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CENTRAL PHILIPPINES STATE UNIVERSITY
CONG. MARIANO M. YULO CAMPUS
Hinigaran Negros Occidenta
CHAPTER I
INTRO!UCTION
"ac#gro$nd o% t&e St$d'
Do you know the single greatest problem in any organization, the answer is
simple: lack of managerial skills. Unfortunately, most of the leaders often lose sight of
this fact. Without help in dealing with people and developing skills in management, at
best, most of leaders can give only a mediocre leadership. Leadership can be defined as
an art of influencing people to get the necessary support and cooperation in community
affairs to maintain solidarity among people. ome have natural leadership gifts, which
with seeming ease they worked well with others, motivate co!workers and subordinates
and never seem to have demands on people and most of us do not fell to this category but
these skills are usually ac"uire through e#periences!often painful ones but they come
easier when solidly based on understanding of human behaviour.
$he %entral &hilippines tate University, %ong. 'ariano '. (ulo %ampus, as one
of the educational institutions build organization for %enphilians) welfare especially the
studentry. $his two organizations operating in the university are: the upreme tudent
*overnment +rganization *-, which is the highest governing body of students that
serves as a link between the administration and students and the /uture Leaders of the
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&hilippines /L&-, as an intra!curricular organization that develops and organizes
activities and programs beneficial to %enphilians community.
0s an initial study regarding the performance of the two organizations, the
researchers gathered information from their fellow %enphillians, that the functional
organization in the university is the upreme tudent *overnment and the /uture Leaders
of the &hilippines was left behind. 'ost of them find hard times in identifying those
elected officers, especially the /uture Leaders of the &hilippines. 1n this regard the
researchers was challenge to pursue this study to assess the leadership styles used by the
two organizations which reflects in their performance as a group or as elected body and to
check the truthfulness and reliability of the gathered responses from the students
regarding the functionality of the two organizations.
$hey do believe that leadership carries a heavy burden of responsibility, it makes
demand on people and people)s reaction puzzles them. $he ability to lead people and to
guide their energies towards achieving goals is crucial. Despite this, leaders must bear in
their minds that leadership is e#citing and stimulating when they make it an intelligent,
thoughtful, planned and deliberate one.
State)ent o% t&e Pro*e)
$his study in the Leadership tyles of upreme tudent *overnment and /uture
Leader of the &hilippines +fficers: 0n 0ssessment assessed the leadership styles of the
two organizations operating in the university.
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CONG. MARIANO M. YULO CAMPUS
Hinigaran Negros Occidenta
pecifically, this study sought to answer the following:
2. What are the types of Leadership tyles of the upreme tudent
*overnment and /uture Leaders of the &hilippines +fficers when grouped according to:
a. 0utocratic
b. Laissez!fairec. &articipative
d. $ransactional
e. $ransformational
3. 1s there a significant difference between the types of Leadership tyles
of the upreme tudent *overnment and /uture Leaders of the &hilippines +fficers.
H',ot&esis
$here is no significant difference between the types of Leadership tyles of
the upreme tudent *overnment and /uture Leaders of the &hilippines +fficers
T&eoretica -ra)eor#
$his study was anchored on the study of 4ass and 4urns on leadership styles.
0mong the various theories of leadership and motivation relating to effective
organizational change management, perhaps the most prominent is the transformational!
transactional theory of leadership. 4urns 3555-, conceptualizes two factors to
differentiate 6ordinary7 from 6e#traordinary7 leadership: transactional and
transformational leadership. $ransactional leadership is based on conventional e#change
relationship in which followers compliance effort, productivity, and loyalty- is‟
e#changed for e#pected rewards. 1n contrast, transformational e#traordinary- leaders
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Hinigaran Negros Occidenta
raise followers consciousness levels about the importance and value of designated‟
outcomes and ways of achieving them. $hey also motivate followers to transcend their
own immediate self!interest for the sake of the mission and vision of the organization.
uch total engagement emotional, intellectual and moral- encourages
followers to develop and perform beyond e#pectations 4urns, 3555 4ass, 3555-. 4urns
3555-, observes that transformational leadership involves the process of influencing
ma8or changes in organizational attitudes in order to achieve the organization)s ob8ectives
and strategies. 4ass 3555- observed that transactional leaders work their organizational
cultures following e#isting rules and procedures, while transformational leaders change
their cultures based on a new vision and a revision of shared assumptions, values and
norms. When an organization must adapt to changes in technology, its leadership is a
critical factor in its successful change.
4ass 3555- operationalized the work of 4urns 3555- by developing a
model of transformational and transactional leadership, referred to in more recent
publications as the 6full range leadership model7 4ass and 0volio, 3555-.
'essick and 9ramer 355- argued that the degree to
which the individual e#hibits leadership traits depends not only on his characteristics and
personal abilities, but also on the characteristics of the situation and environment in
which he finds himself. ince human beings could become members of an organization in
other to achieve certain personal ob8ectives, the e#tent to which they are active members
depends on how they are convinced that their membership will enable them to achieve
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Hinigaran Negros Occidenta
their predetermined ob8ectives. $herefore, an individual will support an organization if he
believes that through it his personal ob8ectives and goals could be met if not, the
person)s interest will decline. Leadership style in an organization is one of the factors that
play significant role in enh5ancing or retarding the interest and commitment of the
individuals in the organization.
Conce,t$a -ra)eor#
$his study illustrates the relationship between the independent and dependent
variables. $he independent variable was the Leadership tyles of the upreme tudent
*overnment and /uture Leaders of the &hilippines +fficers and the dependent variables
was the 0ssessment. $he respondents interpreted the leadership styles displayed by the
two organizations as always, sometimes, and never.
Leaders&i, St'es o% t&e S$,re)e St$dent Goern)ent and -$t$re Leaders o% t&eP&ii,,ines O%%icers2 An Assess)ent
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Hinigaran Negros Occidenta
-ig$re 12 Sc&e)atic !iagra) o% t&e St$d'
$he diagram illustrates the relationship
between the independent variable Leadership
tyles- and the dependent variable 0ssessment-.
!e,endent Varia*e
0ssessment
Inde,endent Varia*e
1. Leadership tyles
a. 0utocratic
b. Laissez!faire
c. &articipative
d. $ransactional
e. $ransformational
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Signi%icance o% t&e St$d'
$he result of the study is beneficial to the following:
Ad)inistration. $his study is useful in providing insights about the leadership
styles and management skills in an organization which can be used during their
administration.
Parents. $his study provided them knowledge regarding leadership skills and
guides their children in enhancing their leadership skills to be a good leader.
Sc&oo. $he result of this study help the school improve the leadership styles and
management of each benefactor in empowering students learning. 1t also serves as an
assessment in the organizations operating in the school.
St$dents. $he result of this study provided knowledge on how a true leader acts
and effective styles can be used towards positive outcome.
-$t$re Leaders. $he result of the study served as their basis and guide for the
different discipline regarding leadership styles that they are engaged with.
-$t$re Researc&ers. $he result of the study served as one of their reference
when they conduct the same study.
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Sco,e and Li)itation o% t&e St$d'
$his study focused on the Leadership tyles of the upreme tudent *overnment
and /uture Leaders of the &hilippines +fficers on the 0cademic (ear 352!352;. 1t was
confined with variables: $ypes of Leadership tyles as independent variables and
0ssessment as dependent variable. $his study was conducted at %entral &hilippines tate
University, %ong. 'ariano '. (ulo %ampus, ?- students enrolled and eighteen 2>- faculty members
employed on the 0cademic (ear 352;!352@.
