1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The purpose of this study is to determine the relationship of leadership styles and

gender of student leaders. The research aimed to know if gender has something to do with

leadership style of a student leader.

From the very beginning, women do not have the opportunity to lead, because

men seem to be superior of the tribe. Gender plays a crucial role in the society even from

the early culture, in some aspects it had been a boundary to other people who wanted to

lead in a particular area.

In the Philippines, the evolution and progress of school leaders affected by the

colonization of the three countries, due to the rich history that Philippines’ possessed,

school leadership had been enhanced. Since the country had experienced leadership even

in pre-colonial, with that, the Filipinos had been influenced with leadership and practices

that copes with the worldwide trend. There were more men than women in the field of

politics.

The Department of Education started the Student Government Program wherein

elementary and secondary students of private and public schools were included. In

secondary schools there is the Supreme Student Government (SSG) in which all students

have a chance to be a candidate and win through election by ballot and other clubs

representing school subjects.

A DepEd order number 84, series of 1999 talks about Institutionalization of

Student Leaders’ Training through the Responsible Students for Active Governance
 2

Program (Batang E.R.A.P) under secretary Andrew Gonzales, FSC, this program aimed

to train and develop student leaders’ skills and management. Batang E.R.A.P or

Estudyanteng Responsable para sa Aktibong Pamamahala. This order executed had a

great impact in molding student leaders (DepEd).

In the public schools of La Paz, Tarlac, this program was implemented, in which

different leadership styles are prevailing. Aside from SSG there are also organizations

such as is Senior High Student Council, Youth for Environment in the School

Organization or YES-O, Science, English, Mathematics, Filipino, MAPEH, Edukasyon

sa Pagpapakatao, Red Cross, and Technical Vocational Education or TVE Club.

Leadership style was pertained on how a person corresponds to his power or

position to lead other people or his members.

In this study, the three leadership styles were covered, such as authoritarian style,

participative style, and delegative style.

Authoritarian style or autocratic is centered to a term of being in ―high position‖,

while in participative the leader subordinates to its member when it comes to decision

making but holds the final decision, lastly, the delegative style or pessimist which is

related to a leader that truly trust its team in making decision, still this leadership style is

responsible for the decisions that are made.

However, Student Leaders are selected because of their potential to lead the other

students and help the school to be better and organize. A Student Leader needs to have

more self-confidence, high cognitive ability, needs to practice good time management,

and willing to serve with good heart and character. Typically, student leaders are made

up of joined together of people who have a quality that can lead.

 3

A student leader, whether in a formal position or not, nurtures abilities in

themselves and others in order to make an ethical and socially just impact on campus or

in the larger community. ―A leader is one who knows the way, goes the way and shows

the way.‖ – John C. Maxwell. A student must know how to manipulate its own time,

especially student leaders that has the roles inside the campus; a good leader has the

ability to find solution to problems that can help the school and the students. It is a

permutation of various personal traits and characteristics, attributes, and qualities that

influence group members for the accomplishment of the targets (Ansari & Naeem, 2010).

Leadership is not defined as management, this two has different roles and

meaning, being good in managing is called managers, while leading people are the one

who can called as leaders (Kruse 2013).

Drive, inspiration, objectivity—these are just a few of the qualities we expect

from our leaders. Whether leading our country, campus or classroom, not all leaders are

alike. Some may be more authoritative, and others more compassionate. Some leaders

may be more goal-driven, and yet others focus more on conflict resolution. Regardless of

the leader’s style, goals or objectives, they have an important, and often difficult, role.

(Brown, 2016).

Each of us has a preferred style of leading. It’s helpful to know the strengths and

values of your style and those of others. This section presents a model of four leadership

styles, reminding us that 75% of people are quite different from us in how they think,

make decisions, communicate, manage stress, and deal with conflict. (University of

Toronto).
 4

The information in the literature that was mentioned told about that leaders have

their own way of thinking in the style of their leading.

Statement of the Problem

In this part of the study, the research problems were stated. The study, after

gathering and interpretation of data, sought to answer the following questions:

1.) What are the genders of the student leaders?

2.) What leadership style that prevails in La Paz National High School?

3.) What is the relationship between leadership style and gender?

4.) What action plan can be recommended to improve the relationship of gender

and leadership styles of student leaders in La Paz National High School?

Scope and Delimitation of the Study

This study was focused on the relationship of gender and leadership style among

student leaders in La Paz National High School (LNHS) located in La Paz, Tarlac during

the first semester of school year 2018-2019.

The student leaders covered in this study were the Presidents of all organizations,

such as the Supreme Student Government (SSG), Senior High Student Council, Youth for

Environment in the School Organization (YES-O), Clubs of different subjects which are

Science, Mathematics, English, Filipino, Technical Vocational Education (TVE), Values,

MAPEH, together with the Red Cross Club, and presidents of all Classroom Organization

of LNHS. There are 58 respondents that answered the questionnaire-survey.

The number of male and female was determined. The leadership styles were also

determined through questionnaire-survey consisting of 30 statements about the leadership

styles.
 5

Hypothesis

In this study, the researcher hypothesized that there is no significant relationship

between the Gender and Leadership Style of a student leader.

Significance of the Study

The students will benefit in the present study especially for the Student Leaders

because they can be able to determine what leadership style applicable for their gender.

The study will be beneficial to teachers especially the adviser of SSG and other

organizations. This will improve and enhanced the leadership of the incoming officer of

SSG, also, this study will help them gain information about the leadership styles that cope

up with the gender of a person;

The school in this study will benefit in the way that this research will sustain and

nurture their student leaders in the act of gaining information and guidance. This can be

used as their learning material as well as basis for improvement;

The next researchers will benefit in this study since the result will help the next

researchers to have ideas and knowledge that is related to their studies. The researchers

will pave way for other researchers in this field of study to learn from it and expand upon

their research.

Definition of Terms

Words that are related to this study is being defined here based on the

dictionary, related studies and on the study itself.

Ability. In this study, it is the capability of a person to lead.

Cognitive. Based on this study, it is the intellectual capacity of a leader.

Gender. In this study, it pertains of being male or female of a person.

 6

Influence. Based on this study, it is ability of a leader to persuade others to

be a good student.

Leadership. In this study, it is the act of motivating people and good

supervision to its team, and to other students.

Permutation. In this study, it relates to a person of being interpersonal.

Position. Based on this study, it pertains to the rank of student leaders

based on their responsibilities.

Power. In this study, it refers to the influence and ability to lead others that

a student leader possesses.

Public Schools. As the study used, it pertains to a school that is under the

supervision and administration of Government with the cooperation of Department

of Education (DepEd).

Preference. In this study, it refers to the male or female in leader.

