1

Chapter I

Introduction

The Problem and Its Setting

1.1 Background of the study

Aristotle once stated that, we humans are naturally political

animals. Leadership is one of the most observed and least understood

phenomena on earth (Adams & Keim, 2000). Alongside with the idea of

‘politics’ always comes the idea of leadership and governance. For

leadership and governance to take effect and be administered, leaders

play important roles in the achievement of goals for their

constituents and the place they lead. As implied, leadership and life

are two inseparable things and are indeed indispensable to the

society.

History has listed leaders who have made their marks in their

places and beyond. They have contributed to the growth of leadership

principles and ideologies that the present times have been practicing.

As of today, leadership has been practiced not only in national and

local political governments but also in business sectors and private

institutions.

But long before leaders are thrown into the real and professional

world of leading and letting others follow, schools serve as one of

the primary avenues to concretize the principles and ideas of

leadership. Schools serve as training grounds for a much complex

 2

system of headship in the future most especially those in the

collegiate level.

The Council for the Advancement of Standards (CAS) long argued

that it is very vital to develop young men and women during their

college years to become future leaders because leading is considered a

part of life. That is why student leadership competencies development

is a prominent theme and objective in higher education. It offers

empowerment to students to be honed and be developed towards higher

levels of leadership complexity and proficiency. This explains the

logic behind the establishment and promotion of college student

councils and governments.

By student councils and governments, we mean a type of

organization which by virtue of its composition and constitution is

entitled to represent the student community as a whole. This has been

the traditional practice of having students responsible and in control

of their conduct and activities significantly increasing their

participation in the whole higher education system and school

administration.

Student organizations provide early opportunities for leadership

development. Also, as mentioned, leadership in organizations has been

one of the central themes of college institutions. However, little is

understood about the lived experience of students involved in student

governance, and specifically those who participate in leadership

positions within student organizations. The researcher deemed it

necessary to assess if the officers of selected organizations comply

 3

accordingly to their duties and responsibilities and find out what are

the factors that affect their compliance.

1.2 Research Locale

Department and organizations are given the task to manage the

affairs of the students which cannot be directly and closely monitored

by the school’s Student Affairs Office and Student Council. Stipulated

in Article 3, Section 3.1 of the Student Handbook of Divine Word

College of Calapan are the powers and functions invested upon these

organizations. The section reads as follows:

Section 3. Student Groups

3.1 The formation of legitimate student organizations is a

healthy sign of growing social awareness and concern. It is

also an exercise of the student’s freedom of association for

fellowship and constructive purposes. But this freedom also

entails certain responsibilities, such as respect for the

individual member’s personal rights and for the school’s

name and reputation. Care must also be subservient to the

interest of outside groups.

The college recognizes the importance of developing

creative and responsible student leaders who will eventually

assume the mantle of leadership in their fields of endeavor,

for this purpose it seeks to encourage the formation of

student groups which pursue, clearly endeavors set up along

 4

social, cultural, religious, literary, educational or

recreational lines.

On the other hand, the organizations are given the same

responsibilities in order to respond to the needs of students.

Enveloped in Section 4 is the specification of the function of the co-

curricular groups and departmental organizations.

Section 4. Co-Curricular Groups and Departmental Organizations

Co-curricular groups are those organizations and clubs that

pursue clearly established common objectives and initiate student-

directed endeavors that are set up along set along social, cultural,

religious, educational or recreational activities. This study of the

factors affecting the performance of the department and organization

officers of the Liberal Arts and Criminology department will cover and

will be deriving its results from the department and organization

officers of the said department A.Y. 2013-2014.

These organizations include those coming from the department,

Association of Linguists (AB English Language), Junior Consultants

Coterie (AB Psychology), Association of Political Science of the

Philippines-Association of Junior Political Thinkers (AB Political

Science) and Organization of Future Law Enforcers (BS Criminology).

The respondents will be the officers of every organization.

 5

1.3 Statement of the problem

This study aims to answer the following:

1. What are the factors that affect the leadership performance

of Liberal Arts and Criminology department and organization

officers?

2. Is there any significance between the leadership performance

of department and organization officers of Liberal Arts and

Criminology department and the factors identified?

