Introduction
refers to the program aimed at
OBJECTIVES:
            At the end of Module 1, students should be able to:
 Recognize the role of USL as a public-service university,
and Louisians as public servants
 Understand the rationale behind and the rules governing the
conduct of the NSTP
 Explain the purpose of the 1987 Philippine Constitution
 Apply the principles of the 1987 Philippine Constitution
and its state policies to specific cases and issues involving
the socio-economic welfare of the people
 
MOTIVATION:
What to do…  devoted to improve health, education, environment,
One word. Based on personal experience and previous knowledge,
what is the first word that comes to your mind when you think of
NSTP? When you realized you will be taking up this course for this
short course, what one word can you use to describe your idea/
thought/ feeling?
PROCESS:
The common perception is a great take-off point to reinforce previous
knowledge on the program and debunk/ unlearn some
misconceptions.
 
NSTP Overview
NATIONAL SERVICE TRAINING PROGRAM
 
Republic Act (R.A.) 7722 – also known as The Higher Education Act
of 1994
 Republic Act 7722 is the act creating the Commission on
Higher Education which covers both the public and private
institutions of higher education as well as degree-granting
programs in all post-secondary educational institutions, be
it public or private. One of the powers and functions of this
act which is in line with the goal of the National Service
Training Program [NSTP] is to identify, support, and
develop potential centers of excellence in program areas
needed for the development of world-class scholarship,
nation-building, and national development.
Republic Act (R.A.) 9163 – also known as National Service Training
Program (NSTP) Act of 2001
 Republic Act 9163 is an act establishing the National
Service Training Program (NSTP) for tertiary level
students, amending for the purpose Republic Act 7077 and
Presidential Decree 1708 and for other purposes.
 A. 9163 – enacted on January 23, 2002- also the date of
approval and signature of former President Gloria
Macapagal-Arroyo.
National Service Training Program 
enhancing civic consciousness and defense preparedness in the youth
by developing the ethic of service and patriotism while undergoing
training in any of its three (3) program components.
Program Components
1. Reserve Officers’ Training Corps (ROTC). It refers to the
program that is designed to provide military training to
tertiary-level students in order to maintain, train, organize,
and mobilize them for national defense preparedness.
2. Literacy Training Service (LTS). It refers to the program
that is designed to train the students to teach literacy and
numeracy skills to school children, out-of-school youths
and other segments of society in need of their services.
3. Civic Welfare Training Service (CWTS). It refers to the
program that is designed to contribute to the general
welfare and betterment of life for the members of the
community or the enhancement of its facilities. It is
entrepreneurship, safety, recreation, and moral of the
citizenry.
 
Guiding Principles/ Importance
Guiding Principle. All citizens should defend the security and
promote the general welfare of the State through military or civil
service.
1. Section 2 of R.A. 9163 affirmed that it is the prime duty of
the government to serve and protect its citizens. In turn, it
shall be the responsibility of the citizens to defend the
security of the state and in fulfillment thereof, the
government may require each citizen to render personal,
military, or civil service.
Role of Youth
1. In recognition of the vital role of the youth in nation-
building, the State shall promote civic consciousness
among them and shall develop their physical, moral,
spiritual, intellectual, and social well-being. It shall
inculcate the ideals of patriotism, nationalism, and advance
their involvement in public and civic affairs.
2. As the most valuable resources of the nation, they shall be
motivated, trained, organized, and involved in the military,
literary, civic welfare programs and other similar endeavors
in the service of the nation.
Program Implementation
 All incoming first-year students, male and female, starting
School Year 2002- 2003, enrolled in any baccalaureate and
in at least two (2) year technical-vocational or associate
courses, are required to complete one (1) NSTP component
of their choice, as a graduation requirement.
 All higher and technical-vocational education institutions
must offer at least one (1) of the NSTP components.
 State Universities and Colleges (SUCs), shall offer the
ROTC component and at least one (1) other NSTP
component
 The Philippine Military Academy (PMA), Philippine
Merchant Marine Academy (PMMA), and the Philippine
National Police Academy (PNPA) are exempted from the
NSTP.
  Private higher and technical-vocational education
institutions with at least 350 student cadets, may offer the
ROTC component and consequently establish and maintain
a Department of Military Science and Tactics (DMST),
subject to the existing rules and regulations of the Armed
Forces of the Philippines (AFP).
NSTP Values
 Citizenship
 Patriotism
 Moral Virtues
 Respect for the rights of civilians
 Adherence to the Constitution
Duration and Equivalent Course Unit
 Each of the NSTP components shall be undertaken for an
academic period of two (2) semesters. It shall be credited
for three (3) units per semester, for fifty-four (54) to ninety
(90) training hours per semester.
 Earned NSTP units shall not be included in the computation
of Grade Point Average (GPA) grades of college
graduating students.
Organization of NSTP Graduates
 Graduates of non-ROTC components of NSTP shall belong
to the National Service Reserve Corps (NSPC), and could
be tapped by the State for literacy and civic welfare
activities, especially in times of calamities through joint
efforts of DND, CHED, TESDA, in coordination with
DILG, DSWD, and other concerned agencies/ associations.
 Graduates of the ROTC program shall form part of the
Citizens Armed Force pursuant to RA 7077, subject to the
requirements of DND
Historical Context of NSTP
Historical Context of NSTP
National Defense Act/ Commonwealth Act No. 1. This act
highlighted the necessity of national defense of the country against
colonizers considering the historical background of massive military
advancement of an adventurist and power-driven Western nations
poised to extend their territories and resources. This took effect on
the auspices of the US government and was still working its way
towards achieving full independence.
This act emphasized
1. The preservation of the State as the obligation of
every citizen.
2. The employment of the nation’s citizens and
resources for national defense through national
mobilization, which included the execution of all
measures necessary to pass from a peace to a war
footing.
3. The supremacy of the civil authority and the
responsibility of the President of the Philippines,
as Commander-in-Chief of all military forces, to
see to it that the mobilization measures are
prepared at all times.
4. A national mobilization in any case of threatened
or actual aggression
This act mandated
1. All Filipinos are liable to military service, for which they
are obliged to go through Preparatory Military Service
(PMT) beginning with youth in school, starting at the age
of ten years until he reached the age of twenty-one years.
2. It authorized the establishment and maintenance of Reserve
Officer Training units at colleges and universities.
 