Relationship. In this study, it pertains to the connection of gender and

leadership style.

Style. Based on this study, it is the way of student leaders in using power

and position to others.

Superior. In this study, it is refers to the man power and being dominate to

others.

Subordinate. Based on this study, it pertains to the followers who have

lower position in leadership council.

Specialized. Based on this study, it refers to a certain task which a person

can do it very well.

 7

Traits. In this study, it pertains to the quality of characteristics of student

leaders.
 8

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review of related literature and studies which the

researchers have pursued to shed light on the topic under the study that talked about the

linkage between leadership styles and gender of all presidents of different clubs and

organization.

Review of Related Literature

In modern days, both male and female have the right to hold up a title or position

in a certain organization in terms of leadership. However, male have been leading in this

track, it seems that men are more prominent and renowned when it talks about this

matter, but since women gave the same privileges in some aspect as men, they also stand

up that makes female leaders been also expert in leading. Nonetheless, both genders have

their way of leading.

Women tend to have a more cooperative, participatory style of leading. Men tend

to have a more ―command and control style,‖ according to the American Psychological

Association. They’re more task-oriented and directive, while women are more

democratic. That’s often the starkest leadership difference between male and female

bosses: Men provide direction for their employees, while women encourage employees to

find their own direction. The cooperative style involves more conversation and listening,

which often takes more time but leads employees to feel more valued. Both styles are

valuable in different contexts. Being highly task-oriented can be highly beneficial where

safety is concerned, for example (Garfinkle, 2018).

 9

In was stated by Garfinkle that female leaders are more into democratic or

participative leadership, females were cooperating while leading with its subordinate.

On the other side, it was stated that men were into autocratic leadership style, which

pertains that this kind of leadership are controlling what would be the direction of an

employee.

In some instances, there may be no perceived differences at all in leadership styles

between men and women. In other cases, people may perceive men and women to act

differently based on their own socially constructed conceptions of gender. Differences

may have more to do with personality aptitudes and gender stereotypes than with actual

differences in leadership due to gender (Russo, 2017).

Based on the study of Russo, there is no such distance when it comes to

leadership styles of a male or female, it depends on how the people act or interpret the

concept of gender and connecting it to leadership style.

Both genders have their own way of leading, they have their own strength and

weaknesses in terms of organizing, if this balanced equally they can be called as truly

effective leaders. Based on their research women tend to have higher score in planning

and managing activities, while men scored higher in strategic vision and other personal

impact. Women are good in multitasking and good in prioritising, also they emphatise

well with others. (Kennard, 2012)

It was mentioned on the literature, which was focused on the women’s leadership

style, it was interpreted that women have their own approaches to situations.
 10

Men have difficulty in sharing information. They prefer hierarchy and chain of

command structures. The focus is on achievement or realizing the goal, and, their

overriding strategy to win (Madden, 2018).

It was stated that men are type of leaders who secure their trust when it comes to

sharing their plans or thoughts, they were focused to what they were planned to do.

While often used in business models, servant leadership specific to school

administration can contribute to the success of the school district. It is well known that

one responsibility of the school superintendent is to nurture the vision, mission, and

culture of the district. Further, research has supported the idea that greater involvement

from a wide variety of stakeholders increases the buy-in and ultimately the success of the

mission and vision of the district. A superintendent who practices servant leadership

maintains priority on the needs of his/her stakeholders and is committed to the success of

the corporation (Standard for Success, 2017).

In this side of the study, it was expressed that leadership can also contribute a

good success in school administration, it was mentioned about the superintendent who

nurture the vision, mission, and culture of a certain district, in was said that servant

leadership style can be a good way of leadership, in the present study it pertains to

participative leadership style.

Leadership behaviors are very important in high school years. The high school

students develop the fundamental skills and practice each other in the social activities.

Many social clubs and activities give opportunities to the high school students in order to

improve their skills. Today’s leader students will be future’s leader in society. Many
 11

small, middle and large size public institutions and non-government institutions (NGO)

need leaders in order to manage better their institutions (Arslam, 2012).

In the written work presented, it was stated that leadership is a very important part

of experience in secondary level or in high school since in this stage of life, there are

various skills that can be nurture or enhanced, thus, leadership is also a great experience

or skill to practice during this state.

More recently, research has emphasized the importance of school leadership in

improving outcomes for a school and its students. But make no mistake: this is not the

school leader as drill sergeant, or the charismatic leader who’s skill-set is impossible to

replicate. Instead, it is a school leader who is capable of transforming a school

environment so that its students and teachers can flourish. It is important to keep in mind

that while school leadership is essential, consistent, strong leadership at the district level

must not be overlooked (Hechinger Report, 2011).

The research had come up with ideas that school leadership is a good way of

nurturing a better transformation both the students and teachers, being in school as

student and a leader is not that easy but having a strong leadership can improve the

environment of the school.

If you are going to take on a leadership role, then you need to be prepared for all

of the responsibilities that come with that role. Being a leader is more than just having a

title like ―vice president‖ or ―treasurer.‖ In order to be a real leader, you must be willing

to embrace responsibility and the challenges that come with being in charge of a group of

people. You have to be innovative, creative, and willing to get your hands dirty and take

charge (McInturff, 2017).

 12

Being a leader is not all about the position that a person holds in, it’s all about the

responsibilities, balancing the time of being a student as well as a leader, it’s about the

obligations as a leader that matters, it’s not that easy to be a real leader, thus leaders shall

not enter without its heart or willingness to serve.

The mentioned literatures were related to the present study since all discussed

about leadership style and gender.

Review of Related Studies

A. Foreign Study

A study of Peris M. Koech & Prof. G.S Namusonge (2012) entitled The Effect of

Leadership Styles on Organizational Performance at State Corporations in Kenya, the

study investigated on how do leadership styles affects the organizational performance, it

was a descriptive survey that was used to thirty (30) middle and senior managers of state-

owned corporations based in Mombasa, Kenya was under taken as respondents, the study

covered the leadership styles consisted of laissez-faire; transactional; and

transformational leadership styles. The result of the study was transformational-

leadership factors and organizational performance rankings were high that means they

were highly correlated, while in transactional-leadership style is low correlated, the last is

not significantly correlated which was laissez-faire.

The present study was related to the study of Koech and Namusonge, both

investigated the leadership styles, and how does it affects, both studies had been a

correlational study which have two variables to correlate, also, the said study used a

descriptive survey which was also used in this study.