3. Which among these factors affect the most? Least?

1.4 Statement of Hypotheses

1. There is significant relationship between the leadership

performance of the department and organization officers of Liberal

Arts and Criminology department of Divine Word College of Calapan.

2. There is significant relationship between the leadership

performance of the department and organization officers of Liberal

Arts and Criminology department of Divine Word College of Calapan.

1.5 Significance of the Study

The study on the factors affecting the performance of the

department and organization officers of Liberal Arts and Criminology

would be of huge help and value to possible beneficiaries.

Student Leaders/Officers. This study will help raise their

awareness on the factors that affect their performance thus helping

them make appropriate adjustments and improvements.

 6

Advisers. This study will give the department and organization

advisers, ideas on how to manage and facilitate the officers better to

assure more efficiency and effectiveness.

Professors and the institution. This research will serve as basis

and an accomplishment report for the accreditation of the Liberal Arts

and Criminology courses. Furthermore, this will also serve as an

evaluation of the performance of the student leaders of the department

and its organization.

Aspiring officers. This study will give aspiring officers and

leaders, insights on the system of work and possible conflicts that

they may encounter as soon as they enter the leadership arena.

Future Researchers. This may serve as their reference in further

improving this study or formulating a study of their own that would

also evolve on student leadership in this institution. This may be

also a basis for officers on how to become more efficient by becoming

enlightened on the problems that they may encounter during their term

1.6 Conceptual Framework

• Academic
Constraints Leadership Performance
• Organizational of the Department and
Context
Organization Officers of
• Individualized
Consideration Liberal Arts and

Criminology Department
• Perfomance
 7

In the diagram, the researcher shows the conceptual framework of

the study based on the theoretical framework.

The first box shows the dependent variable and the second box

contains the independent variables namely 1) Academic Constraints, 2)

Organizational Context, 3) Individualized Considerations and 4)

Perfomance.

1.7 Theoretical Framework

Relationship Theory also known as Transformational Theory of

Leadership (Burns, 1978)

Relationship theory, also known as transformational theory of

leadership, focus upon the connections formed between leaders and

followers and the factors around leaders.

Burns (1978) may have been the first to introduce this concept

with his “transformational leader” theory. The transformational leader

is one who works with, by, and for followers to change the

organization in a significant way that they will then accept.

 Transformational leaders motivate and inspire people by helping

group members see the importance and higher good of the task. These

leaders are focused on the performance of group members, but also want

each person to fulfill his or her potential. Leaders with this style

often have high ethical and moral standards

(http://pschology.about.com/od/leadership/transformational.htm).
 8

Burns’ transformational leadership claims that leadership is a

relationship that cannot exist without the mutual influences between

the leaders, followers and constituents and the things around them. It

is each acting on the other that creates leadership (Gardner, 2001).

Although numerous dimensions of transformational leader behaviors

comprise four categories: 1) idealized influence, 2) individualized

consideration, 3) inspirational motivation, and 4) intellectual

stimulation.

Komives et al. argue that leadership focuses on traits,

behaviors, and situations that primarily influence the production and

efficiency of the leaders or officers.

Also, the characteristics of the student at the time of office

which may include environment faculty, peers, and education and

personal experiences to which the student is exposed are considerable

factors in assessing the leadership output of the officers (Astin,

1993).

1.8 Scope and Limitation

The scope of this study is mainly to know the factors that affect

the performance of the department and organization officers of Liberal

Arts and Criminology department for School Year 2013-2014. This study

is limited to the officers of the Liberal Arts and Criminology

department and 4 sub-organizations of the current school year namely

the Junior Consultants’ Coterie, Association of Linguists, APSOP-

Association of Junior Political Thinkers and Organization of Future

Law Enforcers. Data congregated in this study depended only on the

 9

responses to the questionnaire and such results shall apply only to

the respondents used herein.

1.9 Definition of Terms

Academic constraints. Limitations brought by academic activities

such as exams, projects, group works and other academic related

activities that may hinder attendance to co curricular activities and

responsibilities.

Factors. The things or variables to be determined which plays an

important part in the production of output.

Individualized Considerations. These are personal matters that

the officers or leaders individually considers. These may include

personal reasons inherent to the individual, peer issues,

relationships, family matters and other related aspects.

