Leadership Styles of Student Council Officers in

THE LEADERSHIP STYLES OF STUDENT COUNCIL OFFICERS IN
DE LA SALLE HEALTH SCIENCES INSTITUE
An Undergraduate Thesis
Presented to
The Faculty of the College of Nursing
De La Salle Health Sciences Institute
City of Dasmarias, Cavite
In Partial Fulfillment
of the requirements for the Degree
Bachelor of Science in Nursing
Erica Joy M. Asuncion
Eunice Angela T. Fulgueras

Hanna Marianne R. Gonzales
October 2015
ABSTRACT
Name of Institution:
Address:
Dasmarias City, Cavite
Title:
The Leadership Styles of the Student Council

Officers in De La Salle Health Sciences
Institute
Authors:
Asuncion, Erica Joy M.

Fulgueras, Eunice Angela T.
Gonzales, Hanna Marianne R.
Degree:
Bachelor of Science in Nursing
Date of Completion:
October 2015
STATEMENT OF OBJECTIVES:
General:
The aim of this study was to determine the leadership styles used by
most student council officers in De La Salle Health Sciences Institute.
Specific:
Specifically, this study is focused:
1. To determine the profile of the respondents according to their age, gender,
family ordinal position, family income, year level, college affiliation and
organizational involvement.
2. To determine the leadership style of student council officers in De La Salle
Health Sciences Institute.

3. To determine the significant differences in the leadership styles of the
respondents grouped according to age, gender, family ordinal position, family
income, year level, college affiliation, and organizational involvement.
METHODOLODY
This study used a descriptive type of research design in order to identify
the styles of leadership that is used by most of the student council officers in
De La Salle Health Sciences Institute.
The researchers used an adaptive modified instrument to gather
information. The instrument is composed of questions in a form of situations
that have five choices answerable by yes and no. The likert scale was used
to measure the leadership styles of the student council. For each leadership
styles it measures (a) 1.001.80: Autocratic (b) 1.812.60:
Democratic (c)
2.613.40: Laissez-Faire (d) 3.414.20: Transactional (e) 4.21 5.00

Transformational. Furthermore, the following statistical treatments were used
to obtain the results and answer the hypothesis specified; these are, (a)
frequency and percentage, (b) mean (c) Standard deviation, (d) T-test and (e)
Anova test or F-test.
MAJOR FINDINGS:
From the obtained data the following results were drawn from this study:
1. Majority of the respondents are 19 35 years old (54.4%), are female
(61.2%), are the eldest among the siblings in their family (41.7%), are on
their second year in college (48.5%), are from the College of

Rehabilitation Sciences (20.4%) and are most involved in an academic
organization within the institution (72.8%).
2. An overall mean of 3.09 indicates that the leadership styles used by the
majority of student councils are Laissez-Faire style.
3. There is no significant difference in the leadership style used by the
student council officers when grouped according to age. This is because
the computed T value is 0.734 and P value is 0.464 is higher than the level
of significance 0.05. Similarly, it is proven that there is no significant
difference in the leadership styles of the respondents when grouped
according to gender. The computed T is 0.889 and the P value is 0.376
which also shows a higher value than the level of significance. Also, there
is no significant difference in the leadership style used by the respondents
when grouped according to family ordinal position, college affiliation and
organizational involvement supported by the F value of 0.513, 0.366 and
0.593 which are also lower than the tabular F ratio of 2.76, respectively.
4. There is a significant difference in the leadership styles observed by the
respondents when grouped according to year level. This is because the
computed F value is 2.749 and has a p value of 0.047 which is lower than
the 0.05 level of significance.
CONCLUSIONS:
From the given findings the following conclusions were formulated:
1. Majority of the respondents are 19 35 years old, female, eldest among the
siblings in their family, second year in college, are from the College of
Rehabilitation Sciences and are most involved in an academic organization
within the institution.
2. The Student Council officers of De La Salle Health Sciences Institute have
Laissez-Faire as their Leadership Style.
3. There is no significant difference in the leadership styles of the student council
officers in terms of age, gender, family ordinal position, college affiliation and
4. There is significant difference in the leadership styles of the student council
officers in terms of their year level.
APPROVAL SHEET
This undergraduate thesis entitled, The Leadership Styles of Student
Council officers in De La Salle Health Sciences Institute, prepared and
submitted by Erica Joy M. Asuncion, Eunice Angela T. Fulgueras and Hanna
Marianne R. Gonzales, is in partial fulfillment of the requirements for the degree
Bachelor of Science in Nursing, and has been examined and recommended for
the acceptance and approval for colloquium.
LEON L. FOJAS, RN, MAN
Adviser
THESIS REVEW PANEL
Approved by the Committee on Oral Examination with a grade of
___________.
ALELY S. REYES, RN, MAN, PhD

Member
ROMMEL L. SALAZAR, RN, MAN, DrPH

Member
NAOMI M. DE ARO, RN, MAN, EdD

Chairman
Accepted and approved in partial fulfillment of the requirements for the
degree of Bachelor of Science in Nursing.
EDERLYN T. LUMABI, RN, MAN

Dean
ACKNOWLEDGEMENT
The researchers would like to extend their most sincere appreciation and
gratitude to these people, who in one way or another have helped in bringing
about the accomplishments of this study.
First of all, to the Almighty God for the strength, patience, wisdom and
enlightenment that helped transform their ideas into finishing this research study.
To the parents and families of the researchers for the financial and moral
support they needed during the course of the entire preparation and work.
To their thesis adviser, Mr. Leon L. Fojas, RN, MAN for his guidance and
attention that helped them in pursuing the study.
To their nursing research professor, Ms. Naomi M. De Aro, RN, MAN, EdD
for also guiding them in finishing this study.
To the thesis panel, Mr. Rommel Salazar, RN, MAN, DrPH, Ms. Alely S.
Reyes, RN, MAN, PhD and Ms. Naomi M. De Aro, RN, MAN, EdD for giving the
researchers most appreciated criticism that lead the researchers in gaining ideas
and information about the study.
To the Ethics committee, Ms. Bonifacia Erlinda F. Leyran, RN, MAEd, for
guiding the researchers and giving important advices during the process of data
gathering.
To the validators of the research instrument, Ms. Ma. Lovella M. Aure, RN,
MAN, Ms. Victoria B. Opena, RN, MAN and Ms. Melanie H. Nolasco, RN, MAN
who gave their time and patience in reassuring the suitability of the study.
To the thesis statistician, Ms. Janice T. Ilano for her valuable effort in
organizing and interpreting the statistical data.
To the Dean of College of Nursing, Ms. Ederlyn T. Lumabi, RN, MAN for
allowing the researchers to conduct the study.
To the Deans of the different colleges in De La Salle Health Sciences
Institute for letting the researchers conduct their data gathering to their student
council officers.
To the respondents of the study, the student council officers from different
colleges in De La Salle Health Sciences Institute for their cooperation in the
process of data gathering.
E.J.M.A.
E.A.T.F.
H.M.R.G.
TABLE OF CONTENTS
Page
TITLE PAGE
ABSTRACT
APPPROVAL SHEET
ACKNOWLEDGEMENT
TABLE OF CONTENTS
LIST OF TABLES
12
LIST OF FIGURES
13
CHAPTER
1
THE PROBLEM AND ITS BACKGROUND

Introduction
Theoretical Framework
Statement of the Problems
Hypotheses of the Study
Scope and Delimitation of the Study
Significance of the Study
Definition of Terms
REVIEW OF RELATED LITERATURE
14
14
17
20
20
21
22
24
27
Leadership
27
Leadership Styles
33
Synthesis
42
RESEARCH METHODOLOGY
Research Design
Population and Sampling
Respondents of the Study
Research Instruments
45
45
46
46
47
10
Validation of the Research Instrument

Data Gathering Procedures
Statistical Treatment of Data
4
47
48
48
PRESENTATION, ANALYSIS AND
51
INTERPRETATION OF DATA
5
SUMMARY, CONCLUSION AND
68
RECOMMENDATIONS
Summary
68
Conclusion
70
Recommendation
70
REFERENCES
73
APPENDICES
78
Letter of Request to conduct study
Certification form the College Ethics Committee
Certification from the Validators
Certification from Statistician/Statistical Adviser
Certification from the thesis editor
Statistical Treatment Data
Curriculum Vitae
11
LIST OF TABLES
Table
1
Page
The Leadership Style of Student Council Officers in De
58
La Salle Health Sciences Institute

2
Level of Significance of the Leadership Style of Student

Council Officers in De La Salle Health Sciences Institute
61
12
when grouped according to Age

3
62

when grouped according to Gender
4
63

when grouped according to Family Ordinal Position
5
64

when grouped according to Year Level
6
65

when grouped according to College Affiliation
7
66

when grouped according to Organizational Involvement
LIST OF FIGURES
Figure
1
Page
The Leadership Styles of Student Council Officers of
19

2
The Profile of the Respondents according to Age
51
The Profile of the Respondents according to Gender
52
13
The Profile of the Respondents according to
53
Family Ordinal Position

5
The Profile of the Respondents according to Year Level
54
The Profile of the Respondents according to
55
College Affiliation
7
The Profile of the Respondents according to Organizational 56