!e%inition o% Ter)s
$o further understand this study the researchers define the following terms
conceptually and operationally.
Leader. $his term refers to the person or thing that leads a guiding head, as of an
army, movement, or political group http:AAwww.o#forddictionaries.comAusAthesaurus-
1n this study, it refers to the person that leads the organization.
Leaders&i,. $his term refers to the position or function of a leader, a person who
guides or directs a group. http:AAwww.o#forddictionaries.comAusAthesaurus-
1n this study, it refers to an art or form of handling a certain organization by a leader.
Leaders&i, St'es. $his term refers to the leader)s style of providing direction,
and implementing plans http:AAwww.o#forddictionaries.comAusAthesaurus-
http://www.oxforddictionaries.com/us/thesaurushttp://www.oxforddictionaries.com/us/thesaurus
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Hinigaran Negros Occidenta
Transactiona. $his term is defined as something that is transacted, especially a
business agreement an interaction of an individual with one or more other persons,
especially as influenced by their assumed relational roles of parent, child, or adult
members based on performance result. http:AAwww.o#forddictionaries.comAusAthesaurus-
1n this study, this term is defined as a leader)s style where he uses punishments and
rewards to motivate members achieve organizational goals.
Trans%or)ationa. $his term is defined as the act or process of transforming the
state of being transformed change in form, appearance, nature, or character
http:AAwww.o#forddictionaries.comAusAthesaurus-
1n this study, this term is defined as the use of creativity of leaders to persuade members
to be fle#ible enough to solve organizational problems.
S$,re)e St$dent Goern)ent. $his term is defined as the highest governing
body of the entire studentry. $he =%0 tudent
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CHAPTER II
REVIE: O- RELATE! LITERATURE
Leaders&i, in Conte),orar' Ti)es
1n the literature, leadership has been identified as an important sub8ect in the field
of organizational behaviour. Leadership is one with the most dynamic effects during
individual and organizational interaction. 1n other words, ability of management to
e#ecute 6collaborated efforts7 depends on leadership capability. Lee and %huang 355?-,
e#plain that the e#cellent leader not only inspires subordinate)s potential to enhance
efficiency but also meets their re"uirements in the process of achieving organizational
goals. /ry 355B- e#plains leadership as use of leading strategy to offer inspiring motive
and to enhance the staff)s potential for growth and development. everal reasons indicate
that there should be a relationship between leadership style and organizational
performance.
Leadership is both a science and an art, involves inter!relating w
ith people. $he science of leadership develops valid concepts, principles and processes to
guide the day!to!day practices of leaders to bring about mote predictable end results.
While these principles and processes will not guarantee specific solutions to
organizational problems solving. 4y following these principles and processes, leaders
responsible for problem solving find greater assurance. $he art of leadership, the other
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side of the coin, emphasizes the skills of leadership, such as how leaders work with
others and how they apply their knowledge and e#perience to achieve the desired results.
$he concept and definition of leadership and style may differ from one person, or
situation, to the other. $he word 6leadership7 has been used in various aspects of human
endeavor such as politics, businesses, academics, social works, etc. &revious views about
leadership show it as personal ability. 'essick and 9ramer 355- argued that the degree
to which the individual e#hibits leadership traits depends not only on his characteristics
and personal abilities, but also on the characteristics of the situation and environment in
which he finds himself. ince human beings could become members of an organization in
other to achieve certain personal ob8ectives, the e#tent to which they are active members
depends on how they are convinced that their membership will enable them to achieve
their predetermined ob8ectives. $herefore, an individual will support an organization if he
believes that through it his personal ob8ectives and goals could be met if not, the
person)s interest will decline. Leadership style in an organization is one of the factors that
play significant role in enhancing or retarding the interest and commitment of the
individuals in the organization.
Leaders&i, St'e and Per%or)ance
1n the literature, leadership has been identified as an important sub8ect in the field
of organizational behaviour. Leadership is one with the most dynamic effects during
individual and organizational interaction. 1n other words, ability of management to
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e#ecute 6collaborated effort7 depends on leadership capability. Lee and %huang 355?-,
e#plain that the e#cellent leader not only inspires subordinate)s potential to enhance
efficiency but also meets their re"uirements in the process of achieving organizational
goals. /ry 355B- e#plains leadership as use of leading strategy to offer inspiring motive
and to enhance the staff)s potential for growth and development. everal reasons indicate
that there should be a relationship between leadership style and organizational
performance. $he first is that today)s intensive and dynamic markets feature innovation!
based competition, priceAperformance rivalry, decreasing returns, and the creative
destruction of e#isting competencies .tudies have suggested that effective leadership
behaviours can facilitate the improvement of performance when organizations face these
new challenges 'c*rath and 'ac'illan, 3555 $eece, &isano and huen, 355B-.
/rom this review of related literature, it is evident that although some scholars
believe that leadership enhances organizational performance while others contradict this,
different concepts of leadership have been employed in different studies, making direct
comparisons virtually impossible. *aps and unanswered "uestions remain. %onse"uently,
the current study is intended to re!e#amine the proposed leadership!performance
relationship and, thus, contribute meaningfully to the body of growing literature and
knowledge in this area of study.
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Leaders&i, !ie))a
Leaders often find themselves in a dilemma because they are people with uni"ue
patterns of confidence and fear that come from their life influences, education,
e#periences, and personal needs. $hey may want to be themselves, to be at peace with
themselves, and to avoid the situations that make them uncomfortable. $hey 'ay want to
grow into their full potential while ma#imizing the potential of the people they lead.
Leaders also find themselves with a societal and organizational environment of
constraints and challenges, of limitation and freedom. $he basic dilemma lies between
what they believe desirable and what they can actually do in practice. Cffective leaders
ask themselves "uestions such as:
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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. Leaders then select the most promising solution. - &articipating.
Leaders participate as members in the discussion and agree in advance to carry out
whatever decision the group makes. ;- Delegating. Leaders define the boundaries within
which to solve problems or accomplish tasks. $hen they turn it over to the group to work
out solutions or to implement the tasks.
Contrasting Leaders&i, St'es
T&e A$t&oritarian St'e shows certain characteristics and we can sum them up
by saying that authoritarian style leaders:
2. 0re generally strong!willed, domineering, and to some e#tent, aggressive.
3. 'ust have their own way, which for them, seems the only way.
B. Look upon his subordinate)s like functionaries than as person, and the subordinates
trying their best without hesitation or estimation, follow directions without "uestion.
. +rdinarily are not ready to listen to views and suggestions of others although they
may pretend to-, if they offer different opinions
;. Do not encourage e"ual relationship i.e., adult to adult- with underlings. 0s a rule they
do not allow themselves to get close to employees. $hey do like to see employees to get
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close to one another, for such cli"ues, as authoritarian leaders perceive them, might
endanger their authority.
@.
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Laissez!faire leadership may be the best or the worst of leadership styles. 1f the
leader follows the normally understood definition and standard practice of non!
interference and 6hands!off7 when supposedly leading his or her followers, the worst
form of leadership is manifested.
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management where both attempt to influence employees to improve performance toward
accomplishing organizational goals and individual personal and professional growth.
$hey negotiate mutually satisfying goals, and enabling the leadersAmanager)s role to
become one of encouraging and guiding the employee toward satisfying these goals. 1n
the management!by!e#ception passive mode, the managerAleader establishes 8ob
e#pectations and standards and dictates them in a one!way, top!down fashion.