 13

Another study came from Adesina et. al, (2015) entitled Effect of Gender on

Students’ Academic Performance in Computer Studies in Secondary Schools in New

Bussa, Borgu Local Government of Niger State, the study was consisted of 275

respondents of both private and public schools who was given a 30-multiple choices

questionnaires that was set by West Africa Examination Council in 2014, the answers

were marked and scored, it was analyzed using independent t-test. Lately, the result of

the study came up that male students are slightly had better performance compared to

females, thus it was not significant. However, this result was found in the private school

that shows best male brains in the said area. There are further recommendations that were

mentioned, such as parents are encouraged to give their children better education without

considering its gender.

Both studies are related, since the two studies tackled about gender and how does

it matters. The present study was related to the said study whereas the respondents of

both were secondary students, also it was related because it was mentioned that gender

has something to do in performance of a student.

A conducted study by Anette Rohmann and Jens Rowold, (2009) entitled

Gender and leadership style: A field study in different organizational contexts in

Germany, the study focused onto leadership styles which are transactional vs.

transformational leadership styles. A field study was used wherein 518 students were

respondents, they were asked to evaluate historical world-class leaders in terms of

their leadership style the conducted study used questionnaires. The result of the study

showed those females were seen as transformational leadership behavior than male
 14

leaders. However, female leaders were more effective and relish becoming leaders

rather than their counterpart men.

The conducted study and the present study are related since they both focused

on leadership styles and gender was also tackled, both also used questionnaires to

determine the leadership style and gender of a student.

A research by Vasilevskyte (2016), entitled Gender Leadership: Employees’

Attitudes Towards And Perceptions Of Female & Male Leaders In Lithuanian

Businesses, the paper studied about the relationship of gender and leadership of both

respondents, male and female, the study used ―snowball sampling‖ which pertains to

unbiased picking of respondents, the research had covered all the Lithuanian businesses

(and its employees) and not one particular company or organization, the survey doesn’t

used full random sampling. Both descriptive and quantitative analysis was also used and

the significant level was against 5% level. The findings of the study are men leaders are

characterized as more argentic and they are better in managing work-related conflicts and

handling their emotions, while female leaders were seen as more ―softer‖ mark overall.

The present and the conducted research were similar and related in some aspects,

both studies discussed about gender and leadership, the two studies also use descriptive-

quantitative and correlate two variables which are leadership and gender, even though the

said research was focused on company and organization, they’re still related since both

discussed it under taken to a group of people or organization.

A study by Dr. Gardiner and Tiggemann (2010), entitled Gender Differences In

Leadership Style, Job Stress And Mental Health In Male ‐ And Female ‐ Dominated

Industries, the study focused on the experience of both male and female in job industries
 15

which may seem has impact to their mental health, specifically, the study had

investigated the impact of working to 60 women and 60 men managers, the research was

uploaded in a site The British Psychological society, the findings was there is no

difference between women and men’s health, there was in their leadership styles, women

tend to have less pressure since they’ve found out that women are interpersonal than men

who encountered discrimination. The findings concluded that both male and female or

gender ratio has an influence to leadership style and mental health.

The conducted study and the present study were related to each other, both

tackled the relationship of leadership and gender, although the said study discussed about

mental health, it can also be an addition to the present to study to add some knowledge

about the topic related.

The given studies above were all related to the present study, all research has their

relationship to the present research since all tackled and discussed about leadership,

leadership styles, and gender that pertains to male and female. All studies were

summarized and synthesized to the present study.

B. Local Study

There have been many standards to pass through in order to become a great

leader, as time passes by leadership develops not just in other country but also here in the

Philippines. As of now, leadership began in school that’s why there are varies of

organizations or student council that build in, that is to build and train the students’

character and intellectual in leading.

A study of Dr. Van S. Dalluay et. al (2016) entitled ―Impacts of Leadership Style

Effectiveness of Managers and Department Heads to Employees’ Job Satisfaction and

 16

Performance on Selected Small-Scale Businesses in Cavite, Philippines‖ was focus on

knowing the impact of leadership style effectiveness of the managers and heads to the

performance of their employees. The study used descriptive research design, with that a

survey questionnaire was also used together with the 150 respondents consisted of

employees of the mentioned study. The result of the study found out that the leadership

style that was mostly used is participative leadership, it was concluded that the leadership

style that was used has an impact to the employees. The author concluded based on the

result, that ―there is always room for improvement‖, however, further research was

recommended to investigate how the leadership style and how does it affect the other

setting or the context.

The study of Dr. Dalluay et.al (2016) was related to the study presented because

their objective or focus is to determine what leadership style is the most applicable in

their followers or employees, and how these impact help them to get a good and satisfied

result on what their leadership style is.

Another, study that was related to the present study, is the study of Rosita G.

Castro Ed. D. (2013) about ―The Relationship of Leadership Styles and Organizational

Productivity Skills to Teacher Professionalism‖ where it aims examine relationship of

leadership styles and organizational productivity skills to teacher professionalism. They

were categorize as pacesetting, coaching, democratic, affiliated, and authoritative like

what the presented study stated using the questionnaire survey they will determine what

leadership style is the most applicable to apply, somehow there's likely Authoritarian or

Authoritative, democratic etc. to the presented study and the study of Castro.
 17

A study of Olive Joy F. Andaya et. al. (2015) entitled ―Perceived Management

and Leadership Styles of Graduate Students of Philippine Normal University-Isabela‖

was aimed to determine the perceived management and leadership style of educational

management students in the graduate studies of PNU-Isabela. The study used descriptive

survey research method, the researchers used the following instruments: the survey form

to obtain the personal profile, theory XYZ test based from the principles and concepts of

McGregor and Ouchi, and leadership adaptability and style inventory (LASI)-Self) by

Hershey and Blanchard to determine the leadership style, with a total of 24 educational

management students both in masteral and doctorate levels enrolled at PNU during the

school year 2007-2008 comprised the respondents of the study. The result of the study

revealed that the perceived management style is theory Z, a style which places a large

amount of freedom and trust with workers and assumes that workers have strong loyalty

and interest in team-working in the organization. The leadership style is in quadrant 2

which is ―high task and high relationship, while their supporting style is quadrant 3 which

is ―high relationship and low task‖.

The present study is related to the study of Olive Joy F. Andaya. Both studies

determined what leadership style was mostly useful, which is the freedom and trust with

the workers and the loyalty and interest of the workers in the team-working organization

where this will falls under the participative leadership style.

According to the study of Aquino Jr. et. Al (2015) ―The Effectiveness Of

Leadership Styles Of Managers And Supervisors To Employees’ Job Satisfaction In

Cooperative Organizations In The Philippines‖ was focused and concerned to determine

the effect of the manager’s leadership style on the employees’ satisfaction and
 18

employees’ performance of selected cooperatives in San Miguel , Bulacan , Philippines.

