South East Asian Institute of Technology, Inc. National Highway, Crossing Rubber, Tupi, South Cotabato

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato
COLLEGE OF EDUCATION DEPARTMENT

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LEARNING MODULE
FOR
NSTP 111: NATIONAL SERVICE TRAINING PROGRAM
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WEEK 1
NSTP 111: National Service Training Program 1

COURSE CODE : NSTP 111
TITLE : National Service Training Program 1
TARGET POPULATION : All First Year Students
INSTRUCTOR : Ms. Cherish Mae Ariola, LPT
Overview:
Republic Act No.9163 better known as the NSTP Law of 2001 Articulates the mandate of
the government for higher educational institutions to galvanize and transform the lives for the
betterment of the youth in terms of their acquired knowledge and skills, proper values as well as
direction in life. The national service training program is a potent instrument for development
geared towards the inculcation of true ideals of leadership and community service.
Objectives:
General Objective
The primary objective of NSTP is to highlight the role of the youth in building a strong
Republic, invoking gender equality and development through the inclusion of female students in
national service training. As such, it aims to develop the youth to become civic or military
leaders and volunteers through a modified, re-structured and reinforced training package which
includes leaders and volunteers who could be called upon by the nation in instances that will
warrant their services, especially in the event of disasters or emergencies. NSTP as a form of
citizenship training, provides the students the opportunity to demonstrate practical and
functional knowledge as well as life skills, particularly problem-solving and decision-making.
After studying civic education, watch the PUP-NSTP video titled “Ang Kabataan ang Pag-asa ng
Bayan” and answer the following questions. Your responses will be checked using the rubric
presented at the end of this module.
To understand the importance of National Service Training Program (NSTP)
The following are the topics to be discussed
Week 1: Introduction of Mission, Vision and Outcomes-Based Education
Week 2: The NSTP Law
Week 3: Self-Awareness
Week 4: Values Development
Week 5: Leadership
Instruction to the Learners

Each chapter in this module contains a major lesson involving the NSTP Law. The units are
characterized by continuity and are arranged in such a manner that the present unit is related to
the next unit. For this reason, you are advised to read this module. After each unit, there are
exercises to be given. Follow strictly the scheduled date for Submission of task and activities.

WEEK 1
INTRODUCTION OF MISSION, VISION, CLASS POLICIES
AND OUTCOMES-BASED EDUCATION
MISSION
TO PROVIDE QUALITY EDUCATION, COMPETENT AND
COMMUNITY SERVICE ORIENTED INDIVIDUALS.
VISION
A PREMIER INSTITUTION THAT PROVIDES QUALITY
EDUCATION AND GLOBALLY EMPOWERED INDIVIDUALS
CORE VALUES:
EXCELLENCE
LEADERSHIP
INTEGRITY
EFFICIENCY
Class Standing
Quizzes - 40%
Class Standing - 20%
Exam - 40%
100%
CLASSROOM POLICY
1.Awareness of intended audience

(e.g., Classes are meant for students currently enrolled in the course, and you must not enter or
share a class meeting with someone unauthorized).
2. General etiquette
(e.g., mute microphones when not speaking, raise hand virtually to ask question, turn off camera
if you’re stepping away.)

3. Discussions
(e.g., you can agree with others but should do respectfully and constructively).
4. Privacy
(e.g., student should consult with the instructor to receive permission to record the class).
5. Communicate instances of disruptive behaviors to the proper instructor, member, or escalate
the complaint when necessary.
Outcome-Based Education is a student centric teaching and learning methodology in which