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;. $hey rarely set policies without e#plaining the reasons, and proposing them to
their groups, when they can, for suggestions and criticism.
@. $hey believe that responsibility for getting a 8ob done depends as much on the
group as upon themselves. $hey try to have this attitude shared by all group members.
F. $hey allow group members a good deal of freedom in their work, once they
have shown their ability to do it.
>. $hey keep looking for better ways to do things, and are open to change when
convinced that such changes seem called for and would lead to greater effectiveness.
?. $hey believe in the effectiveness of group work. $hey also believe that groups
of committed individuals working together have greater potential when those same
members work as individual.
We can characterize the attitudes of democratic leaders in the following self!
talk: 1 place a high value on sound and creative decisions that emerge from real
understanding and searching within a group of committed people who take their life
together seriously. 1 listen for, and try to elicit, ideas and opinions that differ from my
own. 1 have clear convictions, but 1 am also open to change in the face of sound ideas and
reasoning. 1 realize that, however competent and e#perience 1 am, 1 may not have all
the information needed, and definitely lack the e#perience of the others in the group. 1 am
always ready to learn. When conflict arises in the group, 1 do my best, with my groups)
help, to identify the issues involved and to uncover their resources. When aroused by
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someone or something, 1 try to contain myself and stay in touch whatever might be going
inside of me. 1 try to maintain a sense of humor to keep things in perspective. 1 put a lot
of energy into group work, because 1 firmly believe in the effectiveness of teamwork.
Transactiona St'e
0 transactional leader is someone who, as the name imply, relates to his team and
tasks in terms of HtransactionsH.
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instance, putting the best people for the 8ob.
0s seen, the transactional leader is very much outcome oriented. $his leadership
trait renders the transactional leadership model useful to get results. 1t would be
especially effective when short term success in needed while long term performance is
secondary.
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lead by e#ample. 1t is through their action that they touch the hearts of their followers,
and it is the strength of this faith that they create that makes their follower hold firm and
loyal in the face of adversity.
0 transformational leader is far sighted in terms of operations. Jather than
being too caught up in the day!to!day affairs, the transformational leader looks beyond to
concern him with larger issues such as team dynamics, visioning, goals setting and people
development. &eople developed in particular. 0 transformational leader is always
concerned with developing his team.
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A$tocratic and !e)ocratic Leaders&i, T&eories
0ccording to 4ernard 4ass, an author and researcher of all things leadership, the
autocratic leader tends to: 4e arbitrary, controlling, power!orientated, coercive, punitive,
and close!minded foster in subordinates greater resentment, less loyalty, less
commitment, less involvement, and less satisfaction take full and sole responsibility for
decisions and control of followers) performance stress obedience, loyalty, and strict
adherence to the rules and make and enforce the rules and see that decisions are carried
out.
Democratic leaders on the other hand demonstrate the following attributes:
leadership is considerate, consultative, participative, consensual, employee!centered,
concerned with people, concerned with the maintenance of good working relations,
supportive and orientated toward facilitating interaction, and relations!orientated a belief
that workers are internally motivated to do well and seek autonomy and the opportunity
to prove their worth and move decision!making to lower levels, encourage "uestioning
and ideas, open to criticism, treat subordinates) mistakes as learning opportunities,
celebrate subordinates) accomplishments, promote subordinates) ideas to higher authority.
o
which is better according to research 1t depends. 0t face value, the democratic approach
is often considered 6better7. While the autocratic approach is best applied when
organizations need to be turned around "uickly, it is also most fre"uently associated with
workers "uitting their 8obs 0utocratic leadership tends to be more punitive and the
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inherent close supervision increases role ambiguity, reduces productivity, and decreases
group harmony. $he democratic
approach on the other hand works best when it is visibly supported by higher authority,
members are well!educated, leaders have the skills to conduct meetings with the
members, and time can be afforded for trust to develop. 1f these factors e#ist, then the
democratic approach results in higher rates of productivity, reduced personnel turnover,
reduced absenteeism, and better employee physical and mental health.
Which
approach is appropriate depends in part on the nature of the follower and the
environment. Democratic leadership is desirable in situations where the workforce
becomes educated and seeks greater participation, when business becomes more
comple#, and when the use of advanced technology increases and there is greater
emphasis on team e#pertise. 1mmature, dependent, and ine#perienced subordinates are
more likely to e#pect and accept authoritarian direction, whereas a democratic approach
results in more rapid employee development. We are often presented with value
8udgments of autocratic leadership as bad and democratic leadership as well. $his is not
always the case. 0uthoritarian leadership works best with authoritarian followers in an
authoritarian culture. $here are times when an authoritarian approach is appropriate, as
the leader of a high performing group can afford to be more democratic than the leader of
a poor performing group.
Transactiona Leaders&i, ers$s Trans%or)ationa Leaders&i,
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=umber of Leadership theories evolved on the basis of $rait, 4ehavioral,
$ransformational, ituational, and %harisma. Jesearchers and thinkers made efforts
linking some of the theories across these leadership islands. 4ut each model has its own
pros, cons, assumptions limitations. Latest researches are conducted on ituational
$ransformational leadership styles. Leadership gurus presented new models as variations
to the already e#isting models. 'a# Weber, 'ac*regor 4urns, 4ernard '.4ass, Warren
4ennis =anus are few important researchers in the area of transformational leadership.
Understanding the difference between transactional and transformational leadership is
vital in getting the whole concept of transformational leadership theory.
0s a starting point, let us review our everyday life. 1n general, a relationship
between two people is based on the level of e#change they have. C#change need not be
money or material it can be anything. $he more e#change they have the stronger the
relation. (our manager e#pects more productivity from you in order to give good
rewards. 1n this way, if something is done to anyone based on the return then that relation
is called as K$ransactional) type. 1n politics, a leader announces benefits in their agenda in
e#change to the vote from the citizens. 1n business, leaders announce rewards in turn to
the productivity. $his relation is all about re"uirements, conditions and rewards or
punishment-. Leaders who show this kind of relationship are called K$ransactional
Leaders).
1n life, at one point of time, things happen without e#pectation from other side.
ay, mom)s dedicated service to her kid. 'om doesn)t e#pect anything from the child and
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the service she provides in raising the child is unconditional, dedicated, committed. 'om
plays a ma8or role in shaping up the kid)s future life. $his type of relation is called as
K$ransformational). Leaders do e#ist in this world with these behaviors. $ransformational
Leaders work toward a common goal with followers put followers in front and develop
them take followers) to ne#t level inspire followers to transcend their own self!interests
in achieving superior results.
Transactiona and Trans%or)ationa Leaders&i,
$ransactional and $ransformational Leadership defined prior to defining each
characteristic of transactional and transformational leadership, it is important to clarify
how both of these are defined.
$ransactional leadership can be summarized simply as transactions between
leaders and subordinates, in an effort to improve performance of subordinates. 0uthors
use similar definitions to describe transactional leadership and in general, describe it to be
6leadership which is based on transactions between manager and employees 4ass, 2??5,
p. 35-.7 4ass 2?>;- describes transactional leadership in detail, e#plaining that 6changes
in degree or marginal improvement can be seen as the result of leadership that is an
e#change process: a transaction in which followers) needs are met if their performance
measures up to their e#plicit or implicit contracts with their leader p. 3F-.7 0nother
similar definition from 4romley and 9irschner!4romley 355F- e#plains transactional
leadership as leaders which 6specify e#plicit re"uirements and conditions of the task, and
provide rewards for fulfilling those re"uirements,7 and that 6fulfilling the re"uirement is
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completing the transaction p. ;-.7 $ransformational leadership lies on the opposite end
of the spectrum, in that this type of leadership strives to inspire and 6transform7 their
employees in order to improve their performance.
