Research Draft

AN ASSESSMENT OF LEADERSHIP STYLE OF STUDENT LEADERS OF
THE REGISTERED STUDENT ORGANIZATIONS AT PHINMA-
UNIVERSITY OF PANGASINAN 2022-2023, A QUALITATIVE
RESEARCH
A Thesis Presented to
the Faculty of the College of Education and Liberal Arts
PHINMA-University of Pangasinan
In Partial Fulfillment
Of the Requirements for the Degree
Political Science
by:
RUTH DELA CRUZ, NICA LYRA PANORINGAN, JUSTINE CRUZ
GIANO CHARL FERNANDEZ, ANGELA ESPINO, LALAINE REYES
CHRISTINE MAE RUBRICA, EDRIANE CARL SANTOS
TRISHA GALANG, TRISHA MAE ESTERO
MATTHEW ACE ANGELO TINAMISAN
JEYBE AQUINO
i
APPROVAL SHEET
The study entitled “AN ASSESSMENT OF
LEADERSHIP STYLE OF STUDENT LEADERS OF THE
REGISTERED STUDENT ORGANIZATIONS AT PHINMA-
UNIVERSITY OF PANGASINAN 2022-2023, A QUALITATIVE
RESEARCH.” Made by the researchers in partial
fulfillment of the requirements for the degree of
Bachelor of Arts in Political Science, is given a
grade of ____________
Accepted in partial fulfillment of the
requirements for the degree of Bachelor of Arts in
Political Science.
Elmer D. Noriega
Adviser
ii
DEDICATION
This work is a fruit of countless and arduous
sacrifices. Through the researchers’ effort, this work
is heartily and proudly dedicated to people who serve as
an inspiration. From the researchers’ parents and
guardians, to classmates and circle of friends whom
extended their help in the midst of problems while doing
this work.
To Sir Elmer Noriega who guided us throughout the
process of doing this research. To the faculty and staff
of PHINMA-University of Pangasinan, Dagupan City. Above
all, to God Almighty who showered us His blessings in
our everyday lives, especially for the strength,
courage, patience, wisdom, and guidance in realization
of this work.
The Researchers
iii
ACKNOWLEDGEMENT
This section of the research would acknowledge the
contributions of individuals who have been of help
during the research. The contribution may be financial,
but also in a form of feedback on the manuscript during
its drafting and revision.
This research was supported by Dr. Elmer D. Noriega
of PHINMA-University of Pangasinan. We also thank the
RSO Officers from different departments of PHINMA-
University of Pangasinan who rendered time to
participate in our study as respondents.
We thank the school librarians of the PHINMA-
University of Pangasinan for letting us use our school
library with ease on our comfort upon our resourcing and
research making.
Any errors are our own and should not tarnish the
reputations of these esteemed persons.
Ultimately, we are also immensely grateful to the
families of each member for keeping our motivation and
spirits high in the process of making this paper; We
appreciate their effort along with their financial and
emotional support.
iv
RESEARCH ABSTRACT
TITLE : AN ASSESSMENT OF LEADERSHIP STYLE OF

STUDENT LEADERS OF THE REGISTERED
STUDENT ORGANIZATIONS AT PHINMA-
UNIVERSITY OF PANGASINAN 2022-2023,
A QUALITATIVE RESEARCH
RESEARCHER : Ruth Dela Cruz

Nica Lyra Panoringan
Justine Cruz
Giano Charl Fernandez
Angela Espino
Lalaine Reyes
Christine Mae Rubrica
Edriane Carl Santos
Trisha Mae Estero
Trisha Galang
Matthew Ace Angelo Tinamisan
Jeybe Aquino
DEGREE : B.A. Political Science
ADVISER : Elmer D. Noriega
The Problem and its Methodology
The study entitled “An Assessment of Leadership
Style of Student Leaders of the Registered Student
Organizations at PHINMA-University of Pangasinan 2022-
2023, A Qualitative Research” aimed to determine the
leadership style that the student leaders possessed.
Researchers used descriptive-correlational method to
accumulate data from the executive positions of the
Registered Student Organizations at PHINMA-University of
v
Pangasinan with total number of fifty-five (55)
respondents. In order to obtain the findings of this
study, major problems and sub-problems are given to the
respondents:
Major Problem: What is the status of student leaders in
the Registered Student Organizations at the University
of Pangasinan.
Sub-problem: To answer the major problem fully, the
study should seek answers to the following sub-problems.
1. What is the profile of student leaders in RSO in
terms of:
a. Gender;
b. Year level of the student leader; and
c. Organization
2. What are the leadership styles of the leaders of its
organization?
3. What is the level of leadership of student leaders in
its organization as perceived by them?
4. Is there a significant relationship between
leadership style of students to that of the profile of
the student leaders?
vi
Research Methodology
The study used the descriptive-correlational method
where a qualitative research paradigm has been employed.
According to McBurney & White (2022), the descriptive-
correlational design aims to determine the direction and
extent of the relationship between different variables
of a population under study. In this research design,
relationships between and among several facts are sought
and interpreted to provide a picture of the current
state of affairs. Adopted standardized questionnaires
from Opoku, Ahmed, Cruickshank (2015) and Avolio,
Gardner, & Walumbwa (2007) have been used as an aid in
determining the leadership style of student leaders and
the self-perceived leadership performance of student
leaders in the registered student organizations at
PHINMA-University of Pangasinan for the academic year
2022-2023.
Summary of Findings
1. Majority of the findings were female student
leaders. Executive positions were mostly dominated
by the 3rd years, while mostly of the Registered
vii
Student Organizations has three (3) student
leaders.
2. Based on the data gathered, majority of the student
leaders are employing Transformational Leadership
Style.
3. The level of leadership as perceived by the
Registered Student Leaders at PHINMA-University of
Pangasinan are linked with their confidence in
their tasks as an officer.
4. The profile of the respondents in terms of gender,
year level, and organization has a significant
relationship with their leadership style. Hence,
the null hypothesis was rejected.
Conclusion
Based on the preceding findings, the following
conclusions were drawn:
1. That female student leaders are capable of leading
because their leadership styles are more
transformational and democratic than the leadership
style of most male student leaders.
viii
2. That the Registered Student Organizations’ executive
positions at PHINMA-University of Pangasinan were mostly
dominated by the middle year or the juniors.
3. That the majority of RSO leaders at PHINMA-University
of Pangasinan believed they are doing an adequate job of
satisfying their fellow students with their level of
leadership.
4. That organizations evaluated and developed the skills
and capabilities of student leaders and it has an effect
to their leadership styles. Thus, the null hypothesis is
rejected.
Recommendation
Based on the conclusion drawn from the findings of
the study, the following are recommended:
1. Putting more interest in the organization for a
better enthusiasm to contribute more in the studentry
and community.
2. A leader should note that other members of the
organization have their ideas and points too, leaders
should listen more to other members of the organization
to find more ways and solutions to certain situations.
3. Encouragement to one another is one way to level up
ix
the teamwork, as a leader and the head of the group, you
have the power to encourage your members to be more
courageous. They do not only see you as the leader of
the organization, they also see you as a role model so
you have to embody the qualities that a leader should
possess.
4. As a leader you should come up with radical solutions
and evaluate projects and problems with your members.
Hence, you should allow an open communication to
recognize everyone’s thoughts to make the task easier.
x
TABLE OF CONTENTS
Page
TITLE PAGE............................................ i
APPROVAL SHEET........................................ ii
DEDICATION............................................ iii
ACKNOWLEDGEMENT....................................... iv
RESEARCH ABSTRACT..................................... v
TABLE OF CONTENTS..................................... xi
CHAPTER
1. THE PROBLEM...................................... 1
Background and Rationale of the Study...... 1

Conceptual and Theoretical Framework....... 7
Statement of the Problem................... 9
Null Hypothesis............................ 10
Significance of the study.................. 10
Definition of Terms ....................... 12
Scope and Delimitation..................... 13
2. REVIEW OF LITERATURE............................ 15
Related Literature........................ 15
Related International Studies............. 25
Related Local Studies..................... 32
Comparison of Studies..................... 38
3. RESEARCH METHODOLOGY............................ 41
Research Design........................... 41
Population and Locale of Study ........... 42
Data Gathering Tools ..................... 42
Data Gathering Procedure ................. 47
Treatment of Data ........................ 47
xi
4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA...
Profile of Respondents.......................
Gender........................................
Year Level ...................................
Organization..................................
Leadership Style.............................
Level of Leadership..........................
Null Hypothesis..............................
5. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS. 64
The Problem and Methodology...................

Summary of Findings ..........................
Conclusions...................................
Recommendations...............................
BIBLIOGRAPHY..............................................
APPENDICES...............................................
A LETTER SEEKING PERMISSION TO FLOAT THE

SURVEY QUESTIONNAIRE........................ 73
B COVER LETTER ................................ 74
C SURVEY QUESTIONNAIRE ....................... 76
CURRICULUM VITAE....................................... 88
LIST OF TABLES
TABLE Page
1.1 Demographic Profile: Gender ................ 49
1.2 Demographic Profile: Year Level ............ 50
1.3 Demographic Profile: Organization........... 52
2 Leader Style ............................... 54
3 Level of Leadership ........................ 57
4 Null Hypothesis ............................ 60
xii
1
CHAPTER 1
THE PROBLEM
Background and Rationale of the Study
Leadership has been a valuable commodity in today’s
world. People continuously ask what makes a good leader
and how to become one, for they believe that it can
improve their lives. It has also been the topic of many
studies and literatures worldwide and all of these
resulted in a certain concept or thought of leadership;
all of these prompted a narrowed conception of
leadership.
According to the sixth edition of the book
Leadership: Theory and Practice (Northouse,2013) he
defined the concept of a leader as: Leadership is the
process through which one person inspires a group of
others to achieve a common objective; it is defined as a
process since it is not a property or attribute of the
leader, but rather a transactional event that occurs
between the leader and the followers. Process means that
a leader influences and is influenced by his or her
followers. When leadership is framed in this way, it
becomes accessible to everybody. It is not limited to a
group's legally recognized leader. (Northouse, 2013)