Involvement
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
"Whoever wishes to be great among you will be your servant; whoever wishes to
be first among you will be the slave of all. For the Son of Man did not come to be
served but to serve and to give his life for the ransom for many."Mark 10: 43-45
14
According to the aforementioned adage, it describes the Son of Man to

possess the quality to serve instead to be served. Jesus teaches his followers
that instead of being the master, they should serve their people and empower
them by instilling principles to their well-being. Hence, this verse associates to
leadership in a way that it demands great sacrifices and humility in order to serve
the will of the people.
The De La Salle Health Sciences Institute is a tertiary educational
institution that is predominantly focused on health care education and research
inspired by St. John Baptist De La Salle, the school is committed to a vision and
set of missions that revolve around faith, zeal for service, communion in
missions, and reverence for life. The institute wishes to continuously catalyze the
spiritual, social, and economic transformation of the community and country
through visionary leadership, careful stewardship and synergy with the schools
partners, locally and globally.
In order to fulfill the institutes goals particularly on visionary leadership,
students are guided to work in collaboration with others through the help and
assistance of the professors and student leaders. A group of student leaders
known as the student council comprised of duly elected students representing
the whole studentry by making decisions and ensuring the welfare of the
students in the institute. In DLSHSI, there are officers from each of the respective
colleges. Let alone, there are various positions that can be filled which are the
15
following: President, VP for Academics, VP for Activities, VP for Operations, VP

for Advocacy, VP for Publicity and Mobilization, VP for Finance, Executive
Secretary, and the Legislative Assembly. In addition to this, the batch presidents
of each of the respective colleges will be included.
Furthermore, a student council officer assumes a leadership style to be
able to lead the student body effectively. First and foremost, a leader makes an
impact by influencing learning mainly by promoting a vision around aspiring goals
and by establishing situations that support teachers and that aids students to
succeed. One must understand that leadership and administration means
collaborating with others to accomplish organizational goals. Therefore, it is
focused on the needs of the organization, rather on the leaders needs.
Moreover, a leadership style is how the leader perceives leadership, how he or
she carries it out, and how he or she relates to others. The different leadership
styles are constructed through different theories and models over the decades.
There are diversities in leadership styles and some of these styles were the
democratic, autocratic, laissez-faire, transformational, transactional, charismatic,
Team-oriented and the like. The styles of approaches in leading may differ or be
the same for some groups in the society (Rabinowitz, 2012).
In due effect, a student council officer may practice different styles and
approaches, this in which, deems the leadership style he or she may possess.
Although there are a variety of leadership styles, reason and thought must be
16
used to identify what type of style can be readily adopted to the certain demands
and/or challenges that the organization might encounter. Additionally, by adopting
the most appropriate style that meets all the needs of the situation, the
leadership styles can all be evident in the leaders repertoire. On the other hand,
they can also overlap, be complementary to each other, or completely polar
opposites. For the most part, in order to mobilize an organization, one must
obtain the support of the community. In that case, this brings in the significance
of having a leadership style.
The researchers prior experiences with leadership; incited the motivation
to determine and distinguish the leadership styles of the student councils in De
La Salle Health Sciences Institute A.Y. 2015-2016. This topic was chosen not to
criticize or commend the student leaders performance, but rather more on the
evaluation of the leadership styles they assume or internalize. In addition, since
leadership is a continuous process, it may mean that a student council leader
may cast their nets further and expand their horizon in the future whether its in
line with their career or perhaps another organization. Leadership doesnt just
stop in the life of being students but rather, as leaders come across different
situations. They will continue to hone their style further on in their lives, thus
improving and motivating their followers for the betterment of the association, the
whole studentry, and academic community.
Theoretical Framework
17
This study will be based on Trait theory by Ralph M. Stogdill, Situational

Leadership Theory BY Hersey and Blanchards and Interpersonal Relations in
Nursing by Hildegard Peplau.
It has been argued that Trait theory was based around the philosophy of
Aristotle, who believed that some are born to lead and others are born to be led
(Barr and Dowding, 2008). The trait Theory focuses on the idea of possessing
exceptional qualities. Studies about Trait theory aimed at ascertaining the
characteristics and traits of people such as their intelligence, supervisory ability,
initiative, self-assurance and individuality (Gopee and Galloway, 2014). This
theory maintained the idea that the traits of the leaders are inherited, but later
adds and suggests that some characteristics of leadership may have been
obtained and learned through experience (Tomey, 2009). However, Trait theory
does not view personality as an integrated whole, nor does it consider
characteristics being exclusive to one person. While the diversity and variation in
characteristics are seen in leaders direct to an amount of research about
leadership styles.
Hersey and Blanchards Situational Leadership Theory, as the name
implies, depends on the situations that is presently taking effect. The theory
considered and believed that there is no best leadership style. A leader is
someone who can adapt to a given situation and task. The Hersey-Blanchard
Situational Leadership Theory has two pillars: leadership style and the maturity
level of those being led. To Hersey and Blanchard, the leadership styles stem
18
from four basic behaviors, designated with a letter-number combination; S-1

Telling, S-2 Selling, S-3 Participating and S-4 Delegating. The leadership style is
a behavior related to the task and a behavior as to the relationship with the
group. The researchers would like to assess and identify these leadership styles
exhibited by the student leaders of the collegiate and institutional student
councils of the De La Salle Health Science Institute and the variables that may
have affected their styles.
Just as theories were constructed regarding the origin of leadership,
nurses, in relation to leadership, need to portray the role of a leader during the
nursing care process according to the Theory of Interpersonal Relations in
Nursing by Hildegard Peplau. The Interpersonal Relationship Theory emphasizes
on the nurse-patient relationship where nurses need to portray different roles in
nursing clients which Peplau describes as a therapeutic process. These roles
were as follows: (a) Teacher, (b) Resource, (c) Counselor, (d) Leader, (e)
Technical Expert and a (f) Surrogate. Hildegard Peplau believed that nursing can
be viewed as an interpersonal process because it involves interaction between
two or more individuals but with a common goal. Like trait theory, individuals can
either learn or grow from his character which in the future may distinguish his
leadership style.
The Trait theory, Situational Leadership Theory and Interpersonal
Relations in Nursing are related to leadership, thus styles are differentiated within
the context of the behavior of the student leaders. As the theories state, the style
19
can be naturally acquired or learned through experiences; Leaders adaptation to

different situation and the followers maturity level will affect the leaders
leadership style. Furthermore, a nurse is a leader who assumes different roles in
terms of patient care as she establishes a trusting interpersonal relationship with
the patient.
Figure 1. The Leadership Styles of Student Council Officers of De La Salle
Age
Gender
Family ordinal position
Year Level
College Affiliation
Organizational Involvement
Leadership Styles of the

Student Council Officers in De
La Salle Health Sciences
Institute
Figure 1 above shows the main variables of the study. Guided by the Trait,
Situational Leadership and Interpersonal Relationship Theory, the leadership
styles of the student council officers in De La Salle Health Sciences Institute will
be sought. To understand deeply, the role of some profile variables such as age,
gender, family ordinal position, monthly family income, year level, college
affiliation and organizational involvement are related to the main variable,
leadership styles.. The researchers speculate that leadership styles may be
different for each of the students leaders when grouped according to their profile
variables.
Statement of the Problem
20
This study will be conducted to find out the leadership styles of student
council officers in De La Salle Health Sciences Institute academic year 20152016. The problems to be studied are the following:
1. What is the profile of the respondents in terms of their age, gender,
family ordinal position, year level, college affiliation, and other
organization involvement?
2. What is the leadership style of student council officers in De La Salle
Health Sciences Institute?
3. Is there a significant difference in the leadership styles of the
respondents when they are grouped according to age, gender, family
ordinal position, year level, college affiliation, and organizational
involvement?
Hypothesis
It will be hypothesized in the study that there are no significant differences
in the leadership styles of the respondents when they are grouped according to
age, gender, family ordinal position, year level, college affiliation, and
Scope and Delimitation of the Study
The scope of this study is the leadership styles of the collegiate and
institutional student council officers from De La Salle Health Sciences Institute
while the leadership styles that will be determined will be limited to and
categorized
as:
(a)
Autocratic,
(b)
Democratic,
(c)
Laissez-Faire,
(d)
Transactional and/or (e) Transformational Leadership style. The researchers
21
chose these five leadership styles because in the first three leadership styles
namely autocratic, democratic and laissez faire, were the most common
leadership styles according Kurt Lewin. These are also said to be the primary
styles of leadership as suggested by the autocratic-to-democratic continuum
(Ledlow and Coppola, 2014). While transformational and transactional are the
most currently developed leadership style in todays society. According to a metaanalysis (Lowe et. al., n.d.) which supports the belief that transformational
leadership is associated with effectiveness, analysis showed higher associations
between transformational scales and effectiveness than between transactional
scales and effectiveness. The latter styles illustrate a polar opposite relationship
with each other. Henceforth, the leadership styles are used regardless of the
profile of the respondents namely their age, gender, family ordinal position, year
level, college affiliation, and any other organizational involvement.
The researchers will conduct this study in De La Salle Health Sciences
Institute and will gather data on the months of June and July 2015. The
respondents are limited to the student council officers of the different college and
institutional councils of DLSHSI.
Significance of the Study
The conduct of this study can contribute to the following individuals,
assembly and institution:
De La Salle Health Sciences Institute. The school may benefit from this
study because it is committed to a mission to continuously transform the
22
community through visionary leadership which this study embarks. Through this,
the institute may be more aware of the leadership styles used by student leaders
who represents all of the student body. In addition, the institute may initiate the
faculty and staff and not only the students in developing more of their leadership
skills. And they may also encourage them to partake in achieving a common
good.
Students. The students may benefit from this study by giving it a
consideration in order to further expand their knowledge and the styles that may
be presented. Also, through leadership development, it may provide students
with the opportunity to refine their skills and share their experiences with other
student leaders to mature and be able to lead with self-confidence and comfort.
In addition, by being aware and understanding their leadership style they may
understand their strengths and weaknesses. This may allow them to be proactive
and be a more effective leader by advantageously using their strengths and finetuning their weaker areas. For most part, it may bring empowerment to the
students and allow them to advance in their career by implementing this
knowledge. Likewise, it may help prepare students for their leadership roles in
the institute, in scope of their communities and at a larger scale of their home
location, study, and occupation.
Office of Student Services. The office of student services may further
improve and develop their programs and by laws in order to help and focus on
23
students capabilities as leaders and to expand their experience as leaders. In

that case, the OSS may stage leadership trainings or retreats that will approach
the matters of leadership responsibilities through games, other structured
practices, lecture, and debates. They may also be more guided in leading the
students in an effective group interaction and in forming collaboration between
assorted individuals that upholds ethics and esteem. All in all, this may aid their
program to contribute to the students interactive opportunity to arise, mature,
progress, and exercise different leadership skills. As a whole, it will benefit them
as persons, leaders, and citizens.
Student Council Leaders of De La Salle Health Sciences Institute.
They may be able to gain knowledge and it may increase their understanding
about leadership styles and adapt to every leadership styles embodied by their
co-officers under their organization.
Future Researchers. This research may serve as a basis, comparison
material, and related literature for future studies related to leadership styles. Also,
circumstances and perceptions may change as time goes by. In addition, the
future researchers may associate the results of this study to their future subjects.
Definition of Terms
The following terms and concepts which hold important parts in
conducting this study are defined operationally.
24
Age. The respondent/s for this study are adolescents (12 to 18 years old)
and young adults (19 to 35 years old); categorized according to Erik Eriksons
psychosocial development theory
College Affiliation. This refers to the college that the respondent/s
belongs to including the following: (a) College of Nursing, (b) College of
Medicine, (c) College of Medical Radiation Technology, (d) College of
Rehabilitation Sciences, (e) College of Pharmacy, (f) College of Medical
Laboratory Sciences and (g) College of Humanities and Sciences.
Family Ordinal Position. This pertains to whether the respondent/s is the
(a) Eldest, (b) Middle, or (c) Youngest in the family.
Gender. This refers to the sexual category of the respondent/s whether
they are a (a) Male or (b) Female.
Leadership Style. It refers to the styles of leadership of the respondent/s
whether they possess an (a) Autocratic, (b)Democratic, (c) Laissez-Faire (d)
Transactional and/or, (e)Transformational Leadership style.
Autocratic Leadership. In this leadership style, the respondent/s
has the power and control over their followers and doesnt wish for
members to interfere with their decisions.
Democratic Leadership. In this leadership style, the respondent/s
allows his or her staff to participate in decision making and problem
solving. They tend to always seek the ideas, comments and information
from his members before giving the final say.
25
Laissez-Faire Leadership. In this leadership style, the respondent/s

give the members a vast amount of freedom. They will work by
themselves but still they are provided with resources and they can seek
advice but they still need to work on their own.
Transactional Leadership. In this leadership style, the respondent/s
hones a disciplinary authority and a collection of incentives to encourage
members
to
give
their
best
performance;
essentially
motivates
subordinates by exchanging rewards or punishment.