$ransformational leadership research was recognized and originally developed by
4urns in 2?F>, and later more fully developed by 4ernard 4ass 4romley, 355F-. 4ass
2??5- e#plains that transformational leadership 6occurs when leaders broaden and
elevate the interests of their employees, when they generate awareness and acceptance of
the purposes and mission of the group, and when they stir their employees to look beyond
their own self!interest for the good of the group p. 32-.7 %haracteristics of $ransactional
and $ransformational Leadership 4oth transactional and transformational leadership have
four characteristics each. 1n order to have an understanding of both types of leadership, it
is important to review all eight. 0ll eight characteristics work together to create the full
range of leadership skills. $he first four characteristics described below are transactional
leadership characteristics. $he first characteristic of transactional leadership is contingent
reward, which 4ass 2??5- e#plains leaders e#hibit when they 6contract e#change of
rewards for effort, promises rewards for good performance, and- recognizes
accomplishments p. 33-.7 $he second characteristic is management by e#ception active-
which is when a leader 6watches and searches for deviations from rules and standards,
and- takes corrective action p. 33-.7 $he third characteristic, management by e#ception
passive- is when a leader 6intervenes only if standards are not met p. 33-.7 $he final
transactional characteristic is laissez!faire leadership when a leader 6abdicates
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responsibility and- avoids making decisions p. 33-.7
%han %han 355;- e#plored both transactional and transformational leadership
among building professionals across four locations: 0ustralia,
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leadership more fre"uently than transactional leadership in their work p. 35-. $hey
further concluded that the most prominent behavior, under transformational leadership,
was inspirational motivation p. 35-, and that the most prominent transactional behavior
is contingent reward p. 32-. $hese conclusions again, support that transformational
+nline Gournal of Workforce Cducation and Development Nolume 111, 1ssue B! pring >
leadership augments transactional leadership as well as that transactional leadership
characteristics are valuable in building this relationship between the two. 0 final e#ample
of how transformational leadership and transactional leadership interact with one another,
does not utilize the 'LM, but simply provides a discussion about how the two interact
within the realm of team leadership. %orrigan *arman 2???- discuss how
transformational and transactional leadership skills are needed to develop leaders in a
team situation. $he research was conducted in a mental health institution and the authors
discuss the importance of transformational skills in building team cohesion. $here was
need to form team cohesion and provide leaders the ability to inspire team members and
help the team move forward with creative problem solving. $he three transformational
factors that were important for the team leaders to inhibit were: 6inspiration and
charisma, intellectual stimulation, and individualized consideration %orrigan et al., 2???,
p. B5-.7
1n con8unction with the three transformational factors, the team leaders also
needed to have skills that allowed them to motivate team members in the 6here!and!now
%orrigan, et al., 2???, p. B5>-.7 $his motivational need and focus re"uires the leaders to
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not only inhibit transformational skills but transactional skills. 1n making transactions, the
leaders had three goals: clarifying e#pectations, motivating improvement, and
recognizing achievements p. B5>-. $hese things were done through use of contingent
rewards, goal setting, and performance feedback. $he development of team leaders
needed transactional skills 6to help maintain effective programs %orrigan et al., 2???, p.
B25-.7 $hey then augmented the transactional skills with transformational skills 6in
building a cohesive and motivated team p. B25-.7 $he interaction of both
transformational and transactional leadership skills was valuable to these leaders in that
they utilized the appropriate skill, which allowed the team leaders to meet both present
and future needs of the team members and organization.
*oleman 3555-, who has identified si# leadership styles. +f these si# styles of
leadership, %oercive, 0uthoritative, 0ffiliative, Democratic, &acesetting, and %oaching-
it is the Democratic style of leadership identified by *oleman that most interests me, as it
is the style that 1 feel has worked best in my educational leadership roles and in those
leaders whom 1 have admired. While he clearly suggests that the Democratic style
positively impacts climate and organizations, *oleman)s findings were largely gathered
from e#ecutives of a specific consulting firm. 1 am curious as to how the democratic style
of leadership impacts educational settings. pecifically, as a coach, 1 am curious to
understand the democratic leadership style and to see how a democratically!minded
coach might practice it. +ne)s style of leadership can determine his or her success as a
leader and the success of the group one leads. $his premise is often accredited to
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psychologist 9urt Lewin who designated three styles of leadership an authoritarian or
autocratic style, a delegative or laissez!faire style, and a participative or democratic style
Lewin et al, 2?B?, p. 3F3-. 1n his study, Lewin and his research team tried to determine
how groups of schoolchildren, who were assigned to one of three groups with an
authoritarian, democratic, or laissez!fair leader, would respond to the different styles of
leadership. $he children were then led in an arts and crafts pro8ect. Jesearchers then
observed the behavior of children in response to the different styles of leadership.
Ultimately, Lewin and his team found that the participative democratic- leadership style
seemed to generally be the most effective leadership style Lewin et al., 2?B?-. 'any
modern 3 educators, such as the earlier mentioned *oleman 3555-, argue that Lewin)s
study was accurate and still holds true in educational settings today.
&erhaps the most recognized early literature on the sub8ect of leadership styles is
9urt Lewin 2>5?!2?F-. Lewin is often recognized as the 6founder of modern social
psychology7 Nan Wagner, 355@-. &erhaps the reason for Lewin)s wide recognition on the
sub8ect of leadership styles is that Lewin did much of his work on leadership styles as
they relate to a variety of disciplines.
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andAor discuss the negative aspects of democratic leadership in more detail. 1n order for
my study to be comprehensive, 1 gathered a wide variety of literature that discusses these
two emphasized aspects. ince Lewin)s study, more recent researchers like *oleman
3555- suggest the idea that the authoritarian style of leadership, often regarded as the
opposite of the democratic leadership style, is "uite possibly the style that impacts the
climate of groups the most. /or e#ample, Daniel *oleman developed a framework for
defining leadership styles in which he links leadership styles and emotional intelligence.
$his detailed work on has become the framework for modern day analysis of leadership
styles. 1n his study, *oleman has categorized leadership styles into the following
categories: 2- %oerciveODemanding immediate compliance. @ 3- 0uthoritativeO
'obilizes people towards a self created vision. B- 0ffiliativeO0 style that creates
harmony through empathy, communication, and relationship building. - DemocraticO
/orges consensus through participation and collaboration. ;- &acesettingOets high
standards for performance and e#pects those in the team to do as the leader does. @-
%oachingODevelops others through empathetic self awareness *oleman, 3555-.
$hrough this more specific categorization system of leadership styles, *oleman
recognized, based on his research, that democratic leadership styles are not always the
most positive as far as impacting climate. 1n fact, his study showed that it was the
authoritative style that had the most positive impact on climate *oleman, 3555-. While
this idea of the authoritative leadership style being the most positive on impacting climate
is not totally surprising to many, it is one that warrants clearer understanding. $his
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understanding is e#plained by 'ichael /ullan who e#plains the outcome of *oleman)s
data collection: 6*oleman)s data show that the authoritative leader had a positive impact
on climate and performance. o do we need leaders with clear vision who can e#cite and
mobilize people committing to it, or don)t we Well, the answer is a bit complicated. /or
some situations, when there is an urgent problem and people are at sea, visionary leaders
can be crucial. 0nd at times, it helps when leaders have good ideas. 4ut it is easy for
authoritative leadership to slip into social engineering when initial e#citement cannot be
sustained because it cannot be converted to internal commitment7 /ullan, 3552, p. B?-.