2
The more we learn and investigate about leadership,
the more assured we are that anybody can become a leader
and that there are numerous possibilities to do so.
(Kouzes & Posner, 2018)
Schools, universities, and other academic
institutions have provided excellent opportunities for
students to demonstrate their leadership skills through
student governance. Student government is a group of
students entrusted with managing a range of school-
related initiatives, programs, policies, and events.
Some members are chosen by the student body, while
others may be picked and appointed by the elected
leaders to help with certain tasks or concerns. The
student government, which also affects how students are
treated on campus and seek to enhance their experience
there, represents the student body of a school and acts
in its best interests (Web Source 1).
Student leadership is not the same for every person
or student. A leader's distinctive characteristics when
directing, inspiring, and managing groups of people are
referred to as their leadership style. (Cherry, 2022)
With this coming into play with student leadership we
would infer student leaders have their unique way of
dealing with and handling their responsibilities. Great

3
leaders have emerged throughout history, each with a
unique leadership style. Generally speaking, most
leaders change their styles to fit the circumstances.
This is especially true the longer they have been in
leadership; as they grow and interact with their team,
they change the way they lead. Leaders must recognize
their current position in order to advance as more
successful leaders (Web Source 2).
As cited by Cherry in her 2022 article about
leadership styles; Kurt Lewin with a group of academics
set out to uncover several leadership styles. While
subsequent research has revealed more unique varieties
of leadership, this early study was extremely helpful in
establishing three basic leadership styles, which have
served as a springboard for more defined leadership
theories. Lewin identified three (3) types of leadership
styles namely, Authoritarian Leadership, Participative
Leadership and Delegative Leadership.
In addition to the three leadership styles outlined
by Lewin and his colleagues, academics have recognized
several more leadership characteristics. Among the most
well-known are:
Transformational leadership is frequently cited as
the most effective type; initially characterized by

4
Bernard M. Bass. Situational leadership theories
emphasize the importance of the environment and
circumstances in leadership. One of the most well-known
situational theories is Hersey and Blanchard's
leadership styles (Cherry, 2022). In addition to this
list is strategic leadership style. Strategic leadership
is the capacity of a leader to envision, plan, direct,
and make the most of the available resources to carry
out plans effectively and successfully (Wool, 2021).
The Student Council or Government in the
Philippines is supported by the law found in Section 21,
Article VIII of the Commission on Higher Education
(CHED) Memorandum Order No. 09 Series of 2013 which
provides the legal definition and guidelines for Student
Council or Government.
Section 21, Article VIII of the Commission on

Higher Education (CHED) Memorandum Order No.
09 Series of 2013 provides the definition and
guidelines of the Student
Council/Government,
Section 21 Student Council/Government -
refers to the student body duly organized and
elected at large by the students themselves,
with due recognition and authority from the
HEI, as the students' official representative
in matters affecting them.
21.1 The Higher Education Commission (HEI)
must recognize the right of the students to
govern themselves as a student body, to be
transparent and accountable to their
constituents, and be represented in various
5
ways where the students need to be

consulted.
21.2 The HEI must ensure transparency in the
development/revision of guidelines and
procedures for the student
council/government.
At the present, the PHINMA-University of Pangasinan
has four (4) levels of student organizations which are
the Supreme Student Council (SSC), Local Student
Councils (LSCs), its Registered Student Organizations
(RSOs), and University-Wide Organizations (UWOs).
The Supreme Student Council is the highest in the
hierarchy of the student government, followed by Local
Student Councils which are classified based on the
different colleges in the university with its Registered
Student Organizations which are from different
departments. Lastly, the University Wide Organizations
which are independent. All of these student
organizations are headed by their advisers together with
the dean of each college. Today, there are eighteen (18)
Registered Student Organizations (RSOs) at PHINMA-
University of Pangasinan.
The last two consecutive academic years have
greatly affected the lives of every student, especially
student leaders. The changes in the learning setup
challenged them to become effective students and leaders

6
at the same time. From face-to-face meetings to online
meetings, on-site events to virtual. There are also
changes in creating and passing necessary documents,
deliberating with other student leaders, and making sure
that every student is being attended to. Nonetheless,
the past two administrations succeeded and survived.
Today, we are slowly going back to the face-to-face
learning setup. Student leaders are working on-site and
starting to work with other student leaders hand in
hand. School events are coming back and so are the
necessary documents that are needed to be approved by
the admins. Despite all these, student leaders are
standing strong and are ready to face the changes and
challenges brought by the pandemic.
This study sought to learn more about the status of
the student leaders of Registered Student Organizations
at PHINMA-University of Pangasinan. It determined the
leadership style of the student leaders. Furthermore, it
assessed the level of leadership of the student leaders.
Lastly, it studied how their leadership style correlated
with the student leader’s profile.
This study raised awareness about the different
leadership styles and encouraged every student leader to
examine themselves and assess their leadership level to

7
be more effective and efficient student leaders.
Furthermore, this study is beneficial for the teachers
and school administrators for it provided information in
guiding the students about their leadership styles and
levels. In that way, they can assist the student leaders
to grow more.
CONCEPTUAL AND THEORETICAL FRAMEWORK
The conceptual and theoretical framework of the
study are presented that is used to illustrate the
dependent variable such as leadership style and
performance, as well as the independent variables, which
include the demographic profile of the student leaders:
age, gender, year level, and organization.
A discussion and application of transformational
leadership theory was offered to situate this research
within its theoretical framework.
To achieve a group's goals and to promote harmony and
good relations among its members, a strong leadership
style is necessary. Thus, in order to give the students
a better learning environment, a variety of leadership
techniques are utilized in schools.
The Transformational Leadership Theory was the
foundation of this study. According to this hypothesis,
a leader can influence a group or an individual to

8
change. (Stevens, 2013; Langston.edu, 2010). The four
(4) components of the transformational leadership theory
are idealized influence, inspirational motivation,
mental stimulation, and individual concern.
Julianna Ewell's case study was used to support the
application of this idea inside a student organization
on the Texas A&M campus (2018). This leadership style
can be used by leaders to suit their preferences and
whether or not its success ultimately depends on the
leader's ability to inspire the members to change or
perform better.
The student leaders can use this theory to develop an
effective leadership style. Additionally, it can train
the participants to become capable leaders. Officers
must be knowledgeable and assured. In consequence, it is
crucial to put good strategies into practice to grow an
organization.
The CMO No. 09, Series of 2013 provided enhanced
policies and guidelines on student affairs and services
enrolled in higher education institutions. As stated in
Article V, Section 10 of the same CHED Memorandum Order,
Student affairs and services are the services and
programs in Higher Education Institutions that are
concerned with academic support experiences of students

9
to attain holistic student development. These programs
include the creation and enhanced guidelines of Student
Organizations and Activities, Leadership training
programs, and Student council/government, among others,
as further illustrated in Article VIII, which is
designed for the enhancement and deepening of leadership
skills and social responsibility of the student.
The study also anchors on the CMO No. 09, Series of 2013
stating the well-rounded support of the Government,
through Commission on Higher Education, to the
independent variables, particularly with the
organization, which the researchers used to determine
the leadership style of student leaders in Registered
Student Organizations at PHINMA-University of Pangasinan
in their leadership abilities (Web source 3).
Statement of the Problem
Based from the preceding discussion, this study
aimed to assess the leadership style in Registered
Student Organizations at PHINMA-University of Pangasinan
from the academic year of 2022-2023.
Major Problem: What is the status of student leaders in
the Registered Student Organizations at PHINMA-
University of Pangasinan?
10
Sub-problem: To answer the major problem fully, the
study sought to answer to the following sub-problems.
1. What is the profile of student leaders in RSO in
terms of:
a. Gender;
b. Year level of the student leader; and
c. Organization
2. What are the leadership styles of the leaders of its
organization.
3. What is the level of leadership of student leaders in
its organization as perceived by them.
4. Is there a significant relationship between
leadership style of students to that of the profile of
the student leaders.
Null Hypothesis
There is no significant relationship between the
leadership style and the profile of the student leaders
in the Registered Student Organization at PHINMA-
University of Pangasinan.
SIGNIFICANCE OF THE STUDY
This paper served as a substantial contribution to
the field of educational leadership. The study was
conducted in various organizations with distinct

11
leadership styles; Each student leader has a unique
leadership style that they apply to attain goals,
encourage, and inspire others. The students benefited
from the assistance of this paper in setting their
goals. The outcome of this study is crucial in raising
the awareness of the value of the leadership styles
among leaders of the aforementioned organizations.
The following sectors were among those that gained from
the study:
The students: This research helped students improve
their performance by identifying their strengths and
skills. In line with this, the study also benefited
students by empowering the others and assisting
individuals in developing effective learning strategies.
Teachers: This study assisted teachers in guiding
student leaders to find their leadership style. Through
their chosen leadership style, RSO officers helped the
teachers in handling students at the university to
maintain a healthy and safe environment. Thus, it also
helped professors by improving the quality of education.
School: The purpose of this study demonstrated how
beneficial it is for students to start learning
leadership styles in order to become effective student
leaders and become motivated to lead other students.

12
Furthermore, student leaders can apply what they have
learned in the future by getting involved in politics or
organizations.
School organization: This helped the school organization
to function effectively to ensure that each organization
can accomplish a common goal. Each student leader's
leadership style helped shape students' character. It
also has contributed a lot to instilling confidence and
motivation in student leaders' minds, as well as
motivating individuals to succeed academically. It is
crucial to understand effective leadership styles in
order to assist students and the entire organization in
working efficiently and also to specify and determine
the issues affecting students' performance.
For future researchers: This study contained information
that may help other researchers in exploring future
discussions related to the study conducted. Moreover,
this research will be a useful reference for the
researchers who would plan to study the same topic about
leadership and leadership style and will serve as a
review of related literature (RRL).
DEFINITION OF TERMS
The following terms are hereby defined for better
understanding:
13
Leadership - the ability of an individual or a group of
individuals to influence and guide followers or other
members of an organization.
Leadership Style- refers to a leader’s methods,
characteristics, and behaviors when directing,
motivating, and managing their teams.
RSO- “Registered Student Organization” is a student
organization based within a department or course at
PHINMA-University of Pangasinan.
Student Governance- is a channel for colleges and
universities to train students to be future leaders,
advocates, and service providers for their fellow
students.
Student Leaders - students that serve in an influential
position in a school or campus.
PHINMA University of Pangasinan- the academic
institution where the study took place.
Scope and Delimitation
This part of the study aimed to provide the
following scope and delimitation of the study.
This study aimed to focus on the leadership style
of student leaders in Registered Student Organizations
at PHINMA-University of Pangasinan 2022-2023. The
respondents of this study were the President, Vice

14
President, and Secretary of each Registered Student
Organizations. The material aimed to know the profile of
the respondents in terms of gender, year level, and
organization. It was also designed to assess the level
of leadership and leadership style of the student
leaders in the Registered Student Organizations.