the course delivery, assessment is planned to achieve stated objectives and outcomes. It
focuses on measuring student performance. “An OBE curriculum means starting with a clear
picture of what is important for students to be able to do, then organizing the curriculum,
instruction and assessment to make sure this leaning ultimately happens”. It evaluates the
performance of the student’s based on their qualities, skills and knowledge as their outcomes.
A sociologist who innovated Outcome Based Education, Spady (1994) ruled out spelling out the
objectives for this student-centered approach. Rather he outlined the following ground principles
for his Outcome-Based Approach which is.
A. Student centered- it is an approach by which the learner’s mastery over a particular skill
is demonstrated and measured
B. Clarity in focus- a learning outcome has to be made obvious to the learner even at the
outset of learning. This outcomes-based model works on bringing out the specific
outcomes from the learners.
C. Design down, deliver up- it means the curriculum has to be designed with a clear
definition, outlining the expected outcomes. This will pave a way to achieve the
expanded opportunities in the student’s performance.
D. Exceeding Expectations- all students can deliver the highest level of performance. The
only kick start needed is to make them believe and encourage, the only way to attain
high expectation.
E. Expanded Opportunities- means giving countless chances and way to show the students
that they have met with their objectives. Not all learners learn the same thing, the same
way and at the same time. However, extended opportunities can help achieve high
standards. They help students to learn what is mostly needed for the time and hour.
A. GETTING STARTED:
Do you think your city, municipality or province has potential for cultural development that you
want to harness?
As cultural development a thriving industry in your locality and you want to take better
advantage of it! Do you currently observe undesirable impact in your area that you want to
manage or control? Then this subject National Service Training Program is trying to help you
know all about your land area.

We wish to know how interested you are of becoming efficient and effective person in the
future. Complete the statement stated below as honestly as you can. All answer is accepted.
1. What is civic education?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________
2. How many elements does Civic Education have? What are these elements?
____________________________________________________________________________
____________________________________________________________________________
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_________________________________________________________________________
3. What is National Service Training Program? How it is related to Education?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________
4.What are the qualities that NSTP inculcates among the youth?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________
5. What are the roles of the youth that the State, through R.A. 9163, recognizes and promotes?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________
6. After providing answers to questions one to three, how do you find the importance of R.A.
9163 or NSTP Law in your everyday experiences?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________________

B. VIDEO PRESENTATION
Instruction: Memorize and recite the Mission and Vision of South East Asian Institute of
Technology, Inc. Take a video while doing the activity and submit it in Group Messenger.
Criteria:
Mastery – 40%
Delivery – 30%
Clarity of Voice – 30%
100%
End of First week
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Week 2
NSTP LAW
What is NSTP?
The National Service Training Program (NSTP), is a civic education and defense
preparedness program students instituted by the Government of the Philippines on January 05,
2000 by virtue of Republic Act 9163, otherwise known as the "National Service Training
Program (NSTP) Act of 2001."
Republic Act No 1963 establishes the National Service Training Program or NSTP (for
tertiary level students) amending for the purpose as stated on the Republic Act No. 7077 and
PD No. 1706.
The National Service Training Program (NSTP) is defined under Republic Act No. 1963,
section 3 as a program aimed at enhancing civic consciousness and defense preparedness in
the youth by developing the ethics of service and patriotism while undergoing training in any of
its three program components.
NSTP LAW
NATIONAL SERVICE TRAINING PROGRAM (RA 9163) Pursuant to Section 12 of
Republic Act No. 9163 otherwise known as the National Service Training Program (NSTP) Act
of 2001, the Commission on Higher Education (CHED), Technical Education and Skills
Development Authority (TESDA), and Department of National Defense (DND), in consultation
with the concerned government agencies, the Philippine Association of State Universities and
Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines
(COCOPEA), Non- Government Organizations (NGOs) and recognized student organizations,
hereby jointly issue, adopt and promulgate the following implementing rules and regulations to
implement the provisions of the Act.
Every first-year students effective school year 2002-2003, male or female enrolled in any
baccalaureate degree and in at least two years Technical-Vocational or associate course is
required to complete at least one of the three components of the NSTP as a graduation
requirement and as stipulated in Republic Act No. 9163, Rule 3 section 4a.
What if a student is a second-degree taker? a graduate of associate course before SY
2003-2004? Or, a transferee who took the NSTP from other University?
Based on R.A No. 9163, Rule 3, sections 4a1, 4a2 and 4a3, students who finished or
graduated before School Year 2003 and 2004 are exempted to take the NSTP. Also, exempted
are those students who completed any of the three components but considered freshmen to the
course where they transferred or shifted; foreign students; and students of Philippine Merchant
Academy, Philippine National Police Academy and Philippine Military Academy in view of the
special character of these institutions.