*oleman does not stand alone in providing evidence that the democratic leadership style
of leading may not be the best approach for leading. 0nother researcher that challenges
the positive impact of the democratic style is one of the most clearly understandable
studies on the topic of leadership styles. $o begin, it must be noted that the ma8ority of
research on the topic of democratic leadership in education suggests that democratic
leadership is a difficult and not often used leadership style in the classroom or any
educational setting. 0s stated by 9en +sborne in his work Democracy, Democratic
%itizenship, and Cducation +sborne, 3552- 6$oo often the hidden curriculum serves to
promote "ualities that are antithesis of democratic citizenship7 +sborne, 3552, p.>-.
+sborne elaborates on the issue by e#plaining that schools have a 6hidden curriculum7
that is linked to the general organization of schooling +sborne, 3552-. $his hidden
curriculum is one that +sborn argues is compromising the democratic values that should
be encouraged, through specific teaching and through every day learning routines.
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argues that 6Whatever schools might say about the importance of critical thinking, social
participation, personal autonomy, social responsibility, and the like, the message of the
hidden curriculum can often be one of conformity, obedience, hierarchy, and order7
+sborne, 3552, p.>-. $his notion would seem to support the idea that 6perhaps a
hierarchical organization such as the school is not the best setting for inculcating
democratic values7 +ppenheim and $orney, 2?F;, p. 32-. $he opinion of +sborn is that
the hidden curriculums of educators comes in two forms and are compromising
democracy in an educational setting. $he first consists of the rules of conduct that schools
knowingly enforce on students, rules about attendance, punctuality, dress, hallway
behavior, smoking, and the rest. $he second lies more below the surface and can be much
less obvious to students and even to teachers. 1t consists of the social interactions among
students, the interchanges between teachers and students, the implicit and often unspoken
signals through which teachers reveal their e#pectations, and the many occurrences that
impinge on a student)s day without anyone necessarily doing anything from deliberate
intent, but which combine to shape the character traits and behavior patterns that have an
impact on the kind of adult citizen a student might become. +sborne, 3552, p.>- While
+sborne, a researcher who primarily studied +ntario schools, provides evidence, and
supports the claim that this compromising of democracy e#ists in +ntario)s educational
system, he e#plicitly states that this hidden curriculum cannot be ignored by those
seeking to further e#pand democracy in education. 61n short, if schools are to serve as
training grounds for democracy, they cannot ignore the so!called hidden curriculum.
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Democracy depends in large part on students feeling sufficiently capable and competent ?
to involve themselves in the affairs of their society, to work for their preferred cause
without trampling on the rights of othersOand these and many other such traits are
learned, or not learned, as much through everyday e#periences of schooling as through
any particular lesson7 +sborne, 3552, p. ?-. o, one can see that the teaching of
democratic values, while often stressed as important in developing today)s youth as
democratic citizens, is not being done through a regular democratic practice within
+ntario)s schools. /urthermore, he argues that the reason for this lack of teaching
democratic values can be blamed on the lack of democratic teaching styles in a variety of
educational means and methods. (et, while +sborne does stress the need for greater
teaching of democratic values in schools, he does not discuss, in the above noted
research, the means of making that happen. $he evidence provided by +sborne
concerning the hidden curriculum and the lack of teaching democratic values through
democratic education, is often linked to a lack of democratic leadership in education. $he
works of 'ichael /ullan on the topic of educational leadership are very recognizable in
the %anadian educational setting. While most of /ullan)s work regarding educational
leadership emphasizes what he refers to as the %ultural %hange Leader /ullan, 3552-, a
term and book title that he uses to help e#plain the current role of today)s educational and
business leaders, he does illustrate democratic leadership "ualities as essential to leading
in this culture of change and many would identify democratic leadership "ualities in his
characteristics of the %ultural %hange Leader. 0spects like commitment, relationship
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building, and knowledge creation and sharing are e#amples of key democratic style
"ualities that /ullan suggests are essential to a framework for leadership and evident in a
%ultural %hange Leader /ullan, 3552, p.-. $his idea is elaborated in other works by
/ullan like his article $he %hange Leader /ullan, 3553- where he emphasizes the
importance of the relationship between principals and teachers. /ullan states, 6$he
%ultural %hange &rincipal knows that building relationships and teams is the most
difficult skill for both business and education leaders7 /ullan, 3553, p.2>-.
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understanding how society will understand how to improve schools Woods, 355;-. $he
study of democratic leadership in education seems to be linked to the idea of inclusion.
Gim Jyan 355;- analyzed the research on inclusive leadership and the importance
of leadership as an intentionally inclusive practice that values all cultures and types of
students in a school Jyan, 355;-. $here is a strong link to democratic style leadership
practices in the way that Jyan offers practical suggestions for encouraging inclusive
leadership in schools. 1n coaching team sports, it is essential to the team)s success that all,
or at least as many members as possible, feel included in the team. 1nclusion of team
members is a democratic trait that is very important in educational leaders of all types
who inspire to create a democratic atmosphere within their organization. 1 found that
much of the characteristics of an inclusive leader as defined by Jyan are evident in
democratic leadership style educators, as well as democratic leadership style coaches.
%ontinuing with the theme of linking inclusion and democratic leadership in educational
leadership, Jyan and Jottman 355?- study administrators who try to create 6inclusive
communicative practices7 in order to promote democratic practices. 1nterestingly, the
study reveals that while the administrators in the study encourage strong communicative
relationships, this seemingly democratic process gives way to more bureaucratic, un!
democratic and non!inclusive means Jyan and Jottman, 355?-.
T&e Co))on T',es o% eaders&i, St'e
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!e)ocratic Leaders&i, St'e
0lthough a democratic leader will make the final decision, heAshe invites other
members of the team to contribute the decision making process. $his not only increases
8ob satisfaction by involving employees or team members in what)s going on, but it also
help to develop people)s skills. Cmployees and team members feel in control of their own
destiny, such as the promotion they deserve and so are motivated to work hard by more
than 8ust a financial reward. 0s participation takes time, this approach can lead to things
happening more slowly but often the end result is better. $he approach can be most
suitable where team work is essential and "uality is more important than speed to market
productivity.
T&e Laisse78-aire Leaders&i, St'e
$he laissez!faire leadership style involves non!interference policy, allows
complete freedom to all workers and has no particular way of attaining goals.
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, p.3;>-. 0bove 0ll the 0uthors defines the Laissez E /air
Leadership with their own words according to their given definitions the idea of this type
of leadership is same. 0uthors defines that in this style the Leaders normally don)t want
their interference in decision making process. $hey normally allowed to their
subordinates that they have power to get their personal decisions about the work. $hey
are free to do work in their own way and they are also responsible for their decision.
=ormally Leaders avoids to making decision and don)t involve in working units because
the leaders gives to subordinates to completely freedom to do decisions. ometimes the
leaders provide them to important material and they 8ust involve the answer "uestion
but avoiding feedback. 'otivation is the process of that
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account for an individual)s intensity, direction, and persistence of effort toward attaining
a goal7 Jobbins et al., 355F- 6Desires want wishes aims goals needs drives motives and
incentives7 Luthans, 355;-. 6$he forces that energizes behavior, gives direction to
behavior, and underlies the tendency to persist7 4artol'artin, 3552, p.BFF-.