Transformational
Leadership.
In
this
leadership
style,
the
respondent/s inspire positive changes in the members to fulfill his or her

highest needs by guiding them execute in their highest performance. They
also are energetic, enthusiastic, and passionate.
Organization Involvement. Thispertains to the respondent/s current
involvement in an organization certified by the Office of Student Services whether
it is (a) Non-academic or (b) Academic.
Student Council. This refers to the body of student leaders of the each
college at De La Salle Health Sciences Institute that will be the respondents of
this study.
Year Level. The level of education that the student councils assumed to
have attained, whether they are: (a) 1st year, (b) 2nd year, (c) 3rd year, (d) 4th
year or (e) 5th year.
26
Chapter 2
REVIEW OF RELATED LITERATUTRE
This chapter contains facts, information and previous studies from
different sources like books, journals, online sources and various unpublished
materials that provided the researchers with the necessary background to fulfill
this studys objectives.
The review of literature revolves around the topics on leadership and
leadership styles.
Leadership
A leaders role is to raise peoples aspirations for what they can become
and to release their energies so they will try to get there. Leadership must be
visionary. Leadership emanates out of vision that is based on philosophy, values
and belief, which in turn guides policy development, day to day operation and
innovation (Jones and Pound, 2008).
Theorists like Chapin and Ward defines leadership in a different way.
According to Chapin, (Marquis and Huston, 2012) leadership is a point of
polarization for group cooperation, while Ward, defines leadership as the art of
motivating a group of people to act towards achieving a common goal. Like what
the previous definitions state, a leader may be someone who will stand in the
group when all notions are contradicting. Others may define this as a person who
27
sees the special abilities of each individual in the group and pushes them to
accomplish a distinct purpose.
According to Barr and Dowding (2008), leadership offers a variety of
perspective which indicates that leadership is thought to be about relationships. It
is a discipline that evolves. As cited in (Barr and Dowding, 2008), Landsdale
suggested that effective leaders enable people to move in the same direction,
towards the same destination at the same speed, but not because they have
been forced to, but because they wanted to.
Leadership according to Buchanan and Huczynskias cited in (Gopee &
Galloway, 2010) is the process of influencing the activities of an organized group
in its efforts towards goal-setting and goal achievement. In relation to the
previous statement, Mullins as cited in (Gopee & Galloway, 2010) sees
leadership as a relationship through which one person influences the behavior or
actions of other people. The latter indicates that leaders are individuals that exert
influence. To disentangled the term leadership further, (Gopee and Galloway,
2014) noted that leadership is a noun that can have four possible meanings,
namely: (a) The activity of leading, (b) The body of people who lead a group, (c)
The status of the leader and (d) The ability to lead.
Hollander (Marquis and Huston, 2006) saw leadership as a dynamic two
way process. He recognizes both leaders and followers have roles outside the
leadership situation and may be influenced by the situations arising in their roles.
For Hollander, for a leadership to be successful will require the ability to use
28
problem solving process, maintain group effectiveness, communicate well,

demonstrate leader fairness, competence, dependability and creativity, and a
group must develop their own identification. In addition to, Hollander states that
leadership exchange involves three basic elements: 1.) A leader with his or her
personality, perceptions and abilities; 2.) Followers with their personalities,
perceptions and abilities; and 3.) A situation in which the leader and the followers
function.
Burns as cited in Ledlow and Coppola (2014) described leadership as, a
stream of evolving interrelationships in which leaders are continuously evoking
motivational responses from followers and modifying their behavior as they meet
responsiveness or resistance in ceaseless process of flow and counter flow.
When thinking of leaders in relation to health care, Barr and Dowding
(2008) identified personalities like Florence Nightingale who is famous for her
work at Scutari Hospital in the Crimea collecting data in order to improve
practice. Another nurse, Mary Seacole who was refused to be sent to Crimea but
on her belief that her talent is needed paid for herself to go and now held the title
of the first black women leaders. Influential leaders must have enthusiasm and
love for their chosen profession in order to command such respect and to be able
to give to others the energy and enthusiasm. Leadership not only involves the
people being led but also the happiness of its followers (Bar and Dowding,
2008).
29
According to Gopee and Galloway (2014), Leadership can and should be

demonstrated by staff at all levels in health and social care and should not be
considered exclusively the domain of those in supervisory and management
roles. The qualities of good leaders in health and social care can transcend
grades, branding, and status in the hierarchy of management and can include
being visionary. This would mean the following: leading by example,
patient/service user focus, taking personal responsibilities, challenging poor
standards, having positive outlooks, a can do attitude, being proactive, having
good communication skills,the ability to empower others, and applies recognizing
and rewarding good care.
Before advancing into the health profession community, everyone must be
a student first. According to the findings of a national study in Developing
Leadership Capacity in College Students by Dugan (2007), there is a great
amount of attention in the development of critical leadership outcomes in
students. This movement has brought a rise of various trends. Some of these
trends include: (a) The paradigm shift in leadership theory and philosophy to
relational reciprocal models, (b) The growing emphasis in business and industry
on teams and collaborative practices, (c) The college learning and developmental
outcomes movement, (d) The volunteerism, service learning, and civic
engagement movement, (e) The empowerment of social identity groups and their
distinct leadership needs, (f) The development of new leadership models for
college students, (g) The professionalization of the student leadership educator
30
role, and (h) The emergence of new leadership associations, conferences, and
resources for leadership educators. Through these trends, it has caused an
emphasis on the importance of instilling a sense of responsibility among the
student leaders. Also, this task is recognized in being handled by the entire
community and not just between the people working in leadership workshops,
courses, or programs.
Out of all the trends, four of these will be explained more in depth. These
four trends directed the formalization of leadership programs in higher education.
They would include the following: (a) Expansion of Curricular and Co-curricular
Leadership Programs, (b) Focused Theoretical and Conceptual Leadership
Models, (c) Professionalization in Leadership Education, and (d) Leadership
Research. In summation, the leadership outcomes had followed in suit of the
increase of leadership programs and incorporation of theoretical inspirations.
Amirianzadeh et al. (2010), in their study entitled College Student
Leadership Competencies Development: A Model, they state that student
development is a term that is used extensively in student affairs practice. Student
leadership development is built on the following premises or beliefs: (a) The
impact of collegiate institutions on student development is evidenced by:
Attending College can have a profound effect on ones life. The development of
leadership characteristics are one of these effects: (b) Growth is seen as
development: Student development is almost universally viewed as a good
thing. Student leadership cannot be neglected as a field of growth development.
31
Many research studies support such an argument, (c) Leadership is required for
individuals in higher education. Student leadership development can be viewed
as a synonym of meeting individual goals in higher education. Among these
goals, student leadership is viewed as a crucial component that college students
should achieve, (d) Student involvement can make a difference. Students can
benefit from involvement in the campus community. Such gains include students
satisfaction with the institution, positive effects on academic experience and
degree completion, and leadership skills (e) Student development is definable
and can be assessed.
Strong et al. (2013), in their study entitled, The Relationship between
Students Leadership Style and Self-Directed Learning Level, believed that the
findings offer insight on graduating seniors. In the Department of Agricultural
Leadership, Education, and Communications at Texas A&M University, there are
preferred leadership styles and self-directed learning levels. The majority of the
students were female, white, between 19 and 22 years old, worked part-time,
graduating seniors, and had a grade point average between 2.50 and 3.49.
Students leadership style and self-directed learning levels were not results of
students personal characteristics. Students were primarily relationship oriented
leaders. The task oriented relationship had substantial to low significant
correlations with items within the self-directed learning construct. Relationship
oriented students did not produce significant correlations with any items within
the self-directed learning construct. The data suggested task oriented seniors
32
are more apt to be more self-directed toward their learning. Students were either
in their last semester or their second to last semester of an undergraduate
degree. Grade classification may have provided some variance as to the reason
task oriented leaders tended to be more self-directed learners.
Many theories and research have been made and contributed to study
leadership. For future health professionals, leading and cooperation seems
essential to an end result of a good and quality care. Also, leaders need to do the
right thing, be challenged from change, focus on purposes, and have a time
frame in the future (Tomey, 2009).
Leadership Styles
Leadership style is a manner or approach of a leader in giving direction
and implementing his or her plans. It refers to a leader's characteristics and
behaviors of directing, motivating, guiding, and managing groups of people. It is
the capability or the way an individual lead his members or an organization or a
group that is important. The qualities required to show an effective leadership can
help an individual improve his way of managing or leading his or her
organization. People can have different perception, values, and beliefs about
leadership, but everyone has the capability to lead. Peoples ways of leading one
organization varies on how they will implement their plans and on how they will
achieve their goal. Developing an appropriate leadership style can maximize
productivity, shape a positive culture, and perfect harmony.
33
Researchers have described many different types of leadership styles