COMPONENTS OF NSTP
Under the NSTP Program, both male and female college students of any baccalaureate
degree course or technical vocational course in public or private educational institutions are
obliged to undergo one of three program components for an academic period of two semesters.
The students, however, are free to choose which particular program component to take. The
three NSTP Program components are:
● Civic Welfare Training Service (CWTS)
This program component is designed to provide students with activities contributory to the
general welfare and betterment of life of the members of the community especially those
developed to improve social welfare services.
● Literacy Training Service (LTS)
This program component is designed to train students in teaching literacy and numeracy
skills to schoolchildren and out-of-school youths. The hope is to continue learning on a peer - to
- peer interaction.
● Reserve Officers' Training Corps (ROTC)
This program component is designed to provide military education and training for students
to mobilize them for national defense preparedness. This is also a glimpse for young people to
see how military life is and encourage them into service.
Graduates of the ROTC program component are organized into the Citizen Armed Force,
while graduates of the LTS and CWTS program components are organized into the National
Service Reserve Corps (NSRC) administered by the Department of National Defense, the
Commission on Higher Education and Technical Education and Skills Development Authority.
TIME DURATION
Rule 6, sections 6a and 6b of the Republic Act No. 9163 clarified the course duration of
NSTP wherein every student shall take NSTP for an academic period of two semesters which
consist of 3 units per semester with a minimum of 54 hours and a maximum of 90 training hours
per semester. It can also be undertaken for one summer program in lieu of the two semesters if the
institution allows it.
Do Students need to pay NSTP fee?
This question is best answered by referring the Rule 4, section 9 of the NSTP law which
states that:
“No fees shall be collected for any of the NSTP components except basic tuition, which
should not be more than fifty (50%) percent of the charges of the school per academic unit”.
Even though, it is stipulated in the NSTP law that only basic tuition is allowed to be
collected, there are some universities that require minimal fee for uniform with consent from the

concerned authorities. The reason for this is for identification and safety of the students, since
most of the NSTP Programs are done outside the university.
What will the students receive after completing NSTP Program?
Every student will be given a certificate of completion with corresponding serial number
issued by CHED, TESDA and DND as of the CWTS and LTS components of the NSTP shall
belong to the National Service Reserve Corps (NSRC) and could be tapped by the state for
literacy and civic welfare activities especially in times of calamities, while those graduates of
ROTC shall form part of the Citizen Armed Forces pursuant to Republic Act No. 7077 as
stipulated in Rule 5, sections 11a and 11c of the NSTP law.
ACTIVITY 2
(To be submitted on ____________)
Discussion Letter
Instruction: Read the laws and programs under NSTP ACT RA 9163 and state your ideas
about it. Write it in a short bond paper, take a picture and submit it in Facebook Group Page
(Album).
Criteria:
Content - 30%
Relevance - 25%
Grammar - 25%
Handwriting - 20%
100%
End of Second week
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LEARNING MODULE
FOR
NSTP 111: NATIONAL SERVICE TRAINING PROGRAM I
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WEEK 3

WEEK 3
SELF AND SELF-AWARENESS
Self is an aspect of human being that reflects the individuals emotional. Psychological,
spiritual and total personality. Self-awareness, on the other hand, means to accept one’s self,
one’s strengths and weaknesses to the extent that one develops a clear picture of personhood;
to reveal oneself to others by investing or taking risks towards growth; and to express one’s
feelings, consonant and dissonant in loving concern.
Self-acceptance is to let the individual understand and accept himself before others. In
so doing, it helps in building up confidence and risk-taking interpersonal relationship. The
process of acceptance includes identifying specifically what you, as a human being, don’t
accept about yourself; knowing that you are doing the best you can; taking a good hard look at
your honesty level.
In relation, you experience self-disclosure when you reveal yourself to others and
encourage others to show interest and concern in you. However, the moment you share burden
and responsibilities with others and you become sensitive to each other’s need manifest self-
expression.
COMMUNICATION SKILLS
The communication skill is very important for an individual like you as it develops the
ability for active listening as well as sharing ideas and experiences to other people. It will also
help you know the effects of filtering in communication
Process and learn the difference models and patterns of communication.
PERSONALITY
Your personality makes the sum total of your psychological traits and
characteristics. It determines your adjustments to the environment making you appealing or
repelling to other people. There are factors that affect your personality, namely, heredity,
environment and experiences which eventually can be improved in terms of physical,
intellectual, social, emotional and psychological.
STEPS ON HOW TO IMPROVE YOUR PERSONALITY

1. Accept that improvement is needed.
2. Have a strong desire to improve.
3. Evaluate yourself honestly by making a checklist of your strong and weak points.
4. Follow a step-by-step plan for improvement. Do something to change for the better.
5. Do not stop until you have finally improved or developed your personality.

