PRACTICAL RESEARCH I- QUALITATIVE RESEARCH

3RD QUARTER PERFORMANCE TASK

S.Y. 2023-2024

C-ABM-GR-3

Title of Study: LEADERSHIP STRATEGIES, PERCEPTIONS, AND CHALLENGES

OF STUDENT LEADERS IN ACLC COLLEGE OF ORMOC: A
QUALITATIVE STUDY

Researchers: GROUP 3

1. Federicos, Angel
2. Dayuday, Christine
3. Lubiano, Julia
4. Maglasang, Michaela

A. CHAPTER I: INTRODUCTION

EXCELLENT GOOD SATISFACTORY

Background of the Background of the Overall structure of
study is study is properly the background of the
comprehensively structured. RRL is study is inconsistently
structured; aligned to the topic stated. Overview of
background context of but lacked foundation the RRL is not
BACKGROUND OF the topic, overview of and proper citation of directly aligned to the
THE STUDY the RRL, and overall sources. However, topic, in-text citation
goal and implication overall goal and is incorrectly stated,
of the study are implications of the overall goal and
substantively stated. study are properly implication lacked
provided. necessary elaboration.
46-50 pts. 36- 45 pts. 25- 35 pts.
Research questions are Research questions Research questions
comprehensive and are aligned to the are ambiguous. Some
SOP AND well-aligned to the topic, but formulation elements do not align
RESEARCH topic. Salient of words and structure well to the scope and
QUESTIONS subtopics are need restatement. delimitation of the
distinguished and Some salient study.
included as inquiries subtopics are not
for investigation. included.
46-50 pts. 35- 45 pts. 25- 36 pts.
Overall practical Significance lacked Significance is
value, impact and necessary elaboration generic. Overall
implications of the of the implications practical contribution
SIGNIFICANCE OF study are substantively and overall impact of of the study is not
THE STUDY stated. Articulate the study. However, substantively
argument of the some salient practical supported.
significance is values of the study are
properly stated and stated.
elaborated.
46-50 pts. 35- 44 pts. 25- 36 pts.
Coverage and Coverage and
boundaries of the boundaries are
study are specified and identified but lacks
SCOPE AND distinguished. Overall elaboration.
DELIMITATIONS scope of the study is Ambiguity in
elaborately identified. explanation
necessitates
restatement of
variables.
20- 25 pts. 13-19 pts.
Technical terms and Technical terms and
operational terms are operational terms are
DEFINITION OF identified and identified but lacks
TERMS provided with proper definition.
definition aligned to Some salient terms are
the context of the also missing.
study. Definition is
concise and
substantive.
20- 25 pts. 13-19 pts.

PREPARED BY:

DANIELA ERIKA MARIE S. TEMPLADO

PRACTICAL RESEARCH 1 INSTRUCTOR
 A. CHAPTER 2: THEORETICAL BACKGROUND

EXCELLENT GOOD SATISFACTORY

Thoroughly examines Includes a good Includes some local
and integrates a wide selection of local studies related to the
range of relevant local studies that are research topic but
studies that provide relevant to the lacks depth and
comprehensive insights research topic. Shows comprehensiveness.
LOCAL STUDIES into the research topic. a solid understanding Shows a basic
Demonstrates a deep of the local context understanding of the
understanding of the and its relevance to local context.
local context and its the study.
implications for the
study.
46-50 pts. 36- 45 pts. 25- 35 pts.
Incorporates a diverse Includes a variety of Includes a limited
and extensive range of foreign studies that are selection of foreign
foreign studies that relevant to the studies related to the
FOREIGN enrich the research research topic and research topic, with
STUDIES topic and provide offer some some relevance but
valuable comparative comparative insights. lacking depth in
perspectives. Shows a good comparative analysis.
Demonstrates a understanding of the Shows a basic
nuanced understanding foreign literature and understanding of the
of the foreign literature its relevance to the foreign literature.
and its implications for study.
the study.
46-50 pts. 35- 45 pts. 25- 36 pts.
Constructs a robust Develops a coherent Constructs a basic
theoretical framework theoretical framework theoretical
that effectively guides that aligns well with framework that
THEORETICAL the research study, the research study, loosely connects to
FRAMEWORK integrating key incorporating relevant the research study,
theoretical concepts and theoretical concepts with some relevant
models. Demonstrates a and models. Shows a theoretical concepts
sophisticated good understanding of and models. Shows a
understanding of theoretical limited understanding
theoretical perspectives of theoretical
and their application to perspectives.
the study.
46-50 pts. 35- 44 pts. 25- 36 pts.