The research instrument used in conducting this study is through survey questionnaires

distributed at random to 150 staffs or respondents. The content of the questionnaire is all

about the leadership interaction characteristics of the manager of the manager to his/her

subordinates and what will be its effects to the satisfaction and performance of the

employees. Based on the respondents, the leadership style by the managers covered in

this study is participative, the effect of the leadership style on employees’ performance is

productive and finally the effect of the leadership style on employees’ satisfaction is

satisfactory. The researcher concluded that since the managers are using participative

style of leadership as way of leading employees thus they must stick in using this kind of

leadership style which then resulted positively to their employees making them more

efficient and productive in their workplace.

The present study has a similarity with the study conducted by Aquino Jr. both

studies evaluated the leadership style and it was concerned to determine what leadership

style is the most helpful in their employees or followers that will make them being

positively productive on their work.

The mentioned related foreign and local studies were all related to the present

study.

Conceptual Framework

Leadership styles and gender of student leaders in La Paz National High School

were focused on this study during the school year 2018-2019. Through this, the

relationship between gender and leadership styles was also determined, wherein an action

plan recommended improving the connection of the mentioned variables of the study.
 19

Leadership Style That Prevails

Gender of Student
in La Paz National High
Leaders
School

Relationship Between
Leadership Styles and Gender
of Student Leaders

Proposed Action Plan

Figure 1

Paradigm of the Study

 20

Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter presents the research design, subject of the study, data gathering

tools, and data gathering procedure which was used to gathered data about the Leadership

styles and gender of student leaders.

Research Design

Descriptive-quantitative correlational research method was used in this study, the

research design aimed to determine the relationship between gender and leadership styles

of Student Leaders of La Paz National High Schools in La Paz, Tarlac during the school

year 2018-2019.

Respondents of the Study

The respondents of the study were the 100% Presidents of all Organizations and

Clubs of the campus, which include SSG, Senior High Officers, YES-O, Science,

English, Filipino, Mathematics, TVE, MAPEH, Values, and Red Cross Club, together

with the Presidents of different year level of every section/strand. The respondents of the

study are randomly selected. The respondents were 58 student leaders in total; it includes

13 males and 45 females.

Data Gathering Tool

The instrument that was used to determine the leadership style and gender of the

respondents and for data gathering was a survey questionnaire. A Questionnaire that was

adapted from the internet which was uploaded by Osswatch in Slide Share website were
 21

used in gathering data, it allows the respondents to answer in 30 statements with

corresponding scoring system of 5 as strongly agree, to 1 as strongly disagree.

Data Gathering Procedure

The researcher secured the permission of the principal of La Paz National High

School located in La Paz, Tarlac to conduct the present study and to gather data from the

student leaders mentioned earlier.

Questionnaires were administered to the student leaders by the researchers upon

approval of the request to conduct research.

Administration of the Questionnaire

Questionnaires were administered to the presidents of all organizations and clubs

during their vacant period class in the morning.

Statistical Treatment

The measure of Central Tendency specifically the mean was computed to

determine the leadership style of the Student Leaders of La Paz National High School.

The formula is as follows:

∑
̅

̅ - Mean

∑ - The sum of x

N- Number of data

To find the relationship of the two variables, Pearson r was used.

(∑ ) (∑ )(∑ )
√[ (∑ ) (∑ ) ][ (∑ ) (∑ ) ]
 22

Pearson r Qualitative Description

±1 Perfect

±0.75 to < ±1 Very High

±0.50 to ±0.75 Moderately High

±0.25 to <±0.50 Moderately Low

>0± to < ±0.25 Very Low

0 No Correlation
 23

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter has the presentation of the results, analysis, and interpretation of

data. The given data were presented in tables to give an easy way of determining how the

study analyzed and interpreted.

Also, an action plan is included in this chapter which aims to imply the current

study to the student leaders of the school.

The following tables were discussed the variables of the study which are

leadership style and gender of the student leaders that pertains to all the presidents of the

clubs and organization of La Paz National High School during the first semester of school

year 2018-2019.

1. Gender of the Student Leaders

Table 1
Gender of the Student Leaders

Gender Number of Respondents Percentage

Male 13 22%
Female 45 78%
Total 58 100%

Table 1 show the gender of the student leaders, there is a total of 58 student

leaders as respondents in La Paz National High School. Thirteen (13) of them are male

student leaders, that has a 22% of the total respondents and 45 female student leaders

were 78% of the total percentage, the student leader that was covered here are all the

presidents of the clubs and classroom organization of the campus, they are specifically

disseminate based on their gender, which are the male and female.
 24

2. Leadership Styles that Prevail In La Paz National High School

Table 2
Leadership Styles That Prevail In La Paz National High School

Leadership Male % Female % TOTAL %

Style
Authoritarian 0 0 6 10% 6 10%
Participative 7 12% 24 42% 31 54%
Delegative 6 10% 15 26% 21 36%
TOTAL 13 22% 45 78% 58 100%

Table 2 shows the different leadership styles that were covered in this study, it

pertains to Authoritarian Style, Participative style, and Delegative style of the student

leaders.

Among the 58 or 100% number of total respondents, it resulted 0 or none of the

male student leaders have used the authoritarian style, while there are 6 or 10% females

who has the highest score in this leadership style indicated that they use this style

normally. In total, there are 6 or 10% of the total respondent who use this leadership

style. Based on the guidelines of the adapted questionnaire the respondents who resulted

to this leadership style are using their position to tell their members what to do and what

they wanted to.

In the total respondents of 58 or 100%, among of them are 13 or 22% male

student leaders, it resulted that 0 or none of them are authoritarian leadership style, while

in 45 or 78% of female student leaders, it resulted that 6 or 10% of them are

authoritarian. In overall total of male and female there is 6 or 10% who have the

leadership style of authoritarian.

In the total of 58 or 100% student leaders, 13 or 22% of them are male and 7 or

12% among of the male student leaders’ possessed participative leadership style. On the
 25

other side 45 or 78 % of them are female student leaders and 24 or 42% among female

student leaders got participative leadership style. The total of student leaders that holds

the result of being a participative leadership style was 31 or 54%.

However, there are 2 females who got the same result in authoritarian,

participative, and delegative, the other one got the same result in delegative and

authoritative, the researchers considered the first female as participative leadership style

since the respondents also got delegative style which is close to being participative, the

next one was considered as authoritarian leadership style since based on the adapted

questionnaire the mentioned respondent might be going through transition phase.

3. Relationship between Gender and Leadership Style

Table 3

Relationship of Gender and Leadership Style of a Student Leader

Leadership Style r Verbal Description

Authoritarian
Participative 1.0000 Perfect
Delegative

The table 3 shows that the level of relationship which is the Pearson r is 1.000,

equivalent to have a perfect relationship between gender and leadership style. Using a

measuring device to determine the strength of the computed r, is a perfect

relationship.