(Cherry, 2006). Its ones own unique way of leading and motivating his members.
In leadership style, the first theory ever was formulated by Kurt Lewin and he
stated that there are three major styles of leadership: (1) Autocratic leader, (2)
Democratic leader, and (3) Laissez faire.
The first style of leadership is the autocratic style which is known to be a
classical approach. A leader that possesses this style retains much power and
decision.
They have structured set of rewards and punishments and uses
threats and punishments in influencing his staffs. Autocratic leaders also provides
clear expectations for what needs to be done, when it should be done, and how it
should be done. They maintain command and control for the followers and make
a clear division between the leader and follower.
Another style is known as the Democratic leadership style also called
participative style. In this style, the leader encourages his staff in participating in
decision making and they are kind enough to let his staff know everything that
would affect their work. They keep their staff posted about what is happening and
allows
them
to
participate
in
decision
making
and
problem
solving
responsibilities. A democratic leader also gathers information and ideas from his
or her staff before making a decision. And even if they have the final say, they still
consult their staff before giving the final decision.
The last leadership style is called Laissez faire. This style is known as
the hands-off style where in the leader give the members lot of freedom. In this
34
style the leader do not get involved. With this leadership styles many theories
followed. Besides Lewins theory, charismatic leadership was created and found
for over 50 years (Goodwin, 2006). Charismtic leadership involves a leader that
leads by infusing energy and eagerness into their team members (Marquis and
Huston, 2006). Another definition is by Fiedler (cited in Marquis and Huston,
2006), wherein he termed Charismatic leadership, people oriented leadership.
In this style, they comply with effectiveness and efficiency, supports, trains, and
develops his personnel that give way to increasing their career satisfaction and
genuine interest to do a good job. Charismatic leadership is associated with the
following terms: Charm, persuasiveness, personal power, self-confidence,
extraordinary ideas, strength, more than often is unconventional, and convictions.
According to Gopee and Galloway (2014) these are the main personal quality
that characterizes charismatic leaders. Charisma is a personal trait attributed to
the leader by their followers, and in regard to it, it is no different from the
attribution of leadership. Generally, it is made to an individual exercising the
maximum influence over a group. Another style, task oriented leadership was
termed by Rowley and Roevens (Marquis and Huston, 2006) as a style of
leadership that focuses on the job and concentrates on the specific tasks
assigned to each employee to reach and accomplished a goal. Carmazzi
(Marquis and Huston, 2006) on the other hand, formulated an environmental
leadership style where the leader nurtures group or organizational environment
35
to affect the emotional and psychological perception of an individuals place in

that organization or group.
At the height of the contemporary time brought more types of leadership
styles, two of which are termed transformational and transactional leadership.
Parts of these were theories that gave development to the conception of the
leadership styles. Firstly, Burns (as cited by Marquis and Huston, 2006) identified
two types of leaders in management. The transactional leader or the traditional
manager who is concerned with the day to day operations and transformational
leader or the manager who is committed, has a vision and is able to empower
others with this vision. Furthermore, Burns (as cited by Ledlow and Coppola,
2014) from a descriptive research on political leaders was able to come up with a
result that leader and followers raise one another to higher levels of mortality and
motivation. Expectation and goal setting, empowerment and increased use of
appropriate media channels for communication can combine to focus a team,
thereby enabling its members to accomplish significant tasks in system
improvement.
Wolf, Boland and Auckerman (as cited by Marquis and Huston, 2006)
defined transformational leaders as an interactive relationship, based on trust,
that positively impacts both the leader and the follower become focused, creating
unity, wholeness and collective purpose. According to them, transformational
leaders hold organizational culture, behaviors and values in high regard,
perpetuating these values and behaviors in the staff. They have two kinds of
36
transformational leaders namely high performing transformational leaders and

self confidence transformational leaders. High performing transformational
leader demonstrates a strong commitment to the profession and the organization
and is willing to tackle obstacles using group learning while a self confidence
transformational leader have a strong sense of being in control and are able to
create a synergistic environments that enhance a change. This change occurs
because these kinds of leaders are futuristic and focuses on values creativity and
innovation. Tyrell (as cited by Marquis and Huston, 2006), on the other hand,
state that nurses at all levels are expected to demonstrate leadership in setting
direction for nursing practice, and that visionary leadership allows nurses to
create a picture of an ideal future. In sharing these visions, the transformational
leader empowers staff to find common ground and a sense of connection. He
identifies visioning as a mark of transformational leader.
A transformational leadership style is a leadership approach that causes
changes in an individual or a social group. Transformational style suggest that
inspirational kind of leading goes beyond the transaction between leaders and
followers and literally transforms or changes situations and circumstances
through personal example and the rhetorical capability for establishing vision
(Zalabak, 2009). Transformational approach emerged as a new perspective for
understanding and explaining leadership. The transformational approach was
outlined first by MacGregor Burns and he compared traditional leadership to a
more complex and potent type of leadership he called transformational. It was
37
said that the appeals of a transformational leader goes beyond those basic
needs to satisfy a followers higher level needs (Zalabak; Hackman & Johnson
2009). Transformational leaders satisfy the needs of their followers through
inspiring and promoting their development, attending to the needs and motives of
the followers which inspires optimism, influences the changes in perception,
provides intellectual stimulation and encourages follower creativity. The leader
with this style becomes a role model who uses individualized consideration,
providing a sense of direction, and encourages self-management (Tomey, 2009).
Transformational leaders are cooperative, process-focused networking
that is led by valuing, visioning, coaching, empowering, team building and
promoting quality (Tomey, 2009). Though transformational leadership has
established a positive results throughout the researches that was done in the
previous years but have also have also held many warnings from theorists
namely Bass, Avolio, Goodheim, Dunham and Klafehn (n.d.). For them, although
transformational qualities are highly desirable it should still be coupled with more
traditional transactional qualities of a day to day managerial role. There are two
sets of characteristics that must still need to be present in the same person as a
leader in varying degrees. According to Bass, Avolio, and Goodheim (as cited by
Marquis and Huston, 2006), a transformational leader will not have his or her
success without a traditional leadership or management skills. Although the latter
have facts about sounding a warning in transformational leadership Bennis has a
different view and stated that, there is an unconscious conspiracy in
38
contemporary society that prevents leaders from taking charge and making
changes. For him, an organization and the environment has a critical role in the
development and the support of the transformational and transactional leadership
skills. The relationship must be symbiotic.
Last from transformational leaders, they develop work environment that
fosters autonomy and creativity through valuing and empowering followers just
like transformational leaders. It was the interactive leadership model proposed by
Brandt (as cited by Marquis and Huston, 2006). In his model, leadership affirms
the uniqueness of each individual, motivating them to contribute their unique
talents to a common goal. This type of leadership affords the leader greater
freedom while simultaneously adding to the burdens of leadership. Brandt state
that leadership responsibilities increase when priorities cannot be limited to the
organizations goals and authority confers not only power but also responsibility
and obligation. The leaders concern for each worker decreases the need for
competition and fosters an atmosphere of collegiality, freeing the leader from the
burden of having to resolve follower conflicts. Drucker (as cited by Marquis and
Huston, 2006) believed that leadership is a responsibility rather than a rank or
privilege would be understood by the leaders in this interactive leadership model.
In
comparing
transactional
from
transformational
leadership,
transactional leader focuses on management tasks while a transformational

leader identifies common values. A transactional leader is a caretaker, he uses
trade offs to meet goals and he examines causes while in transformational
39
leader, this leader is committed, inspires others with vision, and looks at effects.
He has a long term vision and he empowers others while a transactional leader
uses contingency reward to empower his followers and he does not identify
shared values.
Transactional leadership was first described by Max Weber ( as cited by
Ledlow and Coppola, 2014) and was revisited by Benjamin Bass (n.d.) as
someone who believe workers are motivated by rewards. Burns, in contrast,
believed that transactional leaders lived in keeping with certain values, such as
fairness, responsibility and integrity. Bass describes Burns expectation of
transactional leadership somewhat involving values relevant to the exchange of
process such as honesty, fairness, responsibility and reciprocity.
Transactional as the wheeler-dealers of leadership styles, these leaders
are always willing to give something in return for following them. It can be any
number of things including a good performance review, a raise, a promotion, new
responsibilities or a desired change in duties. Although the problem of this style
are the expectations, if the only motivation to follow is in order to get something,
there is a greater risk of out scraping resources and stretching to thin limit until
nothing is left to make a deal. That said, transactional leaders sometimes display
the traits or behaviors of charismatic leaders and can be quite effective in many
circumstances while creating motivated players. They are adept at making deals
that motivate and this can prove beneficial to an organization. The issue then is
simply one of sustainability (Germano, 2010).
40
There are also theses that relates to this study. According to the study,
Leadership Styles of Student Leaders in De La Salle Health Sciences Institute
SY 2008- 2009, conducted by Jackie Lou N. Dela Rosa, Carla V. Ilagan, Mary
Chastine B. Maramot, and Celergene C. Sanchez, the study shows a greater
number of respondents belongs to third year level and coming from the College
of Nursing and School of Midwifery. At the end of the study, they have concluded
that most of the student leaders practice a democratic style of leadership which is
the leader that has a collaborative, responsive, and interactive relationship with
the community and who emphasize rules and regulations. Lastly, they found that
the profile of respondents was not associated to the leadership styles of
respondents.
Another study entitled, Leadership Style And Organizational Performance
of Student Leaders at the College of Medical Radiation Techology SY 2001
2002, authored by Jovy Blanca S. Sarno and Pamela Dianna L. Tapawan, states
that there exists a very small positive correlation between leadership style and
organizational performance of the student leaders of the College of Radiation
and Technology. The research was conducted to evaluate the association
between the leadership styles of the respondents and their organizational
performance. They were able to come up with the learnings that most members
of the College of Medical Radiation Technology practice democratic leadership
and since members rated the student leaders average in their organization
performance it was also concluded that the respondents has average
41
organization performances. Similar to this study is entitled, Leadership

Performance
of
Student
Leaders
at
De
La
Salle
Health
Sciences
Campus,conducted by Myil A. Balayo, Herbilyn A. Calle, Danielle Andrea M.