PREPARED BY:

DANIELA ERIKA MARIE S. TEMPLADO

PRACTICAL RESEARCH 1 INSTRUCTOR
 B. CHAPTER 3: METHODOLOGY

EXCELLENT GOOD SATISFACTORY

The research design is The research design is The research design
innovative, rigorous, well-conceived, clear, is adequate but lacks
and perfectly aligned and appropriate for the some clarity and
with the research research questions and precision in its
questions and objectives. It shows a alignment with the
RESEARCH objectives. It good understanding of research questions
DESIGN demonstrates a deep the research and objectives. It
understanding of the methodology and its shows a basic
research methodology application to the understanding of the
and its application to study. research
the study. methodology.
46-50 pts. 36- 45 pts. 25- 35 pts.
The sampling methods The sampling methods The sampling
are robust, well- are appropriate, well- methods are
justified, and perfectly justified, and aligned somewhat adequate
aligned with the with the research but lack some
research design and design and objectives. justification and
SAMPLING objectives. The sample The sample size is clarity in their
METHOD size is adequate, and the mostly adequate, and alignment with the
sampling procedure is the sampling research design and
clearly explained. procedure is generally objectives. The
clear. sample size is
somewhat adequate,
and the sampling
procedure is
somewhat clear.
46-50 pts. 35- 45 pts. 25- 36 pts.
The data gathering The data gathering The data gathering
procedures are rigorous, procedures are well- procedures are
systematic, and conceived, clear, and adequate but lack
perfectly aligned with appropriate for the some clarity and
the research design and research design and precision in their
objectives. The data objectives. The data alignment with the
collection tools are collection tools are research design and
DATA well-designed, and the adequate, and the data objectives. The data
GATHERING data analysis plan is analysis plan is collection tools are
PROCEDURES clear and generally clear. somewhat adequate,
comprehensive. and the data analysis
plan is somewhat
clear.
46-50 pts. 35- 44 pts. 25- 36 pts.

PREPARED BY:

DANIELA ERIKA MARIE S. TEMPLADO

PRACTICAL RESEARCH 1 INSTRUCTOR
 CHAPTER 1

INRODUCTION

Background of the Study

Leadership plays a significant role in everyone’s life, regardless of one’s particular

profession or field. Leadership development was arguably one of the primary objectives

leading to the establishment of institutions of higher education in Philippines. Just as the first

graduates of these colleges and universities went on to lead our nascent country, today’s

students will soon join the ranks of those decision makers who are responsible for the

resources that control the global economy. Since student affairs practitioners strive to prepare

current undergraduates for successful post-graduation careers, it is easy to understand why

leadership development programs are gaining momentum at many colleges and universities

(Andrews & Wooten, 2005).

Despite the strong emphasis on leadership today and, perhaps, because of the demand

for better leadership across many contexts, there is a lack of common understanding or

agreement on what leadership is and how leadership should be practiced (Bass, 1990;

Goethals & Sorenson, 2007). Over the year’s students have defined leadership in many

different ways; some as an inherent trait, others as set of skills or behaviors, and others as a

process or relationship (Bass, 1990; Northouse, 2007). Thus, the concept of leadership is

perceived and promoted in different ways. Traditional, industrial perspectives promote

leadership as transactional, hierarchical, and exclusive, while more contemporary,

postindustrial perspectives embrace leadership as inclusive, empowering, and relational

(Northouse, 2007; Rost, 1991).

 Effective leadership is pivotal for the success of associations, especially in

educational institutions like sodalities and universities. Pupil leaders play a crucial part in

maintaining order, championing for pupil requirements, and easing communication between

scholars and faculty. Understanding the strategies, comprehensions, and challenges faced by

pupil leaders is essential for perfecting their effectiveness and enhancing the overall pupil

experience.

Leadership development receives considerable attention as an outcome of student

learning within higher education at institutional and national levels. Many institutional

mission statements emphasize leadership, striving to develop students who will be leaders in

various aspects of society (Astin & Astin, 2000), and a variety of leadership training,

education, and development efforts are implemented on college campuses (Komives, Dugan,

Owen, Slack, & Wagner, 2011). There is a growing body of research on student leadership as

an outcome of the senior high school and college experience, with a focus on students’

leadership behaviors and styles. Very little is known, though, about how students perceive the

concept of leadership.

Information on how students understand the concept of leadership can help inform the

development and implementation of leadership programs. Further, this information can assist

leadership educators in constructing learning environments to best address students’

leadership development needs and the leadership development goals of the institution.