Citizen Armed Forces/ Republic Act No. 7077. This act is
summarized as follows:
1.
1. The maintenance of a standing or regular military
forces in times of peace consonant to its adequate
and actual needs for the security of the State but
which can be rapidly executed by the well-
disciplined Citizen Armed Force in the event of
war, invasion, or rebellion.
2. Maximum opportunity for the CAF to participate
in safeguarding the security of the State and in
assisting socioeconomic development.
3. Organization, training, and maintenance of the
CAF to ensure their readiness to immediately
respond to the call to service.
4. Promotion and development of public support to
the important role of CAF as the protector of the
people and the State
Military training for students enrolled in colleges,
universities, and similar institutions of learning is
mandatory pursuant to the provisions of the National
Defense Act and the 1987 Constitution.
 
National Service Training Act/ Republic Act No. 9163. This act made
ROTC an optional component and included female students in the
training program.
Understanding the 1987 Constitution
Meaning of Constitution
            Constitution is that written instrument by which the
fundamental powers of the government are established, limited, and
defined and by which these powers are distributed among the several
departments or branches for their safe and useful exercise for the
benefit of the people.
Note: The three essential parts of a Constitution are: the bill of rights,
governmental organization and functions, and method of amendment.
Nature and Purpose of the Constitution
1. Serves as the supreme or fundamental law. It is binding on
all individual citizens and all organs of the government. It
is the law to which all other laws must conform and in
accordance with which all private rights must be
determined and all public authority administered.
2. Establishers basic framework and underlying principles of
government. It prescribes the permanent framework of the
system of government and to assign to the different
department or branches, their respective powers, and duties,
and to establish certain basic principles on which the
government is founded.
Kinds of Constitution
Origin and History
1. Conventional or enacted. One which is enacted by the
constitutional assembly or granted by a monarch to his
subjects.
2. Cumulative or evolved. One which is a product of growth
or a long period of development originating in customs,
 traditions, judicial decisions, etc., rather than from a
deliberate and formal enactment. It states the general
It provides details of the subject
frameworks of the law and
Form of which it treats.
government.

1. One which has been given definite written form at a It is intended not merely to
particular time by a specially constituted authority. It is intended primarily to meet
meet existing conditions but to
2. One which is entirely the product of political evolution, the existing conditions only.
govern the future.
consisting largely of a mass of customs, usages and judicial
decisions together with a smaller body of statutory
enactments of a fundamental character, usually bearing It is the supreme or It conforms with the
different dates. fundamental law of the land. Constitution.

Manner of Amending
 
1. Rigid or inelastic. One regarded as a document of special The Hierarchy of Laws
sanctity, which cannot be amended or altered except by
some special machinery more cumbrous than the ordinary  
legislative process.
Respect for the hierarchy of laws is fundamental to the rule
2. Flexible or elastic. One which possesses no higher legal
of law, as it dictates how the different levels of law will apply in
authority than ordinary laws and which may be altered in
practice. In general, the fundamental levels of hierarchy consist of a
the way as other laws.
constitution or founding document; statutes or
Note: The Philippine Constitution is classified as conventional or legislation; regulations; and procedures.
enacted, written, and rigid or inelastic.
 
Advantages and Disadvantages of a Written Constitution
 

1. It has the advantage of clearness and definiteness over an

unwritten one. This is because it is prepared with great care The Hierarchy of Laws – A Snapshot
and deliberation.
2. Its disadvantage lies in the difficulty of its amendment. ü Establishes the innate characteristics of the
This prevents the immediate introduction of needed state and its sovereignty; outlines the
changes and may retard the healthy growth and progress of rights and responsibilities of its citizens
the state. – as such it is the supreme law.
 
ü Establishes the country’s governance
Requisites of a Good Written Constitution structure.
Constitution
Form
ü All other laws must adhere to the
1. Brief. In a few provisions, it outlines the structure of the constitution.
government of the whole state and the rights of the citizens.
2. Broad. It describes the powers and functions of the
government, and of the relations between the governing ü The constitution should reflect and adhere
body and the governed as comprehensive as possible. to a country’s international obligations.
3. Definite. It is clear enough to draw opposing interpretations
of essential features of the constitution. ü Trans-border agreements that have
Contents different impacts on the country’s law,
depending on the treaty language and the
way a country’s constitution manages
1.Constitution of the Government. This part deals with the them.
framework of government and its power. It also defines the
electorate. International
2. Constitution of Liberty. This sets forth the fundamental Laws ü Sometimes only a limited degree of
rights of the people and imposes certain limitations on the compliance with treaties, and some
powers of the government as a means of securing the treaties that enshrine fundamental rights
enjoyment of these rights. are not always followed through in the
3. Constitutions of Sovereignty. This points out the mode of signatory nation’s constitution, or
procedure of amending or revising the Constitution. through domestic enforcement.
Constitution distinguished from statute

Constitution Statute Statutes / ü Statutes are enacted by the legislative

branch of government and govern a wide
Legislation range of issues that require regulation in
It is legislation from the It is legislation from the a modern, democratic state – including
people. people’s representative. elections.
 ü Must adhere to the constitution and
international law.
ü Amended by the same process as first
enacted, and enforced by a country’s
enforcement agencies.
ü Common law is law made by the courts,
not legislature, and is not a level of
hierarchy per se.
ü It consists of the judgments of courts, to
interpret the wording of statute law, to
protect the principles of natural justice,
Common-Law to fill a gap in the law, or to deal with an
/ Case Law unforeseen situation not covered by
statute.
ü A judgment of a court may award
damages, punishment, sanction, or other
remedial action, enforced by a country’s
enforcement agencies.
ü A form of delegated legislation, developed
and enacted by ministers, department
heads, or by an independent body or
commission, to administer their
responsibilities.
ü Must adhere to the constitution,
international law, and governing statute,
Regulations and can be enforced in the same way as
statutory law.
ü Provide detail on the administration of
principles in the law.
ü A violation of regulation can be treated as
an offense and enforced as such.
ü A procedure is a description of the
required steps necessary to complete a
process.
ü Procedures are generally written by an
administrative body to ensure that the
law and regulations are applied
Procedure consistently and fairly to all parties.
ü Enforcement of a procedure is generally
achieved by requesting compliance as a
condition of completing a process or
receiving a benefit (for example,
candidacy) – rather than sanction or
punishment.
Codes of ü A written set of rules, principles or
standards to govern the behavior of
Conduct certain groups.
ü Enforcement of codes of conduct depends
on whether they are considered “soft” or
“hard” law. Codes of conduct are
considered “soft law” when they are not
passed by a lawmaking body and thus
rely on voluntary compliance.
ü Terms such as “guidelines” and
“instructions” are uncertain in meaning
and can result in ambiguity, particularly
with regard to enforceability.
Guidelines,
ü “Policies” are broad, informative
Instructions, statements of intent regarding principles
to be followed, priority programs.
and Policies
ü These should not be used as if they were
elements of the structure of the hierarchy
of laws.
 