6'otivation is desires to put forth efforts in pursuit of organizational goals mangers can
always improve their understanding of the forces that energize employees. $here is
enormous energy within every person and manger certainly should not prevent its
release7 'ondy &remeau#, 3553, p.B5>-. 6$he set of forces that initiates, directs, and
make people persists in their efforts to accomplish a goal7 Williams, 355?, p.;F>-.
6Jefers to forces within an individual that account for the level, direction, and persistence
of effort e#pended at work7 +sborn, 355>, p.225-.
Transactiona Leader
0pproaches followers with an eye to e#changing one thing for another P 4urns
&ursues a cost benefit, economic e#change to meet subordinates current material and
psychic needs in return for 6contracted7 services rendered by the subordinate P. 4ass
$he leader who recognizes the transactional needs in potential followers 6but tends to go
further, seeking to arouse and satisfy higher needs, to engage the full person of the
follower P to a higher level of need according to 'aslow)s hierarchy of needs7 P 4ass
0s e#actly said by 4ass E 6the transactional leaders work within the organizational
culture as it e#ists the transformational leader changes the organizational culture7.
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Trans%or)ationa Leaders&i,
4ased on detailed studies of various works in $ransformational Leadership
reveals following broader characteristics of $ransformational Leader which includes:
clear sense of purpose, e#pressed simply value driven e.g. have core values and
congruent behavior-, strong role model, high e#pectations, persistent, self!knowing,
perpetual desire for learning, love work, life!long learners, identify themselves as change
agents, enthusiastic, able to attract and inspire others, strategic ,effective communicator,
emotionally mature, courageous, risk!taking, risk!sharing, visionary, unwilling to believe
in failure, sense of public need, considerate of the personal needs of employee, listens to
all viewpoints to develop spirit of cooperation, mentoring , able to deal with comple#ity,
uncertainty and ambiguity.
T&eories o% Leaders&i, in t&e P&ii,,ines
0lampay 3553:@- viewed leadership as a phenomenon that involves values. +f
the eleven characteristics of the twenty!first century leaders that listed, some three or four
relate to value, such as focus on people, inspiring trust and doing the right thing. +ne)s
personhood is influenced by values. Nalues shape how people act and behave.
$ransformational leadership is based on the leader)s values and needs. 1t can be roughly
contended then that process of the leadership starts and ends with the leader. $he verbs
used by researchers to e"uate with leadership include: initiating, controlling, defining,
designing, envisioning, enabling, setting the basis. uch verbs connote no less than that
the leader occupies the central role in triggering the leadership process, and the
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program, then the element of followers cannot be considered or is absent in the conte#t in
his decisions, then that factor is virtually be e#cluded in the leadership process. 4ut if the
leader includes them because he thinks it is valuable to do so, given his values, beliefs,
principles, philosophies, views, perspectives and the like, influence the decision
outcomes and choices.
Leaders&i, %or t&e Tent'8%irst Cent$r' ;Ed$cationa S'ste)<
$he $wenty! first %entury fever is upon us sprinkling evidence of change with a
lot of challenges, overwhelming comple#ities, compelling commitments and concern
from everyone in the 6learning society7 geared toward the improvement of the "uality of
life.
$hese e#citing yet alarming issues in the bailiwick of education demand
leadership potentials to address and respond to the re"uirement of a multi!faceted,
change!based universal world. $he primary concern of the educational system is the
creation of effective schools which anticipate the enormous perspectives of global change
from the conte#t of relevant, responsive, and rectifying paradigms shifts. 0long this
trend, it is the global of any educational management training program to inspire and
e"uip school leaders with knowledge and skills that will enable them to lead institutions
toward effectiveness and reforms.
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CHAPTER III
RESEARCH METHO!OLOGY
$his chapter presents the research design, locale of the study, respondents of the
study, sampling procedure or techni"ues, data gathering instruments, validity and
reliability of the instruments, data procedures and data analyse.
Researc& !esign
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$he nature of this study employed the use of descriptive research design utilizing
a self!made survey "uestionnaire to obtain the information concerning the Leadership
tyles of upreme tudent *overnment and /uture Leader of the &hilippines +fficers.
Locae o% t&e St$d'
$his study in the Leadership tyles of upreme tudent *overnment and /uture
Leader of the &hilippines +fficers: an 0ssessment was conducted at %entral &hilippines
tate University, 'ariano '. (ulo %ampus
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Vaidit' and Reia*iit' o% Instr$)ents
$o establish the validity and reliability of instruments, the researchers presented
the self!made survey "uestionnaire to a 8ury composed of evaluators who were
knowledgeable in research instruction validation based on *ood and cates validity test.
$he three B- evaluators, evaluated the content, rated the corresponding items and give
comments and recommendations for the improvement of the instrument. $he result of
.BB which is interpreted as very good made the instrument valid. 1n testing the reliability
of the instruments, the researcher utilized the %ronbach)s 0lpha Jeliability test with the
result of .?2B it established the consistency of the instrument.
!ata Gat&ering Proced$re
1n the initial draft of the instrument the researchers presented a self!made survey
"uestionnaire for the appraisal of the evaluators after the validity and reliability of
instrument had been established the conduct of the study was started. $he researchers
sent an approval letter to the campus administrator of the %entral &hilippines tate
University, %ong. 'ariano '. (ulo %ampus to allow them to conduct a study regarding
the Leadership tyles of Leadership tyles of upreme tudent *overnment and /uture
Leader of the &hilippines +fficers: 0n 0ssessment and it was approved.
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During the conduct of the study, the researchers presented the said letter to the
advisers of the said respondents. $he researchers had an orientation regarding the
"uestionnaire in the conduct of study for the respondents to understand and know how to
answer the "uestionnaire and to ensure that all "uestions will be answered. $hen, survey
was done personally by the researchers to secure the truthfulness of the study.
!ata Ana'ses
Data gathered from the responses in the items of the "uestionnaire were tallied
and sub8ected to statistical analysis and interpretation in accordance with the statement of
the problem and hypotheses.
-or ,ro*e) No. 1. $o determine the types of Leadership tyles of upreme
tudent *overnment and /uture Leader of the &hilippines +fficers when grouped
according to: 0utocratic, Laissez!faire, &articipative, $ransactional and $ransformational,
'ean Distribution was used.
Mean Score Range Ver*a Inter,retation Ver*a Inter,retation
3.BB ! B.55 0lways ! Nery
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-or ,ro*e) No. (. $o determine the significant difference between the $ypes of
Leadership tyles of upreme tudent *overnment and /uture Leader of the &hilippines
+fficers, R! test was used
CHAPTER IV
RESULTS AN! !ISCUSSION
$his chapter covers the presentation, analysis and interpretation of data. Data are
presented based on the se"uence of each specific problem.
$able 2. 'ean Distribution of the upreme tudent *overnment Leadership tyles
LC0DCJ
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0utocratic tyle 3.52 .5 ;
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members in fact, laissez!faire leadership is an absence of leadership style.
0nd transformational leadership is a style in which the leader encourages
his or her subordinates to achieve increasingly higher levels of performance for the sake
of the organization. Democratic leadership referred to as participative leadership, leaders
are characterized by collective decision!making, camaraderie, active member or follower
involvement, fair praise, and restrained criticism they facilitate collective decision!
making.