IMPORTANCE OF SELF-AWARENESS
Understanding the way your self-concept develops increases self-awareness. The more
you understand why you view yourself as you do, the better you will understand who you are.
One way to gain self-awareness is by using the Johari Window of the self as noted by Chaulan
(2002).
The Johari Window was invented by Joseph Luft and Harrington Ingham in the 1950’s as
a model for mapping personality awareness. By describing self from a fixed list of adjectives,
then asking friends and colleagues to describe you from the same list, a grid of overlap and
difference can be built up.
There four selves that represent each human person

Known to self Not known to self
OPEN SELF BLIND SELF
HIDDEN SELF UNKNOWN SELF
● The Open Self- represents all the information, behaviors, attitudes, feelings, desires,
motivations, ideas and so on, that you know about yourself and that other also know
about you.
● The Blind Self- represents information about yourself that others know but you do not
know.
● The Unknown Self- represents those parts of yourself about which neither you nor others
know.
● Hidden Self- contains all that you know of yourself but keep hidden from others.
The development of emotional competence

Emotional competence in the workplace spells the difference between the outstanding
performer and the poor or mediocre performer. Emotional competence builds one’s emotional
intelligence. Cooper and Sawaf (1997) define emotional competence as the ability to recognize
emotions and use these as source of human energy, information, connection and influence.
FIVE BASIC ELEMENTS OF EMOTIONAL INTELLIGENCE (Goleman, 1998)

1. Self-awareness- knowing what the feeling are the moment and using preferences to guide
our decision-making, having realistic assessment to our own abilities, and a well-grounded
sense of confidence.
2. Self-regulation- handling our emotions so that they facilitate, rather than interfere with the
task on hand, being conscientious and delaying gratification in order to pursue goals or
recovering well from emotional distress.
3. Motivation- using our deepest preferences to move, guide us towards our goals, to help us
take initiative and strive to improve, and to persevere in the face of setbacks and frustrations.

4. Empathy- sensing what people are feeling, being able to take their perspective and cultivating
rapport and attunement with a broad diversity of people.
5. Social Skills- handling emotions well in relationships accurately reading social developments
and lead in disputes for cooperation and teamwork.
ACTIVITY 3
“JOURNEY TO A GOOD LIFE”

Instructions: In a short bond paper, reflect and write an Ideal Day life you would like to have 5-
10 years from now. Be as creative and imaginative as you can. Consider the following questions
written below. Take a picture and submit it in Facebook Group Page.
1. Who are you?

2. Where are you?
3. Whom do you live with?
4. What are you doing?
5. How do you feel about your life?
Criteria:
Content - 30%
Relevance - 25%
Grammar - 25%
Handwriting - 20%
100%
End of Third week
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LEARNING MODULE
FOR
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WEEK 4