Macasaet and Jordan G. Rabaya last May (2005). Although, this study focuses
on the leadership performance of the student leaders. It was divided according to
objectives, planning, decision making, implementing and evaluating. In their
study, the researchers discover that most of the respondents were female from
the College of Rehabilitation Sciences. Also, the researchers were able to prove
that there is no significant difference between the leadership styles of the student
leaders when grouped according to age, however there was a significant
difference in the leadership styles of student leaders when grouped according to
college.
Synthesis
This section discusses the leadership styles of student council officers in
De La Salle Health Sciences Institute. The research literature present different
research studies that are related to the topic of the present study. Comparison
and contrast with the similarities and differences of the cited studies and the
current research will be discussed.
In the present study and the cited studies, there are similarities regarding
leadership styles of student council officers. Chiefly, all studies conclude that
there is no significant difference between the leadership styles of the student
leaders when grouped according to age, gender, year level, and college
42
affiliation. Another resemblance, would be the concept of the development of

leadership. According to Dugan (2007), before advancing into the health
profession community, everyone must be a student first, hence why there is a
great amount of attention in the development of critical leadership outcomes in
students. In another study, they also support the statement that student
development is a term that is used extensively in student affairs practice.
(Amirianzadeh, Jaafari, Ghourchian, Jowkar, 2010). Moreover another similarity
from Gopee and Galloway (2014), is the notion that the qualities of good leaders
in health and social care can transcend grades, branding, and status in the
hierarchy of management and can include being visionary.
On the other hand, there are also dissimilarities in the present study and the
cited studies. To begin, some theorists may define leadership in a different way.
According to Chapin, (as cited by Marquis and Huston, 2012) leadership is a
point of polarization for group cooperation, while Ward, defines leadership as
the art of motivating a group of people to act towards achieving a common goal.
While others describe it to be the process of influencing the activities of an
organized group in its efforts towards goal-setting and goal achievement
(Gopee& Galloway, 2010) or even a stream of evolving interrelationships in
which leaders are continuously evoking motivational responses from followers
and modifying their behavior as they meet responsiveness or resistance in
ceaseless process of flow and counter flow (Ledlow and Coppola, 2014).
Moreover, the other studies may have an additional focus to their leadership style
43
studies such as self-directed learning level by Strong, Wynn, Irby, and Lindner
(2013), organizational performance by Sarno and Tapawan (2002), or leadership
performance by Balayo, Calle, Macasaet and Rabaya (2005).
The incomparable information that the researchers would like to venture in
their research would be the leadership styles of a student leader. Most specially,
implementing the traditional leadership styles which are the following: Autocratic,
democratic, and lassiez-faire. Along with the contemporary leadership styles
which are transformational and transactional. The main objective of the study is
to distinguish and identify which of the styles are being used. Secondarily, this
study is also targeted to compare and discernthe leadership styles with regards
to their profile such as age, gender, family ordinal position, year level, college
affiliation and organizational involvement.
In summarization, the intended output of this study would be an increase
of knowledge and attention in regards with their leadership style. Due to the fact
that college is a time where leaders of tomorrow are trained and prepared for
their prospective roles; by developing the leadership capacity in the youth, can
contribute to the rise of student leadership development. As a result, increasing
the likelihood of obtaining the proper skills and personality and character are
crucial variables for fostering a good leadership. As for future health
professionals, leading and collaboration are vital in providing quality healthcare.
In that case, they can be challenged to change, concentrate on drives, and
establish a time frame in the future.
44
Chapter 3
RESEARCH METHODOLOGY
This chapter depicts the research method, population and sampling,
respondents or participants of the study, research instrument and validation of
the instrument, data gathering procedure, and the statistical tools that were
implemented in the treatment and data analysis.
Research Design
This study will use a descriptive type of research design. A descriptive
method is a design that depicts the participants in an accurate way. In a simple
manner, it is all about describing respondent/s who takes part in the study
(Kowalczyk, 2015). The research design is the most applicable design to use for
this study because a descriptive method will observe, describe, and document
45
aspects of a situation as it naturally occurs. Besides, this study will only need to
evaluate and collect information without the need to manipulate variables like
age, gender, or family ordinal position from the chosen respondents. In addition,
this research design may answer the questions of the researchers regarding
what type of leadership styles are being used by the student council officers from
De La Salle Health Sciences Institute.
Population and Sampling
The target population of this study will be the student leaders of De La
Salle Health Sciences Institute which is approximately 96 students, specifically
those students who are members of the collegiate and institutional student
councils in the Academic Year 2015 2016.
This research will employ a purposive sampling. This is a type of nonprobability sampling that is also known as judgmental sampling which uses the
researchers knowledge about the population to select sample members (Polit
and Beck, 2012). In this method the researchers will identify the student council
officers as their key informants.
Respondents of the Study
The respondents of the study will be bonafide students who are official
members of the collegiate and institutional student councils from the different
colleges of De La Salle Health Sciences Institute in the Academic Year 2015
2016 regardless of their age, gender, family ordinal position, year level, college
46
affiliation and organizational involvement. There will be a total number of 90 to

100 respondents for this study.
Research Instrument
The research instrument that will be used in this study is an adapted
modified tool. The instrument is divided into two parts. The first part of the tool
includes the profile of the respondents and the second part is composed of thirty
five
questions categorized
per core competencies of leadership. The
questionnaire is adapted on Hersey and Blanchards Situational Leadership

Theory but modified by categorizing the questions to the core competency of
leadership. These
are
Problem
Solving,
Planning,
Delegation,
Internal
Communications, Meeting Management, Managing Yourself and Motivation and

Morale. The questionnaire is answerable by yes and no.
For the interpretation and scoring, each question has an equal leadership
style in which when tallied the leadership style that will get the most highest
score will be the respondents respective leadership style.
Validation of the Instrument
The researchers will use an adapted modified type of questionnaire. After
revision and confirmation, the questionnaire will be validated and approved by a
panel of validators.
Data Gathering Procedure
47
The researchers will gather data within De La Salle Health Sciences

Institute namely in the following colleges: The College of Medicine, The College
of Nursing, The College of Rehabilitation Sciences, The College of Medical
Radiation Technology, The College of Medical Laboratory Sciences, The College
of Pharmacy, and The College of Humanities and Sciences. In addition, it will
have two phases.
Phase 1: Social Preparation. In this phase, there will be a social
preparation before data gathering and a letter will be submitted to the Office of
Student Services. Once the letter has been approved, the data gathering will
commence.
Phase 2: Data Gathering. While in Phase 2, the data gathering will be
carried out. The researchers will seek aid from the Office of Student Services for
the data gathering. During the meeting of the respondents, the researchers will
introduce themselves, the problem, aims, and the purpose of the study. Also, the
researchers will inform them that the data will be strictly held confidential.
Afterwards, the researchers will proceed to data gathering and a consent form
will be given to the respondents before they hand out the questionnaires.
However, if the respondents are below eighteen years old, then the consent form
must be signed by their parents before answering the research tool and they will
sign an assent form. Furthermore, the questionnaires will be distributed
personally and the researchers will wait until the respondents have finished
48
answering. Then, the research tool will be collected. If there are any questions or
comments, the researchers will be there to entertain their queries.
Phase 3: Post Data Gathering. In this phase, the researchers will
summarize the scores then will subject the data to statistical interpretation.
Statistical Treatment of Data
The following statistical tests will be used to answer the problem and to
test the hypothesis of this study.
Frequency Distribution. The frequency is the number of times the
observation occurs in the data. The frequency of each value is expressed as a
percentage of the total number of observations. In this study, frequency
distribution will be used to obtain a basis in computing the number of student
council members in each college in DLSHSI in determining their leadership styles
namely the following: a) Democratic b) Autocratic c) Laissez-Faire d)
Transactional and e) Transformational.
Percentage. A percentage is a way of expressing a number as a fraction
of 100. This will tell the part of the tested population scores. In this study, it will be
used in order to determined number of cases in a given circumstances by a
hundred percent, in this way, the researchers can estimate the percent of
occurrences such as the proportion of their age, gender, family ordinal position,
year level, college affiliation and organizational involvement. This will also
conclude the most used leadership style of the respondents.
49
Mean. The researchers will use mean statistical technique which is the
sum of all the values of the observation divided by the total number of
observation. This is used for finite population with Nth elements (Reyes and
Saren, 2008). In this study, this will be used to measure the central tendency of
the data. In this case, the mean was used by the researcher to determine the
leadership style when grouped into democratic, autocratic, laissez-faire,
transactional and transformational.
Standard Deviation. It is the root-mean-square deviation, where deviations
have been taken from the mean, which is equal to the square root of the
variance and values. These are expressed in same scale as observational
values (Prabhakara, 2006). In this study, this will be used to measure
dispersion of data and it will allow the researchers to give descriptions of the
various distributions.
T Test. A statistical examination of dependent groups and it is used to

analyze difference between two populations only. In this study, it will be used to
determine the significance of the leadership styles of student council officers
when grouped according to age and gender.
ANOVA (F test). It is the analysis of variance which determines whether
there are significant differences among the means of two or more groups.
However, it doesnt tell you which of the group is different. In this study, the
ANOVA test will be used to compare the variability and determine whether there
is a significant difference in the leadership styles of the student council officers
50
when they are grouped according to their profile: a) Family ordinal position, b)
year level, c) college affiliation and d) organizational involvement.
51
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter provides the presentation, analysis and interpretation of the
findings based on the problems and the hypothesis set at the beginning of the
study.
The data gathered regarding the profile of the respondents are presented
in graphs and table which is also described, analyzed and interpreted in
narrative.
Problem 1. What is the profile of the respondents in terms of their age, gender,
family
ordinal
position,
year
level,
college
affiliation
and
organization
52
involvement?
Figure 2. The Profile of the Respondents according to Age.
45.6%
12-18years old
Legend:
19-35 years old
54.4%
Figure 2 shows the profile of the respondents in terms of their age. The
age are grouped into (a) 12 18 years old and (b) 19 35 years old. Out of 103
respondents 47 or 45.6% are 12 18 years old and 56 or 54.4% are 19 35
years old.
These findings indicates that most of the respondents are 19 35 years
old.
Figure 3. Profile of the Respondents according to Gender.
53
38.8%
Legend:
Male
Female
61.2%
Figure 3 illustrates the profile of the respondents in terms of their gender.

The gender is grouped into (a) female and (b) male. From 103 respondents 63 or
61.2% respondents female and 40 or 38.8% respondents are male.
These findings indicates that majority of the respondents are female. It is
observed that more females chose a career path in the medical profession but it
can also be said that in De La Salle Health Sciences Institute both gender have
the same leadership styles used.
According to some quantitative reviews by Eagly (Pierce and Newstrom,
2008), entitled Theoretical Analysis of sex differences in leadership styles, there
are differences in the behavior of male and females, although not large, their
behavior affects their way of leading. In addition, their roles in the organization
54
also influence their reaction to leading because of their position but studies
shows that different gender in the same position may produces the same styles.
Figure 4. Profile of the Respondents according to Family Ordinal Position.
27.2%
41.7%
Youngest
Legend:
Middle
Eldest
31.1%
Figure 4 shows the profile of the respondents in terms of their family

ordinal position. The family ordinal positions are grouped into (a) eldest, (b)
middle and (c) youngest. From 103 respondents, 43 or 41.7% are eldest child, 32
or 31.1% middle child and 28 or 27.2% are youngest child.
This indicates that most of the respondents are eldest in the family.
Figure 5. Profile of the Respondents according to Year Level.
55
4.9%
17.5%
Legend:
48.5%
First year
Fourth Year
Third year
Second year
29.1%
Figure 5 shows the profile of the respondents in terms of their year level.
Year levels are grouped into (a) first year, (b) second year, (c) third year, (d)
fourth year and (e) fifth year. From 103 respondents, 50 or 48.5% are second
years, 30 or 29.1% are third year, 18 or 17.5% are fourth year and 5 or 4.9% are
on their first year.
These findings indicate that most of the respondents are second year.
Figure 6. Profile of the Respondents according to College Affiliation.
56
25
20.4%
19.4%
20
15
13.6%
13.6%
12.6%
12.6%
10
7.8%
5
0
CRS
CMRT
CN
CMLS
CP
CHS
CM
Figure 6 shows the profile of the respondents in terms of their college