4. Action Plan Recommended to Improve the Relationship of Gender and

Leadership Style Among the Student Leaders in La Paz National High School
 26

Table 4

ACTION PLAN

TIME RESPONSIBLE
ACTION RESOURCES DEADLINE
ALLOCATED PERSON

1. Making list
Notebook and June-March Advisers,
of student March 2019
ballpen 2019 Teachers,
leaders.

2. Conduct School chairs,

seminars to sound system, Advisers,

June-March
student projector, Teachers, March 2019
2019
leaders’ PowerPoint Principal

development. presentation

3. Assimilating Visual aids,

how gender videos, Advisers,

and PowerPoint June-March Teachers,

March 2019
leadership presentation, 2019 School Heads,

work projector, sound Principal

together. system

The Action plan above is indicated to improve the relationship between gender

and leadership style of student leaders in La Paz National High School.

Actions to be taken as well as resources, time allocated, responsible persons and

deadlines were specified. This may serve as a simple recommendation.

 27

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion and recommendations

of the study which aimed to study the relationship between gender and leadership style

among the student leaders of La Paz National High School during the school year 2018-

2019.

Summary of Findings

1. Among 58 respondents, 13 or 22% of them are male and 45 or 78% are female,

there are many female student leaders than male.

2. There are total of 6 or 10% student leaders, who got authoritarian leadership style,

while 31 or 54% student leaders are participative, and 21 or 36% among the total

respondents are delegative, 58 or 100% are the total number of respondents.

3. Using the Pearson r, the relationship of gender and leadership style is 1.000,

which means that the two variables have a perfect relationship.

4. Plan of action was suggested for the improvement of leadership traits.

Conclusions

1. The study found that there are more female student leaders than male.

2. The study found out that Participative Leadership Style prevails in La Paz

National High School.

3. The study found out that gender has a perfect relationship with leadership style of

student leaders in La Paz National High School. Therefore, the leadership style

depends to the gender of a student leader.

 28

Recommendation

1. Regarding the student leader's gender and their leadership style, these student

leaders should be more active themselves in seeking information, learning and

opportunities to develop their leadership style. One way of doing this is to

participate in leadership seminar, to develop their capability to lead and persuade

others to be a good student.

2. The school should conduct more seminars to student leaders so they actively

involve themselves to practice student leaders of being a good leader and in act of

motivating other people. Thus, student leaders’ gender and leadership style will

develop.

3. Student leaders should view their learning skills for leading whether they are a

male or female.

4. This research has revealed the relationship of student leaders’ gender and

leadership style. From the scope of the issue and the limitation of the study, the

result shows that leadership style and gender has a perfect relationship. Further

research would need to be conducted with different schools of participants so that

generalization can be made. Since this study was carried out 'only one' school, it

is suggested that additional study be conduct to investigate the relationship of

Student leaders gender and leadership style in other public high schools in La Paz,

Tarlac.
 29

BIBLIOGRAPHY

A. UNPUBLISHED STUDIES

Juatco, Aimee L., Ph. D. (2012), “Mathematical Performance of Second Year

Students of La Paz National High School of La Paz, Tarlac During the School Year

2011-2012”

Peris M. Koech & Prof. G.S Namusonge, (2012) “The Effect of Leadership

Styles on Organizational Performance at State Corporations in Kenya”

Adesina et. al, (2015) “Effect of Gender on Students’ Academic Performance

in Computer Studies in Secondary Schools in New Bussa, Bo rgu Local

Government of Niger State”

Anette Rohmann and Jens Rowold, (2009) “Gender and leadership style: A

field study in different organizational contexts in Germany”

Vasilevskyte (2016), “Gender Leadership: Employees’ Attitudes Towards and

Perceptions Of Female & Male Leaders In Lithuanian Businesses”

Dr. Gardiner and Tiggemann (2010), “Gender Differences in Leadership

Style, Job Stress and Mental Health in Male ‐ and Female ‐ Dominated

Industries”

Dr. Van S. Dalluay et. al (2016), “Impacts of Leadership Style Effectiveness of

Managers and Department Heads to Employees’ Job Satisfaction and Performance

on Selected Small-Scale Businesses in Cavite, Philippines”

Olive Joy F. Andaya et. al. (2015), “Perceived Management and Leadership Styles of

Graduate Students of Philippine Normal University-Isabela”

 30

Aquino Jr. et. al. (2015), “The Effectiveness of Leadership Styles Of Managers and

Supervisors to Employees’ Job Satisfaction in Cooperative Organizations in the

Philippines”

(Garfinkle, 2018), “Difference between Male & Female Leadership”

(Russo, 2017), “Difference Between Male & Female Leadership”

(Kennard, 2012), “Insights: The Differences Between Male and Female

Leaders”

(Madden, 2018), “Leading Blog, Building a community of leaders”

(Standard for Success, 2017), “Types of Effective Leadership Styles in Schools”

(Arslam, 2012), “Improving School Leadership”

(Hechinger Report, 2011), “Why school leadership matters”

(McInturff, 2017), “Leadership in High School: What Does It Mean?”

Peris M. Koech & Prof. G.S Namusonge (2012), “The Effect of Leadership

Styles on Organizational Performance at State Corporations in Kenya”

Adesina et. al. (2015), “Effect of Gender on Students’ Academic

Performance in Computer Studies in Secondary Schools in N ew Bussa,

Borgu Local Government of Niger State”

Anette Rohmann, Jens Rowold, (2009) “Gender and leadership style: A field

study in different organizational contexts in Germany”

Vasilevskyte (2016), “Gender Leadership: Employees’ Attitudes Towards and

Perceptions of Female & Male Leaders in Lithuanian Businesses”

 31

Dr. Gardiner and Tiggemann (2010), “Gender Differences in Leadership

Style, Job Stress and Mental Health in Male ‐ and Female ‐ Dominated

Industries”

Dr. Van S. Dalluay et. al (2016), “Impacts of Leadership Style Effectiveness of

Managers and Department Heads to Employees’ Job Satisfaction and Performance

on Selected Small-Scale Businesses in Cavite, Philippines‖

Rosita G. Castro Ed. D. (2013), “The Relationship of Leadership Styles and

Organizational Productivity Skills to Teacher Professionalism”

Olive Joy F. Andaya et. al. (2015), “Perceived Management and Leadership Styles of

Graduate Students of Philippine Normal University-Isabela”

Aquino Jr. et. Al (2015), “The Effectiveness of Leadership Styles Of Managers and

Supervisors to Employees’ Job Satisfaction in Cooperative Organizations in the

Philippines”