Leadership. It is defined as the trait practiced by elected

student leaders of a school which will determine their performance and

service.

Performance. This may be determined by the accomplishments and

programs implemented by the organization in relation to the ‘behind-

the-scene’ situations and instances that the officers or leaders deal

with.

Organizational Context. These are the issues or situations that

involve the members of the organization or the organization as a

whole. This may be about the relationship among the leaders, their
 10

connection with student constituents, partnership with the advisers,

financial aspects and other related matters.

 11

Chapter II

Review of Related Literatures and Studies

2.1 Related Literature

Leadership has played a very important part of our culture and it

is important that we don’t run short in our quality supply of

potential leaders (Laxamana, 2004). Thus, leadership development and

organization are deemed important in any institution because this will

serve as an early training for the people (Garcia, Bay, 2011).

According to the Council for the Advancement of Standards (CAS)

in higher standards and guidelines, the development of leadership

“empowers students to mature and develop toward greater levels of

leadership complexity integration and proficiency over a period of

time.

It is important to develop young men and women during their

college years to become future leaders. Leadership is considered to be

a part of life-long learning and multidimensional constructs involving

competency (skills, ability, attitude, knowledge, and behavior),

experiences and processes (Astin, 1997). Student leadership has been,

in years, a prominent theme in higher education (Thompson, 2006). This

is supported by Dugan (2006) that “the development of student leaders

remains a central goal for institutions of higher education as

evidenced by mission statements and the increased presence of

leadership development activities on college campuses.

 12

It is given that most institutions aim to prepare future leaders,

it is important to understand the impact that both in-class and out-

of-class experiences have on the leadership skill development of

students (Hall, Forrester, and Borsz, 2008). This is the main reason

why administrations should assure the quality performance of student

governments in institutions because experiences are often the

foundation of the traits that they can practice in the future.

As Astin, in his Theory of Involvement posits, learning takes

place inside and outside the classroom environment and that students

learn a great deal by becoming involved in extra-curricular and co-

curricular activities.

Numerous skills have been identified as important to employers,

including leadership skills (Gale, Gerber, Santosus, 2003). As a

result, institutions have introduced programs designed to train

students on those leadership skills (Freidson & Shuchman, 1955). One

could extrapolate that leadership success in those collegiate

activities might lead to leadership success in the “real world”. Thus,

the creation of student governments took place (Riggio, Ciulla, &

Sorenson, 2003).

By student government we mean a type of organization which by

virtue of its composition and constitution is entitled to represent

the student community as a whole (Freidson and Shuchman, 1955).

Student governance is seen as a purposeful and important element

in higher education, particularly as a conduit to reach, teach, and

serve the students enrolled in higher education institutions (Bambenek

and Shifton, 2003). It is a community, a team that works together to

 13

not only accomplish their structural tasks, but to always go beyond

their call of duty and reach out to other students. This drive comes

from two sources – students’ inner leadership drive and the culture of

community leadership and teamwork(Cruz, 2000).

Fairholm (2001) defined community as a group of people sharing a

common purpose who coordinate work done by members.

According to the Institute on Youth and Student Leadership,

student governments embodied in student councils in the Philippines

are often and typically hierarchical, presidential, supported by a

vice president, secretary, auditor, press relations officer and

business managers. These officers are frequently selected thru an

electoral process which varied from teacher appointment to student

body elections and that a variance of practice in electoral procedures

also exists among schools. More-often-than-not, it can be identified

as a team of students elected by the student population to lead,

uphold the school’s mission, vision and goals and initiate programs

and projects for the benefit of fellow students.

Katzenbach and Smith (1993) also defined student organizations in

schools as, “A team is a small number of people with complementary

skills who are committed to a common purpose, set of performance

goals, and approach for which they hold themselves mutually

accountable”.

According to Bensimon and Neumann (1993), successful “thinking

teams” offer leadership opportunities to all team members, thus making

each individual a leader, decision maker, collaborator, and innovator.

 14

And that all its actions should be directed towards the betterment of

the welfare of the whole student community.

Therefore, a student council should be a team with shared goals,

common policy agenda and high expectations for unity, collaboration

and leadership effectiveness. The council should be an outlet for many

other students’ questions. They should be the one to balance the tasks

and conceptualize (Greenleaf, 2007). The student organizations such as

the student council and student advisory board should promote among

the students trust and should build better relationships with them so

that they can be more effective leaders (Reyes, 2012).