Leadership is less about your needs, and more about the needs of the people and
the organization you are leading. Leadership styles are not something to be tried on like
so many suits, to see which fits. Jather, they should be adapted to the particular demands
of the situation, the particular re"uirements of the people involved and the particular
challenges facing the organization.
+ur broad definition of leadership thus incorporates the most commonly used
definitional features: the leader as person dispositional characteristics-, leader behavior,
the effects of a leader, the interaction process between a leader and followers-, and the
importance of conte#t 4ass, 355>-.1t is also important that we differentiate it
conceptually from power and management, respectively, because these concepts are often
confused with leadership. &ower refers to the means leaders have to potentially influence
others.
Davies and 4rundrett 3525- warn not to dismiss autocratic leadership style as
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totally inappropriate referring to specific cases where autocratic leadership might prove
to be effective. Davies and 4rundrett 3525- further elaborate that occasions where the
application of autocratic leadership might prove to be effective include, but not limited to
emergency situations and crises that can be resulted impacted by a wide range of factors.
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0utocratic tyle 2.?> .; ;
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democratic leadership is appropriate in particular settings such as an international
association, a democratic nation, a worker!owner corporation, a public university, a close!
knit neighborhood, or a cooperative social group or organization and not useful or
re"uired in groups and organizations with clearly defined and unchanging guidelines,
roles, and practices and the transactional leadership best suits an organization that is
result!oriented because leaders rely on standard forms of inducement, reward,
punishment and sanction to control and motivate followers by setting goals and
promising rewards for desired performance.
Dukakis et al. 3525- argue that the negative impacts of autocratic leadership are
starkly evident in private sector organisations compared to public sector organisations. $o
e#plain this point, Dukakis et al. 3525- reason that leadership issues in private sector
organisations associated with the application of autocratic leadership style would be
reflected in the level of revenues, whereas leadership ineffectiveness in public sector
organisations might be tolerated for longer periods of time.
$able B. $he ignificant Difference in the Leadership tyles of the upreme tudent
*overnment and the /uture Leader of the &hilippines
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$he table B shows the significant difference in the Leadership tyles of upreme
tudent *overnment and /uture Leader of the &hilippines +fficers. 1t reveals that there is
no significant between their leadership styles autocratic leadership styles had a !.3?>5
mean, !2.5B R test value and the .B53 sig. value the laissez!faire leadership style had
a.52>?@ mean, @;B R test value and .;2 sig. value the participative leadership style had
a .;2F mean, 2.;>; R test value and .22 sig. value transactional leadership style had
a.5;B3F mean, 2.;>; R test value and .22 sig. value the transformational leadership
style had a .5;2> mean, .;>> R test value and .22B sig. value, failing to re8ect the null
hypothesis.
LC0DCJ
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1n the data gathered it revealed that the leadership styles of the two organizations
were the same despite of the difference in ranking of each leadership styles in every
organization. $his implies that the * and /L& organization as two different
organization operating in the university display the same leadership styles in handling
and running the organization despite of the difference duties and responsibilities being
accomplished.
/atokun et al., 3525- mention that a leader is a person who takes the central role
in interactions and who influences the behavior of other members of the group.
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leadership is a function of contingencies, some conte#tual and some intrapersonal, which
moderate the relations of leader characteristics to leader outcomes. 0yman and 0dams
also clarify a common misunderstanding that a leader)s style is fi#ed.
$hey differentiated style as either trait based, which is fairly consistent, or
behaviour based, which is malleable. $hey argue that leaders are capable of monitoring
the environment and ad8usting their responses to fit a particular conte#t. 0 combination of
leadership skills and competencies such as sensitivity, responsiveness, and fle#ibility may
help leaders reach 6mettle7O defined as the optimal match between leader characteristics
and the situational conte#t. 0yman and 0dams O %ontingencies, %onte#t, ituation, and
Leadership-.
/ry et al., 355;- mentioned that the field of performance e#cellence has
emphasized the need to go beyond reporting financial metrics to include non!financial
predictors of financial performance such as customer satisfaction, organizational outputs
such as "uality and delivery, process or internal operating measures, and employee
commitment and growth. Jecent developments in strategic scorecards, performance
measurement and "uality, also pointed out the pivotal role that employee well!being,
commitment, and productivity played in predicting other key strategic performance
indicators. +f these performance categories, employee commitment was the central and
leading indicator. 'oreover, a high degree of workplace spirituality and spiritual
leadership, as a driver of organizational commitment and productivity, is essential to
optimizing organizational performance /ry and 'atherly, 355@-. +rganization improve
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performance in order to anticipate change and develop new structures, effective
leadership performance may be essential to ensure that change leads to increased
effectiveness, efficiency and profitability Crkutlu, 355>-. $hus, it is encourage
understanding the relationship between leadership and business performance is re"uired.
4owery 355- mentioned that it is important to differentiate between leadership as
personal "uality and as organization function. $he later entails special combination of
personal characteristics, which brings to light "ualities and individuals abilities 4owery,
355-. $he former refers to the distribution of power throughout an organization and it
brings to focus the pattern of power and authority in the organization. Crkutlu 355>-
defined Leadership as a social influence process. 1t involves determined the group or
organization)s ob8ectives, encouraged behavior in pursuit of these ob8ectives, and
influencing group maintenance and culture. 1t is a group phenomenon there are no
leaders without followers. 4ecause of that, leaders who are always stand on the stem of
the ship play a vital role in group or organization. $herefore, leaders must be the good
image in others) eyes especially leader)s words are golden words in term of followers)
respect. Leadership is one of the necessary and importance characteristics of a leader it is
one of the crucial factors that lead to success. $his also means that if those who got the
leadership will be the ones who keep the key of great leader. 1t is considered as a social
influence process. 0bdul
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western world, beginning early this century and continuing until the present. $hus, this
study focuses on the evaluation of leadership and organizational performance.
CHAPTER V
SUMMARY O- -IN!INGS= CONCLUSION AN! RECOMMEN!ATION
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$his chapter presents the summary of findings, conclusion and recommendation of
the interpreted data.
S$))ar' o% -indings
$his study aimed to determine the 6Leadership styles of the upreme tudent
*overnment and the /uture Leaders of the &hilippines +fficers: 0n 0ssessment7.
1t was conducted utilizing a descriptive survey method with the used of self!made
survey "uestionnaire. $he researchers found out that the upreme tudent *overnment
and the /uture Leader of the &hilippines +rganizations) dominant leadership style were
the laissez!faire. 0nd there is no significant difference between the Leadership tyles of
the upreme tudent *overnment and the /uture Leader of the &hilippines
+rganizations.
Conc$sion
4ased on the findings the following conclusions were drawn:
$he researchers found out that the upreme tudent *overnment and the /uture
Leader of the &hilippines +rganizations were both used the Laissez!faire Leadership
tyle which is resulted to no significant difference using the R!test.
Reco))endation
4ased on the findings and conclusions of the study, the following
recommendations were drawn:
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2. $he administration must support and promote the programs and activities
initiated by the organizations.
3. *uidance and support from parents, especially of the student leaders can
improve their performance in handling programs, activities and fulfilling the goals of
their organizations.
B. $he student leaders, students, the administration and the whole community must
establish good rapport with each other to attain organizational goals and harmony.
. $he student leaders, students, the administration and the whole community must
establish good rapport with each other to attain organizational goals and harmony tudent
leaders must be guided by its adviser to improve their performance and may use the
appropriate leadership styles in handling organizations.