B. INTERNET RESOURCES

http://www.deped.gov.ph/1999/08/09/do-84-s-1999-institutionalization-of-student-

leaders-training-through-the-responsible-students-for-active-governance-program-batang-

e-r-a-p/

https://www.brainyquote.com/quotes/john_c_maxwell_383606

https://www.dlib.si/stream/URN:NBN:SI:DOC-1ZV2EGC5/1131f544-ad8a-43b2-969d-

bb79d5194837/PDF

https://is.muni.cz/el/1421/jaro2009/PSB_516/6390561/the_leadership_styles_of_women_

and_men.pdf

http://www.nwlink.com/~donclark/leader/leadstl.html
 32

http://www.sciedu.ca/journal/index.php/ijba/article/viewFile/12216/7490

http://ilead.engineering.utoronto.ca/files/2014/06/9 -Leadership-Styles.pdf

https://careeradvancementblog.com/male-female-leadership/

https://bizfluent.com/about-5445316-difference-between-male-female-

leadership.html

http://arc.hhs.se/download.aspx?MediumId=934

https://www.leadershipnow.com/leadingblog/leadership/

https://www.standardforsuccess.com/effective-leadership-styles-in-schools/

http://www.oecd.org/education/school/41686541.pdf

https://hechingerreport.org/why-school-leadership-matters/

https://www.collegexpress.com/articles-and-advice/admission/blog/leadership-

high-school-what-does-it-mean/

https://www.ijbcnet.com/2-1/IJBC-12-2106.pdf

https://www.semanticscholar.org/paper/Effect-of-Gender-on-Students-

%E2%80%99-Academic-Performance-Joseph-

John/47c5d7d4b92f7414bf093f31a050be63df0e5142

https://www.emeraldinsight.com/doi/abs/10.1108/02610150910996399

http://studenttheses.cbs.dk/xmlui/bitstream/handle/10417/6236/Greta_Vasilevskyte%20%

282%29.pdf?sequence=1

http://www.busi.mun.ca/gcooke/b9929/readings/ arnold/GardinerTiggemann-

1999.pdf

http://globalbizresearch.org/files/5055_ijraob_van-s-dalluay_revenio-c-jalagat-

399974.pdf
 33

https://www.iiste.org/Journals/index.php/JEP/article/viewFile/5289/5292

http://apjor.com/ijrp/downloads/190620152.pdf

http://docplayer.net/32875823-The-macrotheme-review-a-multidisciplinary-journal-of-

global-macro-trends.html

http://www.trainingzone.co.uk/lead/culture/insights-the-differences-between-male-and-

female-leaders
 34

APPENDIX A
REQUEST LETTER

Republic of the Philippines

Region III- Central Luzon
Department of Education
Division of Tarlac Province
LAPAZ NATIONAL HIGH SCHOOL
La Paz, Tarlac

MELANIE D. CORPUZ, Ed. D.

Principal IV
La Paz National High School
San Roque, La Paz, Tarlac

Ma’am,
Greetings in the name of academic excellence!
In partial fulfillment of the requirements for Senior High School, we are currently
conducting our research study entitled, “Gender and Leadership Style Among the
Student Leaders of La Paz National High School in La Paz, Tarlac During the First
Semester of S.Y. 2018-2019”.
Regarding this, may we request your good office to grant us permission to
conduct a study and gather necessary information through survey-questionnaire to
Supreme Student Government (SSG) Officers.
Thank you very much, and to God be all the Glory!
Respectfully yours,
VIRGINIA MARIE P. BAUTISTA
ANTON VAN CHRISTOPHER D. BELTRAN
LIEZL DELA CRUZ
MARK JOSEPH B. ESPINO
GEORGE G. PESCASIO JR.
CHRISTIAN JAY A. RAMOS
JASPER S. ROJAS
RESEARCHERS
Noted by:
(Sngd) AIMEE L. JUATCO, Ph. D.
Adviser
Approved by:
(Sngd) MELANIE D.CORPUZ, Ed. D.
Principal IV
 35

APPENDIX B
Questionnaire

Name (optional):______________________ Gender: _______ Organization__________

This questionnaire contains statement about leadership style beliefs. Next to each
statement check the box number that represents how strongly you feel about the
statement by using the following scoring.

5- Strongly agree
4- Agree
3- Neither Agree or Disagree
2- Disagree
1- Strongly Disagree

Be honest about your choices as there is no right or wrong answers- it is only

for your own self-assessment.
No. Statement 1 2 3 4 5
I retain final decision making authority within my
1. 1 2 3 4 5
project or team.
I try to include one or more team members in
2. determining what to do and how to do it. However, I 1 2 3 4 5
maintain the final decision making authority.
My team members and I vote whenever a major
3. 1 2 3 4 5
decision has to be made.
I do not consider suggestion made by my team
4. 1 2 3 4 5
members as I do not have the time for them.
I ask for ideas and input on upcoming plans and
5. 1 2 3 4 5
projects.
For a major decision to be made, it must have the
6. 1 2 3 4 5
approval of each individual or the majority.
I tell my team members what has to be done and how to
7. 1 2 3 4 5
do it.
When things go wrong and I need to create a strategy to
8. keep a project or process running on schedule, I call a 1 2 3 4 5
meeting to get my team members advice.
I do get information out. I send it by email, memos, or
9. voice mail; very rarely is a meeting called. Everyone is 1 2 3 4 5
then expected to act upon the information.
When someone makes a mistake, I tell him or her not to
10. 1 2 3 4 5
ever do that again and make a note of it.
I want to create an environment where team members
11. take ownership of the project. I allow them to 1 2 3 4 5
participate in the decision making process.
 36

I allow my team members to determine what needs to

12. 1 2 3 4 5
be done and how to do it.
Newcomers to a project are not allowed to make any
13. 1 2 3 4 5
decisions unless I approved it first.
I ask team members for their vision of where they see
14. their work going and then use their vision where 1 2 3 4 5
appropriate.
My team members know more about their jobs than me,
15. 1 2 3 4 5
so I allow them to carry out decisions to do their job.
When something goes wrong, I tell my team that a
16. procedure is not working correctly and establish a new 1 2 3 4 5
one.
I allow my team members to set priorities with my
17. 1 2 3 4 5
guidance.
I delegate task in order to implement a new procedure
18. 1 2 3 4 5
or process.
I closely monitor my team to ensure they are
19. 1 2 3 4 5
performing correctly.
When there are differences in role expectations, I work
20. 1 2 3 4 5
with them to resolve the differences.
Each individual is responsible for defining his or her
21. 1 2 3 4 5
job.
I like the power that my leadership position holds over
22. 1 2 3 4 5
my team.
I like to use my leadership power to help team
23. 1 2 3 4 5
members.
24. I like to share my leader power with my team members. 1 2 3 4 5
Team members must be directed or threatened with
25. sanctions in order to get them to achieve the project 1 2 3 4 5
objectives.
Team members will exercise self-direction if they are
26. 1 2 3 4 5
committed to the objectives.
Team members have the right to determine their own
27. 1 2 3 4 5
organizational objectives.
28. Team members seek mainly security. 1 2 3 4 5
Team members know how to use creativity and
29. 1 2 3 4 5
ingenuity to solve organizational problems.
30. My team members can lead themselves just as I can. 1 2 3 4 5
 37

APPENDIX C
Male Respondents’ Response

Name (optional):______________________ Gender: Male Organization____________

This questionnaire contains statement about leadership style beliefs. Next to each
statement check the box number that represents how strongly you feel about the
statement by using the following scoring.