WEEK 4
Values Development
VALUES EDUCATION
Values refer to everything from eternal ideas to behavioral actions. Values serve as
criteria for determining the levels of goodness, worth or beauty. Values are effectively laden
thoughts about objects, ideas, behavior and so forth that guide behavior but do not necessarily
require it. The act of valuing is considered an act of making value judgments, an expression of
feeling, or the acquisition of and adherence to a set of principles.
Etymologically, values come from the Latin word “valere”, which means “to measure the
worth of something”. Values are the elements of life prevailing in any society. They lie at the
core of a person’s life. They color his/her choice. They shape and determine an individuals or
group decision whether to like or dislike, favor or disfavor, change or not to change.
Values maybe positive or negative. They create an atmosphere, hence, the sense of
values. They are of diverse types and they transcend facts and clamor for existence and
realization. They are also subjective and objective values. Value experience involves a subject
valuing and the object valued.
VALUES CLARIFICATION
The value clarification approach has started primarily from humanistic psychology and
the humanistic education movement, which is used as the basis to implement the ideas and
theories of some famous psychologists and behaviorists like Carl Rogers, Abraham Maslow and
many others. The main objectives are to help students use both rational thinking and emotion to
analyze personal behavior patterns; and to clarify and put their values in action. This is why
many believe that valuing is a process of self-actualization, involving the sub-process of
choosing from several alternatives, which reflects on the consequences such as pricing,
affirming, and acting upon one’s choice are observed.
The values clarification approach relies on an internal cognitive and affective decision-
making process to decide which values are positive and negative. It is therefore individualistic
rather than a social process of values education. If a person is allowed the opportunity of being
free to be his or her true self, he/she makes choices and decisions affected by the internal
processes of willing, feeling, thinking and intending. It is assumed that through self-awareness,
the person enters situations already pointed or set in certain directions. As the individual
develops, the making of choices will more often be based on conscious, self-determined
thought and feeling. It is advocated that the making of choices, as a free being, is a preliminary
step in the creation of values.
FOUNDATION OF VALUES EDUCATION

Values Education is life itself. It is the search of the human good. It is not prescriptive, as
values cannot be imposed. It is descriptive as it attempts to present a desirable value system on

the basis of an understanding of the human person. It is conceptual as it lists ideals that have to
be internalized in the education process.
Values Education is founded on a sound philosophy of the human person with all its
philosophical implications. It is broad and flexible enough for adaptation to specific contexts.
VALUES EDUCATION is directed towards of the following objectives:

1. ACADEMIC FORMATION- where the intellect is trained to know the truth; and
2. PERSONAL FORMATION – where the human will trained to choose the good.
The supreme value that characterizes education is human dignity, and all other values
are pursued because of the inner worth of the human being.
Man or woman, as physical being, must maintain health and with nature. He/she should
not abuse and overuse his/her body; the physical nature calls for harmony with the material
world. Being an intellectual human being, gifted with mind and the faculty of knowing, one must
constantly search for the truth. He/she sees knowledge that would transform society and the
world. It is not enough to discover data and the known facts, but he/she must develop creative
and critical thinking to meet the challenges of the modern world.
As moral being endowed with the faculty of freely choosing and loving, an individual must
go out to others and in fact to all humanity in the spirit of love. It implies the quest for personal
dignity, development of self-worth and self-esteem, honesty, and personal discipline that marks
a mature person and a useful citizen.
VALUES AWARENESS
Being aware of values is a valuing process conceived by Dr. Harold Laswell of Yale
University and adapted to the field of education by Dr. W. Ray Rucker and his associates. This
valuing process is founded on holistic framework of universal needs of human such as affection,
respect, skills, enlightenment, influence (or power), wealth. Well-being, and responsibility (or

rectitude). All human wants and needs are contained within one or more of these value
categories.
Becoming aware of values considers a three-dimensional process of valuing, as follows:
FIRST DIMENSION: Individuals need to see themselves as someone important and unique.
They need to be able to understand that they are the only ones of their kind on earth that has a
contribution to make and that no one else can make.
SECOND DIMENSION: Individuals must identify those whom they respect, that characteristics
in other people they respect, and the reasons why.
THIRD DIMENSION: Individuals must recognize those who have respect for them, and the
methods by which respect has been shown. They must see the ways in which they have been
honored, admired or recognized as unique persons.
Human Ideals Reflect Different Levels of Needs

What levels of needs do your priorities reveal? Do you pursue values that satisfy both
foundation and ultimate needs?
The ideals that give significance to our lives reflect different levels of needs. According to
Maslow (1993). There are at least five sets of goals related to the basic needs of a person:
physiologic, safety, love and belongingness, esteem and self-actualization.
MASLOW’S HIERARCHY OF NEEDS

● Physiologic Needs. Primary needs for food, water, rest, sleep and other biologic
requirements to keep the body healthy and fit.
● Safety Needs. A broad concern for safety and stability in the world, security from
environmental hazards, assault, tyranny, etc.; being assured of adequate provisions such
as having a job with tenure, retirement and other privileges, savings, insurance of various
kind, being a predictable and familiar environment and so on.
● Love and Belongingness Needs. Being in a mutual relationship of affection, caring and
nurture with one’s significant others.
● Esteem Needs. Self-respect that is firmly based on capacity, achievement and respect
from others. Satisfaction of the self-esteem needs leads to feeling of self-confidence,
worth, strength, capability and affirmation of being useful and necessary in the world.
● Self-actualization. Becoming more and more what one is, and what one is potentially
capable of becoming. The person is basically satisfied in all his or her needs, and
functions to the fullest and healthiest creativeness. He or she pursues ultimate values
and timeless principles based on a discerned, unique purpose in life.
LEVELS OF VALUES
We may then classify values into two levels: foundation values and the ultimate values.