15
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter provided an overview of previous
research on knowledge sharing and ad intranets. It
introduced the framework for the case study that
comprised the main focus of the research described in
this thesis. In this chapter, the researchers sought to
synthesize the findings of previous scholars and
researchers with preceding works of literature and
studies focusing on leadership styles and student
leadership. The purpose of this chapter was to
facilitate the flexibility and aptness of this study.
This also helped the researchers to discover what is
known about the research problem and what more has to be
done.
The 5 Leadership Styles You Can Use & How to
Implement Each in 2022. A flexible and transitory
concept is the best description for the principle of
leadership. Most leaders, in general, adjust their
styles to their conditions. This is especially true when
they lead for a longer period; as they learn and connect
with their people, they change their leadership style.
Leaders must be aware of their position to become more
successful on their journey. In this paper, the

16
researchers discussed the concept of leadership styles,
and then examined five of the most prevalent leadership
--styles to see how effective they are.
A leader's leadership style refers to the tactics,
qualities, and behaviors they use to guide motivate, and
manage their people. Political revolutions and societal
transformation can be inspired by great leaders. They
may also inspire others to excel, develop, and invent.
Understanding your leadership style is vital as a
leader. When you understand your leadership style, you
can assess the impact it has on individuals you directly
influence.
The Five Most Common Leadership Styles
Transformational Leadership. This is a leadership style
that prioritizes change and transition. Leaders that
take this method aim to motivate their followers to
achieve more than they ever imagined possible by tapping
into their potential. This sort of leadership style may
be particularly effective in groups of people that are
attempting to achieve significant changes or
transformations.
Delegative Leadership/Laissez-faire. Delegating
initiative to team members is key to this leadership
style. This is often regarded as one of the least

17
intrusive kinds of leadership, literally translating to
"let them do." As a result, this is considered a highly
hands-off leadership style.
Authoritative Leadership. This is frequently referred to
be the leadership style of visionaries. Leaders that
employ this method regard themselves as mentors to their
followers. To distinguish it from authoritarian
leadership, authoritative leadership emphasizes a
"follow me" style. Leaders establish a route and urge
people around them to follow.
Transactional Leadership/Managerial Leadership. This
leadership style is based on incentives and punishments.
This leadership style places a strong focus on
organization, anticipating that individuals may lack the
incentive to perform their jobs. This "give and take"
leadership style is more engaged with efficiently
following established routines and processes than with
bringing dramatic changes in a company.
Participative Leadership/Democratic Leadership. This is
a leadership style that encourage leaders to listen to
their staff and include them in decision-making. This
leadership style necessitates that leaders can be
inclusive, have effective communication skills, and most

18
importantly, be able to share power/responsibility. (Web
Source 4).
Leadership: Theory and Practice, 6th Edition. As this
ninth edition of Leadership: Theory and Practice goes to
press, the global death toll from the COVID-19 epidemic
has surpassed one million. The horrifying nature of this
pandemic has challenged civilizations on a worldwide
scale, emphasizing the need of knowing how leadership
works and the significance of leadership in times of
crisis for every one of us. To that purpose, this volume
aims to bridge the gap between the frequently
oversimplified popular approaches to leadership and the
more abstract scholarly methods. This book presents
leadership theory in depth as well as a study of how it
pertains to real-life circumstances. As such, it is
designed for undergraduate and graduate courses in
management, leadership studies, business, educational
leadership, public administration, nursing and allied
health, social work, criminal justice, industrial and
organizational psychology, communication, religion,
agricultural education, political and military science,
and training and development. It may also be used
outside of academia by small and big businesses, as well
as federal government organizations, to help learners

19
build their leadership abilities. It is ideal as
supplemental work for fundamental organizational
behavior courses or as an overview text in the Master of
Business Administration curriculum. This book might also
be used in student activities, continuing education, in-
service training, and other programs for leadership
development. (Northouse, 2013) (Web Source 5).
Revitalizing a Student Organization by Applying
Transformational Leadership- Journal of Leadership
Education, 2019. This case study investigates a
student's implementation of Transformational Leadership
theory inside a student organization, dubbed "Aggie
Habitat," during a challenging year for the club. When
the author feels that contextual conditions are
significant to the investigated phenomena or when there
are no obvious boundaries between the studied phenomenon
and the environment it is in, instructions for
qualitative research reports propose adopting a case
study technique (Baxter, 2008, as cited in Ewell, 2019).
This case was influenced by several factors, including
the prior circumstances, the persons involved, the time
frame, and the academic atmosphere. This was a social
science project in which factors and outcomes could not
be isolated objectively; the complete issue had to be

20
evaluated as a whole to be adequately comprehended. As
cited in Ewell, 2019 emphasizes the significance of
academics investigating in-depth instances, particularly
in the social sciences. According to Flyvberg, the
wealth of details in real-life case study situations is
important for the researcher to form a nuanced view of
reality - that human behavior cannot be meaningfully
understood as rule-governed theories - and to assist the
researcher in developing skills to conduct effective
research. Furthermore, because "the intervention being
examined has no clear, single set of outcomes," this
study fits within Robert Yin's exploratory case category
(Ewell, 2019).
This real-world example of an excellent leadership style
can help other student leaders and group managers. Much
of the research on Transformational Leadership has
either described its theoretical components or compared
its effectiveness to that of other styles. These
conceptual pieces, however, have limitations since "in a
teaching scenario, well-chosen case studies can help the
student gain competency, whereas context independent
facts and rules will only get the learner to the
beginner's level" (Ewell, 2019)(Web Source 6).

21
Malaysian Student Leaders’ Perception of their
Leadership Styles. Student leadership is a unique field
of study and application. Based on Bolman and Deal's
leadership orientations survey, this study investigated
the leadership styles of student leaders in Malaysian
secondary and tertiary schools (LOS–self). The four (4)
leadership styles were studied: structural, human
resource, political, and symbolic. The demographics of
student leaders, such as gender, age, and ethnicity,
were identified. Findings demonstrated that there are
differences in leadership styles across genders, those
still in secondary school vs those in post-secondary
education, and the three major ethnic groupings of
student leaders. The human resource frame dominates,
followed by the structural frame. As the employment of
many frames is connected to leadership success, the
importance of the findings and ideas for further
developing multi-frame leadership styles are offered.
This study sought to improve the student leaders'
understanding of leadership frameworks as well as their
talents as leaders in their organizations. (Tan & Adams,
2018) (Web Source 7).
Leadership Styles and Frameworks You Should Know. A
leader's leadership style describes how he or she

22
directs, motivates, guides, and manages groups of
people. Political revolutions and societal
transformation can be inspired by great leaders. They
may also inspire others to excel, develop, and invent.
As cited in Cherry, 2022, a group of experts led by
psychologist Kurt Lewin set out to uncover several
leadership styles. While subsequent research has
revealed more unique varieties of leadership, this early
study was extremely helpful in establishing three (3)
basic leadership styles, which have served as a
springboard for more defined leadership theories. In
Lewin's study, students were divided into three (3)
groups, each led by an authoritarian, democratic, or
laissez-faire leader. The study discovered that
democratic leadership was the most successful in
motivating followers to perform well.
Summary of results distinctive to the leadership style
employed: Authoritarian Leadership. Authoritarian
leaders, also known as autocratic leaders, set clear
expectations for what needed to be done when it needed
to be done, and how it needed to be done. When the
situation necessitates quick choices and prompt action,
the autocratic style might be advantageous. It does,
however, generate dysfunctional and even violent

23
workplaces, frequently putting followers against the
dominant boss.
Participative Leadership or Democratic Leadership.
According to Lewin's research, participative leadership,
often known as democratic leadership, is the most
successful leadership style. Participative leaders
encourage group members to engage while maintaining the
final say in decision-making. Members of the group are
more motivated and innovative since they are involved in
the process. Democratic leaders make followers feel like
they are a vital part of the team, which encourages
devotion to the group's goals.
Delegative Leadership or Laissez-Faire Leadership.
Lewin discovered that children who were subjected to
delegated leadership, often known as laissez-faire
leadership, were the least productive of the three
groups. This group's youngsters were also more demanding
of the leader, exhibited less teamwork, and were unable
to work alone. Lewin observed that laissez-faire leaders
hip generated disorganized organizations with members
who blamed each other for mistakes, refused to accept
personal responsibility, made less progress, and did
less work.
24
Additional Leadership Styles and Models. In addition to
the three leadership styles outlined by Lewin and his
colleagues, academics have recognized several more
leadership characteristics. Among the most well-known
are:
Transformational Leadership. It is frequently considered
the most successful style. Bernard M. Bass, a
researcher, initially characterized this approach in the
late 1970s and later built on it. Transformational
leaders may encourage and inspire followers while also
directing good change in organizations.
Transactional Leadership. It regards the leader-follower
relationship as a business transaction. The individual
has committed to obeying the leader by accepting a
position as a member of the group. In most cases, this
entails an employer-employee relationship, with the
follower fulfilling prescribed duties in exchange for
monetary payment.
Situational Leadership. It emphasizes the importance of
the environment and circumstances in leadership. One of
the most well-known situational theories is Hersey and
Blanchard's leadership styles. (Cherry, 2022) (Web
Source 2).
25
INTERNATIONAL STUDIES
The researchers also looked into international
foreign studies that were relevant to their study. The
majority of these studies focused on leadership styles
among students and educational institutions. The
researchers did so in order to situate their research
within the framework of what is currently known about
the issue on a global scale, as well as demonstrated the
distinctiveness of their study. This is the review of
related international and foreign studies.
A literature Review into Leadership Styles Discussed in
the Past Years. One of the most frequently debated
subjects in literature across all fields of study is
leadership. On the various styles of leadership
mentioned in the literature, there is a need for
clarification and an overview. To provide a broad
overview of the types of leadership mentioned in the
literature between March 2013 and March 2018, this
exploratory study outlines a systematic literature
review. In the 380 articles that were examined, 658
different types of leadership were mentioned in total.
Among those, 200 mentions were made of transformational
leadership, 118 of effective leadership, 110 of
transactional leadership, 89 of participatory