Note: In terms of the basic elements of the hierarchy,
a constitution states the grounding legal and democratic principles
that its government is obligated to uphold, and because of this is
considered the supreme law in a country or state to which all other
laws must adhere. A statute is a law enacted by a legislature to
govern society, and its authority is derived from the constitution or
founding document of a country, which authorizes the legislature to
enact it. Regulations are issued under the authority of a statute by a
division of the government or by a special body, such as BIR, DENR,
NEDA, and others. For this reason, they are sometimes referred to as
“delegated” legislation, and they provide administrative and technical
detail to carry out the purpose of the statute.
Finally, procedures describe the required steps necessary to complete
a process and are generally written by an administrative body to
ensure that the law and regulations are applied consistently and fairly
to all parties.
Basic Principles underlying the 1987 Constitution
            The Constitution is founded upon certain fundamental
principles of government that have become part and parcel of our
cherished democratic heritage as a people. Among these principles
are as follows:
1. Recognition of the aid of the Almighty God
2. Sovereignty of the People
3. Renunciation of War as an Instrument of National Policy
4. Supremacy of Civilian Authority over the Military
5. Separation of the Church and the State
6. Recognition of the Importance of the Family as the Basic
Social Institution and of the Vital Role of the Youth in
Nation-Building
7. Guarantee of Human Rights
8. Government through Suffrage
9. Separation of Powers
10. Independence of the Judiciary
11. Guarantee of Local Autonomy
12. High Sense of Public Service Morality and Accountability
of Public Officers
13. Nationalization of Natural Resources and Certain Private
Enterprises affected with Public Interest
14. Non-suability of the State
 15. Rule of the Majority
16. Government of Laws and Not of Men
 
Rule of the Majority
            The observance of the rule of the majority is an unwritten law
of popular government. The wishes of the majority prevail over those
of the minority. The device of the majority is a practicable rule of law
based on reason and experience. Democracy assumes that in a society
of rational beings, the judgment and experience of the few; and
hence, that the verdict of the majority will more likely be correct than
that of the minority.
Government of Law and Not of Men
            Rule of Law is meant that no man in this country is above or
beyond the law. Every man, however high and mighty his position
may be, possesses no greater rights than other man in the eyes of the
law.
State Policies
Section 9. The State shall promote a just and dynamic social order
that will ensure the prosperity and independence of the nation and
free the people from poverty through policies that provide adequate
social service, promote full employment, a rising standard of living,
and an improved quality of life for all.
Just and dynamic social order
 The Preamble calls for the “establishment of a just and
humane society.” Such a society must ensure the prosperity
and independence of the nation and free the
underprivileged and the marginalized sectors of our
population from poverty.
  The goal is to reduce the political and economic power of a
privileged few by equalizing widely differing standards and
opportunities for advancement and to raise the masses of
our people from poverty to a qualitative worthy of human
dignity.
 With the eradication of mass poverty, the State solves at the
same time a chain of social problems that comes with it-
social unrest, breakdown of family systems, diseases,
ignorance, criminality, and low productivity.
Section 10. The State shall promote social justice in all phases of
national development.
Social Justice
 The State must give preferential treatment to the welfare of
the less fortunate members of the community- the poor, the
underprivileged, those who have less in life.
Section 11. The State values dignity of every human person and
guarantees full respect of human rights.
 
Human Dignity and Human Rights
 In a democratic state, the individual enjoys certain rights
which cannot be modified or taken away by the law-making
body. These rights are recognized or guaranteed because of
the belief in the inherent dignity and worth of every human
person.
 The value accorded to human dignity is measured by the
extent of respect of human rights. In pursuit of this
constitutional policy, it is the duty of the State to enact
measures and develop programs that will promote human
dignity and protect the people from any threat of violence
or use of force or deception for the purpose of exploitation.
Section 12. The State recognizes the sanctity of family life and shall
protect and strengthen the family as a basic autonomous social
institution. It shall equally protect the life of the mothers and the life
of the born from conception. The natural and primary right and duty
of parents in the rearing of the youth for civic efficiency and the
development of moral character shall receive the support of the
Government.
Strengthening the family as a basic autonomous social institution
 The State is mandated to recognize the sacredness of family
life and to strengthen the family. Under the provision, the
government may not enact any law or initiate measures that
would break up or weaken the family as a social unit or in
the guise of protecting the family, interfere in purely
internal family matters which does not involve the social
order or any public policy.
 The Civil Code of the Philippines lays down the general
principles which sustain the solidarity of the family not
only for the guidance of the courts and administrative
officials but also for their wholesome influence upon the
members of the family.
Rearing the Youth for Civic Efficiency and Development of Moral
Character
1. A duty both of parents and government. – The common
welfare of society, as well as the good of the individual,
depends to a great extent upon the proper education and
training of children. The youth of today will be tomorrow’s
citizens. These citizens will be as they have been prepared
and guided in the youth. The government, therefore, should
equally, share in the inherent right and duty of parents in
the training of their children to be good, useful, and worthy
citizens by giving them support to prepare their children for
future positions of responsibility.
2. Right of State to interfere with the education of children. –
The State cannot by law compel the parents to make their
children accept instruction in public schools only. Such a
law constitutes an unreasonable interference with the
liberty of parents to direct the upbringing of parents to
direct the upbringing and education of children under their
control. The State, however, has the power reasonably
regulate all schools, their children and pupils; to require
that all children of proper age attend school, that teachers
shall be of good moral character and patriotic disposition,
that certain studies plainly essential to good citizenship
must be taught, and that nothing be taught which is
manifestly inimical to public welfare.  
3. The State and Parental Obligations. – While the primary
responsibility for educating the child rests in the family, the
State has a distinct interest in this matter since a proper
education- humanistic, vocational, moral, religious, civic-
is necessary for social well-being. It is the duty of the State
to see that these obligations are fulfilled by parents, and to
supply the essential educational facilities which private
initiate is unable to furnish.
Section 13. The State recognizes the vital role of the youth in nation-
building and shall promote and protect their physical, moral, spiritual,
intellectual, and social well-being. It shall inculcate in the youth
patriotism and nationalism and encourage their involvement in public
and civic affairs.
 
