. However, many students nowadays are having a

hard time when it comes to leading. Most of the time student leaders were distracted by the

irresponsibility to perform well in the class thus, school leadership has an average but significant

indirect impact on academic performance (Mwangi, 2016). On the other hand, there are also students

who are incapable of leading even though they have the potentials of a leader due to lack of

experience. According to Allegheny College, student leaders leave a lasting impression on the

members of their organization therefore, student leaders should have the qualities and skills to be able

to handle a team. Leadership may play a key role to improve the educational process and also to

enhance the student's academic

achievement (Choi & Gil, 2017). In this thought, leadership has great benefits that will help them

improve themselves as leaders and students. Due to this, the researchers chose this topic to know the

effects of students' leadership to their academic performance. The researchers want to know what the

possible outcomes of being a leader are and how it can adapt in the performance of the students

academically. The objective of the study is to discover the traits that a leader most likely possesses as
well as the problems that they encounter when it comes to leading. This study will be beneficial to

students since it aims to classify different leading attributes and strategies in order for them to be a

great leader while studying at the same time

https://www.scribd.com/document/429925658/Chapter-1-Final

Review of Related Literature and Study

This chapter present the Review of Related Literature ,

which clarifies and defines the variables being studied from different published

literature and the Review of related studies, which gather studies, theses and

dissertions which focus to similar variables.

FOREIGN LITERATURE

According to Researchomatic (2011),"Anyone can engage in leadershipt h r o u g h b e i

ng a committed, engaged, and hard-working member of

t h e organization who is in touch with and acts in line with the organizational purpose

and values."

[1] 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. According to Alvaro Choi & Maria Gil (2017), leadership may play a keyrole 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.

[2] I t s h o w s t h a t b e i n g c o m m i t t e d i n a n y k i n d o f l e a d e r s h i p t r a i n i n g

canimprove the student’s potential in enhancing their academic achie

vement. 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. According

to Chris peels, Burke, Johnson and Daly (2008), gains in student learning have been

made, but a top-down approach in leadership could inhibit organizational

learning by preventing flexibility or teacher discretion in meeting the needs of

diverse learners.

[3] This mentioned that top down approach learning is based on the idea that a teacher

drives the classroom. The teacher determines what is to be taught and then delivers it

to students. This is the opposite of the student-driven classroom, where teachers and

students interact to determine

content. According to Goldsmith et al. (2010),conclude that the value of self-

confidence as a leadership trait increases in times of crises when leaders

need to be able to take decisions while a wide range of factors remain uncertain.

[4]This mentioned one specific variable in the researcher’s study which

iss e l f - c o n f i d e n c e . T h i s h a s said that self-confidence is one of the

i m p o r t a n t leadership trait. It can also be connected with decision making. If

the leaders have self-confidence therefore, they have the trait to decide on their own

and be responsible for all the decisions that they

made. According to Burns (2008), civilization depends on ‘transforming leaders’ not

only problem solvers but those who could help the society to a higher level o f

morality and motivation. Some writers on Leadership say that

l e a d e r s a r e those who not only ‘do things right’ but are also seen to do the right

thing’.

[5] It shows that being leaders are not ends in solving problem, but it is the

person who is willing to help and guide his/her society to become better. Leader is

not the one who always makes right but always knows what is best and seen

what is wrong.

Local Literature

According to Aichan Sasano (2018), each person has an individual profileo f c h a r a c t

eristics, abilities and challenges that result from predisposition,

learning and development. These manifests as individual diffe

r e n c e s i n intelligence, creativity, cognitive style, motivation and the

capacity to process information, communicate, and relate to others.

[6] I t stated that every person has an individual characteristic,

abilities in terms of learning and development including their thinking

ability, creativity, absorbing different information socializing and understanding

others. According to LPU Laguna (2015), a student leader is typically defined as a

student who serves as a leader to his co-students and shows good

s e n s e o f responsibility in his/her academic. This mentioned the difference

between the student’s academic and a student leader.

[7] T h i s i s c o n n e c t e d t o t h e r e s e a r c h e r s s t u d y e n t i t l e d t h e E f f e

c t s o f Leadership Training in Academic Performance of the Students, it is

also stated t h a t a s t u d e n t l e a d e r i s a g o o d b a l a n c e r b e c a u s e h e / s h e

can balance all

theresponsibilities and tasks that will give to him/her. Having respon

sibilities in

school is not advisable but as a student leader we accep

t e d a d d i t i o n a l responsibilities just to server in our dear school and co-

students. According to Alegria Garcia (2017), there are several factors affecting the

student’s academic performance. Some are home, school, teacher,

and student factor. The teacher qualities and capabilities also affect the

performance of the s t u d e n t s i n t h e i r s t u d i e s . S o m e o f t h e a t t r i b u t e s o f

t h e t e a c h e r l i k e t e a c h i n g experience, teacher attitude towards students,

and teacher training can highly affect the student’s perception on the study.

[8]

This mention several factor that can affect student’s aca

d e m i c performance, it shows that one of the training that the teachers give

to his/her student can highly affect the student’s performance. According to

Ilac, E.J, (2011), studied that in any organization, one of the most basic relationships is

the connection between the leader and the follower.

Ahealthy bond can produce efficiency and productivity, w

h e r e a s a r o c k y connection can be detrimental to organizational success. There

are a number of f a c t o r s t h a t c a n d e t e r m i n e t h e s t r e n g t h o f t h e l e a d e r -

follower relationship.

However, the Implicit Leadership Theory suggested that expectations

s h a p e follower perceptions and subsequently, their response to their leader.