26
leadership, and 72 of ethical leadership. These
leadership styles were frequently discussed in
conjunction with one another, showing how these many
leadership styles overlap. The construction of a new
full-range scientific leadership model that incorporates
the various leadership styles that have been addressed
most frequently over the previous five years should
therefore take priority over exploratory research in
future studies of leadership. The literature most
frequently discussed three leadership ideas. The Bass
(3) theory, which organizes transformational,
transactional, and laissez-faire leadership into a
model, is the most widely discussed theory of
leadership. Burns (4) explored initially transforming
and transactional leadership, and a few years later, it
expanded on Burns' notion. Bass (3) coined the term
"transformational leadership" and combined it with the
"transactional" and "laissez-faire" leadership
philosophies; there are four components to
transformational leadership: idealized influence,
individualized consideration, intellectual stimulation,
and inspirational motivation. The research method used
in this study is a systematic literature review. It
explores the various leadership philosophies that have

27
been discussed in recent literary works. This study is
exploratory in nature because the research subject is
broad; it serves as a foundation for future research.
The articles were obtained using a variety of electronic
databases between December 2017 and March 2018.
The goal of the research synthesis is to identify
generalizable patterns, consistencies, differences, and
explanations for this analysis and overview. The various
forms of leadership were gathered for this study to
demonstrate how frequently they were mentioned
separately as well as collectively. (Kleefstra,2019)
(Web Source 9).
The Importance of Leadership Style in the University:
Research Study at Universitas Islam Syekh-Yusuf
Tangerang, Indonesia. Given that universities have
considerably different cultures than corporations in
general, the purpose of this research is to determine
the importance of an effective leadership style in
higher education, especially at Universitas Islam Syekh
Yusuf in Tangerang City, Indonesia. As a result, a
leader should select a leadership style that is
appropriate for the members and the organization's
objectives. Comprehensive and extensive data may be
acquired through conducting in-depth interviews,

28
conducting observations, and actively engaging in the
research. This study demonstrates that an organization’s
culture is connected to the leadership style, where
strong leadership skills are required to establish an
organization's culture. This study's findings show that
democratic leadership is an effective leadership style
that should be employed in the institution. (Asmawi,
The relationship between Leadership Styles,
Organizational Performance and Organizational
Commitment. This is a study of the effects of leadership
styles on organizational performance and commitment at
ACU Curaçao. The reason for this study is to explore the
effect of leadership styles (democratic, laissez-faire,
and autocratic) on organizational performance to
discover if there were consequences of organizational
commitment as a mediator to refine organizational
performance in this organization. This study inspects
three unconventional aspects, which are leadership
styles, the conventional aspect, organizational
performance, and the mediating variable, which is
organizational commitment. This study’s methodology used
was a survey; mixed qualitative and quantitative
procedures, by handing out surveys to the personnel and

29
interviewing the HR manager. There were 85 destined
representatives for this study, but unfortunately, only
75 surveys were deployed to ACU Curaçao, and 69
personnel provided their answers. Surveys were used as a
tool for researching in this study. The IBM Statistical
Package for the social Sciences (SPSS) Statistics 23 was
used to examine and explain the outcomes to check
dependability, the Pearson Correlation test, and linear
regression. The findings of this study appear to have a
small notable connection between leadership styles,
organizational performance, and organizational
commitment. Nevertheless, the findings indicate that
there were high levels of performance and commitment.
Ultimately, the outcomes also derive that organizational
commitment doesn’t moderate the connection between
leadership styles and organizational performance.
(Capella, 2016) (Web Source 11).
The Relationship between Students’ Leadership Style and
Self-Directed Learning Level. Leadership requires
working with others to accomplish a goal. The purpose of
this study is to examine the relationship between
students’ leadership styles and self-directed learning
levels. Students must cultivate their leadership skills
to develop professional competency. Leadership qualities

30
and abilities should be evaluated to gain a better
understanding and prepare the students for their
professions. Researchers used a survey research design
to collect and evaluate the data and respondents were
students enrolled in agricultural leadership courses in
the southern region of the United States (N =138).
Findings revealed that the task-oriented leadership
style had a significant correlation with students’ self-
directness levels rather than the relationship-oriented
style. On the other hand, researchers found that there
is no significant effect among students’ characteristics
on leadership style and self-directed learning levels.
Professional development specialists and human resources
trainers should develop a comprehension of the effects
of how leadership style may influence other job
performance variables. (Strong & et al.2013) (Web Source
12).
Impact of Leadership Styles on Organizational
Performance. Leadership is one of the keys to
determining whether the organization is a successful one
or a failed one. Leadership style is the way the leader
directs and motivates others toward achieving
organizational goals. In this study, by using the six
major leadership styles (transformational,

31
transactional, autocratic, charismatic, bureaucratic,
and democratic), the impact of leadership styles on
organizational performance is examined. In accordance
with Creswell, there are 3 types of research approaches
to answer the research questions. These are the
qualitative approach, quantitative approach, and mixed
approach. This study has proven that charismatic and
bureaucratic leadership are good styles for short-term
leadership or a small project. Although these two
leadership styles are good for small projects, they are
not beneficial to students' development and do not bring
the full and expected performance from the students.
However, democratic leadership, transformational
leadership, and autocratic leadership all have a
positive impact on organizational performance. This
indicates that these three styles induce the students to
perform better and per the level of expectations. These
leadership styles must be promoted in organizations. At
the end of this study, the charismatic, bureaucratic,
and transactional leadership styles had a negative
relationship with organizational performance. On the
other hand, transformational, autocratic, and democratic
leadership have a positive relationship with
organizational performance. It has been recommended that

32
organizations must use a leadership style that enhances
the capabilities and abilities of the leaders. (Khajeh,
LOCAL STUDIES
After researching in different libraries and after
surfing the internet, the researchers of the present
study found that there were five local researches done
in relation to the Assessment of Leadership Styles of
the Student Leaders, namely, that of Baluena & Perez
(2020), Lualhati G. (2019), Avientos (2018), Labor J.
(2017), and Obrero (2013).
Application of Leadership Theories in Analyzing the
Effects of Leadership Styles on Productivity in
Philippine Higher Education Institutions. The type of
leadership displayed in educational organizations plays
a significant role in the success or failure of the
organization. This study investigated the effects of
leadership behaviors by leaders in various higher
education institutions in the country (as perceived by
14 Filipino graduate scholars) on productivity (in terms
of passing rates in board examinations in 2016) using a
correlational research design. Findings revealed that
having more leadership behaviors, linked to both
productivity and people, are strongly connected with

33
great organizational productivity, while leader-follower
relationships and productivity did not show any
substantial association. In predicting school
productivity, the educational leader’s people and task
orientations were created to have complementary roles.
The data obtained from this research also showed
consistent patterns concerning the relationships
proposed by various trait and behavioral theories of
leadership and through the application of leadership
grind. (Baluena & Perez, 2020) (Web Source 14).
Take the Lead: Exploring Leadership Skills of Filipino
Student Organization Officers. A student leader plays a
very important role in every school. The school serves
as a foundational setting where people can develop their
leadership skills. From allowing their students to lead
a small group in their classes to molding them into
exemplary leaders. This study determined the leadership
skills in terms of communication and literary skills,
information technology skills, and social skills of
student organization officers at Batangas State
University-JPLPC Campus for the Academic Year (S.Y)
2017- 2018. They used a descriptive type of research and
made use of a questionnaire in gathering the data. Out
of their 76 student leader respondents, they conclude

34
that knowing the abilities or skills of every student
leader will help the organization to work effectively
and efficiently. Findings also revealed that the
respondents considered their leadership skills very
satisfactory. The student leaders shall also join
several training to better know their potential as
student leaders. (Lualhati G., 2019) (Web Source 15).
Effectiveness of the Performance of the Student
Government of North Luzon Philippines State College.
According to Severino G. Aviento, the formation of the
Student Government as a student organization is a
necessity for the students to be able to build a better
relationship with the school administration. The Student
Government establishes the primary role of introducing
student constituents' voices into the school's hearing
authorities, fulfilling the noble responsibility of
working for the welfare of the entire student. The
objective of this study is to know the perceptions of
the students and student leaders on the effectiveness of
the performance of the student government of North Luzon
Philippines State College. The method used in this study
is descriptive-correlational and they used a
questionnaire as an instrument in gathering the data.

35
The findings revealed that the majority of the student-
respondents reside outside Candon City; aged 16-18 years
old; the majority of them are males and are second-year
students; not members of any organizations in the
college; and are members of the Roman Catholic Church
and most of them are enrolled in Bachelor of Science in
Business Administration program. Many of the student
leader respondents are aged 19-21 years old; most of
them are enrolled in midwifery programs; the majority of
them are members of the Roman Catholic Church; many of
them are females; not members of any organizations and
they reside outside Candon City. Based on the findings,
Student Government became an instrument for the students
to be aware of their political rights. However, the
findings portrayed that students, especially student
leaders, need leadership seminars to learn how to be
effective leaders. They need to exert more efforts for
the promotion of common welfare, organize effective
programs related primarily to maintaining the discipline
of the students, cooperate with the students to promote
discipline and improve school facilities by allocating
more funds for projects and programs for the college
community. (Avientos,2018) (Web Source 16).