5- Strongly agree
4- Agree
3- Neither Agree or Disagree
2- Disagree
1- Strongly Disagree

Be honest about your choices as there is no right or wrong answers- it is only

for your own self-assessment.
No. Statement 1 2 3 4 5
1. I retain final decision making authority within my
0 0 4 7 2
project or team.
2. I try to include one or more team members in
determining what to do and how to do it. However, I 0 1 3 7 2
maintain the final decision making authority.
3. My team members and I vote whenever a major
0 1 3 4 4
decision has to be made.
4. I do not consider suggestion made by my team members
2 7 2 2 0
as I do not have the time for them.
5. I ask for ideas and input on upcoming plans and
0 1 2 7 3
projects.
6. For a major decision to be made, it must have the
0 1 4 5 3
approval of each individual or the majority.
7. I tell my team members what has to be done and how to
1 0 1 8 3
do it.
8. When things go wrong and I need to create a strategy to
keep a project or process running on schedule, I call a 0 1 2 6 4
meeting to get my team members advice.
9. I do get information out. I send it by email, memos, or
voice mail; very rarely is a meeting called. Everyone is 0 1 7 6 0
then expected to act upon the information.
10. When someone makes a mistake, I tell him or her not to
2 1 7 5 4
ever do that again and make a note of it.
11. I want to create an environment where team members
take ownership of the project. I allow them to 0 0 5 5 3
participate in the decision making process.
 38

12. I allow my team members to determine what needs to be

1 2 1 5 4
done and how to do it.
13. Newcomers to a project are not allowed to make any
0 5 7 0 1
decisions unless I approved it first.
14. I ask team members for their vision of where they see
their work going and then use their vision where 1 1 4 6 1
appropriate.
15. My team members know more about their jobs than me,
0 0 5 6 1
so I allow them to carry out decisions to do their job.
16. When something goes wrong, I tell my team that a
procedure is not working correctly and establish a new 1 0 2 7 3
one.
17. I allow my team members to set priorities with my
0 0 7 6 0
guidance.
18. I delegate task in order to implement a new procedure or
1 1 6 3 1
process.
19. I closely monitor my team to ensure they are performing
0 2 2 5 4
correctly.
20. When there are differences in role expectations, I work
0 2 2 5 4
with them to resolve the differences.
21. Each individual is responsible for defining his or her
0 1 4 4 4
job.
22. I like the power that my leadership position holds over
1 0 4 7 0
my team.
23. I like to use my leadership power to help team members. 0 0 2 6 5
24. I like to share my leader power with my team members. 0 0 1 7 4
25. Team members must be directed or threatened with
sanctions in order to get them to achieve the project 1 0 6 5 2
objectives.
26. Team members will exercise self-direction if they are
0 1 5 7 0
committed to the objectives.
27. Team members have the right to determine their own
0 2 1 7 3
organizational objectives.
28. Team members seek mainly security. 0 0 4 7 1
29. Team members know how to use creativity and
1 0 2 8 2
ingenuity to solve organizational problems.
30. My team members can lead themselves just as I can. 0 0 1 8 3
 39

APPENDIX D
Female Respondents’ Response

Name (optional):______________________ Gender: Female Organization___________

This questionnaire contains statement about leadership style beliefs. Next to each
statement check the box number that represents how strongly you feel about the
statement by using the following scoring.

5- Strongly agree
4- Agree
3- Neither Agree or Disagree
2- Disagree
1- Strongly Disagree

Be honest about your choices as there is no right or wrong answers- it is only

for your own self-assessment.
No. Statement 1 2 3 4 5
I retain final decision making authority within my
1. 2 4 11 18 9
project or team.
I try to include one or more team members in
2. determining what to do and how to do it. However, I 3 7 6 21 7
maintain the final decision making authority.
My team members and I vote whenever a major
3. 3 4 10 16 14
decision has to be made.
I do not consider suggestion made by my team members
4. 14 15 5 8 4
as I do not have the time for them.
I ask for ideas and input on upcoming plans and
5. 5 1 2 18 19
projects.
For a major decision to be made, it must have the
6. 3 3 10 17 12
approval of each individual or the majority.
I tell my team members what has to be done and how to
7. 2 3 6 18 15
do it.
When things go wrong and I need to create a strategy to
8. keep a project or process running on schedule, I call a 3 2 12 16 12
meeting to get my team members advice.
I do get information out. I send it by email, memos, or
9. voice mail; very rarely is a meeting called. Everyone is 2 6 7 21 8
then expected to act upon the information.
When someone makes a mistake, I tell him or her not to
10. 2 4 15 16 7
ever do that again and make a note of it.
I want to create an environment where team members
11. take ownership of the project. I allow them to 3 4 6 18 14
participate in the decision making process.
 40

I allow my team members to determine what needs to be

12. 3 2 7 24 9
done and how to do it.
Newcomers to a project are not allowed to make any
13. 6 7 9 21 2
decisions unless I approved it first.
I ask team members for their vision of where they see
14. their work going and then use their vision where 3 3 13 22 4
appropriate.
My team members know more about their jobs than me,
15. 6 8 12 15 4
so I allow them to carry out decisions to do their job.
When something goes wrong, I tell my team that a
16. procedure is not working correctly and establish a new 2 3 21 12 6
one.
I allow my team members to set priorities with my
17. 2 5 10 21 7
guidance.
I delegate task in order to implement a new procedure or
18. 1 5 18 18 4
process.
I closely monitor my team to ensure they are performing
19. 4 4 6 17 12
correctly.
When there are differences in role expectations, I work
20. 1 7 7 22 8
with them to resolve the differences.
Each individual is responsible for defining his or her
21. 2 3 8 21 11
job.
I like the power that my leadership position holds over
22. 4 3 10 15 12
my team.
I like to use my leadership power to help team
23. 3 2 12 12 16
members.
24. I like to share my leader power with my team members. 3 3 7 16 15
Team members must be directed or threatened with
25. sanctions in order to get them to achieve the project 5 2 16 18 3
objectives.
Team members will exercise self-direction if they are
26. 3 4 21 18 1
committed to the objectives.
Team members have the right to determine their own
27. 2 2 12 22 4
organizational objectives.
28. Team members seek mainly security. 2 7 17 13 4
Team members know how to use creativity and
29. 0 4 9 21 10
ingenuity to solve organizational problems.
30. My team members can lead themselves just as I can. 5 6 14 11 9
 41

APPENDIX E
Questionnaire’s Scoring System

Scoring

In the table below, enter the score of each item on the above questionnaire. For

example, if you scored item one with a 3, and then enter a 3 next to Item 1. When you

have entered all the scores for each question, total each of the three columns.