affiliation. There are seven colleges in De La Salle Health Sciences Institute and
out of the total 103 respondents, 21 or 20.4% from the College of Rehabilitation
Sciences, 20 or 19.4% from the College of Medical Radiation and Technology, 14
or 13.6% from the College of Nursing, 14 or 13.6% from the College of Medical
Laboratory Sciences, 13 or 12.6% from the College of Humanities and Sciences,
13 or 12.6% are from the College of Pharmacy and 8 or 7.8% are from the
College of Medicine.
These findings conclude the majority of the respondents are from the
College of Rehabilitation Sciences. According to the result, the majority of the
respondents came from the College of Rehabilitation Sciences. In De La Salle
57
Health Sciences Institute each colleges comes with a great number of students
especially the course that are in demand today, one of them is the College of
Rehabilitation Sciences followed by the College of Medicine and College Medical
Radiation Technology.
Figure 7. Profile of the Respondents according to Organizational Involvement.
27.2%
Legend:
Academic
Academic
72.8%
Figure 7 shows the profile of the respondents in terms of organizational

involvement. The organizational involvements are grouped into (a) academic and
(b) non-academic.
58
From 103 respondents 75 or 72.8% are involved in academic organization

while 28 or 27.2% are involved in non-academic organization.
These indicate that most of the respondents are involved in an academic
organization and some are members to a non-academic organization.
According to the research entitled, Relationships between the Degree
and Type of Student Organizational Involvement and Academic Performance
written by Logan and Hughes from Southern Arkansas University, they have
found numerous studies presenting that student participation in college
organizations is positively linked with skill development and individual progress. It
was also sought that there is an observed relationship between student
organizations involvement and students development of leadership skills
(Dugan, 2011; Thompson, 2006; Renn and Bilodeau, 2005). These preferred
skills are often acquainted with in an academic situation (Patterson, 2012).
Problem 2. What is the leadership style of student council officers in De La Salle

59
Table 1
The Leadership Style of Student Council Officers in De La Salle Health Sciences
Institute
1.
2.
3.
4.
5.
6.
7.
Situation
Members of your team are unable to solve problems themselves.
Lately, their performance has also been declining as of late and it
affects the production of the group. You would; (1.) Tell them the
solution, 2.) Discuss the problem to the group, 3.) Let them solve the
problem, 4.) Give task focuses to the team, 5.) Conduct a team
building activity.)
Mean
SD
Interpretation
2.30
0.998
Democratic
You are considering a major change and your staff has a fine record
of accomplishments. They respect the need for change. You would:
(1.) Plan everything by yourself, 2.) Ask members for suggestions,
3.) Let members do the work, 4.)Set goals for the team, 5.) Promote
cooperation.)
3.08
1.384
Laissez Faire
You have been working with other members of the group and due to
time constraints you need to move on to other duties. You would:
(1.) Assign each member a task, 2.) Ask members their specialty,
then assign them task, 3.) Tell them to try harder, 4.) Give an
incentive, 5.) Emphasize strength and motivate them to finish the
task.)
3.07
1.555
Laissez - Faire
Recent information indicates some internal difficulties among

staff. The team have efficiently maintained long range goals
and have worked in harmony for the past years. To address the
issue, you would: (1.) Wait until theyre ready to speak up, 2.)
Suggest that the group vote on what to do next, 3.) Leave the
group alone, 4.) Discourage independent thinking, 5.)
Implement problem solving and conflict resolution skills.)
3.70
1.608
Transactional
You have been recommended to head up a task force that is far

overdue in the requested subject matter. You would: (1.)
Facilitate and preside the meeting 2.) Direct but ask for
opinions/suggestions, 3.) Stay uninvolved, 4.) Control your
members incentives, 5.) Encourage members in order to
achieve greater objectives.)
2.99
1.600
Laissez - Faire
You have been promoted to a new position. The previous

manager was uninvolved in the affairs of the team and has
adequately handled its task and direction. Also, team
interrelationships are good. You would: (1.) Assume all of the
responsibility, 2.) Explore possibilities and ask for opinions, 3.)
Just go along with it, 4.) Focus on increasing the efficiency, 5.)
Commit yourself to the responsibilities.)
2.71
1.210
Laissez - Faire
3.83
1.156
Transactional
Your staff, usually able to take responsibility, is not responding

to your recent redefining standards. You would: (1.)Take over
when one makes a mistake, 2.) State your expectations but
consider ideas, 3.) Refuse to admit to any past mistakes, 4.)
Explain task and work with them closely, 5.) Listen to concerns
60
and give assurance.)
Overall Average
Interpretation:
1.00 1.80
1.81 2.60
2.61 3.40
3.41 4.20
4.21 5.00
3.09
0.65
5
Laissez-Faire
Autocratic
Democratic
Laissez Faire
Transactional
Transformational
Table 1 shows the leadership styles of student council officers in De La

Salle Health Sciences Institute. A mean of 2.30 with standard deviation of 0.998
indicates that the respondent has a democratic style of leadership on situation
number 1 wherein majority of the respondents would discuss the problem within
the group.
From situation number 2, a mean of 3.08 with standard deviation of 1.384
indicates that the respondents are having Laissez Faire style of leadership which
states that they will let their members do the work.
While on situation number 3 has a mean of 3.07 with standard deviation of
1.555 reveals a Laissez Faire style of leadership which on this situation they will
encourage their members to try harder.
On situation number 4, a mean of 3.70 with standard deviation of 1.608
indicates that the respondent has a Transactional leadership style. This situation
provides leaders a chance to discourage their members to employ independent
thinking.
A mean of 2.99 with standard deviation of 1.600 on situation number 5
indicates that the respondents has a laissez faire style of leadership which the
students choose to stay uninvolved.
61
On situation number 6, a mean of 2.71 with standard deviation of 1.210

indicates that the respondents are having laissez faire style of leadership in
which they decide to just go along with the situation if theyd be in it.
Situation number 7 reveals a mean of 3.83 has a standard deviation of
1.156 indicates the respondents are using a transactional leadership style.
An overall mean of 3.09 with standard deviation of 0.655 indicates that the
student council officer in De La Salle Health Sciences Institute has Laissez Faire
as their style in leadership. The situations presented as the guide to measure the
leadership style of the respondents were based on the domains of leadership.
Based from the researchers observation, there are factors that affect the
leadership styles of the students. First is motivation. Leadership style depends on
the motivation of the students participating in the organization because LaissezFaire is highly effective only when the members are motivated and capable of
doing their work independently. Second is the students experiences in running
an organization.
However, this style is not considered to be effective to followers who are
not self - motivated and those who lacks experience. These types of followers
need to be guided by a leader to assure that there will be no missed deadlines
and projects.
62
Problem 3. Is there a significant difference in the leadership styles of the

respondents when they are grouped according to age, gender, family ordinal
position, year level, college affiliation and organizational involvement?
Table 2
Leadership Style of Student Council Officers in De La Salle Health Sciences
Institute when grouped according to Age
Age
Mean
SD
12 18 years
old
19 35 years
old
47
3.15
0.626
56
3.05
0.681
T-value
P-value
Interpretation
0.73
0.464
NS
Legend: NS Not Significant with 0.05 Level of significance using 101 degree of freedom

Salle Health Sciences Institute when grouped according to age. A t-value of 0.73
has a p-value of 0.464 which is greater than 0.05 level of significance using 101
degree of freedom. Therefore, the null hypothesis is accepted. These findings
conclude that respondents have the same leadership styles when they are
grouped according to age.
In the thesis entitled, Effects of Gender, Education, and Age upon
Leaders' Use of Influence Tactics and Full Range Leadership Behaviors, their
63
results showed that age did not produce an overall main effect on leadership
styles or influence tactics (Barbuto, et. Al. 2007).
According to Thompson (2011), a study on the relationship between age
and wisdom among older leaders presented that despite the correlation between
wisdom and effective leadership, the study found no link between age and
wisdom or between age and leadership skills. Some older leaders demonstrated
higher levels of wisdom and more effective leadership skills while others did not.
Table 3
Institute when grouped according to Gender
Gender
Mean
SD
T-value
Pvalue
Interpretation
Male
Female
40
63
3.02
3.14
0.680
0.640
-0.89
0.376
NS
Legend: NS Not Significant with 0.05 Level of significance using 101 degree of freedom

Salle Health Sciences Institute when grouped according to gender. A computed tvalue of -0.889 has a p-value of 0.376 which is greater than 0.05 level of
significance using 101 degree of freedom. Therefore, the null hypothesis is
accepted. These findings conclude that they have the same leadership styles.
According to some quantitative reviews by Eagly (Pierce and Newstrom,
2008), entitled Theoretical Analysis of sex differences in leadership styles, there
64
are minute differences in the behavior of male and females which affects their
way of leading. Also, their roles in the organization also influence their reaction to
leading because of their position but studies shows that different gender in the
same position may produce the same styles.
Table 4
Institute when grouped according to Family Ordinal Position
Family
Ordinal
Position
Mean
SD
F- ratio
P-value
Interpretation
Eldest
Middle
Youngest
43
42
28
3.16
3.00
3.11
0.550
0.761
0.684
0.51
0.600
NS
Legend: NS Not Significant with 0.05 level of significance using 2 and 100 degree of freedom

Salle Health Sciences Institute when grouped according to family ordinal
position. The F-test value of 0.51 with a p-value of 0.600 which is a number
greater than the 0.05 level of significance using 2 and 100 degree of freedom,
thus interpreting as having no significant difference between the leadership styles
of the respondents. These findings conclude that familial ordinal position does
not affect the leadership styles of the respondents.
65
Therefore, the null hypothesis stating the there is no significant difference

in the leadership styles of the student council officers is accepted.
According to Murphy and Johnson (2015), birth order have been
connected as predictors of leadership.
According to Somit et. al. (2014), birth orders affects both mass and
political behavior but according to their suggested study, there is no clear pattern
in finding supported reason and link on the birth order to the political leaders.
Table 5
Institute when grouped according to Year Level
Year Level
Mean
SD
F-ratio
P-value
Interpretation
First Year
Second Year
Third Year
Fourth Year
5
50
30
18
2.40
3.22
3.06
3.01
0.601
0.654
0.707
0.450
2.75
0.047
Legend: S Significant with 0.05 level of significance using 3 and 99 degree of freedom