36
Filipino Student Council Heads’ Leadership Frames: A
Phenomenographic Inquiry. The study, "Filipino Student
Council Heads’ Leadership Frames: A Phenomenographic
Inquiry", carried out by Labor, J. 2017 focused on the
perceptions of Filipino student council leaders
regarding the construction and essence of leadership and
development. It was stated that the growth of the
Filipino students’ leadership was shaped through
movements and organizations in the society which gave
them opportunities to have a direct role. Considering
this, the process of creating the discourse of
leadership from the leaders’ perceptions and the
establishment of concepts of leadership and development
with social engagement were explored in this study.
Thirteen student leaders from higher education
institutions in Metro Manila were interviewed in
connection with their experiences as student leaders.
The accumulation of data was done through interviews,
captured through audio recording, and taking down notes.
Thematic analysis and open coding in grounded theory
were applied in this qualitative study. The narratives
of the students portrayed two important concepts of
leadership: the abilities of the leader and the
contextual needs of the audiences. Findings from the

37
interviews emphasized the personalities of student
leaders such as compassion, discipline, enthusiasm,
responsiveness, openness, and passion as ground
attributes for their leadership. Student leaders also
expressed themselves as potentially strong citizens as
they are involved in the development and transformation
of their student bodies as well as Filipino society.
(Labor J., 2017) (Web Source 17)
Student Leadership Development in the University of
Northern Philippines: Program Implementation, Outcomes,
and Highlights. The analysis of the recent study by
Mario Obrero (2012-2013) states that the objective of
this study determines the level of expectations of the
student leaders on the implementation of the student
leadership development program. The study revealed that
50 students were assessed during the school year 2012-
2013. It sought to determine the development of student
leadership for the program's implementation, leadership
competencies of student affairs practitioners, and
student leadership qualities. Moreover, in this
descriptive-correlational study, the methods of data
collection were divided into questionnaires, interviews,
and documentaries, and the program for student
leadership was assessed in terms of the student leaders'

38
achievements. The results of the student leadership
program in terms of the student leaders' accomplishments
were identified through documentary analysis and
interviews with student affairs personnel. The Student
Council's top leaders, mandated organizations,
accredited organizations, and Recognized fraternities
guided their organizations through the implementation of
various programs and projects (Obrero,2013) (Web Source
18).
COMPARISON OF THE STUDIES
All of the studies were similar to our studies in
these factors: Leadership Style discussion, Effect of
Student Leadership on the Student Organization, and
Essence of Student Leadership. The related studies and
our study both wanted to take a closer look at the
leadership styles in the university setting, these
studies hold that a leader's style has a significant
impact on the group as a whole. Added to this, these
studies showed little alignment in terms of determining
different leadership styles of student leaders of the
organization which this current study is concentrated
on. Furthermore, some of them argued that for the
organization to work effectively, it is vital to know
the abilities or skills of every student leader. Despite

39
the absence of exploring leadership styles, this study
elaborated on different skills used by student leaders
which, in relation to our study, these skills can be
used to identify the structure and the construction of
their leadership style. However, the findings from this
review showed a significant difference in the specifics
of the topic of investigation for this research, some of
the studies aimed to find the value of having a proper
leadership style in Universities and how is it related
to the development of the culture of organizations, the
relationship between leadership styles and self-directed
learning level, data generalization was established
using the perceptions of the students together with the
perception of student leaders. Those studies involved
the insights not only the student leaders but also the
students concerning the effectiveness of student
organization and used the descriptive-correlational
method of research. The studies utilized qualitative
research type while our study aimed to identify the
leadership styles of the student leaders in the
Registered Student Organizations (RSOs) of PHINMA-
University of Pangasinan and how these leadership styles
correlated with the profile of the student leaders. In
addition to that, our study also aimed to assess the

40
level of leadership of the student leaders. Furthermore,
our study used of mixed methods of qualitative and
quantitative types of research.

41
Chapter 3
RESEARCH METHODOLOGY
This chapter presented the research strategies
employed and the research design used in the study.
Subsections discussed the research design, population
and locale, data gathering tools, data gathering
procedure, and the statistical treatment of data.
Research Design
The study used the descriptive-correlational method
where a qualitative research paradigm has been employed.
According to McBurney & White (2022), the descriptive-
correlational design aims to determine the direction and
extent of the relationship between different variables
of a population under study. In this research design,
relationships between and among several facts are sought
and interpreted to provide a picture of the current
state of affairs. Adopted standardized questionnaires
from Opoku, Ahmed, Cruickshank (2015) and Avolio,
Gardner, & Walumbwa (2007) have been used as an aid in
determining the leadership style of student leaders and
the self-perceived leadership performance of the
registered student organizations at PHINMA-University of
Pangasinan for the academic year 2022-2023. It was best

42
fitted to the study because it helped the researchers
analyze and evaluate the results.
Population and Locale of the Study
The respondents of this study were the President,
Vice President, and Secretary of each student
organization from 18 RSOs with a total of 54 student
leaders. The respondents were chosen through the quota
sampling procedure. The locale of the study was the
PHINMA-University of Pangasinan located at Dagupan City.
The study was conducted within the campus only.
Data Gathering Tools
As cited by Vasco Lab (2015), according to Denzin
and Lincon, validity is the extent to which an
instrument measures what it is supposed to measure and
performs as it is designed to perform. As a process,
validation involves collecting and analyzing data to
assess the accuracy of an instrument. There are numerous
statistical tests and measures to assess the validity of
instruments, which generally involve pilot testing.
The instrument was taken from the Leadership Style
of Sustainability Professionals in the UK (2015) that
utilizes the Authentic Leadership Questionnaire (ALQ) by
Avolio, Gardner, & Walumbwa. The instrument was edited
to suit the study's requirements and evaluated by the

43
researcher's adviser and critic readers for comments and
suggestions. In addition, the questionnaire was
initially floated to respective respondents for
validation purposes. Selected respondents were student
leaders from Registered Student Organizations (RSOs)
were asked to answer the survey, after which they were
asked by the researcher for any suggestions and
recommendations or necessary corrections to ensure the
improvement and validity of the instrument. The
researcher further analyzed the survey questions to find
out the reliability of the device. Irrelevant questions
were removed and vocabulary that was deemed difficult
were made simpler. The researcher excluded the five
respondents who became part of the initially floated
questionnaires for validation of the instrument.
The researcher used the questionnaire-checklist type as
the main tool in gathering pertinent data that is
needed. The questionnaire contained three parts; these
are as follows:
Part 1: The first part was for the profiling of the
respondents, and this include name, gender, year level,
course, and organization.

44
Part 2: The second part contained a statement that
called for the assessment of the description of
leadership styles.
Part 3: This questionnaire contained items about
different dimensions of authentic leadership.
The survey questionnaires were composed of closed-ended
questions. The statements of the questionnaires were
measured in terms of the Likert rating scale, running
from strongly agree to disagree strongly.
Sample Questionnaire
Direction: Provide the relevant information on the items
below
Name (optional): ___________________________________
Your Profile in terms of:
a. Gender: ___________
b. Year Level: ___________
c. Organization: ___________
Direction: The following items provides a description of
leadership style. Respond to each item according to the
way you are most likely to act as a leader. The word
“other” could refer to your fellow student leaders or
your constituents. To indicate your response, kindly
check the box to the right of each item.
KEY: 0=Never
1=Once in a while 3=Fairly often
2=Sometimes 4=Frequently, if not
always
45
0 1 2 3 4
I put the interest of the
organization.
The best decision comes from the
largest consensus.
Due to time constraints on the
task on hand, I decide without
consulting others.
I have no problem with what
others wish to do.
I tend to overcome obstacles to
reach the goals.
I help others to develop their
strength and maximize their
abilities.
I encourage others to constantly
challenge my ideas, to take
initiative, and allow them to
make suggestions.
I compel others to do tasks to a
higher standard.
I only ask others when it is
absolutely necessary.
I’m good at finding practical
solutions to the problem.
(Web Source 19)
This questionnaire contains items about different

dimensions of authentic leadership. There are no right
or wrong responses, so please answer honestly. Use the
following scale when responding to each statement by
writing the number from the scale below which you feel
most accurately characterizes your response to that
statement.
Key: 1 = Strongly disagree 2= Disagree
3= Neutral 4=Agree 5=Strongly agree
46
1 2 3 4 5
1. I can list my three greatest
weaknesses.
2. My actions reflect my core values.
3. I seek others' opinions before
making up my own mind.
4. I openly share my feelings with
others.
strengths.
6. I do not allow group pressure to
control me.
7. I listen closely to the ideas of
those who disagree with me.
8. I let others know who I truly am
as a person.
9. I seek feedback as a way of
understanding who I really am as a
person.
10. Other people know where I stand
on controversial issues.
11. I do not emphasize my own point
of view at the expense of others.
12. I rarely present a "false" front
to others.
13. I accept the feelings I have
about myself.
14. My morals guide what I do as a
leader.
15. I listen very carefully to the
ideas of others before making
decisions.
16. I admit my mistakes to others.
(Web Source 20)

47
Data Gathering Procedure
When they gathered the data, the researchers first
asked the research adviser, Dr. Elmer Noriega, to
validate the questionnaire and the researchers explained
the selection of respondents. The researcher then
prepared a letter to seek the permission of the research
adviser, and governor of each Local Student Councils
(LSCs)that oversee every Registered Student
Organizations (RSOs) at the university to gain approval
to conduct the data gathering. A letter was prepared for
the respondents stating the purpose of the research and
seeking cooperation along with the questionnaire.
The researchers distributed the questionnaires to
the President, Vice President, and Secretary of each
Registered Student Organizations at PHINMA-University of
Pangasinan.
Treatment of Data
Statistical Treatment of Data
The data gathered from this test was carefully
analyzed and interpreted based on the result of
statistical treatment. In this study, the researcher
used Chi-square statistical test that determined the
distribution of the results of the survey.