Students’ understandings of leadership could influence their motivation for participating in

leadership programs or for seeking out leadership experiences during senior high school and
college. Such information is valuable for leadership educators, who are encouraged to

approach leadership education in an inclusive and broad way that reaches more than the

students who seek out and select leadership opportunities (Komives et al., 2011). Further,

information on how students understand the concept of leadership can provide insight into

their expectations for leadership and may even inform how one engages in or seeks to engage

in leadership.

Statement of the Problem

This study aims to explore the leadership strategies, perceptions, and challenges of

student leaders at ACLC College of Ormoc. Despite the growing emphasis on student

leadership development in higher education, there is limited research that examines the

experiences and perspectives of student leaders themselves, particularly in the Philippine

context. By giving voice to student leaders and understanding their unique challenges and

strategies, this study seeks to contribute to the development of more effective and relevant

student leadership programs at ACLC College of Ormoc and potentially inform best practices

in other educational institutions.

1. What leadership strategies do student leaders at ACLC College of Ormoc employ to

effectively fulfil their roles and responsibilities?

2. How do student leaders perceive their roles and responsibilities within the college

environment, and how do these perceptions influence their leadership approaches?

3. What are the key leadership development needs identified by student leaders at ACLC

College of Ormoc, and how do they seek to enhance their leadership skills for future

endeavors?
4. What are the perceptions of student leaders regarding the effectiveness of current

leadership development programs at ACLC College of Ormoc, and what improvements do

they suggest for enhancing these programs?

Significance of the study

This study aims to explore the leadership strategies, comprehensions, and challenges

of pupil leaders in ACLC College of Ormoc. By understanding these factors,

recommendations can be made to enhance the effectiveness of student leadership and

ameliorate the overall student experience in the council.

Student leaders are the primary beneficiaries. These will help them enhance their leadership

strategies and perceptions as well as overcome the challenges they've faced in their terms and

make it the right one.

Students/members are the secondary beneficiaries. They will be the first factor that is

affected by the kind of leadership acted by the leaders. Positive leadership will result a

positive outcome to the members.

Teachers will benefit from the study by gaining strategies on how to lead students. This can

enhance their professionalism inside and outside the classroom.

Future leaders can use these Study as a foundation for a better leadership strategies.
Scope and delimitations of the study

The scope of these study is to identify the strategies perceptions and challenges of the

student leaders of ACLC College of Ormoc. These Study focused on understanding the

strategy used by the student leaders to managed and disciplined the students of ACLC

College of Ormoc. It aims to enhance the problem solving of student leaders in overcoming

the challenges they will faced as leaders. Additionally, these Study examines the perceptions

of students about leadership.

These Study recognize the limited availability of qualitative research that specifically

investigates the leadership strategies and problem solving techniques of student leaders at the

under graduate level. Moreover, the study acknowledges potential limitations in terms of

resources, time, and access to data, which may impact the depth and breadth of the research

findings.

Definition of terms

1. Leadership: these ability of an individual or a group of people to influence and guide

followers or members of an organization, society or team.

2. Student Leaders: acts beyond their standard academic responsibilities in ways that

influence their school or community.

3. Perceptions: It involves the process of organizing, interpreting, and understanding sensory

information to create a mental representation of the environment. Perception influences how

individuals perceive and interact with the world, shaping their thoughts, behaviors, and

responses to stimuli.
4. Strategies: This are systematic approaches or methods that organizations, individuals, or

entities use to address challenges, capitalize on opportunities, and achieve desired outcomes.

Strategies provide a roadmap for decision-making, resource allocation, and implementation

of actions to move towards a defined goal.

5. Challenges: refer to obstacles, difficulties, or situations that require effort, skill, and

determination to overcome or navigate successfully. They represent opportunities for growth,

learning, and development by testing an individual's abilities, resilience, and problem-solving

skills.
 CHAPTER 2

THEORETICAL BACKGROUND

Review of Relate Literature

Local studies

In a Study by Anamika Gowthawan (2019) These opportunities are available for the

students interested in it. But apart from this there are also initiatives where students are

trained about leadership and the necessary skills required. Leadership development is

becoming an Increasingly important part of the educational program for university students.

Colleges and universities continually seek to foster the leadership Development of

undergraduate students through extra-curricular opportunities.

The data was gathered from interviews with eight student leaders, who were studying

during their Leadership experience. The context of the study is set at the university level. The

Findings show that the essence of their collective experiences revolve around two Key

aspects 1) self-development and 2) connection with people. The experiences Had both

positive and negative moments and the student leaders faced various Challenges which led to

learning points. The reasons that motivated the students to join student organizations and to

take on the responsibilities of student Leadership seem to be fulfilled after the experience.