Role of the Youth in Nation Building
1. Today’s youth, more knowledgeable and intelligent.
– Today’s youth are better educated and far more well-
informed and articulate and politically conscious.
2. Duty of the State. – The youth constitute a rich reservoir of
productive manpower. Recognizing their vital role in
shaping the country’s destiny, the Constitution lends it
support to the promotion of their welfare. It is the duty of
the State to enable the youth to develop physically, morally,
spiritually, intellectually, and socially, in a wholesome and
normal manner, and thus, transform them into healthy,
upright, intelligent, and useful citizens and potential
community leaders. It shall inculcate in the youth,
patriotism and nationalism, promote positive personal and
social values among them, and encourage their active
involvement and participation in public and civic affairs to
the fullest extent possible.
3. Today’s youth, tomorrow’s leaders. – By harnessing the
enterprising spirit and progressive idealism of the youth,
young people can become effective players in our
collective effort to build the modern Philippines and,
properly trained and guided, will in time, assume dignity
and honor the places of their elders in the high councils of
the nation.
 
Section 18. The State affirms labor as a primary social economic
force. It shall protect the rights of workers and promote their welfare.
Section 22. The State recognizes and promotes the rights of
indigenous cultural communities within the framework of national
unity and development.
 
Rights of indigenous cultural communities
 Indigenous cultural communities refer to those non-
dominant groups in our country which possess and wish to
preserve ethnic, religious, or linguistic tradition or
characteristics markedly different from the rest of the
population.
 The State must promote their rights. The State is bound to
consider the customs, traditions, beliefs, and interests of
indigenous cultural minorities in the formulation and
implementation of state policies and programs.
Understanding Self Concept and Its Dynamics
INTRODUCTION:
The task of education is to help the Filipino develop his potential to
contribute to the growth of Philippine culture. By controlling the
environment and making use of human and non-human resources, he
builds appropriate structures and institutions for the attainment of a
“just and humane society”. Thus, the person can become more human
through education, for this would aid him to know and appreciate his
purpose as a human being.
 
Lesson Proper:
Understanding Self Concept and Its Dynamics
1.
1. Definition. Self-concept refers to our conscious
or unconscious perceptions and feelings about
ourselves with regard to our worth as persons.
2. Early Development. Self-concept begins during
our early development, how we are told about
who we are and what worth we have. In the
process, we acquire a picture of ourselves and we
begin to qualify our experiences according to this
view of ourselves.
3. Inferiority and Superiority Complexes. These
are symptoms of a poor self-concept.
A person with a superiority complex tries hard to
“exhibit” his worth to others by overstressing his
strength. In truth, he is not really sure of his
worth. A person who believes in his worth does
not feel the need to prove himself to others.
A person with an inferiority complex overstresses
his weaknesses. He suffers from extreme feelings
of negative self-worth. These feelings are so
strong and deeply etched in his personality that
he is unable to recognize his strengths and
potentials. 
Significant Roles of Self-Concept
1. Self-concept serves as a
mirror because it reflects the
picture of ourselves, either
positive or negative. We are
happy or miserable
depending on the mirror
image that our self-concept
presents to us.
2. Self-concept filters our
experiences so that we
interpret them according to
our pre-existing perceptions
of ourselves.
Steps to Take toward a Healthy Self-Concept. Three Dimensions
of Self-Concept
1. Self-Image refers to all our perceptions and feelings about
our worth with regard to physical and social appearance.
Our physical appearance includes our genetic inheritance,
such as sex and race, and our physical attributes such as
height, build weight, and others. Our social appearance
includes our name, roles, status, and titles. A person with a
positive self-image recognizes some of his physical and
social limitations but does not all these to deter him from
feeling good about how he appears. He has learned his
limitations and therefore, feels at home with himself.
2. Self-Confidence refers to all perceptions and feelings about
our worth with regards to our capabilities. This involves
our ability to do things, to achieve, and to develop more
competencies. Self-confidence paves the way to
productivity because the person believes in his potentials.
He allows these potentials to develop by trying. He is not
afraid of making mistakes. He does not fall into the trap of
“being perfect”. The development of his abilities is
measured within his own standard of development.
3. Self-Esteem refers to all our perceptions and feelings about
our worth with regard to our lovability. This relates to our
basic ability to love and be loved. A person with high self-
esteem believes he is lovable. He does not reject and put
down himself even when others seem to reject him. He
does not subject his lovability to conditions. If other
 persons love him, he celebrates in it. But he does not let the
love of others be a factor in determining his lovability. A
person with high self-esteem can love more freely and
spontaneously.
The Human Person as a Multi-Dimensional Being
The Human Person as a Multi-Dimensional Being. An individual
is distinguished between the person as self and the person in the
community.
As an individual/ self. He is not just body and soul, but he is an
embodied spirit.
 As physical (made of matter), man must maintain health
and harmony with nature.
 As intellectual (gifted with a mind, the faculty of knowing),
he must constantly search for the truth. He seeks
knowledge that would transform society and the world.
 As moral (endowed with the faculty of freely choosing and
loving), he must go out to others and, in fact, to all
humanity in love.
 As spiritual (capable of higher concerns and of rising above
the material), he must cultivate a sense of spirituality in
consonance with his nature and respond to God in faith.   Value-Ranking. It is the process whereby a person examines, as
As person in the community
 As social (living in community), he must cultivate the sense
of social responsibility, aware of his unique participation in
the pursuit of the welfare of the family and the common
good of the larger society so that society can, in turn, look
after the common good and well-being of the inhabitants.
 As economic (bound to concerns of livelihood), he has the
obligation to help achieve economic efficiency for the
community.
 As political (member of the nation). He must foster the
sense of nationalism and patriotism, by which he identifies
with the people and joins hands with them in the pursuit of
common goals. As a member of the world community, he
must cultivate a sense of global solidarity for the emerging
concerns and problems of one country can no longer be
considered in isolation of others.
The Filipino and His Value System
The Filipino and His Value System
Definitions.
A value is something that is freely chosen from
alternatives and is acted upon; that which the
individual celebrates as being part of his creative
integration in development as a person.
A value clarification is the process by which we
help a person to discover values through
behavior, feelings, ideas and through important
choices he has made and is continually, in fact,
acting upon in and through his life.
A person is continually developing his values;
values can never be static but must be continually
re-chosen as the person grows in his world. As a
person grows in his identity and interdependence,
he is continually choosing values and fashioning
his hierarchy of values
Categories.
 Choosing.
1. The value must be chosen freely, there must be no
coercion, the person makes a free choice and is totally
accountable for the choice he makes.
2. The choice must be made from alternatives.
3. The consequences of each of the alternatives must be
judged.
 Prizing. This means that a person who chooses a value
must be happy about what he has chosen and hold it as
something dear to hum.
1. Cherishing and being happy with the choice
2. Wiling to affirm the choice publicly
 Acting. There must be a commitment-in-action which
would change one’s behavior and which would make
evident to other people that there is a value present. If
something is really a value, it would be acted upon and
acted upon repeatedly.
1. Actually doing something with the choice
2. Actually repeated in some patterns of life
comprehensively as possible, all of his values and then ranks them,
prioritizes them, or put them within a hierarchy of values. Value-
ranking is a conscious, deliberate, well-articulated, well-thought-out
ranking of chosen values. Growth and personal identity are
accomplished when an individual has the opportunity to clarify his
attitudes, weight the priorities operative in the formation of these
attitudes, and come to chosen value-rankings which please and
enhance him as a person.
Primary Value. This helps a human being develop to the best of his
capacity, and therefore, he has a goal beyond normal functioning in
society to exceptional function. This is basic and necessary for
development to take place.
1. Self-value. This is the ability to accept that “I am of total
worth to others.”
2. Value of others. This is the ability to accept that “Others
are of total worth, as I am.”
Related Values. The Value Education program of the Department of
Education, Culture and Sports (DECS) identifies human dignity as
the supreme values that characterize education: the human person is
of infinite value. Human dignity is the overarching value; all other
values are pursued because of the inner worth of the human person.
1. Health implies physical fitness and cleanliness.
2. Truth implies the tireless quest for knowledge in all its
forms. It is not enough to discover data and know facts, but
one must develop creative and critical thinking to meet the
challenges of the modern world.
3. Love implies the quest for personal integrity and the
development of self-worth or self-esteem, honesty, and
personal discipline which are marks of a mature person and
a useful citizen.
4. Spirituality is the cultivation of faith.
5. Social responsibility means strengthening the family as the
“foundation of the nation” and “a basic autonomous social
institution”.
6. Economic Efficiency is achieved by man through work,
the exercise of human mastery over the resources of nature
and creative imagination in the solution of complex
problems.
 7. Nationalism and Patriotism means the love of country and 7. Enumerate 15 leadership qualities that make good leaders
the people as a distinct political unit bound by a common
history, committed to a common cause, and share a  
common destiny.
INTRODUCTION:
Value Orientation of Filipino Adolescents. According to Wilma
Reyes in his study on the Adolescent’s Value system