Salle Health Sciences Institute when grouped according to year level. The F-test
value of 2.75 has a p-value of 0.047 which is less than 0.05 level of significance
using 3 and 99 degree of freedom. This interprets as having significant difference
between the leadership styles of the respondents.
66
Therefore, the null hypothesis rejected and alternative hypothesis is

accepted.
According to Murphy and Johnson (2011), it was found that high school
students who are fairly older for their grade level had the tendency to arise as
leaders. In reiteration, those that are relatively older than their peers tend to take
more initiative, increased endeavors, and rise as leaders.
Also, the researchers observations was that most of the officers came
from second year because of the new colleges that had opened such as College
of Pharmacy, College of Medical Laboratory Sciences, and College of
Humanities and Sciences. While in the College of Medicine, their student council
is only within the 1st and 2nd year students.
Table 6
Institute when grouped according to College Affiliation
College
Affiliation
Mean
SD
F-ratio
P-value
Interpretation
CM
CN
CMRT
CRS
CHS
CMLS
CP
8
14
20
21
13
14
13
3.14
3.14
3.03
2.98
3.24
3.03
3.23
0.534
0.531
0.786
0.463
1.063
0.689
0.333
0.37
0.899
NS
67

Salle Health Sciences Institute when grouped according to college affiliation. The
F-test value of 0.37 has a p-value of 0.899 which is greater than the 0.05 level of
significance using 6 and 96 degree of freedom. This interprets as having no
significant difference between the leadership styles of the respondents.
Therefore, the null hypothesis is accepted.
Based from the researchers observations, although there are different
focuses among the colleges they all have the same goal to work in the interest of
human health; hence college affiliation does not have an influence on an
individuals leadership style.
Table 7
Institute according to Organizational Involvement
Organizational
Involvement
Mean
SD
F-ratio
P-Value
Interpretation
Academic
Non Academic
75
28
3.07
3.18
0.724
0.416
0.59
0.443
NS

Salle Health Sciences Institute when grouped according to organizational
involvement. The F-test value of 0.59 has a p-value of 0.443 which is greater
than the 0.05 level of significance using 1 and 101 degree of freedom, thus
68
interpreting as having no significant difference between the leadership styles of

the respondents.
Therefore, the null hypothesis is accepted.
According to Kronholz, he concludes that academic and non-academic
involvement has no influence on academic success or leadership skills. In fact,
both teaches a lot of skills needed as an adult, time management, leadership,
self - discipline, and perseverance for doing work that isnt extrinsically
motivated. The type of activities does not matter, what matters is the level of
engagement.
69
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This
chapter
presents
the
summary,
the
conclusions,
and
the
recommendations of the study.

Summary of findings
The research aimed to determine the leadership styles of the student
council officers in De la Salle Health Sciences Institute academic year 20152016.
The problems to be studied were the following:
1. What is the profile of the respondents in terms of their age, gender,
family ordinal position, year level, college affiliation, and other organization
involvement?
2. What is the leadership style of student council officers in De La Salle
3. Are there significant differences in the leadership styles of the
respondents when they are grouped according to age, gender, family ordinal
position, year level, college affiliation, and organizational involvement?
The study implemented a non-experiment, descriptive type of research
design. The design was used for this study because a descriptive method will
70
observe, describe, and document aspects of a situation as it naturally occurs as

well as answer the questions of the researchers regarding what type of
leadership styles are being used by the student council officers from De La Salle
The respondents are composed of 103 members of the collegiate and
institutional student councils in the Academic Year 2015 2016 including the
batch representatives of their respective year.
The research instrument utilized in this study was an adapted modified
tool from Hersey and Blanchards Situational Leadership Model (2012). The
instrument is divided into two parts. The first part of the tool includes the profile of
the respondents and the second part is composed of seven questions. In each
scenario question there are five choices and the respondent must check one yes
only per question.
Major findings
From the presented data the followings findings were determined from the
studies:
1. Most of the respondents are ages 19 - 35 years old (56%), female
(63%), eldest (43%), second year college students (48.5%), from the College of
Rehabilitation Sciences (20.4%), and involved in an academic organization
(75%).
2. The overall mean of 3.09 reveals that the respondents exhibit the
leadership style of Laissez-Faire.
71
3.
There is no significant difference in the leadership styles in the
respondents when they are grouped according to age with a computed t - test of
0.734 and has a p value of 0.464, gender with a computed t test of -0.889
and a p value of 0.376 which is greater than 0.05 level of significance using
101 degree of freedom. Likewise there is no significant difference in the
leadership style of student council officer when grouped according to family
ordinal position with a computed F ratio of 0.513, college affiliation with a
computed F ratio of 0.593 and organizational involvement with the computed Ftest of 0.593. But there is a significance difference in the leadership style of the
respondents when grouped according to year level.
Conclusions
From the given findings these conclusions are formulated:
1. Most of the respondents are ages 19 - 35 years old, female, eldest,
second year college students, from the College of Rehabilitation Sciences, and
involved in an academic organization.
2. The respondents exhibit a Laissez-Faire type of leadership style.
3.
There is no significant difference in the leadership styles when
respondents are grouped according to age, gender, family ordinal position,

college affiliation, and organizational involvement. But there is a significant
difference on the leadership styles when they are grouped according to year
level.
Recommendations
72
Based on the findings of the study, the researchers have cited

recommendations for the following:
De La Salle Health Sciences Institute. The findings show that the majority
of the student council embodies the leadership style of Laissez-Faire. As a result,
the researchers recommend that the school can fortify the Lasallian vision and
mission through visionary leadership. The institute may also be more mindful of
the leadership styles used by student leaders, hence placing more significance
by guiding them to develop their leadership skills by instituting leadership drills,
team building activities, and seminars.
Student Council Leaders of De La Salle Health Sciences Institute. The
students may benefit from this study by determining their leadership style and
honing a more proactive approach. The researchers recommend that they should
participate in leadership building activities, seminars, and gather input from their
student bodies.
Office of Student Services. The researchers propose the monitoring,
evaluation,
and
strengthening
of
the
collegiate
and
interscholastic
representatives of the school. The researchers recommend the continuous

strengthening of their programs such as seminars and trainings that are in line
with the schools mission of visionary leadership. Another suggestion is the
necessary collaborations with the different colleges so it may lead to an effective
group interaction, cohesion, and collaboration between the various individuals.
73
Future Researchers. This research may be used as a reference by the

future researchers. They may conduct another study to other Lasallian schools.
Yet another area for investigation may be the other various factors that may
affect the leadership styles such as academic status, personal habits, motivation,
personality, other responsibilities, and relationship/civil status. The researchers
also suggest strengthening the Laissez-Faire leadership style because although
it is a hands off style the leader may place trust into a highly motivated group and
work efficiently. Also, due to constant changing of conditions and insights, the
future researchers must consider these and may associate the results of this
study to their future subjects.
74
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APPENDICES
80
DE LA SALLE HEALTH SCIENCES INSTITUTE

COLLEGE OF NURSING
Letter for Actual Data Gathering

Dear Mam/Sir,
Greetings in the name of St. La Salle!
We, the undersigned fourth year students of the College of Nursing, are conducting a
study regarding the leadership styles by the Student Council Officers of De La Salle
In line with this, we would like to request your good office to allow us to gather data and
for the CMRT Student Council to be our respondents. Rest assured that we will conduct
the data gathering on time that is convenient to their schedules.
Hoping for your positive response.
Respectfully yours in St. La Salle,

Erica Joy M. Asuncion
Eunice Angela T. Fulgueras
Noted by:
Leon L. Fojas, RN, MAN

Thesis Adviser
81

COLLEGE OF NURSING
Certification form the College Ethics Committee
82

COLLEGE OF NURSING
Certification from the Validators
This is to certify that the research instrument of Erica Asuncion, Eunice

Fulgueras and Hanna Gonzales entitled The Leadership Styles of Student
Council
Officers in De La Salle Health Sciences Institute was content and face validated by the
undersigned.
Very truly yours,
______________________________
Ms. Ma. Victoria B. Opena
______________________________
Ms. Ma. Lovella Monderin Aure
______________________________
Ms. Melanie H. Nolasco
Noted by:
_______________________________
Ms. Bonifacia F. Leyran
Approved by:
________________________________
Ms. Naomi M. De Aro
83

COLLEGE OF NURSING
Certification from Statistician
This is to certify that the research study of Erica Asuncion, Eunice Fulgueras and
Hanna Gonzales entitled The Leadership Styles of Student Council Officers in De La
Salle Health Sciences Institute was subjected to statistical treatment and analysis by
the undersigned.
Very truly yours,

___________________________
Janice T. Ilano
84

COLLEGE OF NURSING
Certification from the thesis editor
85
Statistical Treatment Report

AGE
Valid
Frequency
Percent
Valid Percent
47
56
103
45.6
54.4
100.0
45.6
54.4
100.0
Frequency
Percent
Valid Percent
40
63
103
38.8
61.2
100.0
38.8
61.2
100.0
1.00
2.00
Total
Cumulative
Percent
45.6
100.0
GENDER
Valid
1.00
2.00
Total
Cumulative
Percent
38.8
100.0
FAMILY ORDINAL POSITION