This study presents a closer and deeper view of the leadership experiences the participants
have had, from Their perspectives. It brings out an important perspective of the experience

being A valuable learning experience which is positively recommended by the Participants to

fellow students.

This study aims to contribute to such researches on Student leadership, by studying

student leaders’ leadership experiences from Their own perspectives. The concepts of

leadership and student leadership are Discussed in the following section, as relevant to this

study.

Foreign Studies

According to Hillard (2010), mentions that the personality of leaders has to have

the ability to attract and persuade others to join him or her in working towards a goal,

moreover in today’s world a leader should be capable of enabling effective collaboration,

communication, optimistic thinking and establishing an ethical framework for the

organization or team.

Thompson (2006), Different leadership styles such as collaborative leadership,

distributed leadership, situational leadership, etc., have also emerged through the years.

Rehman and Farooq’s (2017), study delves deep into leadership skills and

competencies and is aimed at Understanding the relation of those skills with gender and the

type of course Pursued by the students.

Baccei’s (2015), long term study focused on examining Leadership trainings on

campus and its relation to the leadership development of Students also considering gender

and racial background.

 Abdul-Hamid, Krauss & Ismail, (2008). With a number of theories and models that

are developing based on leadership Seen from different perspectives, the concept of

leadership is constantly evolving and expanding.

Theoretical Framework

The study is underpinned by two foundational theoretical frameworks:

Transformational Leadership Theory and Social Identity Theory. These frameworks provide

a robust theoretical lens through which to examine the leadership strategies, perceptions, and

challenges of student leaders in ACLC College of Ormoc.

Complementary Perspectives: Transformational Leadership Theory emphasizes the leader’s

role in inspiring and elevating followers, while Social Identity Theory focuses on how leaders

learn and adapt behaviors through observation and environmental stimuli.

Enhanced Understanding: The combination of these theories offers a holistic view of

leadership development, where student leaders are motivated and inspired by

transformational leaders while also learning and adapting their strategies based on social

interactions and situational demands.

Behavioral Adaptation: Student leaders in ACLC College of Ormoc benefit from

transformational leadership qualities that inspire change and innovation, coupled with social

identity influences that shape their leadership behaviors based on observed models and

environmental cues.

As the field of leadership development has become more prevalent on campuses across the

country, the literature addressing this topic has grown as well. James Burns, author of the

Burns Theory of Transformational Leadership, asserted that, “Leadership is one of the most
observed and least understood phenomena on earth” (as cited in Adams & Keim, 2000, p.

259). Based on my review of the literature, it appears that much of the available literature is

quantitative in nature in that it investigates the relationship between one or more variables as

they relate to leadership development programs. This chapter will discuss research

concerning the development of individual leadership identities as well as the ways in which

gender and race influence leadership development. Additionally, research from the field of

student development is presented as many of these theories have direct impact on students’

leadership abilities. Finally, this chapter concludes with the presentation of a recent study

focusing on the risks associated with participation in student leadership activities.

Leadership development does not happen in a vacuum,” and additional efforts must be made

to take into account gender and racial differences as these factors relate to leadership styles

(Ruderman, 2004, p. 274). Kezar and Moriarty (2000) conducted a recent study which

concentrated on the need for diversity within leadership development. More specifically,

these authors observed that earlier paradigms of student leadership development were based

largely on sample populations of Caucasian male students (p. 55). Consequently, many

current strategies for developing leadership potential in undergraduate students are only

moderately effective at best. For example, some models “tend to emphasize hierarchy; one

way or directive power and influence processes; individuals in competition for rewards;

productivity; rationality; one way communication; formal, structured relationships with

others; and separation between leaders and followers” (Astin & Leland, 1991, as cited in

Kezar Moriarty). Kezar and Moriarty suspected that this approach is no longer acceptable as

leadership styles vary greatly based on demographic factors, such as gender, race, and

culture.
Transformational Leadership Theory

Transformational Leadership Theory, as proposed by Bass (1985), posits that

effective leaders inspire and motivate their followers to achieve beyond their self-interests for

the greater good of the organization or society. This theory emphasizes four key components

of transformational leadership: charisma, inspiration, intellectual stimulation, and

individualized consideration. In the context of student leadership, this theory suggests that

student leaders who can articulate a compelling vision, motivate their peers, stimulate

creativity, and provide individualized support are likely to be more effective in their roles
Social Identity Theory

Social Identity Theory, developed by Tajfel and Turner (1979), suggests that

individuals derive part of their self-concept and self-esteem from their perceived membership

in social groups. This theory helps explain how student leaders identify with their roles and

how group dynamics within the student body influence their behavior and perceptions. In the

context of student leadership in ACLC College of Ormoc, this theory implies that student

leaders' sense of identity and self-worth may be influenced by their role as leaders and their

perceived status within the student body. Understanding these dynamics is essential for

comprehensively understanding the motivations and behaviors of student leaders in the

college.
 CHAPTER 3

METHODOLOGY

Research Design

This research aims to delve into the multifaceted dimensions of leadership strategies,

perceptions, and challenges among student leaders within ACLC College of Ormoc.