48
The chi-square test is a statistical method used to
determine the difference between observed and expected
data. This test can also be used to see if it correlates
with the categorical variables in the data.
Formula for Chi-Square Test
Where:
c = Degrees of freedom
O = Observed Value
E = Expected Value
49
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presented the results of the analysis
and interpretation of the data gathered in the light of
the sub-problems raised in Chapter 1 of the study. This
chapter was divided into four major sections, namely;
Profile of the Respondents, Leadership Styles of the
Leaders of their Respective Organizations, their Self-
Perceived Level of Leadership, and the significant
relationship between the Leadership Style and Self-
Perceived Level of Leadership, and significant
relationship between the Level of Leadership of Leaders
in its Organization to that of the profile of the
student leaders.
Profile of the Respondent
TABLE 1.1
Demographic Profile
Gender
Gender Frequency Percentage
Male 19 34.545%
Female 36 65.455%
Total 55 100%
50
Table 1.1 showed the gender of the Registered Student
Organizations at PHINMA-University of Pangasinan. This
figure showed that among the fifty-five (55)
respondents, nineteen (19) or 35% of them were male and
thirty-six 36 or 65% of them were female. It implied
that female student leaders indicated a greater
disparity in number despite the fact that male has given
lot more opportunities in life in general as they
outnumbered the female population since 2000 up to the
present according to the Philippine Statistics
Authority.
Table 1.2
Demographic Profile
Year level
Year Level Frequency Percentage
2nd year 1 1.8182%
3rd year 42 76.364%
4th year 9 16.364%
5th year 3 5.4545%
Total 55 100%
51
Table 1.2 portrayed the profile of the respondents in
terms of their year level. This figure showed four (4)
year levels starting from second year to fifth year with
the total number of fifty-five (55) student leaders at
PHINMA-University of Pangasinan as respondents of this
study. Based on Table 1.2, among the fifty-five (55)
respondents, forty-two (42) or seventy-six percent (76%)
of them were 3rd year students. The 4th year came next
which comprised nine (9) or sixteen percent (16%), 5th
year that constituted three (3) or five percent (5%),
and the remaining one (1) or two percent (2%) of the
total number of respondents were from 2nd year. The
table depicted that the majority of the respondents were
from 3rd year which denoted that the Registered Student
Organizations’ executive positions at the PHINMA-
University of Pangasinan were mostly dominated by the
middle year or the juniors. Factors such as age,
leadership experiences, and a balance leadership and
understanding between the lower year and the upper years
were observed as features of these respondents being in
the middle year. This finding agrees with the 2019
article by Alexandra Jerdee of Ridgewood High School
wherein she stated that seniority matters considering
that future leaders will have plenty of opportunity to

52
evaluate how their predecessors performed their duties.
In this way, the original founders' goal is carried on
through these groups even as they adapt with the times.
Aside from gaining a sense of leadership inside a group,
senior leaders are also considerably more familiar with
the members. This familiarity is critical for
establishing confidence with people in authority.
Table 1.3
Demographic profile
Organization
Department Organization Frequency Percentage
CELA APSS 3 5.4545%

UPAGES 3 5.4545%
UPSTO 3 5.4545%
SEWS 3 5.4545%
UPACS 3 5.4545%
CHS UPPSO 3 5.4545%
UPCNSO 3 5.4545%
UPMETSA 3 5.4545%
CEA UPEESA 4 7.2727%
ICFCPSE 3 5.4545%
UAPSA 3 5.4545%
PICE 3 5.4545%
PSME 3 5.4545%
IECEPSC 3 5.4545%
CMA JMA 3 5.4545%
53
JPIA 3 5.4545%
JFINEX 3 5.4545%
ISHTM 3 5.4545%
Total 55 100%
Table 1.3 presented the profile of the Registered
Student Organizations (RSOs) at PHINMA-University of
Pangasinan. It can be gleaned that there were eighteen
(18) registered student organizations and the
respondents of this study were the President, Vice
President, and Secretary of each RSO. Data in Table 1.3
reflected that majority of the registered student
organizations have 3 student leaders as respondents.
Each of the seventeen (17) organizations had 5.4545%.
While UPEESA had four (4) respondents which was
equivalent to 7.2727%. The result of the data revealed
that organizations evaluated and developed the skills
and capabilities of the student leaders which is vital
in attaining institutional goals and aspirations. It was
supported by the study conducted in LPU batangas
entitled Student Organizations of LPU: Assessing their
Performance Towards the Attainment of Institutional
Goals.
Table 2
54
Leadership style
Questions WM DI
I put the interest of the 3.34545454 Frequently

organization. 5
The best decision comes from 3.18181818 Sometimes
the largest consensus. 2
Due to time constraints on 1.61818181 Sometimes
the task on hand, I decide 8
without consulting others.
I have no problem with what 2.61818181 Fairly Often
others wish to do. 8
I tend to overcome obstacles 3.18181818 Frequently
to reach the goals. 2
I help others to develop 3.21818181 Frequently
their strength and maximize 8
their abilities.
I encourage others to 3.07272727 Frequently
constantly challenge my 3
ideas, to take initiative,
and allow them to make
suggestions.
I compel others to do tasks 2.78181818 Fairly Often
to a higher standard. 2
I only ask others when it is 2.4 Fairly Often
I’m good at finding 2.909090909 Fairly Often
practical solutions to the
problem.
Total 2.832727273 Fairly often
Legend: WMS D.I

0-.99 Never
1-1.99 Once in a while
2-2.99 Sometimes
3-3.99 Fairly often
55
4-4.99 frequently, if not always
The interpretation of the responses in the
Leadership Style survey is shown in Table 2. The
majority of the ratings fall under the interval for
“Fairly often” succeeded by “Frequently” based on the
Likert Scale Questionnaire interpretation procedures of
Montano (2021). Based on the table, 29 out of the 55
respondents frequently puts the interest of the
organization; 28 respondents sometimes decides without
consulting others due to the time constraints; 29 of the
respondents frequently overcome obstacles to reach their
goals; 26 of the respondents frequently help others to
develop their strength and maximize their abilities; 38
of the respondents fairly often believes that they are
good at finding practical solutions to problems; and
etc. The total average mean was 2.832727273, with 5
categories tending toward "frequently", 4 categories
going toward "fairly often" and 1 category leaning
toward "sometimes", making the average fall under the
interval for "fairly often". The table also implies that
majority of the respondents fairly often puts the
interest of the organization and help others to develop
their strengths and maximize their abilities. This means

56
that these RSO leaders encourage high levels of
motivation and commitment to their organization by
creating an organizational vision, laying out high
standards for performance, helping members grow through
one-on-one support, and pursuing long-lasting,
meaningful change that has the potential to improve
students' lives for all time. Therefore, the table
depicted that the majority of the respondents are
employing Transformational Leadership Style. This
interpretation is supported by the adopted standardized
questionnaires from Opoku, Ahmed, Cruickshank (2015)
wherein the researchers modified it to suit their study.
The higher the weighted mean on certain question will
identify their leadership style. Higher Weighted mean on
questions 1 and 6 will result as Transformational
Leadership Style, 2 and 7 will result Democratic
Leadership Style, 3 and 8 results on Autocratic
Leadership Style, 4 and 9 results on Laissez-Faire
Leadership Style, and questions 5 and 10 will result to
Strategic Leadership Style. With the findings we can
infer that the most used leadership style by the
respondents is Transformational Leadership Style which
is the leadership style that causes positive
transformation or change in the individuals in the

57
organization and in the social system aiming that these
followers or individuals will soon be leaders also, the
second most used leadership style of the RSO student
leaders is the Democratic Leadership Style the
leadership style that encourages involvement of every
member of the organization in the decision making and
promotes discussion of ideas freely, while the least
used leadership style is Autocratic Leadership Style
wherein the centralization and directive power is ruled
by a single dominant leader. The results of Table 2 are
also supported by Juliana Ewell's 2018 study,
"Revitalizing a Student Organization by Applying
Transformational Leadership," in which she investigated
whether applying transformational leadership to a
student organization would increase the organization's
success in a variety of areas, including new membership
and retention rates, which the study's findings show to
be successful.
Table 3
Level of Leadership
Questions WM DI
1. I can list my three 4.163 Strongly
greatest weaknesses. 636 Agree
2. My actions reflect my 4.272 Strongly
core values. 727 Agree
3. I seek others' opinions 4.145 Strongly
58
before making up my own 455 Agree

mind.
4. I openly share my 3.090 Agree
feelings with others. 909
5. I can list my three 4.036 Agree
greatest strengths. 364
6. I do not allow group 3.4 Agree
pressure to control me.
7. I listen closely to the 4 Agree
ideas of those who disagree
with me.
8. I let others know who I 3.963 Agree
truly am as a person. 636
9. I seek feedback as a way 4.181 Strongly
of understanding who I 818 Agree
really am as a person.
10. Other people know where 3.327 Agree
I stand on controversial 273
issues.
11. I do not emphasize my 3.236 Agree
own point of view at the 364
expense of others.
12. I rarely present a 3.327 Agree
"false" front to others. 273
13. I accept the feelings I 2.890 Neutral
have about myself. 909
14. My morals guide what I 4.418 Strongly
do as a leader. 182 Agree
15. I listen very carefully 4.509 Strongly
to the ideas of others 091 Agree
before making decisions.
16. I admit my mistakes to 4.418182 Strongly
others. Agree
Total 3.836364 Agree
Legend: WMS D.I

0-1.0 Strongly Disagree
1.10-2.0 Disagree
2.10-3.0 Neutral
3.10-4.0 Agree
4.10-5.0 Strongly Agree
59
The interpretation of the responses in the Level of
Leadership survey is shown in Table 3. The ratings in
the majority of the 16 questions as well as the overall
average fall under the interval for “Agree” succeeded by
“Strongly Agree” based on the Likert Scale Questionnaire
interpretation procedures of Montano (2021). Based on
the table, the majority of the respondents, 23 among 55
respondents, strongly agree that they can list their 3
greatest weaknesses; 24 respondents strongly agree that
their actions reflect their own core values; 25
respondents seek others' opinions before making up their
own mind; 28 respondents agree to openly share their
feelings with others; and etc. The total average mean
was 3.836364, with 8 categories tending toward "agree,"
7 categories going toward "strongly agree," and 1
category leaning toward "neutral," making the average
fall under the interval for "agree. The data from Table
3 shows that the majority of RSO leaders at PHINMA-
University of Pangasinan believe they are doing an
adequate job of satisfying their fellow students with
their level of leadership. This denotes that the level
of leadership as perceived by the RSO leaders at PHINMA-
University of Pangasinan are linked with their
confidence in their tasks/duties as an officer.