FOUNDATION VALUES
The foundation values relate to the satisfaction of the basic or fundamental for life to be
sustained and to achieve a relative state of health. The foundation needs which are
classified as physiologic, safety, love and belongingness and esteem must be met to attain
health. Health is multi-dimensional; it involves the biological, physiological, social and
spiritual realms and it is essential to self-actualization. Thus, a very basic expectation for
getting an employment is to earn a living to meet our biological needs. We strive harder at
securing material provisions and safe physical environment. We build or nurture meaningful
relationships with significant others. We fulfill certain religious obligations. We gain
proficiency in various areas and assume multiplicity of roles.
ULTIMATE VALUES
There have always been people through the ages who have paused, pondered and
asked questions like: What is life all about? What are we here for? Are we here for our own
sake? What is human life meant to be? People who seek to answer such questions move on
the ultimate matters of life. They are concerned with ultimate values. They recognize that
foundation needs are means to an end. Maslow (1971) described self-actualizing people as
those who work at something they have been destined for, which they work on and which
they love, so that the work-joy dichotomy in them disappears. The being or ultimate values
which are intrinsic are the meaning of life for them. These “’being” values include self-
actualization, truth, beauty, goodness, perfection, simplicity, comprehensiveness among
others. These values taste and feel better than the lower ones and these are those that self-
actualizing people seek.
LIVING VALUES
 Cooperation
 Freedom
 Happiness
 Honesty
● Humility
● Love
● Peace
● Respect
● Responsibility
● Unity

THE GOOD CITIZENSHIP VALUES CLUSTER
1. Pagkamaka-Diyos
● Faith in Almighty in action
● Respect for life in action
● Order in action
● Work in action
● Concerns for the family and future generations in action
2. Pagkamakatao
● Love in action
● Freedom in action
● Peace in action
● Truth in action
● Justice in action
3. Pagkamaka-bayan
● Unity in action
● Equality in action
● Respect for law and government in action
● Patriotism in action
● Promotion of the common good in action
4. Pagkama-kalikasan
● Concern for the environment in action

ACTIVITY 4
A. Photography
Instruction: In a short bond paper, Take five (5) Photos showing good values within the community
and put a caption related to it. Submit it in Facebook Group Page (Album).
Criteria:
Creativity - 30%
Visual Impact - 25%
Originality - 25%
Relevance to the theme - 20%
100%
End of Fourth week
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LEARNING MODULE
FOR
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WEEK 5

WEEK 5
LEADERSHIP
Defining Leader and Leadership
An adage state that leaders are not born but they are developed. Basically, this topic
covers the basic theories and principles of leadership that you need to learn to prepare you as
good leaders in the future. The success of every group endeavor in whatever nature of work (in
the field of business, social, political, spiritual and others will always reflect from the good
qualities of a leader and the type of the leadership manifested.
Who actually is leader? Microsoft Encarta 2006 has defined leader in three key roles:
1. AS A GUIDE – where the leader assumes the role as the director, organizer, mentor, guru
and adviser.
2. AS A FRONTRUNNER – where the leader can be a spearhead, leading light, trailblazer and
groundbreaker.
3. AS A HEAD – where he or she can be called chief, manager, superior, principal, boss and
supervisor.
LEADERSHIP
Is defined as a process of giving control, guidance, headship, direction and governance.

