NATIONAL SERVICE TRAINING PROGRAM

• Republic Act (R.A.) 7722 – also known as The Higher Education Act of 1994
o 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 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
o 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.
o R.A. 9163 – enacted on January 23, 2002- also the date of approval and signature of former
President Gloria Macapagal-Arroyo.

National Service Training Program refers to the program aimed at 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

a. 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.
b. 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.
c. 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 devoted to improve health, education, environment,
entrepreneurship, safety, recreation and moral of the citizenry.

Guiding Principles/ Importance

a. Guiding Principle. All citizens should defend the security and promote the general welfare of
the State through military or civil service.
 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.

b. Role of Youth
i. 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.
ii. As the most valuable resources of the nation, they shall be motivated, trained, organized, and
involved in 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

1. 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 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:

a. The preservation of the State as the obligation of every citizen.

b. 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.
c. 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.
d. A national mobilization in any case of threatened or actual aggression
This act mandated:

e. 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 age of twenty-one years.
f. It authorized the establishment and maintenance of Reserve Officer Training units at colleges
and universities.
2. Citizen Armed Forces/ Republic Act No. 7077. This act is summarized as follows:
a. 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.
b. Maximum opportunity for the CAF to participate in safeguarding the security of the State and in
assisting socioeconomic development.
c. Organization, training and maintenance of the CAF to ensure their readiness to immediately
respond to the call to service.
d. Promotion and development of public support to the important role of CAF as the protector of
the people and the State
3. National Service Training Act/ Republic Act No. 9163. This act made ROTC as 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.
▪ Form
1. One which has been given definite written form at a particular time by a specially constituted
authority.
2. One which is entirely the product of political evolution, 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 different dates.
▪ Manner of Amending
1. Rigid or inelastic. One regarded as a document of special sanctity, which cannot be amended or
altered except by some special machinery more cumbrous than the ordinary legislative process.
2. Flexible or elastic. One which possesses no higher legal authority than ordinary laws and which
may be altered in the way as other laws.
 Note: The Philippine Constitution is classified as conventional or 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 and deliberation.
2. Its disadvantage lies in the difficulty of its amendment. This prevents the immediate
introduction of needed changes and may retard the healthy growth and progress of the state.

Requisites of a Good Written Constitution

• Form
1. Brief. In a few provisions, it outlines the structure of the 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 body and the governed as comprehensive as possible.
3. Definite. It is clear enough to draw opposing interpretations of essential features of the
constitution.
• Contents
1. Constitution of the Government. This part deals with the framework of government and its
power. It also defines the electorate.
2. Constitution of Liberty. This sets forth the fundamental rights of the people and imposes certain
limitations on the powers of the government as a means of securing the enjoyment of these
rights.
3. Constitutions of Sovereignty. This points out the mode or procedure of amending or revising
the Constitution.

Constitution distinguished from statute

Constitution Statute

It is legislation from the people. It is a legislation from the people’s representative.

It states the general frameworks of the law and

It provides details of the subject of which it treats.
government.

It is intended not merely to meet existing conditions but to It is intended primarily to meet the existing conditions
govern the future. only.

It is the supreme or fundamental law of the land. It conforms with the Constitution.
 The Hierarchy of Laws – A Snapshot
Establishes the innate characteristics of the state and its sovereignty; outlines the rights and
responsibilities of its citizens – as such it is the supreme law.
Constitution Establishes the country’s governance structure.
All other laws must adhere to the constitution.
The constitution should reflect and adhere to a country’s international obligations.
Trans-border agreements that have different impacts on the country’s law, depending on the
treaty language and the way a country’s constitution manage them.
International Laws Sometimes only a limited degree of compliance with treaties, and some treaties that enshrine
fundamental rights are not always followed through in the signatory nation’s constitution, or
through domestic enforcement.
Statutes are enacted by the legislative branch of government, and govern a wide range of
Statutes / issues that require regulation in a modern, democratic state – including elections.
Must adhere to the constitution and international law.
Legislation Amended by the same process as first enacted, and enforced by a country’s enforcement
agencies.
Common law is law made by the courts, not legislature, and is not a level of hierarchy per se.
It consists of the judgments of courts, to interpret the wording of statute law, to protect the
Common Law / Case principles of natural justice, to fill a gap in the law, or to deal with an unforeseen situation
Law not covered by statute.
A judgment of a court may award damages, punishment, sanction or other remedial action,
enforced by a country’s enforcement agencies.
A form of delegated legislation, developed and enacted by ministers, department heads, or
by an independent body or commission, to administer their responsibilities.
Must adhere to the constitution, international law, and governing statute, and can be
Regulations enforced in the same way as statutory law.
Provide detail on the administration of principles in the law.
A violation of a regulation can be treated as an offense and enforced as such.
A procedure is a description of the required steps necessary to complete a process.
Procedures are generally written by an administrative body to ensure that the law and
regulations are applied consistently and fairly to all parties.
Procedure
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.
A written set of rules, principles or standards to govern the behavior of certain groups.
Codes of Enforcement of codes of conduct depends on whether they are considered “soft” or “hard”
Conduct law. Codes of conduct are considered “soft law” when they are not passed by a lawmaking
body and thus rely on voluntary compliance.
Terms such as “guidelines” and “instructions” are uncertain in meaning and can result in
Guidelines,
ambiguity, particularly with regard to enforceability.
Instructions, “Policies” are broad, informative statements of intent regarding principles to be followed,
priority programs.
and Policies
These should not be used as if they were elements of the structure of the hierarchy of laws.