60
Therefore, the table depicted that the majority of the
respondents were confident with their level of
leadership. In light of the foregoing, the confidence
level of student leaders is synonymous with their self-
perceived level of leadership. This findings agrees with
the 2015 study of Allison J. Moran entitled “An
Examination of Self-Esteem 's Impact on the Leadership
Behaviors of Female Undergraduate Student Leaders”
wherein she concluded that the leadership traits
exhibited by student leaders respondets are related to
self-esteem levels.
Table 4
Null hypothesis
Variable Calculated Critical Decision

Chai-Square Value
Gender
30.126318 5.991464547 Reject the
Ho
Year Level
35.146149 5.991464547 Reject the
Ho
Organization
15.884756 5.991464547 Reject the
Ho
Table 4 established the significant relationship
between the profile of the respondents and their

61
leadership style. The table depicted three variables
under the profile of the respondents. The table showed
that the critical value obtained on the first variable,
gender and leadership style, was 5.991464547 which was
significant at 5 percent level and was lesser than the
calculated chi-square of 30.126318. This implied that
gender in relation to leadership is not monopolized by
one gender alone, meaning leadership is applicable to
all gender. Hereby, the null hypothesis was rejected.
The table also revealed the respondents’ year level with
a calculated chi-square of 35.146149 was significantly
related to the respondents’ leadership style because it
was greater than the calculated critical value of
5.991464547. This implied that the year level of the
respondents and their leadership style has a significant
relationship because most of the respondents were 3 rd
year college students. The 4 th

year respondents were
outgoing officers and held a lower position, this hereby
made the 3 rd
year student leaders the heads of their
respective organizations, making their leadership style
the prime mover of the organization. These 3rd-year
student leaders utilized a transformational leadership
style, therefore they automatically influenced the goals
of the organization and its members. However, this

62
leadership style is applicable to all year level since
the findings portrays majority of the respondents only.
With all of the circumstances stated, the null
hypothesis was rejected. The last variable under the
profile of the respondents was their organization which
has 15.884756 calculated chi-square that was greater
than the critical value of 5.991464547 that lead to the
rejection of the null hypothesis the same with the
aforementioned variables. This implied that all of the
organizations have had leaders that employed
transformational leadership. With that, we concluded
that these student leaders wanted to make a significant
change in their organization and department that
benefited the present and future members of the
studentry for that was one of the goals of
transformational leadership. This showed that the
profile of the respondents in terms of gender, year
level, and organization has a significant relationship
with their leadership style. Hence, the null hypothesis
was rejected.
This validates the findings of (Alhammadi, 2019) in
the study entitled “Gender effects on Leadership Styles
in Public schools in Abu Dhabi, UAE” where she claimed

63
that the majority of leaders who are considered
transformational in nature were female implying that
gender appears to play a crucial role in the style
exhibited by leaders, however, her respondents in this
study were principals and teachers while in our study,
the respondents are student leaders. Furthermore, This
is however negated by the findings of J. Costantino, M.T
Vega, N. Caymo, L. Cajucom P. Deguzman, A. Galano, and
A. Santos where they claimed that the distribution of
student leaders in terms of their organization has
nothing to do with their leadership style. Their study
implies that the respective organization they belonged
to has no relationship with their leadership style,
contrary to our study wherein the profile of the student
leaders in terms of the organization is significantly
related to their leadership style.
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
64
This chapter presented the summary of the findings
of this study derived from the analysis of data. Based
on these findings, conclusions are drawn and
recommendations are made.
The Problem and Methodology
This study, entitled " An assessment of leadership
style of student leaders of the registered organizations
at University of Pangasinan ", sought to answer to
following questions:
1. What is the profile of the respondents in terms of:
a. gender;
b. year;
c. organization.
2. What is the leadership style produced by the
respondents?
3. Is there a significant relationship between the
leadership style and their;
a. gender;
b. year level of the student leader; and
c. organization.
4. To what extent did the following factors influence
the respondents' leadership style:
a. work environment-related factors;
b. personal career development factors; and

65
c. social contingency factors?
5. What leadership style may be proposed to the recent
RSO officers and to the next generation of RSO officers
in UPANG?
This study utilized the descriptive research
design. The respondents in this study were 55 student
leaders from different registered student organization
PHINMA-University of Pangasinan, which were selected
purposely by the researcher. The researchers were able
to communicate with their intention to float the survey-
questionnaire to all of the respondents.
The period of data gathering lasted from the last
week of September to the second week of October 2022.
Data gathered from the respondents were subjected to
statistical analyses. In describing the profile of the
respondents and in determining the extent of influence
of the specified factors on their leadership style,
descriptive statistics were used such as frequency
counts, percentages, weighted means, and rank. Moreover,
chi-square are used to determine whether or not there is
a significant relationship between the profile of the
respondents and their leadership styles.

66
Summary of Findings
The primary goal of this study was to determine the
Leadership Style and the Level of the Student Leadership
of the selected student leaders of registered student
organization in PHINMA-University of Pangasinan. After
an in-depth examination of the data gathered, the
following findings were attained:
5. Majority of the findings were female student
leaders. Executive positions were mostly dominated
by the 3rd years, while mostly of the Registered
Student Organizations has three (3) student
leaders.
6. Based on the data gathered, majority of the student
leaders are employing Transformational Leadership
Style.
7. The level of leadership as perceived by the
Registered Student Leaders at PHINMA-University of
Pangasinan are linked with their confidence in
their tasks as an officer.
8. The profile of the respondents in terms of gender,
year level, and organization has a significant
relationship with their leadership style. Hence,
the null hypothesis was rejected.
Conclusions
67
Based on the preceding findings, the following
conclusions were drawn:
1. The 3rd year female student leaders dominated the
student organization of PHINMA University of Pangasinan.
2. The most common leadership style among student
leaders is transformational leadership.
3. Confidence level is synonymous to their self-
perceived level of leadership.
4. The organizations developed the capabilities of every
student leaders and it affects their leadership styles.
Recommendations
Based on the conclusion drawn from the findings of
the study, the following are recommended:
1. The researchers highly recommended that training must
be crafted to all student leaders to develop more
transformational leaders.
2. The researchers highly recommend and encourage the
present and future student leaders of every Registered
Student Organization to assess and find their leadership
style for it may help them to do their job as student
leaders worthwhile.
68
3. The researchers also recommend that these student
leaders to know and have proper knowledge on how to
properly execute and use their leadership style.
BIBLIOGRAPHY
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69
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73
APPENDICES
74
APPENDIX A
LETTER SEEKING PERMISSION TO FLOAT THE

SURVEY QUESTIONNAIRE
September 14, 2022
Dear Sir:
Greetings!
The Third Year Political Science students is currently

conducting a research study entitled "AN ASSESMENT OF
LEADERSHIP STYLE OF STUDENT LEADERS OF THE REGISTERED
STUDENT ORGANIZATIONS AT PHINMA-UNIVERSITY OF PANGASINAN
2022-2023, A QUALITATIVE RESEARCH".
This is in line with our requirement for the subject
Qualitative and Quantitative Analysis of Political Data.
In connection to this, we would like to ask your kindest
authorization to allow us to float the attached
questionnaire-checklist. Your approval will be greatly
appreciated. Thank you very much.
Sincerely,
The Researchers
Noted:
(Sgd.)Dr. Elmer D. Noriega

Adviser
75
APPENDIX B
COVER LETTER
PHINMA-UNIVERSITY OF PANGASINAN
COLLEGE OF EDUCATION AND LIBERAL ARTS
Dear Sir/Madam:
We, 3rd-year students from PHINMA-University of

Pangasinan studying Bachelor of Arts in Political
Science are conducting a study entitled, “AN ASSESSMENT
OF LEADERSHIP STYLE OF STUDENT LEADERS OF THE REGISTERED
STUDENT ORGANIZATIONS AT PHINMA-UNIVERSITY OF PANGASINAN
2022-2023, A QUALITATIVE RESEARCH.” The success of this
study relies on the data that you may provide. In this
regard, may I respectfully request you, being a student
leader as my respondent to answer this survey-
questionnaire? Your answers on this questionnaire will
form part of the data needed for this study.
This study has the following objectives:
1. To determine the leadership style of student leaders,
and,
2. To assess the level of leadership of the student
leaders, and,
3. To assess if there is a significant difference
between the leadership style and that self-perceived
level of leadership, and
4. To check if there is a significant relationship
between the level of leadership of students in its
organization to that of the profile of the student
leaders.
Rest assured that we shall protect the data you
provided in compliance with the Data Privacy Law of
2012. We shall not collect, disclose or process personal
data, that may be classified as personal information
and/or sensitive personal information unless you
76
voluntarily choose to provide us with it and give your

consent thereto.
We shall keep the data throughout the term of the
engagement and for a period of one (1) year and be
deleted or destroyed when it is no longer relevant to
retain it. We shall take appropriate and reasonable
technical and organizational measure to ensure the
requisite data security to protect the data against
unauthorized disclosure or unauthorized access of the
information you provide. Thank you so much and may the
God of Wisdom bless us all.
Sincerely yours,
3rd-year AB Political Science
Student Researchers
77
APPENDIX C
SURVEY-QUESTIONNAIRE
AN ASSESMENT OF LEADERSHIP SYTLE OF STUDENT LEADERS OF
THE REGISTERED STUDENT ORGANIZATIONS AT THE UNIVERSITY
OF PANGASINAN 2022-2023, A QUALITATIVE RESEARCH
below
Name (optional): ___________________________________
a. Gender: ___________
b. Year Level: ___________
KEY: 0=Never
always
0 1 2 3 4
organization.
largest consensus.
consulting others.
others wish to do.
reach the goals.
78

abilities.
make suggestions.
higher standard.

statement.
1 2 3 4 5
weaknesses.
others.
strengths.
control me.
79

as a person.
+person.
to others.
about myself.
leader.
decisions.
80

below
Name (optional): ___________________________________
a. Gender: ___________
b. Year Level: ___________
KEY: 0=Never
always
0 1 2 3 4
organization.
largest consensus.
consulting others.
others wish to do.
reach the goals.
abilities.
81

make suggestions.
higher standard.

statement.
1 2 3 4 5
weaknesses.
others.
strengths.
control me.
as a person.
+person.
82

to others.
about myself.
leader.
decisions.
83

below
Name (optional): ___________________________________
a. Gender: ___________
b. Year Level: ___________
KEY: 0=Never
always
0 1 2 3 4
organization.
largest consensus.
consulting others.
others wish to do.
reach the goals.
abilities.
84

make suggestions.
higher standard.