Ordinal
Valid
Frequency
Percent
Valid Percent
43
32
28
103
41.7
31.1
27.2
100.0
41.7
31.1
27.2
100.0
Frequency
Percent
Valid Percent
5
50
30
18
103
4.9
48.5
29.1
17.5
100.0
4.9
48.5
29.1
17.5
100.0
1.00
2.00
3.00
Total
Cumulative
Percent
41.7
72.8
100.0
YEAR LEVEL
Valid
1.00
2.00
3.00
4.00
Total
Cumulative
Percent
4.9
53.4
82.5
100.0
86
COLLEGE AFFILIATION
Valid
Frequency
Percent
Valid Percent
8
14
20
21
13
14
13
103
7.8
13.6
19.4
20.4
12.6
13.6
12.6
100.0
7.8
13.6
19.4
20.4
12.6
13.6
12.6
100.0
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Total
Cumulative
Percent
7.8
21.4
40.8
61.2
73.8
87.4
100.0
ORGANIZATIONAL INVOLVEMENT
Valid
Frequency
Percent
Valid Percent
75
28
103
72.8
27.2
100.0
72.8
27.2
100.0
1.00
2.00
Total
Cumulative
Percent
72.8
100.0
Descriptive Statistics
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Leadership
Valid N (listwise)
N
103
103
103
103
103
103
103
103
103
Mean
2.3010
3.0777
3.0680
3.6990
2.9903
2.7087
3.8350
3.0971
Std. Deviation
.99838
1.38401
1.55464
1.60779
1.59960
1.20969
1.15552
.65502
87
AGE
Group Statistics
Age
Leadership
1.00
2.00
Mean
Std.
Deviation
Sig (PValue)
Decision
47
3.1489
.62622
0.734
0.464
56
3.0536
.68081
Not
Significant
df = 101
Level of Significance = 0.05
GENDER
Gender
Mean
Std.
Deviation
Sig (PValue)
Decision
Leadership
1.00
40
3.0250
.68005
-0.889
0.376
Not
Significant
63
3.1429
.63991
2.00
df = 101
Level of Significance = 0.05
FAMILY ORDINAL POSITION
N
Mean
Std. Deviation
1.00
43
3.1595
.54994
2.00
32
3.0045
.76156
3.00
28
3.1071
.68415
Total
103
3.0971
.65502
88
ANOVA
Leadership
Sum of
Squares
df
Mean
Square
Between Groups
.445
.222
Within Groups
43.319
100
.433
Total
43.764
102
.513
Sig.
Decision
.600
Not
Significant
YEAR LEVEL
N
Mean
Std. Deviation
1.00
2.4000
.60102
2.00
50
3.2200
.65447
3.00
30
3.0619
.70754
4.00
18
3.0079
.45035
Total
103
3.0971
.65502
ANOVA
Leadership
Between Groups
Sum of
Squares
df
Mean
Square
3.365
1.122
Within Groups
40.399
99
Total
43.764
102
.408
Sig.
2.749
.047
Decision
Significant
89
COLLEGE AFFILIATION
N
8
14
20
21
13
14
13
103
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Total
Mean
3.1429
3.1429
3.0357
2.9796
3.2418
3.0306
3.2308
3.0971
Std. Deviation
.53452
.53158
.78640
.46354
1.06328
.68895
.33268
.65502
ANOVA
Leadership
Sum of
Squares
df
Mean
Square
Between Groups
.978
.163
Within Groups
42.786
96
.446
Total
43.764
102
.366
Sig.
Decision
.899
Not
Significant
ORGANIZATIONAL INVOLVEMENT
1.00
2.00
Total
N
75
28
103
Mean
3.0667
3.1786
3.0971
ANOVA
Leadership
Std. Deviation
.72438
.41627
.65502
90
Sum of
Squares
df
Mean
Square
Between Groups
.255
.255
Within Groups
43.509
101
.431
Total
43.764
102
.593
Sig.
Decision
.443
Not
Significant
CURRICULUM VITAE
PERSONAL DATA:
NAME:
Erica Joy Manaor Asuncion
ADDRESS:
156 E. Gonzales Street

Silang,Cavite
BIRTHDAY:
January 2, 1996
BIRTHPLACE:
Silang,Cavite
CIVIL STATUS:
Single
SEX:
Female
CITIZENSHIP:
Filipino
RELIGION:
Catholic
91
EMAIL ADDRESS:
ericaasuncion167@yahoo.com
FATHERS NAME:
Eric A. Asuncion
OCCUPATION:
OFW - Mechanic
MOTHERS NAME:
Jocelyn M. Asuncion
OCCUPATION:
Businesswoman
EDUCATIONAL BACKGROUND:
NURSERY:
Jubillee Day Care Center

Silang, Cavite
2000
PRESCHOOL:
Silang Central School

Silang, Cavite
2001 - 2002
ELEMENTARY:
Silang West Elementary School

Silang, Cavite
2002 2008
HIGH SCHOOL:
Infant Jesus Academy of Silang Inc.

Silang, Cavite
2008 2012
COLLEGE:

City of Dasmarinas, Cavite
2012 2016
ORGANIZATION:
POSITION
YEAR
92
Girls Scout of the Philippines

Los Infantes Angeles Choir
MEMBER
MEMBER
2004
2007
Seven Archangels Choir
MEMBER
2008
IJA Pepsquad
MEMBER
2008
LINGAHP
MEMBER
2014
LA OBRA
MEMBER
2015
SEMINARS/TRAINING ATTENDED:
Self Empowerment through
Time Management

2012
Integrated Management on Childhood

Illness (IMCI) Seminar

2012
Metro Manila Developmental

Screening Test (MMDST) Seminar

2012
Basic Life Support Training and

Seminar

2013
Self-Empowerment through
Stress Management

2013
LEAD 14 at Caliraya
Caliraya Resort Club Lumban, Laguna

2014
Seminar on Work Ethics & Work

Values by Maricel Laxa-Pangilinan

2015
BLS Training Program

2015
Career Now: Clear Choices

2015
93
CURRICULUM VITAE
PERSONAL DATA:
NAME:
Eunice T. Fulgueras
ADDRESS:
21A Evangelista St. AFPOVAI P4, Fort Bonifacio

Taguig City
DATE OF BIRTH:
Sept. 8, 1993
CIVIL STATUS
Single
CITIZENSHIP:
Dual
RELIGION:
Christian
FATHERS NAME:
Ben L. Fulgueras
OCCUPATION:
Computer Engineer
94
MOTHERS NAME:
Nati T. Fulgueras
OCCUPATION:
Medical Technologist
EDUCATIONAL BACKGROUND:
ELEMENTARY:
Gleason Elementary
HIGH SCHOOL:
Jersey Village High School
COLLEGE:
De la Salle Health Sciences Institute

CURRICULUM VITAE
PERSONAL DATA
NAME:
NICKNAME:
Hanna
ADDRESS:
Blk. 24 Lot 8 Chester Place, Burol Main,

AGE:
19 years old
BIRTHDAY:
December 16, 1995
BIRTHPLACE:
CITIZENSHIP:
Filipino
95
RELIGION:
Roman Catholic
FATHERS NAME:
Ramir O. Gonzales
OCCUPATION:
Seafarer
MOTHERS NAME:
Ma. Corazon R. Gonzales
OCCUPATION:
Housewife
EDUCATIONAL BACKGROUND
NURSERY:
Torch of Wisdom Montessori

Blk C5 Lot 4 DBBC, City of Dasmarinas, Cavite
1999 2000
PRESCHOOL:
Vel Maris School, Inc.

Brgy. Zone 1 B, City of Dasmarinas, Cavite
2000 2002
ELEMENTARY:
Vel Maris School, Inc.

Brgy. Zone 1 B, City of Dasmarinas, Cavite
2002 2008
HIGH SCHOOL:
Rogationist College High School Department

Km 52 Aguinaldo High-way, Lalaan 2, Silang
Cavite
2008 2012
COLLEGE:

96
2012 - 2016
AWARDS/RECOGNITION
Second Placer in Spelling Bee Contest
2008
Second Place in Conduct
2008
Third Place in Diligence
2008
Second Place in Conduct
2009
Second Place in Academics
2010
Third Place in Conduct
2011
First Place in Diligence
2012
First Place in Academics
2012
Loyaltee Award
2012
Best in CLE Silver Medalist
2012
ORGANIZATION
POSITION
YEAR
Ecology Club
Member
2008 - 2009
YES Club
Member
2009 - 2010
Catechetical Ministry
Member
2010 - 2011
Catechetical Ministry
Treasurer
2011 - 2012
Silver Seniors Organization
Secretary
2011 2012
La OBRA
Member
2012 - 2013
La OBRA
Co-chair Visual Arts
2013 - 2014
Student Council
VP for Publicity and Mobilization
2014 - 2015
Student Council
President
2015 - 2016
97
SEMINARS/TRAININGS ATTENDED
Happy D Workshop Program of the course Vel Maris School, Inc.
Adobe Page Maker 7
2008
Self Empowerment through Time
Management
De La Salle Health Sciences

Institute
2012
Self-Empowerment through Stress

Management

Institute
2013
Civic Welfare Training Service

Institute
2013
Impact of ASEAN 2015 in the

Employability of Nurses in the Philippines

Institute
2014
LEAD 14

Institute
2014
LEAD 15: Raising the Bar

Institute
2015
Basic Life Support and First Aid Training

Institute
2015
Career Now: Clear Choices

Institute
2015
98

Leadership Styles of Student Council Officers in

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THE LEADERSHIP STYLES OF STUDENT COUNCIL OFFICERS IN

DE LA SALLE HEALTH SCIENCES INSTITUE

Erica Joy M. Asuncion

Eunice Angela T. Fulgueras

De La Salle Health Sciences Institute

Dasmarias City, Cavite

The Leadership Styles of the Student Council

Asuncion, Erica Joy M.

Bachelor of Science in Nursing

Health Sciences Institute.

2.613.40: Laissez-Faire (d) 3.414.20: Transactional (e) 4.21 5.00

their second year in college (48.5%), are from the College of

ALELY S. REYES, RN, MAN, PhD

ROMMEL L. SALAZAR, RN, MAN, DrPH

NAOMI M. DE ARO, RN, MAN, EdD

EDERLYN T. LUMABI, RN, MAN

THE PROBLEM AND ITS BACKGROUND

Validation of the Research Instrument

PRESENTATION, ANALYSIS AND

SUMMARY, CONCLUSION AND

Letter of Request to conduct study

Certification form the College Ethics Committee

Certification from the Validators

Certification from Statistician/Statistical Adviser

Certification from the thesis editor

Statistical Treatment Data

La Salle Health Sciences Institute

Level of Significance of the Leadership Style of Student

when grouped according to Age

Level of Significance of the Leadership Style of Student

Council Officers in De La Salle Health Sciences Institute

Level of Significance of the Leadership Style of Student

Council Officers in De La Salle Health Sciences Institute

Level of Significance of the Leadership Style of Student

Council Officers in De La Salle Health Sciences Institute

Level of Significance of the Leadership Style of Student

Council Officers in De La Salle Health Sciences Institute

Level of Significance of the Leadership Style of Student

Council Officers in De La Salle Health Sciences Institute

De La Salle Health Sciences Institute

The Profile of the Respondents according to Age

The Profile of the Respondents according to Gender

The Profile of the Respondents according to

Family Ordinal Position

The Profile of the Respondents according to Year Level

The Profile of the Respondents according to

The Profile of the Respondents according to Organizational 56

According to the aforementioned adage, it describes the Son of Man to

following: President, VP for Academics, VP for Activities, VP for Operations, VP

This study will be based on Trait theory by Ralph M. Stogdill, Situational

from four basic behaviors, designated with a letter-number combination; S-1

can be naturally acquired or learned through experiences; Leaders adaptation to

Leadership Styles of the

Transactional and/or (e) Transformational Leadership style. The researchers

students capabilities as leaders and to expand their experience as leaders. In

Laissez-Faire Leadership. In this leadership style, the respondent/s

subordinates by exchanging rewards or punishment.

respondent/s inspire positive changes in the members to fulfill his or her

problem solving process, maintain group effectiveness, communicate well,

According to Gopee and Galloway (2014), Leadership can and should be

Researchers have described many different types of leadership styles

They have structured set of rewards and punishments and uses

to affect the emotional and psychological perception of an individuals place in