The Hierarchy of Laws

 Respect for the hierarchy of laws is fundamental to the rule of law, as it dictates how the
different levels of law will apply in practice. In general, the fundamental levels of hierarchy consist
of: a constitution or founding document; statutes or legislation; regulations; and procedures.

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 which
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 devise of the majority is
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 insure 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 the 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. This 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 maters 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 citizen. 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 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 pubic welfare.
3. The State and Parental Obligations. – While the primary responsibility for educating the chid 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
a 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
Module 2
 Lesson Proper:
A. Understanding Self Concept and Its Dynamics

Definition. Self-concept refers to our conscious or unconscious perceptions and feelings about
ourselves with regard to our worth as persons.

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.

Inferiority and Superiority Complexes. These are symptoms of a poor self-concept

A person with 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

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.

Self-concept filters our experiences so that we interpret them according to our pre-existing
perception 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 regards 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 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 “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 regards 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.

B. The Human Person as a Multi-Dimensional Being. 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 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.

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.

C. 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.

i. Choosing.

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.

The choice must be made from alternatives.

The consequences of each of the alternatives must be judged.

ii. 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.

Cherishing and being happy with the choice

Wiling to affirm the choice publicly

iii. 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
3. Value-Ranking. It is the process whereby a person examines, as 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.
 4. 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.”
5. 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.

Health implies physical fitness and cleanliness.

i. 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.
ii. 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.
iii. Spirituality is the cultivation of faith.
iv. Social responsibility means strengthening the family as the “foundation of the nation” and “a
basic autonomous social institution”.
v. 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.
vi. Nationalism and Patriotism means the love of country and the people as a distinct political unit
bound by a common history, committed to a common cause, and share a common destiny.
6. Value Orientation of Filipino Adolescents. According to Wilma Reyes in his study on the
Adolescent’s Value system

The values of the subjects cluster around six value themes: pananampalataya sa Diyos, buhay,
pamilya, saril, kapwa and edukasyon.

i. 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.
ii. The family is considered as a significant part of their own life. Self and life are not complete
without the family.
iii. The self is seen not as a separate entity but always related to other people.
iv. From the values of pananampalataya, buhay, pamilya and sarili spring the love for kapwa.
Everything is meaningless unless it is shared with the kapwa.
v. 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.
Leadership Swap
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.
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
• A moving (emotional) situation

PROCESS:
There are many leadership skills and competencies that, when combined and applied, go
toward making you an effective leader. You have the ability to develop each of these skills
within yourself. Interpretations of the answers in the quiz are provided
in https://www.mindtools.com/pages/article/newLDR_50.htm

LESSON PROPER:

CONCEPT OF LEADERSHIP
Leadership is the process of influencing individuals or groups to achieve goals. It is related to
direction, interaction, initiation, persuasion, motivator, reinforcer, cheerleader, facilitator,
coach, nurturer, and delegator.

Leadership is a planned process that results in the following:

1. Challenging people to work collaboratively toward an ever-expanding vision of excellence in the

achievement of organizational and personal/ professional goals and objectives.
2. Creating a threat-free environment for growth so that the 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 goals and
objectives.
4. Optimizing available and human resources

CHARACTERISTICS OF LEADERSHIP

1. Goal Orientation. The leader sees the bigger picture and understands the purpose of life and the
work of the group or organization. To lead implies that the leader has the foresight and a sense
of direction.
2. Enablement. Effective leaders seek to enable others to experience life in its fullness.
3. Concern. Leaders must show concern for the person. Human beings are the most important
resource leaders have. Without people, material and financial resources are worthless.
4. Self-Development. Leaders must develop a healthy self-image and a positive attitude.

Psychological traits of leaders:

a. Capacity: intelligence, alertness, verbal facility, originality, judgment.

b. Achievement: scholarship, knowledge, accomplishments
c. Responsibility: dependability, initiative, persistence, aggressiveness, self-confidence, desire to
excel
d. Participation: activity, sociability, cooperation, adaptability, humor
e. Status: socio-economic position, popularity
f. Situation: mental ability, skills, needs and interests of followers, objectives to be achieved, and
tasks to be performed

LEADERSHIP STYLES

1. 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.