Embracing the phenomenological paradigm, the study endeavors to uncover the lived

experiences and subjective realities of student leaders within this educational institution.

Phenomenology, renowned for its emphasis on understanding the essence of human

experiences, provides a robust epistemological framework for exploring the intricate nuances

of student leadership. Through this lens, the research seeks to illuminate how student leaders

engage in their roles, perceive effective leadership strategies, and navigate the challenges

inherent in their leadership journey. By adopting a phenomenological approach, the study

aims to capture the essence of student leadership within the unique socio-cultural context of

ACLC College of Ormoc, thereby contributing to the broader discourse on leadership within

educational settings.

This research is all about getting to the heart of what it means to be a student leader at

ACLC College of Ormoc. We're not just interested in the surface-level stuff; we want to dive

deep into the thoughts, feelings, and experiences that shape how student leaders navigate

their roles. That's why we've chosen a qualitative approach, specifically drawing on

phenomenology. It's like peeling back the layers of an onion to reveal the core—except in

this case, the core is the essence of student leadership.

Phenomenology is a bit like putting on someone else's shoes and seeing the world

through their eyes. It allows us to explore the rich tapestry of experiences and perceptions

that student leaders bring to their roles. By embracing this approach, we're opening the door

to a world of insights that go beyond mere observations and statistics. We're delving into the

lived experiences of student leaders, uncovering the meaning they attribute to their roles and

the challenges they face along the way.

In essence, this research design is all about giving student leaders a voice—a chance

to share their stories, their struggles, and their triumphs. It's about creating a space where they

can express themselves authentically and be heard. By taking this qualitative approach, we're

not just scratching the surface; we're diving deep into the lived reality of student leadership at

ACLC College of Ormoc. And who knows what we might find beneath the surface—perhaps

new perspectives, unexpected insights, or even a deeper understanding of what it means to

lead in a college setting.

Population and Sampling Method

 Let's talk about who we're reaching out to and how we're going to find them. Our

participants are the student leaders at ACLC College of Ormoc—those brave souls who are

stepping up to lead their peers and shape the college community. We're not just looking for a

few token leaders; we want a diverse group representing different backgrounds, roles, and

experiences.

To make sure we get a good mix, we're using a non-probability quota sampling

method. It's kind of like assembling a dream team—we're setting quotas based on different

characteristics, like leadership roles, grades, and extracurricular activities. By doing this,

we're aiming to capture the full range of student leadership experiences at ACLC College of

Ormoc.

Once we've set our quotas, we'll reach out to student leaders who fit the bill. We're not just

picking names out of a hat; we're handpicking individuals who can offer unique insights into

what it means to lead in this college community. It's like putting together a puzzle—we're

looking for pieces that fit together to create a complete picture of student leadership.

Research Procedure

Now, let's talk about how we're going to hear from these student leaders. Our research

procedure is all about creating a safe and welcoming space where they can share their stories

and experiences. We're using semi-structured interviews as our main tool, giving student

leaders the chance to speak from the heart about their leadership journey.

These interviews are like windows into the lives of student leaders at ACLC College

of Ormoc. We'll ask open-ended questions, giving them the freedom to share their thoughts,
feelings, and insights in their own words. It's not about checking boxes or collecting data

points; it's about capturing the essence of student leadership—the highs, the lows, and

everything in between.

But we're not stopping there. We're also planning to host focus group discussions with

student coordinators. These sessions will be like group therapy for student leaders, a chance

for them to learn from each other's experiences and support one another through the

challenges of leadership. It's all about building a sense of community and collaboration

among student leaders, while also gathering valuable insights into what makes student

leadership tick at ACLC College of Ormoc.

In conclusion, our research procedure is guided by one simple principle: empathy. We're here

to listen to the voices of student leaders, to honor their experiences, and to make sure their

stories are heard. Through this human-centered approach, we hope to shine a light on the

incredible diversity and resilience of student leadership at ACLC College of Ormoc, while

also adding to the broader conversation about what it means to lead in educational settings.