[9]

Ilac stated that, the members are a direct reflection of a leader. They area watcher, a

follower and a listener to his/her leader. If the leaders want them to

be dedicated to him/her, they must be dedicated too. Because to be

a great leader of people, inspire them to follow you not your

rules. According to Victorino Abrugar (2012), leadership is not only for mayors,

governors, congressmen, senators or for the president. It’s not only for

priests, f a m o u s a r t i s t s o r t h e b u s i n e s s i c o n s . L e a d e r s h i p i s f o r a l l o f

u s . Y o u c a n b e a leader of yourself. That is why if you want to lead the Filipinos,

you should start by leading the nearest Filipino within your reach – you.

[10] This literature is connected to the researchers study. This has said that

leadership is not for those people who have the high position in our country.

It can start with yourself. For example, in our school the student council

who is in high position to guide his/her co-students, aren't be always the one

who leads and guide them. You can be the leader of yourself. And you are

the only one who can handle yourself.

SCOPE AND DELIMITATION OF THE STUDY

 The researcher delimit their respondents on those who are experience the

leadership roles in and outside the school, the researcher target sample is 30

respondents who experience the leadership among school and community, the

researcher gather the needed data from students/not students who are residents of

angono, the researcher aims to determine the impact of leadership role on academic

performance of the respondents, the researcher utilizes survey checklist questionnaire

to gather the needed data from 30 sample in angono.

STATEMENT OF THE PROBLEM

1. What is the level of the respondents’ student leadership in terms:

1.1. academic performance

1.2. Leadership

1.3. Time management

2. What is the academic performance of the respondents on the first semester?

3. Is there a significant relationship between the respondents level of student leadership

and academic performance?

4. From the findings of the study, what action plan may be crafted?

Hypothesis

Null Hypothesis
There is no significant relationship between the respondents level of student leadership

and academic performance.

Theoretical Framework

The researcher utilizes Social Identity theory by Henri Tajfel individuals derive their

sense of self and identity from the groups they belong to. In the context of student

leadership, students who actively participate in leadership roles develop a strong sense

of identity and belonging to their school or college community. This sense of identity can

positively influence their academic performance in the following ways:

1. Motivation: Student leaders often have a higher level of motivation and

engagement in their academic pursuits. They feel a sense of responsibility

towards their peers and strive to set a positive example. This motivation can lead

to increased effort and dedication towards their studies.

2. Time Management: Student leaders often need to balance their leadership

responsibilities with their academic commitments. This requires effective time

management skills, which can translate into better organization and prioritization

of academic tasks. Consequently, student leaders may be more likely to meet

deadlines, complete assignments, and study efficiently.

3. Peer Influence: Student leaders often have a significant impact on their peers.

They can inspire and motivate other students to excel academically. By creating
 a positive academic culture and fostering a supportive learning environment,

student leaders can indirectly influence the academic performance of their peers.

4. Skill Development: Student leadership roles provide opportunities for the

development of various skills, such as communication, teamwork, problem-

solving, and decision-making. These skills are transferable and can positively

impact academic performance. For example, effective communication skills can

enhance classroom participation and presentation abilities.

5. Self-Efficacy: Student leaders often develop a sense of self-efficacy, which refers

to an individual's belief in their ability to succeed in specific tasks or situations.

This belief can positively influence academic performance by increasing

confidence, resilience, and perseverance in the face of challenges.

It is important to note that while student leadership can have a positive impact on

academic performance, individual factors such as prior academic ability, personal

motivation, and external support systems also play a significant role. Additionally, the

specific context and nature of student leadership roles may vary, leading to different

outcomes.

Overall, the Social Identity Theory provides a theoretical framework to understand the

relationship between student leadership and academic performance. By actively

engaging in leadership roles, students can develop a strong sense of identity,

motivation, time management skills, peer influence, and self-efficacy, all of which can

contribute to improved academic performance

Conceptual Framework
 Intervening Variable

Self-determination Theory

Independent Variable Dependent Variable

Leadership Performance Level Academic Performance

1. Communication Skills

2. Decision-Making skills

3. Organizing skills
FIGURE 1:

Conceptual Framework / Research Paradigm

The conceptual framework shows that the student leadership affects the academic

performance of the student leaders. The intervening variable however is the causal link

of both variables. When student leaders work with his responsibilities and duties, the

motivation in his action can be seen that drives how he must perform well in leading as

well as in academics. The motivation must be whether autonomy, competence or

relatedness, in many leading skills people seen, many only focus on the input and

output of the action, but never tried to know the process, in which leaders balance

studying and leading, though each of them affects each other but what affects them the

most was the intervening variable since it is the link on how the academic performance
will be, according to the student leadership. Furthermore, the relation of the three

variables will now result on the impact of student's leadership to the academic

performance of the class officers, thus it is connected with an arrow.

Significance of the Study

The following are the beneficiaries of this study:

Students It serves as an eye opener to every student who plan to have a position as a

student’s leaders.

Community It will help to them to have an idea about the impact of student leaders in

and outside the school to the following millennials.

Organization Group It will be the basis of the following factor why student and leaders’

complicity among their schedule.

School It serves as a reference to give a consideration to those students who have a

leadership role.
 Definition of terms

Educational Status It refers to the education of the following students/not students

who are the leaders in and outside the school.

Leadership roles It refers to the position of the student leaders.

Time Management It refers to the leaders who manage their leadership roles and

academic performance at the same time.

Decision Making It refers to this study of one’s individual thinking about the leadership

roles versus academic performance.

Multitasking It refers to task of the students in leadership role and academic roles.

Critical Thinkings It refers to the personal’s ability and intellectual ability of the

students in this study

 Chapter 2

METHOD OF RESEARCH USED