It is synonymous with the basic principles of management. In fact, leading is one of the action
words and components of management field, though, it has different perspectives.
Bass (1981) defined leadership as “influence”. That is the art of influencing people so
that they strive willingly and enthusiastically toward the achievement of group goals. Ideally,
people should be encouraged to develop not only willingness to work with zeal and confidence.
Zeal is ardors, earnestness and intensity in the execution of work; confidence reflects
experience and technical ability.
J. Oswald Sanders said it first: “The true measure of leadership is influence-Nothing

more, nothing less”. It is about influencing in a worthwhile cause. It is not dependent on titles or
positions. It is dependent on someone catching vision and mobilizing others to join him in its
fulfillment. When this happens, leadership arises in its purest form. It happens to every

organization at one point or another, especially, when there’s no system or plan. In this time,
there is no expectation of progress.
BUILDING BLOCKS IN LEADERSHIP
A leader is a human like you. Sometimes you also experience failures. But what makes it
laudable is when you take the initiative to reflect from your failures and work to conquer them.
SERVANT LEADERSHIP
“The law of service: He who wishes to live ling must serve, but he who wishes to rule
does not live long”- Hesse.
The new trend now in leadership is termed as “Servant Leadership”. Different views on
this emanated from pious doctrines where Jesus Christ depicted as the best model of servant
leader. A leader who humbled Himself to serve His disciples especially when He performed the
“washing of the feet” symbolizes humility and humbleness of Christ.
TEN PRINCIPLES OF SERVANT LEADERHIP
1. Listening Seeks to identify the will of a group and helps clarify that will. The
servant leader seeks to listen receptively to what is being said.
2. Empathy Strives to understand and empathize with others. People need to be
accepted and recognized for their special and unique spirits.
3. Healing Becomes one of the greatest strengths of servant leadership,
the potential for healing one’s self and others whereby many
people have broken spirits and have suffered from a variety of
emotional hurts.
4. Awareness Aids the servant leader in understanding issues that involve ethics
and values and view most situations from a more integrated and
holistic position
5. Persuasion Reminds servant leaders to give primary reliance on persuasion
rather than positional authority in making decisions within an
organization
6. Conceptualization Seeks to nurture the servant leaders’ abilities to “dream great
dreams”. The ability to look at a problem (or in organization) from a
conceptualizing perspective means that one must think beyond
day-to-day realities with sensible and functional ideas

7. Foresight Enables the servant leader to understand the lessons and events
from the past, the realities and phenomena of the present and
the likely impact of a decision for the future.
8. Stewardship Prioritizes the needs of others and emphasizes the use of
openness and persuasion rather than control.
9. Commitment to the Makes servant leaders believe that people have essential value
Growth of People
beyond their concrete contributions as workers thereby the servant
leader is deeply committed to the growth of each individual.
10. Building Community Suggests that true community can be created among those who work in
business and other institutions.
Greenleaf as cited by Frick (2004) said: “All that is needed to rebuild community as a viable
life form for large numbers of people is for enough servant leaders to show the way, not by
mass movements, but by each servant leader demonstrating his/her own unlimited liability for a
quite specific community related group.
LEADERSHIP BEHAVIORS
There is no specific leadership behavior that would guarantee efficiency and

effectiveness of the operation/mission of a certain group or organization. The adoption of a
particular leadership behavior depends on the nature of the leader, members, and work of a
certain organization. Four types of leadership are listed below. Examine each type carefully and
find out which one applies to you as a leader.
● Authoritarian Leadership- leads men by means of the rank position. A self-centered type
of leadership where the leader believes he or she is the only one capable of directing the
subordinates.
● Paternalistic Leadership- leads men by always setting an example. This type of leader
manifests an example of a father, who seems to be always after the welfare of his
children.
● Participative Leadership-makes the men participate actively in the activity or task in the
organization but reserves the right to make final decisions on critical matters.
● Laisse-Faire Leadership- leaves decision making to the subordinates. The leader will
give assignment, and then it is up for the subordinates to accomplish the task in
whatever manner they can.
CHARACTERISTICS OF A GOOD LEADER

● Integrity of character. The word is synonymous to honor. It is a fine sense of ethics,
justice, and righteousness with a readiness to apply it to one’s own conduct. It is the
determination to meet any obligation, however distasteful.