Imagine a company with thousands of workers that have seen sales

1. The values of the subjects cluster around six value themes:
pananampalataya sa Diyos, buhay, pamilya, saril, kapwa
and edukasyon.
2. Youth consider faith in God as the most important value in
life because this is the center of life itself. This is the
animating force of life.
3. The family is considered as a significant part of their own
life. Self and life are not complete without the family.
4. The self is seen not as a separate entity but always related
to other people.
5. From the values of pananampalataya, buhay, pamilya and
sarili spring the love for kapwa. Everything is meaningless
unless it is shared with the kapwa.
6. Education is considered important because an educated
person is well respected in our society and social mobility
is directed towards having good jobs and economically
stable conditions.
drop in each of the past five years. The president of the company
steps down, and a new president is installed. Several years later, the
company makes a profit, and everyone hails the new president as the
reason for the improvement.
Now imagine a football team with a winning record in each of the last
ten years. The team’s coach leaves for another school, and the team
loses the majority of its games in the next few years.
In both of these examples, a new leader took over. In the first
example, the organization became more successful, whereas in the
second example, the team went into decline. How much of the
organization’s performance can be attributed to the leader? If the
leader was the major cause of the changes in performance, why was
one leader successful and the other a failure? These are just some of
the questions that will be addressed in this module.

Introduction
 
MODULE 3: The Challenge of Leadership for the Youth of
Today
 

    Basic concept of Leadership This lesson focuses on the concept of leadership. Students will
explore the ways in which people become leaders, as well as the
    Different factors of effective leadership skills and methods of effective leadership and their impact on teams.
Students will have the opportunity to determine their current
     Leadership skills, values, and styles
leadership style and practice their leadership skills through creative
    Characteristics and development of effective learning activities.
Topics: teams
Students will also examine the characteristics of effective teams and
    Various roles and skills of effective teams the things they need to go through in their development. They will
also examine an individual’s role within a team and the keys to
      Characteristics of effective team leaders effective communication. One critical element in the success of a
team or group is effective leadership.
    15 Leadership Qualities that make Good
Leaders Motivation
MOTIVATION:
a.  
 
Learning At the end of this module, you are expected How Good Are Your Leadership Skills? 
Outcomes: to:
Who do you consider to be a good leader? Maybe it is a
politician, a famous businessperson, or a religious figure. Or maybe it
1.  Learn the basic concept of leadership and what legitimates is someone you know personally – like your boss, a teacher, or a
an individual to lead friend. You can find people in leadership roles almost everywhere
2. Know and understand the different factors of effective you look.
leadership
3. Gain proper leadership skills, leadership virtues, and styles
for them to become effective leaders in the future to
contribute to national growth and development.
4. Demonstrate understanding of the characteristics and
development of effective teams.
5. Explore and identify the various roles and skills of team
members in building effective teams.
6. Examine the characteristics of effective team leaders and
their impact on team development
 Leadership is a planned process that results in the following:

However, simply
having the responsibilities of a leader does not necessarily make
a person an effective leader. All of us can learn to lead
effectively.
So, how can you do this?
You can start by analyzing your performance in specific areas of 1. Challenging people to work collaboratively toward an ever-
leadership. Watch the video, and then complete the quiz in the link expanding vision of excellence in the achievement of
below to identify where you already lead effectively, and to explore organizational and personal/ professional goals and
where your skills need further development. objectives.
2. Creating a threat-free environment for growth so that the
https://www.mindtools.com/pages/article/newLDR_50.htm creative talents and skills of each person are used to the
  best advantage.
3. Encouraging and building working relationships that are
  individually and organizationally satisfying, unifying, and
strengthening in the realization of mutually determined
Leadership Swap goals and objectives.
4. Optimizing available and human resources
Objective: To solicit leadership ideas and build student rapport
 
Activity Description: This activity is a structured leadership
example exchange. From the list of "situations" below, select three  
(3) and share something you have done or witnessed under the said
situations.  CHARACTERISTICS OF LEADERSHIP

Leadership Situations

 A creative twist on a situation or issue.