statement.
1 2 3 4 5
weaknesses.
others.
strengths.
control me.
as a person.
85
+person.
to others.
about myself.
leader.
decisions.
86

below
Name (optional): ___________________________________
a. Gender: ___________
b. Year Level: ___________
KEY: 0=Never
always
0 1 2 3 4
organization.
largest consensus.
consulting others.
others wish to do.
reach the goals.
abilities.
87

make suggestions.
higher standard.

statement.
1 2 3 4 5
weaknesses.
others.
strengths.
control me.
as a person.
+person.
88

to others.
about myself.
leader.
decisions.
89
CURRICULUM VITAE
90
CURRICULUM VITAE
Name : RUTH DELA CRUZ

Address : #485 Gonzales Street, Bonuan
Boquig, Dagupan City
Email Address : [email protected]
Personal Info
Birth Date : January 01, 2000
Place of Birth : Dagupan City
Age : 22
Gender : Female
Civil Status : Single
Height : 5 ft 3 in
Weight : 54 kgs
Education
College : BACHELOR OF ARTS in POLITICAL
SCIENCE
Consistent Academic Achiever
Senior HUMANITIES and SOCIAL SCIENCES

High School : Graduated April 2020, With High
Honors
University of Luzon
Secondary
Education : Graduated March 2018, With
Highest Honors
University of Luzon
Elementary : Graduated March 2014, With

Education Honors
Bonuan Boquig Elementary School
91
CURRICULUM VITAE
Name : NICA LYRA RODRIGUEZ PANORINGAN

Address : #99 Firetree Street, Torres,
Mapandan, Pangasinan
Personal Info
Birth Date : September 15, 2002
Age : 20
Gender : Female
Height : 5 ft 3 in
Weight : 47 kgs
Education
SCIENCE

High School : Graduated June 2020, With
Honors
Mapandan National High School –
Senior High School
Secondary
Education : Graduated March 2018, With
Honors
Torres National High School

Education Honors
Torres Elementary School
92
CURRICULUM VITAE
93
Name : JUSTINE OLARTE CRUZ

Address : #284 Purok 1, Brgy. Lucao,
Dagupan City
Personal Info
Birth Date : April 29, 2002
Place of Birth : Dagupan City, Pangasinan
Age : 20
Gender : Female
Height : 5 ft 2 in
Weight : 43 kgs
Education
SCIENCE

Honors
94
Dagupan City National High

School – Senior High School
Secondary Graduated March 2018, With

Education : Honors
School

Education Honors
Lucao Elementary School
95
CURRICULUM VITAE
96
Name : GIANO CHARL BALLESTEROS

FERNANDEZ
Address : #136 Salasa West, Bugallon,
Pangasinan
Personal Info
Birth Date : November 29, 1999
Place of Birth : San Carlos City, Pangasinan
Age : 22
Gender : Male
Height : 5 ft 11 in
Weight : 122 kgs
Education
SCIENCE

Honors
Pangasinan National High School

Education : Honors
Pangasinan National High School
Elementary : Graduated March 2012, Class

Education Valedictorian
Salasa Elementary School
97
CURRICULUM VITAE
Name : ANGELA CAASI ESPINO

Address : Gayoden, Bolinao, Pangasinan
Personal Info
Birth Date : October 6, 2001
Age : 21
Gender : Female
Height : 5 ft 2 in
Weight : 47 kgs
Education
SCIENCE
Senior SCIENCE, TECHNOLOGY,

High School : ENGINEERING, AND MATHEMATICS
Graduated April 2020, With High
Honors
Saint Vincent’s Catholic School
of Bayambang Inc.

Education : Honors
Binabalian National High School

Education Honors
Goyoden Elementary School
98
CURRICULUM VITAE
Name : LALAINE ZARATE REYES

Address : #79 Brgy. Bocboc, San Carlos
City, Pangasinan
Personal Info
Birth Date : Septemner 21, 2002
Age : 20
Gender : Female
Height : 5 ft
Weight : 58 kgs
Education
SCIENCE

Honors
Speaker Eugenio Parez National
Agricultural School

Education : Honors
Speaker Eugenio Parez National
Agricultural School
99

Education Honors
Central 1 Elementary School
100
CURRICULUM VITAE
101
Name : JEYBE CENDANA AQUINO

Address : Brgy. Bolosan, Dagupan City
Personal Info
Birth Date : July 21, 2002
Age : 20
Gender : Male
Height : 5 ft 7 in
Weight : 70 kgs
Education
SCIENCE

High School : Graduated April 2020, With
102
Honors
St. John’s Cathedral
School
Education : Honors
St. John’s Cathedral School

Education Honors
Bolosan Elementary School
103
CURRICULUM VITAE
Name : EDRIANE CARL SANTOS

Address : #70 Rizal Ext., Dagupan City
Personal Info
Birth Date : October 30, 2001
Age : 20
Gender : Male
Height : 5 ft 11 in
Weight : 59 kgs
Education
SCIENCE

104
Honors
School – Senior High School
Secondary Graduated March 2018

Education : Dagupan City National High
School

Education Honors
West Central Elementary
School II
CURRICULUM VITAE
105
Name : TRISHA MAE FELICIANO ESTERO

Address : San Guillermo, San Jacinto,
Pangasinan
Personal Info
Birth Date : May 29, 2002
Place of Birth : San Jacinto, Pangasinan
Age : 20
Gender : Female
Height : 5 ft 2 in
Weight : 48 kgs
Education
SCIENCE
Senior TECHNICAL VOCATIONAL LIVELIHOOD

106

Honors
San Jacinto National High
School
Secondary Graduated March 2018

Education : San Jacinto National High
School

Education Honors
West Central School
CURRICULUM VITAE
107
Name : TRISHA MANQUEZ GALANG

Address : Zone 7 Tuliao, Sta. Barbara,
Pangasinan
Personal Info
Birth Date : June 25, 2002
Place of Birth : Cabanatuan City
Age : 20
Gender : Female
Height : 5 ft 4 in
Weight : 48 kgs
Education
SCIENCE

108
High School : Graduated March 2020, With

Honors
Daniel Maramba National High
School

Education : Honors
Mayapyap National High School

Education Honors
Mayapyap Elementary School
CURRICULUM VITAE
109
Name : MATTHEW ACE ANGELO TINAMISAN

Address : #534 Guilig St., Dagupan City,
Pangasinan
Personal Info
Birth Date : January 7, 2002
Place of Birth : Sta. Rosa, Laguna
Age : 20
Gender : Male
Height : 5 ft 4 in
Weight : 45 kgs
Education
SCIENCE

High School : Graduated March 2020, Silver
110
Honor Awardee
Lyceum Northwestern University
Secondary Graduated March 2018, Class

Education : Valedictorian
Pangasinan Merchant Marine
Academy Junior High School

PAMMA Learning Center
CURRICULUM VITAE
111
Name : CHRISTINE JOY BANDONG RUBRICA

Address : Brgy. Bayaoas, Urbiztondo,
Pangasinan
Personal Info
Birth Date : June 19, 2002
Age : 20
Gender : Female
Height : 5 ft 5 in
Weight : 59 kgs
Education
SCIENCE

112
Honors
Virgen Milagrosa University
Foundation

Education : Honors
Urbiztondo Catholic School Inc.

Bayaoas Integrated School

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AN ASSESSMENT OF LEADERSHIP STYLE OF STUDENT LEADERS OF

THE REGISTERED STUDENT ORGANIZATIONS AT PHINMA-

UNIVERSITY OF PANGASINAN 2022-2023, A QUALITATIVE

the Faculty of the College of Education and Liberal Arts

Of the Requirements for the Degree

RUTH DELA CRUZ, NICA LYRA PANORINGAN, JUSTINE CRUZ

GIANO CHARL FERNANDEZ, ANGELA ESPINO, LALAINE REYES

CHRISTINE MAE RUBRICA, EDRIANE CARL SANTOS

TRISHA GALANG, TRISHA MAE ESTERO

MATTHEW ACE ANGELO TINAMISAN

The study entitled “AN ASSESSMENT OF

LEADERSHIP STYLE OF STUDENT LEADERS OF THE

REGISTERED STUDENT ORGANIZATIONS AT PHINMA-

UNIVERSITY OF PANGASINAN 2022-2023, A QUALITATIVE

RESEARCH.” Made by the researchers in partial

fulfillment of the requirements for the degree of

Bachelor of Arts in Political Science, is given a

Accepted in partial fulfillment of the

requirements for the degree of Bachelor of Arts in

This work is a fruit of countless and arduous

sacrifices. Through the researchers’ effort, this work

is heartily and proudly dedicated to people who serve as

an inspiration. From the researchers’ parents and

guardians, to classmates and circle of friends whom

extended their help in the midst of problems while doing

To Sir Elmer Noriega who guided us throughout the

process of doing this research. To the faculty and staff

of PHINMA-University of Pangasinan, Dagupan City. Above

all, to God Almighty who showered us His blessings in

our everyday lives, especially for the strength,

courage, patience, wisdom, and guidance in realization

This section of the research would acknowledge the

contributions of individuals who have been of help

during the research. The contribution may be financial,

but also in a form of feedback on the manuscript during

its drafting and revision.

This research was supported by Dr. Elmer D. Noriega

of PHINMA-University of Pangasinan. We also thank the

RSO Officers from different departments of PHINMA-

University of Pangasinan who rendered time to

participate in our study as respondents.

We thank the school librarians of the PHINMA-

University of Pangasinan for letting us use our school

library with ease on our comfort upon our resourcing and

reputations of these esteemed persons.

Ultimately, we are also immensely grateful to the

families of each member for keeping our motivation and

spirits high in the process of making this paper; We

appreciate their effort along with their financial and

TITLE : AN ASSESSMENT OF LEADERSHIP STYLE OF

RESEARCHER : Ruth Dela Cruz

DEGREE : B.A. Political Science

ADVISER : Elmer D. Noriega

The Problem and its Methodology

The study entitled “An Assessment of Leadership

Style of Student Leaders of the Registered Student

Organizations at PHINMA-University of Pangasinan 2022-

2023, A Qualitative Research” aimed to determine the

leadership style that the student leaders possessed.

Researchers used descriptive-correlational method to

accumulate data from the executive positions of the

Registered Student Organizations at PHINMA-University of

respondents. In order to obtain the findings of this