Item Score Item Score Item Score

1 ______ 2 ______ 3 ______
4 ______ 5 ______ 6 ______
7 ______ 8 ______ 9 ______
10 ______ 11 ______ 12 ______
13 ______ 14 ______ 15 ______
16 ______ 17 ______ 18 ______
19 ______ 20 ______ 21 ______
22 ______ 23 ______ 24 ______
25 ______ 26 ______ 27 ______
28 ______ 29 ______ 30 ______
TOTAL ________ TOTAL ________ TOTAL ________

Authoritarian Participative Delegative

Style Style Style
(autocratic) (democratic) (free reign)

This questionnaire is to help you assess what leadership style you normally

operate out of. The lowest score possible for any stage is 10 (Almost never) while the

highest score possible for any stage is 50 (Almost always).

The highest of the three scores in the columns above indicate what style of

leadership you normally use — Authoritarian, Participative, or Delegative. If your

highest score is 40 or more, it is a strong indicator of your normal style.

 42

The lowest of the three scores is an indicator of the style you least use. If your lowest

score is 20 or less, it is a strong indicator that you normally do not operate out of this

mode.

If two of the scores are close to the same, you might be going through a transition

phase, either personally or at work, except if you score high in both the participative and

the delegative then you are probably a delegative leader.

If there is only a small difference between the three scores, then this indicates that

you have no clear perception of the mode you operate out of, or you are a new leader and

are trying to feel out the correct style for yourself.

 43

APPENDIX F
Number of Respondents

Male Female Clubs and Male Female

Organization
Organization
Grade 7 0 8 SSG 1
Grade 8 2 6 SHS Officers 1
Grade 9 0 8 YES-O 1
Grade 10 1 6 TVE Club 1
Grade 11 3 5 Science Club 1
Grade 12 4 4 Math Club 1
English Club 1
Filipino Club 1
MAPEH Club 1
Red Cross Club 1
ESP Club 1

Total: 10 37 Total: 3 8

The respondents were fifty eight (58) student leaders composed of different

organizations and clubs. The respondents were 100% Presidents of each and every club

of the La Paz National High School.

 44

CURRICULUM VITAE

PERSONAL DATA

Name: Virginia Marie P. Bautista

Address: Balanoy La Paz, Tarlac

Date of Birth: November 3, 2000

Parents’ Name: Jose B. Bautista

Juliet P. Baustista

EDUCATIONAL BACKGROUND

Secondary Level (Senior): La Paz National High School

2017-2019

Secondary Level (Junior): La Paz National High School

2013-2017

With Honor

Primary Level: Balanoy Elementary School

2007-2013

Salutatorian
 45

CURRICULUM VITAE

PERSONAL DATA

Name: Liezl N. Dela Cruz

Address: Balanoy La Paz, Tarlac

Date of Birth: April 24, 2001

Parents’ Name: Danilo B. Dela Cruz Sr.

Evangeline N. Dela Cruz

EDUCATIONAL BACKGROUND

Secondary Level (Senior): La Paz National High School

2017-2019

Secondary Level (Junior): La Paz National High School

2013-2017

With Honor

Primary Level: Diladila Elementary School

2011-2013

With Honor

Balanoy Elementary School

2007-2011
 46

CURRICULUM VITAE

PERSONAL DATA

Name: Jasper S. Rojas

Address: Balanoy La Paz, Tarlac

Date of Birth: March 21, 2001

Parents’ Name: Cesar C. Rojas

Rosalinda S. Rojas

EDUCATIONAL BACKGROUND

Secondary Level (Senior): La Paz National High School

2017-2019

Secondary Level (Junior): La Paz National High School

2013-2017

With Honors

Primary Level: Balanoy Elementary School

2007-2013

With Honors
 47

CURRICULUM VITAE

PERSONAL DATA

Name: Christian Jay A. Ramos

Address: Paludpud La Paz, Tarlac

Date of Birth: September 29, 2001

Parents’ Name: Felix Berto C. Ramos

Maricel A. Ramos

EDUCATIONAL BACKGROUND

Secondary Level (Senior): La Paz National High School

2017-2019

Secondary Level (Junior): La Paz National High School

2013-2017

With Honor

Primary Level: Paludpud Elementary School

2007-2013

With Honor
 48

CURRICULUM VITAE

PERSONAL DATA

Name: George G. Pescasio Jr.

Address: Balanoy La Paz, Tarlac

Date of Birth: October 29, 2000

Parents’ Name: George T. Pescasio Sr.

Nenita G. Pescasio

EDUCATIONAL BACKGROUND

Secondary Level (Senior): La Paz National High School

2017-2019

Secondary Level (Junior): La Paz National High School

2013-2017

With Honor

Primary Level: Balanoy Elementary School

2007-2013

With Honor
 49

CURRICULUM VITAE

PERSONAL DATA

Name: Mark Joseph B. Espino

Address: Paludpud La Paz, Tarlac

Date of Birth: October 12, 2000

Parents’ Name: Ador B. Espino

Lorna B. Espino

EDUCATIONAL BACKGROUND

Secondary Level (Senior): La Paz National High School

2017-2019

Secondary Level (Junior): La Paz National High School

2013-2017

With Honor

Primary Level: Paludpud Elementary School

2007-2013

With Honor
 50

CURRICULUM VITAE

PERSONAL DATA

Name: Anton Van Christopher D. Beltran

Address: Balingcanaway, Tarlac City

Date of Birth: August 18, 2000

Parents’ Name: Romel D. Beltran

Lailanie D. Beltran

EDUCATIONAL BACKGROUND

Secondary Level (Senior G12): La Paz National High School

2018-2019

Secondary Level (Senior G11): La Vlaize Integrated Science School

2017-2018

Secondary Level (Junior): La Vlaize Integrated Science School

2013-2017

Primary Level: La Vlaize Integrated Science School

2007-2013

With Honor