 A clever improvisation--"dancing on your feet"
 A pleasant surprise
 An Aha moment
 Something that generated a great deal of excitement
 A conflict resolved
 A breakthrough insight or solution
 A really tough situation
 A blindside experiences 1. Goal Orientation. The leader sees the bigger picture and
understands the purpose of life and work of the group or
 A moving (emotional) situation  organization. To lead implies that the leader has foresight
and a sense of direction.
PROCESS:
2. Enablement. Effective leaders seek to enable others to
There are many leadership skills and competencies that, experience life in its fullness.
when combined and applied, go toward making you an effective 3. Concern. Leaders must show concern for person. Human
leader. You have the ability to develop each of these skills beings are the most important resource leaders have.
within yourself. Interpretations of the answers in the quiz are Without people, material and financial resources are
provided worthless.
in https://www.mindtools.com/pages/article/newLDR_50.htm 4. Self-Development. Leaders must develop a healthy self-
image and a positive attitude.
Concept and Characteristics of Leadership
 
CONCEPT OF LEADERSHIP
Psychological traits of leaders:
Leadership is the process of influencing individuals or groups to
achieve goals. It is related to direction, interaction, initiation, 1. Capacity: intelligence, alertness, verbal facility, originality,
persuasion, motivator, reinforcer, cheerleader, facilitator, coach, judgment.
nurturer, and delegator. 2. Achievement: scholarship, knowledge, accomplishments
 3. Responsibility: dependability, initiative, persistence,
aggressiveness, self-confidence, desire to excel
4. Participation: activity, sociability, cooperation, adaptability,
humor
5. Status: socio-economic position, popularity
6. Situation: mental ability, skills, needs and interests of
followers, objectives to be achieved, and tasks to be
performed
Leadership Style
LEADERSHIP STYLES
The Three Elements. Leadership involves an inter-relationship
among three elements:
 The qualities, skills, and needs of the leader.
 The needs and expectations of the group.
 iii. The demands or requirements of situations.
This inter-relationship suggests that no style of
leadership serves best for all situations. The best
style is the one most appropriate in a given
situation.
 
Leadership is Situational. Leadership styles change from group to
group and from situation to situation. Exercising strong directive
power provides effective leadership when the group lacks a sense of
direction or purpose. When groups have clear directions and function
well, non-directive styles of leadership work more effectively.
Groups sometimes need reorientation. At other times, they need
encouragement.
Leadership as a Process. There are two major parts of the leadership
process: task-oriented and relationship-oriented. Leaders need an
awareness of both parts and they also need to strike a balance
between them because they can easily and unknowingly
overemphasize one of more of these aspects. To overemphasize the
task results in short-time effectiveness and longer-range human
problems. Overemphasis on maintenance or relationship results in
groups so involved with their feelings that they neglect the task.
Leadership Dilemma. Leaders find themselves within a societal and
organizational environment of constraints and challenges, of
limitations and freedom. The basic dilemma of leadership lies
between what they believe desirable and what they can actually do in
practice. Effective leaders ask themselves questions such as:
 How democratic can I be?
 How authoritarian must I be?
They struggle with series of dilemma:
 Competition is healthy, but we must cooperate.
 We must get the job done and be efficient, but I must listen
to all points of view.
 We are pushed for time, but I want teamwork in decision-
making- and this takes time.
 I can see opportunities for quick results in one-personal
decisions but shared responsibility motivates better and
brings about longer-lasting solutions.
Leadership Patterns
1. Telling. - Leaders identify problems, consider options,
choose one solution, and tell their followers what to do.
Leaders may consider members’ views, but members don’t
participate directly in decision-making.
2. Persuading. – Leaders make decisions and try to persuade
group members to accept them. They point out that they
have considered the organization's goals and the interests of
group members. They even point out how members will
benefit from carrying out decisions
3. Consulting. – Group members have opportunities to
influence the decision-making from the beginning. Leaders
present problems and relevant background information.
Leaders invite the group to suggest alternative actions.
4. Participating. - Leaders participate as members in the
discussion and agree in advance to carry out whatever
decision the group makes.
5. Delegating. – Leaders define the boundaries within which
to solve problems or accomplish tasks. Then, they turn it
over to the group to work out solutions or to implement the
tasks.
Factors affecting Leadership Styles
FACTORS AFFECTING LEADERSHIP STYLES
Personality of Leaders
 Value systems: This refers to the belief and upbringing of
the leader, which eventually has an effect on how he
directs, leads, and decides.
 Confidence in Group Members: Leaders differ in the
amount of trust they have in other people. Leaders may
have more confidence in their own capabilities than in
those of group members.
 Leadership Inclinations: Directive leaders issue orders and
resolve problems easily. Some leaders operate best in a
team role where they continually share functions with
subordinates.
 Feelings of Security in Uncertain Situations: Leaders who
release control over the decision-making process reduce the
predictability of outcomes.
 
Personality of Group Members. Leaders also need to understand
the individual differences of each individual within the organization.
Nature of the Task. Critical pressures on leaders include the
following:
  The Problem Themselves: Do members have the needed
knowledge? Do the complexities of the problems require
special experience, competence, or a one-person solution?
 The Pressure of Time: The more leaders feel the need for
immediate decisions, the more difficult it is to involve other
people. Situations may arise needing immediate decisions,
but some organizations operate in a state of crisis.
Nature of the Environment
 Structure of the Organization: Organizations have values
and traditions that influence the behavior of the people who
work in them.
 Outside Pressures: These pressures include social,
economic, and political situations.
Comparing Leadership Styles
COMPARING LEADERSHIP STYLES
Authoritarian Style shows certain characteristics, such as:
 Generally strong-willed, domineering, and aggressive.
 Have their own way, which for them, seems the only way.
 Look upon subordinates as subjects than persons, and the
best subordinates, follow directions without questions.
 Not ready to listen to views and suggestions of others, if
they offer different opinions
 Do not encourage equal relationships. They do not allow
themselves to get close to employees.
 have business-like and task-oriented attitudes. The job
comes first.
 Blame poor results on the inability of others to carry out
instructions correctly.
 
Democratic or Participative Style demonstrates the following:
 Generally concerned with maintaining group effectiveness
as with completing the task to be done.
 Encourage members in their groups to express their ideas
and feelings because they believe that such a climate leads
to greater creativity and commitment.
 Seek the help of the group in removing resistance or
resolving the conflicts.
 Encourage joint decision-making as well as shared goal
setting.
 Set policies without explaining the reasons and proposing
them to their groups, when they can, for suggestions and
criticism.
 Believe that responsibility for getting a job done depends as
much on the group.
 Allow group members as good deal of freedom in their
work, once they have shown their ability to do it.
 Keep looking for better ways to do things and are open to
change when convinced that such changes seemed called
for and would lead to greater effectiveness
 Believe in the effectiveness of the group work.
 