● Willingness to accept responsibilities. Acceptance of responsibility signifies a desire to
lead and this desire is strengthened by increasing interest. Some great leaders had
achieved success after much effort. Their successes can be attributed to infinite
patience, hard work and a desire for success that never recognized defeat.
QUALITIES OF A GOOD LEADER

According to Zulueta (1999), the essence of leadership is followership. This means
influencing people to work willingly enthusiastically toward the achievement of group goals.
Willingness to work means working with zeal and confidence (Zulueta 1999). Maxwell (2002)
further opines that what matters most is not whether one influences someone, but, how one
will use that influences.
TRAITS OF A GOOD LEADER ACCORDING TO ZULUETA AND JOSEPH P. LEVERIZA

1. Knowledge- this refers to the acquired knowledge of the profession not only on the job,
but also a thorough knowledge on the capabilities and limitations of the subordinates.
2. Bearing- this is dignity in appearance and behavior to earn respect.
3. Courage- ability to accept or meet challenges with calmness and fearlessness.
4. Endurance- mental and physical stamina to withstand pain and hardships and continue
rigorously in pursuing the goals and objectives of the organization.
5. Enthusiasm- this is the higher degree of interest and sensitivity in responding to the needs
of the organization.
6. Integrity- is good moral character and impeccable integrity.
7. Dependability- is the ability to demonstrate a higher degree of initiative in the performance
of his duty even with or without supervision.
8. Decisiveness- is the ability to decide promptly and correctly at the proper time and
express them clearly.
9. Initiative- is the ability to start or originate an idea, suggestion, proposal or concept
leading to the action when others are absent or passive.
10. Judgment- is the power of the mind to weigh various factors and arrive at a sound
decision.
11. Justice- is the ability to render judgment to conform to the principles of reason, to stated
laws, policies and rules and to generally accepted standards of right and wrong, impartially
in rendering punishment and giving credit where credit is due.
12. Loyalty- is the sincerity and faithfulness to the ideals of the organization where he
belongs.
13. Tact- is the ability to deal with others without giving offense.
14. Unselfishness- is the avoidance of providing for one’s own comfort or advantage at the
expense of others.

15. Force- is the ability to demonstrate efficacious power within the bounds of law to
compete obedience among his subordinates.
16. Humility- is the state of being reasonably modest and not proud, assuming, arrogant nor
boastful.
17. Humor- is the mental disposition to appreciate amusing incidents of everyday life in a
comical way.
18. Sympathy- refers to the ability to understand and share the feelings of another,
especially in time of sorrow or adversity.
19. Empathy- is the ability to wear someone else’s shoes; intellectual and emotional
identification of feelings, thought and attitudes with subordinates affected by pain or
misfortune.
20. Wit- this refers to keen perception and appropriate expression of amusing words and
ideas which awaken amusement and pleasure.
Category description of a leader

1. The Contributing Leader is focused on providing reliable source to the team. This leader
sets high standards for personal and team performance. Team members credit this kind of
leader with excellent organizational abilities, including management of budget and
schedules. Members of the team may criticize this kind of leader for narrowness of mental
picture and firmness.
2. The Collaborating Leader is focused on fulfilling the overall goals and mission of the team.
This works well with others in a “bahala na”, spirit of flexibility. Team members credit this
kind of leader with vision and far-ranging intellect. Members may criticize this kind of leader
for losing track of details and undervaluing small but necessary tasks.
3. The Communicating Leader is focused on the processes by which the team attains goals.
This leader listens well and encourages participation by all team members. Team members
credit this kind of leader with ‘people skills” and conflict resolution abilities. Members may
criticize this kind of leader for caring more for people and processes than for results.
4. The Challenging Leader is focused on enhancing team performance through “gradfy”
questions and comments. This leader often disagrees (or appears to disagree) with the
approaches, processes and conclusions of the group. Team members credit this kind of
leader with permitting risk and independent judgment. Members may criticize this kind of
leader for being so perfectionist without considering the weaknesses of others in terms of
their capabilities.
Activity 5

Discussion Letter

Instruction: In a short bond paper, select one (1) president and explain what makes them a
good leader. Submit it in Facebook Group Page. (200 Words)
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Criteria:
Content - 30%
Relevance - 25%
Grammar - 25%
Handwriting - 20%
100%
End of fifth week
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SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF EDUCATION DEPARTMENT

NSTP 111: National Service Training Program 1