;. Upon choosing a leader, students should seek for the concern of the leader to his
people and truthfulness in his words and actions.
@. 1n entering a group or an organization, a student leader must act accordingly to
fulfil their duties and bear in mind that they are elected to serve, not to be served by the
students.
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APPEN!ICES
APPEN!I> A. SURVEY ?UESTIONNAIRES
LEA!ERSHIP STYLES O- SSG AN! -LP O--ICERS2 AN ASSESSMENT
SURVEY QUESTIONNAIRE
Na)e +ptional-:
!irection: 4elow are the different Leadership tyles displayed by the two organizations.
&lease signify your answer by putting a check on the corresponding bo#.
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Aa's So)eti)es Neer
2. $he leader of the /L& +rganizationset boundaries between the
organization and the students.
3. Usually the leader of the /L&
+rganization does not listen to the
suggestion of his members.
B. $he /L& +rganization leader blames
poor results on the inability of the
officers to carry out instruction
correctly.
. $he officers of the /L& +rganizationwere treated as functionaries by their
leader.
;. $he chief decision maker of the /L&
+rganization is the Leader.
@. 1n most occasions, the leader of the
/L& is inactive.
F. 1n comple# situation, the /L&
+fficers let each other work on their
own.
>. $he /L& officer)s decision relies on
the approval of their leaders.
?. $he /L& organization rarely
organizes program and activities.
25. $he /L& +fficers lacks unity and
cooperation.
22. 0ll the /L& +fficers are friendly and
cooperative.
23. $he leader of the /L& +rganization
has a sense of humour to keep things
in a positive light.
2B. $he /L& +fficers displays true teamspirit.
2. $he /L& officers share their success
and failures on their work.
2;. 1n most situations the officers) ideas
and suggestion were accepted and
considered by the leader.
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2@. $he leader of the /L& +rganization is
practical in his decisions.2F. $he /L& +rganization)s activities
were University)s culture and
tradition inspired.
2>. During activities and programs, the
/L& +fficer imposes punishment to
those who are not participating.
2?. $he /L& leaders appraise the officers
in their good performance.
35. $he /L& organization was given
incentives for their 8ob well done.32. +rganizational transactions like
signing of clearances, letters and
other documents are done anywhere
for convenience.
33. $he /L& +fficers are fle#ible enough
to adopt with the environment and
use creative and available resources.
3B. $hey organize activities and
programs with a purpose and vision.
3. $he /L& +fficers take risk for the
success of their activities and
programs.
3;. $he /L& +rganization introduces
new things and engages in other
groups that would be beneficial to the
%enphillians.
LEA!ERSHIP STYLES O- SSG AN! -LP O--ICERS2 AN ASSESSMENT
SURVEY QUESTIONNAIRE
Na)e +ptional-:
!irection: 4elow are the different Leadership tyles displayed by the two organizations.
&lease signify your answer by putting a check on the corresponding bo#.
Aa's So)eti)es Neer
2. $he leader of the * +rganization
set boundaries between the
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organization and the students.
3. Usually the leader of the *+rganization does not listen to the
suggestion of his members.
B. $he * +rganization leader blames
poor results on the inability of the
officers to carry out instruction
correctly.
. $he officers of the * +rganization
were treated as functionaries by their
leader.
;. $he chief decision maker of the *+rganization is the Leader.
@. 1n most occasions, the leader of the
* is inactive.
F. 1n comple# situation, the *
+fficers let each other work on their
own.
>. $he * officer)s decision relies on
the approval of their leaders.
?. $he /L& organization rarely
organizes program and activities.
25. $he * +fficers lacks unity and
cooperation.
22. 0ll the * +fficers are friendly and
cooperative.
23. $he leader of the * +rganization
has a sense of humour to keep things
in a positive light.
2B. $he * +fficers display a true team
spirit.
2. $he /L& officers share their success
and failures on their work.
2;. 1n most situations the officers) ideas
and suggestion were accepted and
considered by the leader.
2@. $he leader of the * +rganization
is practical in his decisions.
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2F. $he * +rganization)s activities
were University)s culture andtradition inspired.
2>. During activities and programs, the
* +fficer imposes punishment to
those who are not participating.
2?. $he * leaders appraise the officers
in their good performance.
35. $he * organization was given
incentives for their 8ob well done.
32. +rganizational transactions like
signing of clearances, letters andother documents are done anywhere
for conveniences.
33. $he * +fficers are fle#ible enough
to adopt with the environment and
use creative and available resources.
3B. $hey organize activities and
programs with a purpose and vision.
3. $he * +fficers take risk for the
success of their activities and
programs.
3;. $he * +rganization introduces
new things and engages in other
groups that would be beneficial to the
%enphillians.
APPEN!I> ". TA"LES
Ta*e 1. T&e Mean !istri*$tion o% t&e Leaders&i, St'es o% t&e -$t$re Leaders o%
!escri,tie Statistics
t&e P&ii ines
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= 'inimum 'a#imum 'ean
td.
Deviation
0U$+%J0$1% //+ .99 +.99 1.65 ./0
L01CR!/01JC //+ .99 +.99 (.(0 ./3
&0J$1%1&0$1NC //+ .99 +.99 (.(1 ./5
$J0=0%$1+=0L //+ .99 +.99 (.14 .01
$J0=/+J'0$1+=0
L//+ .99 +.99 (.(/ .01
Nalid = listwise- //+
Ta*e (. T&e Mean !istri*$tion o% t&e Leaders&i, St'es o% t&e S$,re)e St$dent
!escri,tie Statistics
= 'inimum 'a#imum 'ean
td.Deviation
0U$+%J0$1% //+ .99 +.99 (.91 ./9
L01CR!/01JC //+ .99 +.99 (.(+ ./(
&0J$1%1&0$1NC //+ .99 +.99 (.10 ./6
$J0=0%$1+=0L //+ .99 +.99 (.11 .09
$J0=/+J'0$1+=0L //+ .99 +.99 (.15 .01
Nalid = listwise- //+
Ta*e +. T&e Signi%icant !i%%erence on t&e Leaders&i, St'es o% t&e S$,re)e
Paired Sa),es Test
&aired Differences R df ig.
3!
tailed- ?;Q %onfidence
(.(0
Goern)ent
(.(+
St$dent Goern)ent and -$t$re Leaders o% t&e P&ii,,ines
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1nterval of the
Difference
'ean
td.
Deviation
td.
Crror
'ean Lower Upper
&air
2
/L&2 !
*28.9(65
9.39343 .9(55+
8.953/
0.9(353
8
1.9+///( .+9(
&air3
$(LC3 !*3
.91563 .31109 .9(6908.9+51
/.94393 .30+ //( .01/
&air
B
$(LCB !
*B.901/4 .356++ .9+(40
8.91(6
9.1105+ 1.041 //( .114
&air
$(LC !*
.90+(4 .49406 .9++3(8.91(5
9.116+0 1.050 //( .11/
&air;
$(LC; !*;
.90/15 .41593 .9+/1( 8.91(54
.1(1(+ 1.055 //( .11+
Ta*e 0. Reia*iit' Test o% t&e Instr$)ent
Reia*iit' Statistics
%ronbachIs 0lpha = of 1tems
.61+ (0
APPEN!I> C. CONSTITUSTION AN! "Y8LA:S
CONSTITUTION AN! "Y8LA:S O- SUPREME STU!ENT GOVERNMENT
PREAM"LE
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We, the students of Centra P&ii,,ines State Uniersit' with the help of 0