A shared commitment to the group and its task leads to:
 Interdependent efforts from its members to find the best
way to complete those tasks, which in turn lead to
 a degree of shared success in achieving those targets, and
this accomplishment leads to
 confidence in the group’s potential and back to
 renewed commitment to the group and to its ongoing
tasks.
Function, Skills and Effective Leadership
FUNCTION AND SKILLS
1. The need to accomplish the common task. Many tasks
cannot be done by individuals alone and, therefore, groups
must do them. These groups exist for a specific purpose.
2. The need to remain as a cohesive social unity. The group
needs to stay together. Leaders measure the effectiveness of
their cohesion by their moral and team spirit. People need
to work in a coordinated fashion in the same direction.
Unless the group deals effectively with arguments,
tensions, and conflicts, differences can lead to divergent
ideas and to lack of cooperation.
3. The individual needs of group members. Individuals
have their own needs even when they work in groups, such
as
 To clearly know their responsibilities.
 To have feedback about their performance.
 Recognition and appreciation of their contribution
 Opportunities to develop their talents and potentialities.
EFFECTIVE LEADERSHIP
 
To be effective, leaders must aim to satisfy the three areas of need:
Achieve the task. Leaders’ primary responsibility involves
accomplishing the tasks for which the group or organization exists.
Their main contributions toward achieving the required results lie in:
 Determining the objectives: Leaders must define the
important objective they want and when they want it. They
should state this accurately, briefly, and clearly in writing.
 Planning necessary activities: They must decide what to
do to achieve the end results.
 Organizing the program: They must make a checklist of
all important things to do, then arrange those tasks in order
of priority. Good leaders break down each activity and
identify the sequential matters.
 Preparing a timetable: Leaders need to prepare a work
schedule in which they set a time for the completion of
each step in the program.
 Clarifying responsibilities and accountability: They must
clearly define all delegated responsibilities, authority, and
relationships and then coordinate them.
  Maintaining channels of communication: Leaders must
keep their associates and subordinates fully informed. They
must make it convenient for those associates to keep them
advised on all pertinent
 Developing cooperation: Leaders should thoroughly
explain the results they want and their expectations of every
individual and group affected.
 Establishing control points: Leaders must determine
where and when they will review progress made. They
must resolve problems, determine remedial actions, and
make necessary adjustments
Build the Team. Characteristics of effective teamwork
 Group goals/ objectives. All group members must clearly
understand group goals. Teamwork also requires ownership
of team goals; therefore, members need to participate in
setting team goals and commit to them.
 Roles and responsibilities- Who does what on the
team. As group members work together, they also build
expectations of one another. Conflict over roles and
responsibilities may occur because of differing
expectations.
 Group procedures or work progress. Effective teamwork
requires clear and agreed-upon procedures in several key
areas:
1. Decision-making. Teams usually make decisions
by consensus. However, leaders may reserve the
right to make the final decision after consulting
with all or some part of the team, depending on
factors such as the nature of the decision, who
has more knowledge, and whom does the
decision most affect.
2. Communication. What should be communicated
within the team, to whom, how frequently, by
what methods?
3. Meetings. Group members generally complain
among themselves that team meetings are dull,
repetitive, ineffective, too long, too frequent,
dominated by a few, cover the wrong subjects,
are ineffective, a waste of time.
 Interpersonal relationships. When people have to work
closely together to achieve a common task, they naturally
develop feelings towards each other. The extent to which
they mutually trust, support, communicate and feel
comfortable in resolving conflicts with one another greatly
influences the way they work together.
1.
1. Mutual Trust. Teamwork requires trust and
openness so that members can state their views
and differences openly without fear of ridicule or
retaliation.
2. Mutual Support. When group members have a
strong sense of belonging and of mutual support,
they achieve teamwork. Members get and give
help from one another without setting conditions.
3. Communication. Members can freely and
confidently say what they feel and how they react
to each other. When they communicate, they
know that the rest of the team listens and will
work hard to understand.
4. Conflict Resolution. The group’s ability to
examine its process to improve itself
characterizes teamwork. Group members accept
differences as inevitable and desirable. They do
not suppress them or pretend they don’t exist.
They work through them openly as a team.
 Group leadership needs. Teamwork requires that they
share leadership needs (such as initiating or clarifying),
among the group so that all grow through the group
experience. Leadership styles used by group leaders greatly
affect the team’s communication and work processes.
 Using member resources. Teamwork requires the
maximum use of the different resources of individuals in
the group, such as abilities, knowledge, and experience.
They accept, and give counsel, support to each other while
recognizing individual accountability and specialization.
 Organizational environment. When groups have
flexibility and sensitivity to each other’s needs, and they
encourage differences, and members do not feel pushed to
conform to rigid rules, they have achieved teamwork.
Individual Development
INDIVIDUAL DEVELOPMENT
 
 For leaders to have a sense of satisfaction, leaders must see to it that
they:
 
1. Have a sense of personal achievement in the jobs they
do. When people can actually complete assignments, they
feel that they have achieved tangible results and are
achievement-motivated to tackle the next assignment.
2. Receive adequate recognition for their
achievements. Recognition reinforces feelings of worth,
especially when recognition comes from leaders who can
influence the person’s future.
3. Feel they have worthwhile contributions toward the
group objective, that they perform satisfactorily, that
they understand in what way they fail, and also receive
adequate help to improve. Workers are likely to become
achievement-motivated when they can readily understand
the contribution their work makes towards the achievement
of the organizational goals.
4. Find the job itself challenging, demanding their best
efforts, with responsibilities that match their
capacities. Workers consistently challenged to stretch their
abilities and skills to achieve are more achievement-
motivated than those who know their work so well that they
do not have to put forth additional effort to accomplish it.
5. Have the opportunity to develop their potential so they
can advance in experience and skills. Achievement-
minded leaders recognize workers who have potential and
show more interest in advancing their careers than those
only interested in having a job.
 