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.
2. 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.
3. 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.
4. Leadership Dilemma. Leaders find themselves within a societal and organizational environment
of constraints and challenges, limitations and freedom. The basic dilemma of leadership lies
between what they believe is desirable and what they can actually do in practice. Effective
leaders ask themselves questions such as:
•
o How democratic can I be?
o How authoritarian must I be?
• They struggle with a series of dilemmas:
o Competition is healthy, but we must cooperate.
o We must get the job done and be efficient, but I must listen to all points of view.
o We are pushed for time, but I want teamwork in decision-making- and this takes time.
o I can see opportunities for quick results in one-personal decisions but shared responsibility
motivates better and brings about longer-lasting solutions.
5. Leadership Patterns
. 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.
i. Persuading. – Leaders make decisions and try to persuade group members to accept them.
They point out that they have considered the organization goals and the interests of group
members. They even point out how members will benefit from carrying out decisions
ii. 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.
iii. Participating. - Leaders participate as members in the discussion and agree in advance to carry
out whatever decision the group makes.
iv. 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

1. 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.

i. 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.
ii. 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.
iii. Feelings of Security in Uncertain Situations: Leaders who release control over the decision-
making process reduce the predictability of outcomes.
2. The personality of Group Members. Leaders also need to understand the individual differences
of each individual within the organization.
3. Nature of the Task. Critical pressures on leaders include the following:
i. The Problem Themselves: Do members have the needed knowledge? Do the complexities of the
problems require special experience, competence, or a one-person solution?
ii. 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.
4. Nature of the Environment
i. Structure of the Organization: Organizations have values and traditions that influence the
behavior of the people who work in them.
ii. Outside Pressures: These pressures include the social, economic, and political situations.

COMPARING LEADERSHIP STYLES

1. Authoritarian Style shows certain characteristics, such as:

i. Generally strong-willed, domineering, and aggressive.

Have their own way, which for them, seems the only way.

ii. Look upon subordinates as subjects than as persons, and the best subordinates, follow directions
without questions.
iii. Not ready to listen to views and suggestions of others, if they offer different opinions
iv. Do not encourage equal relationships. They do not allow themselves to get close to employees.
v. Have business-like and task-oriented attitudes. The job comes first.
vi. Blame poor results on the inability of others to carry out instructions correctly.
2. Democratic or Participative Style demonstrates the following:
 i. Generally concerned with maintaining group effectiveness as with completing the task to be
done.
ii. Encourage members in their groups to express their ideas and feelings because they
iii. believe that such a climate leads to greater creativity and commitment.
iv. Seek the help of the group in removing resistance or resolving the conflicts.
v. Encourage joint decision-making as well as shared goal setting.
vi. Set policies without explaining the reasons and proposing them to their groups, when
vii. they can, for suggestions and criticism.
viii. Believe that responsibility for getting a job done depends as much on the group.
ix. Allow group members as good deal of freedom in their work, once they have shown their
x. ability to do it.
xi. Keep looking for better ways to do things and are open to change when convinced that
xii. such changes seemed called for and would lead to greater effectiveness
xiii. 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 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
i. To clearly know their responsibilities.
ii. To have feedback about their performance.
iii. Recognition and appreciation of their contribution
iv. Opportunities to develop their talents and potentialities.

EFFECTIVE LEADERSHIP

To be effective, leaders must aim to satisfy the three areas of need:

 1. 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:
i. 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.
ii. Planning necessary activities: They must decide what to do to achieve the end results.
iii. 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.
iv. 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.
v. Clarifying responsibilities and accountability: They must clearly define all delegated
responsibility, authority and relationships and then coordinate them.
vi. 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
vii. Developing cooperation: Leaders should thoroughly explain the results they want and their
expectations of every individual and group affected.
viii. 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
2. Build the Team. Characteristics of effective teamwork
1. 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.
2. 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.
3. 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 who the decision most
affect.
2. Communication. What should be communicated within the team, to whom, how frequently, and
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.
4. 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. 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.
5. 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.
6. 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, and support to each other while recognizing individual accountability and
specialization.
7. 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

For leaders to have a sense of satisfaction, leaders must see to it that they:

i. 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.
ii. Receive adequate recognition for their achievements. Recognition reinforces feelings of
worth, especially when recognition comes from leaders who can influence the person’s future.
iii. 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.
iv. 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.
v. 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 a bad one.

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 the 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 lack 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, but 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 them a chance to bear the
responsibility.

9. Creativity and Innovation

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 is what makes 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
Last but certainly not the 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 the suitable solution to their problems.

11. Resilience
When the going gets tough, the tough gets 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.

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 the
emotions and care about the feelings of others. That is not all, leaders who have this leadership
quality not only handles conflict in a better way but also play an important role in conflict
resolution.

13. Humility
“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.

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 make them feel more empowered
while keeping them engaged.

15. Vision and Purpose

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.