Introduction

Being a leader at young age means having responsibility to manage programs, projects

and activities in school life. Being a leader of school organization such as SSLG, YES-O, Sports

Club and needs them to be familiar with management practices. Leadership according to Barney

& Pratt is the ability of an individual or a group of people to influence and guide followers or

members of an organization, society or team while Algathani (2014) concluded that management

in general is a process that is used to achieve organizational goals.

It is therefore necessary for leaders to be familiar with management skill to leadership

their organizations in accomplishing their tasks and assigned activities because leaders are

managers. Student leaders are said to make a lasting impression on the people in their

organization; for this reason, they need to possess the abilities and capabilities necessary to

manage a team (Mwangi,2016). Hence, management practices of the students leaders is

necessarily be known among the school community to employ necessary steps in enhancing their

capabilities to lead the organizations they are known as leader.

As such it is interesting to know the management practices of student leaders in our

school that will identify them as leaders of their organizations.

Further this study will look the students-leaders management practices in the framework

of the Planning, Organizing, Staffing, Directing, Coordinating, Reporting and Budgeting

(POSDCoRB).

The POSDCoRB was developed by Gulick & Urwick as an administrative framework

used to organize all the tasks that managers have to deal on a daily basis and execute business

processes in a company or organization efficiently.

Figure 1: The POSDCoRB Theory

Review of Related Literature

Leadership according to (Nick Barney, Mary K. Pratt) Leadership is the ability of an

individual or a group of people to influence and guide followers or members of an organization,

society or team. Learning leadership skills in high school it begins with leading oneself.

Leadership is inspirational it inspires in others the sustainable values that guide their pursuit of

success and significance in life. Inspiration, transparency, trust, reputation, purpose, and

commitment have become the operating currency of leadership in a morally interdependent

world. The most powerful form of human influence is inspiration. Inspiring and nurturing the

world's future leaders in a secondary-school setting merits being an educator's highest priority

and most lasting legacy.

 Nieber (2014) found out in their study that that in the literature review the concepts of

management and leadership are intertwined. The word “management” has French and Italian

roots, while the word “leadership” has Greek and Latin roots. Essentially, though, these words

are synonymous. All of the tasks fall within the boundaries of management, while leadership

tasks overlap with management. Unlike management, leadership has no distinct task that falls

exclusively within its boundary.

Leadership is no longer just for formal leaders. The nation's secondary schools must find

a way to cascade leadership across the campus to create millions of new dispersed leaders

Richard F. Bowman (2014).

Numerous facets of teenage leadership development have been clarified by earlier

research. According to Smith and Jones (2018), for example, participation in extracurricular

activities like team sports and student government is positively connected with the development

of leadership qualities. Johnson et al. (2020) also emphasized the value of mentorship programs

in developing leadership traits and the significance that strong adult role models play in

influencing students' leadership paths. Ravasini (2017) asserts that in order for grade 10 pupils to

get experience working in teams and to successfully identify and complete assignments,

leadership is crucial. Nonetheless, a lot of today's grade 10 pupils have leadership issues. School

leadership has a small but considerable indirect impact on academic achievement because

student leaders are frequently preoccupied with matters other than their need to do well in class

(Mwangi, 2016). However, due to insufficient experience, some students also lack the ability to

lead even though they have the capacity to do so. Student leaders are said to make a lasting

impression on the people in their organization; for this reason, they need to possess the abilities
and capabilities necessary to manage a team. Leadership has a significant impact on both the

academic performance of students and the process of education.

A review of the effectiveness of empowering leadership based on a review of empirical

literature on empowering leadership, given incongruent and mixed results, the current work

suggests reconsidering the effectiveness of empowering leadership. We propose a framework for

examining the effectiveness of empowering leadership that considers: 1) feasibility of non-linear

main effects of empowering leadership on work-related outcomes, 2) possibility of reverse

causation between empowering leadership and work-related outcomes, 3) potential contradictory

mediating mechanisms through which empowering leadership influences work-related outcomes,

4) consideration of boundary conditions which could alter the relationships between empowering

leadership and work-related outcomes, and 5) consideration of levels-of-analysis and multilevel

issues in empowering leadership. Our framework considers the multifaceted nature of

empowering leadership and offers a guiding tool for advancing future research in this area

Minyoung Cheong (2019).

K Sethuraman, J Suresh (2014). The vision of effective leadership is to develop a

framework for the objective evaluation of leadership styles, including effective and dark side

leadership. In the framework, various leadership approaches are identified, (1) Transformational

Leadership, (2) Transactional Leadership, (3) Charismatic Leadership, (4) Situational

Leadership, (5) Pseudo-Transformational Leadership. Using this framework, two historical

leaders will be compared and contrasted according to their leadership style. In the final section,

dark side leadership dimensions will be reviewed and evaluated, a vision of leadership strategy

plan will be completed for incorporating effective leadership, and provide solutions to avoid the

emergence of dark leadership Robert Cote (2017).

 According to Lester (2015) article, programs that emphasize leadership development

have taken a bold move, mostly in the direction of student, by making it required course for their

curriculum. It is required of student to attend this course in order to improve their

communication skills and their capacity to adjust to changing circumstances in the workplace.

Statement of the problem

Generally, this study will try to find out what are management practices of the student

leaders of Aliaga National High School in the school year 2024-2025.

Specifically, it will seek the answer to the following questions:

1. What are the socio demographic characteristics of the student-leaders in the school?

2. What are the management practices of the student leaders using the POSDCoRB Theory?

3. What are the relationship of socio-demographic characteristics of the student leaders and

their management practices?

Hypothesis

1. The socio-demographic characteristics of the respondents has no relationship their

management practices.

Methodology

Research Design

The study is quatitative in nature. It will used simple stsistics such as mean
References

https://www.emerald.com/insight/content/doi/10.1108/00251741011043867/full/html