15 Leadership Qualities that Make Good Leaders
Everybody defines leadership differently but I really like the way
John C Maxwell defines leadership, “A leader is one who knows the
way, goes the way and shows the way.” Irrespective of how you
define a leader, he or she can prove to be a difference-maker between
success and failure. A good leader has a futuristic vision and knows
how to turn his ideas into real-world success stories. In this article,
we take an in-depth look at some of the important leadership qualities
that separate good leaders from bad ones.
Want to become a great leader? Here are fifteen leadership qualities
that can make you a good leader.
1. Honesty and Integrity
The 34th President of United States, Dwight.D.Eisenhower once said,
“The supreme quality of leadership is unquestionably
integrity. Without it, no real success is possible, no matter whether it
is on a section gang, a football field, in an army, or in an office.”
Honesty and integrity are two important ingredients that make a good
leader. How can you expect your followers to be honest when you
lack these qualities yourself? Leaders succeed when they stick to
their values and core beliefs and without ethics, this will not be
possible.
 
2. Confidence
To be an effective leader, you should be confident enough to ensure
that other follow your commands. If you are unsure about your own
decisions and qualities, then your subordinates will never follow you.
As a leader, you have to be oozing with confidence, show some
swagger and assertiveness to gain the respect of your subordinates.
This does not mean that you should be overconfident, but you should
at least reflect the degree of confidence required to ensure that your
followers trust you as a leader.
 
3. Inspire Others
Probably the most difficult job for a leader is to persuade others to
follow. It can only be possible if you inspire your followers by setting
a good example. When the going gets tough, they look up to you and
see how you react to the situation. If you handle it well, they will
follow you. As a leader, should think positive and this positive
approach should be visible through your actions. Stay calm under
pressure and keep the motivation level up. As John Quincy Adams
puts it, “If your actions inspire others to dream more, learn more,
do more and become more, you are a leader.” If you are successful
in inspiring your subordinates, you can easily overcome any current
and future challenge easily.
 
4. Commitment and Passion
Your teams look up to you and if you want them to give them
their all, you will have to be passionate about it too. When your
teammates see you getting your hands dirty, they will also give
their best shot. It will also help you to gain the respect of your
subordinates and infuse new energy in your team members,
which helps them to perform better. If they feel that you are not
fully committed or lacks passion, then it would be an uphill task
for the leader to motivate your followers to achieve the goal.
 
5. Good Communicator
Until you clearly communicate your vision to your team and tell them
the strategy to achieve the goal, it will be very difficult for you to get
the results you want. Simply put, if you are unable to communicate
your message effectively to your team, you can never be a good
leader. A good communicator can be a good leader. Words have the
power to motivate people and make them do the unthinkable. If you
use them effectively, you can also achieve better results.
 
6. Decision-Making Capabilities
Apart from having a futuristic vision, a leader should have the ability
to take the right decision at the right time. Decisions taken by leaders
have a profound impact on masses. A leader should think long and
hard before taking a decision but once the decision is taken, stand by
it. Although most leaders take decisions on their own, it is highly
recommended that you consult key stakeholders before taking a
decision. After all, they are the ones who will benefit or suffer from
your decisions.
7. Accountability
When it comes to accountability, you need to follow the approach
highlighted by Arnold H Glasow when he said, “A good leader takes
little more than his share of the blame and little less than his
share of the credit.” Make sure that every one of your subordinates
is accountable for what they are doing. If they do well, give them a
pat on the back but if they struggle, make them realize their mistakes
and work together to improve. Holding them accountable for their
actions will create a sense of responsibility among your subordinates
and they will go about the business more seriously.
8. Delegation and Empowerment
You cannot do everything, right. It is important for a leader to focus
on key responsibilities while leaving the rest to others. By that, I
mean empowering your followers and delegating tasks to them. If
you continue to micromanage your subordinates, it will develop a
lack of trust and more importantly, you will not be able to focus on
important matters, as you should be. Delegate tasks to your
subordinates and see how they perform. Provide them with all the
resources and support they need to achieve the objective and give not all, leaders who have this leadership quality not only handle
them a chance to bear the responsibility. conflict in a better way but also play an important role in conflict
resolution.

9. Creativity and Innovation

13.  Humility

What separates a leader from a follower? Steve Jobs, the greatest

visionary of our time answers this question this way, “Innovation
distinguishes between a leader and a follower.” In order to get
ahead in today’s fast-paced world, a leader must be creative and
innovative at the same time. Creative thinking and constant
innovation are what make you and your team stand out from the
crowd. Think out of the box to come up with unique ideas and turn
those ideas and goals into reality.
10. Empathy
“Pride makes us artificial and humility makes us real.”—Thomas
Merton
How would you feel when you are promoted to leadership status?
You will feel proud. A good leader is always selfless and always
think about his or her followers. That is why the leadership
styles most great leaders adopt put lots of emphasis on problem-
solving and team dynamics instead of focusing on self-promotion.

Last but certainly not least, is empathy. Leaders should develop
empathy with their followers. Unfortunately, most leaders follow a
dictatorial style and neglect empathy altogether. Due to this, they fail
to make a closer connection with their followers. Understanding the
problems of your followers and feeling their pain is the first step to
become an effective leader. Even that is not enough until you work
hard and provide your followers with a suitable solution to their
problems.
14.  Transparency
One of the best ways to win the trust of your followers is by being
transparent. Instead of hiding information, you should openly share it
with them. By giving visibility to your followers, they will buy into
your vision and support you with conviction in achieving the goal.
More importantly, it gives your followers clarity, autonomy and
makes them feel more empowered while keeping them engaged.

11.        Resilience 15.  Vision and Purpose

When the going gets tough, the tough get going. You might have
heard this adage many times, but did you know that great leaders also
follow this rule. They are resilient and have a positive attitude.
Irrespective of how difficult the circumstances might be, you will
find them rallying their followers. While most people are busy in
complaining about the problems, great leaders always focus on
solutions, not the problems.
Good leaders always have a vision and purpose. They not only
visualize the future themselves but also share their vision with their
followers. When their followers were able to see the big picture, they
can see where they are heading. A great leader goes above and
beyond and explain why they are moving in the direction they are
moving and shares the strategy and action plan to achieve that goal.

12.        Emotional Intelligence

Good leaders always have higher influence but how do they increase
their influence on the point where people accept what they say. They
do this by connecting with people emotionally. That is where
emotional intelligence comes into play.

Here are some of the reasons why a leader should be emotionally

intelligent.

 Manage emotions effectively

 Better social awareness
 Seamless communications
 Conflict Resolution
With emotional intelligence, leaders can control their emotions,
which prevents negative emotions from influencing their decision-
making skills. As a result, they are less likely to make hasty
decisions. Moreover, emotionally intelligent leaders are great at
understanding emotions and care about the feelings of others. That is