As De Leon (2008) points out, leadership effectiveness gives the

students in position an opportunity to learn how to set goals and

implement them within the parameters of a group as well as how to use

existing resources to produce change. Alongside with this is the

opportunity of the other students to learn how to set their

expectations from their leaders propping up vigilance and wisdom among

them.

So, as what Katzenbach and Smith (1993) conceives, in order to

become effective and efficient leaders and in able to accomplish their

platforms and goals, the council should ideally practice the following

team characteristics:

• They work together to shape a purpose.

• They translate common purpose into specific, measurable

performance goals.

• They work together to bring out the best in people’s skills and

abilities.
 15

• They develop a common commitment.

• They hold each other collectively accountable.

The Student organizations should also be a strong community of

student leaders who work as a team to accomplish goals set out by the

vision and mission of the school in line with the guidelines and

bylaws duly stated in the school’s policy (Fairholm, 2001).

In this case, Divine Word College of Calapan, is inclined to its

Vision, Mission and Goals (VMG) as follows:

Vision

     A globally competitive institution, faithful to

the teachings and traditions of the Catholic Church,

working together towards the total development of the

person, following the examples of St. Arnold Janssen and

St. Joseph Freinademetz.

Mission

     To develop and enhance the capabilities of the

person, to become responsive to the demands of the

society with respect for cultural preservation.

Goals

Divine Word College of Calapan in the pursuit of its

vision and mission aims:

 16

1. to intensify quality education that produces globally

competitive professionals who will become

catalysts of change.

2. to promote the preservation of cultural diversity and

heritage.

3. to develop versatile individuals in the areas of

instruction, research and community extension

services.

4. to promote morally upright individuals who respond

and adopt to the fast changing demands of

society, guided by catholic values, inspired by the

examples of Sts. Arnold Janssen and Joseph

Frienademetz.

Since Divine Word College of Calapan (DWCC) is a SVD Catholic

institution, its VMG are anchored on the teachings and traditions of

the Church with the thrust to follow the examples of St. Arnold

Janssen and St. Joseph Freinademtz but still it focuses on the total

development of the different aspects of the students.

In order to attain certain goals inherent to an organization, the

members must be able to manage the different circumstances that may

come across their way. Their performance highly affects the service

extended to the constituents (Astin, 1999).

 17

2.2 Related study

In a study, conducted by Harvard University College of Business,

it deemed leadership performance as an interwoven tapestry of

perceptions, competency, execution, social/political issues,

relationships and demonstrable metrics.  Therefore, they identified 8

common challenges to leadership in office settings, business

environment and organizations that commonly affects performance.

These 8 challenges are: 1) Poor fit , 2) Transitioning into a new

organization or role, 3) Lack of executive sponsorship, 4)

Relationships, 5) Competencies, 6) Communication, 7) Leadership and 8)

Temperament, maturity and judgment.

Poor fit may pertain to hiring or electing someone not suited for

that certain role or position. In this case, no amount of time, money

and coaching will change the fact that the person holding the position

will not work as efficient as a well fit one.

Transition into a new organization or role becomes a common

problem for organizations and even for a national government. The

problems and issues by the preceding management is often passed to the

succeeding. Adjustment eats up almost all of the time of the present

office which may affect the performance of the officers individually

and as a whole.

Lack of executive sponsorship often results into a disoriented

organization. The larger the organization, the more important it is to

have an executive sponsor or in layman’s term, adviser. The adviser

 18

plays an important role in the better direction of the actions of the

organization.

Relationships in any environment, whether casual, school or

business, play an important role towards attainment of goals. Having

broad mutually beneficial/respectful relationships is a key

foundational component to having long-term success.  

Competencies of the performers or the officers play a very

important role. These competencies when knit together, gives an

insight on what the organization can achieve.

Communication is considered as a backbone of an organization. It

will not be able to attain its goals if the people working together

are not able to convey messages for each other. This communication may

either be personal or formal.

Leadership clear directs and drives the team and the organization

forward. This may basically involve resolving business and people

issues in a timely manner in line with principles of leadership.

Temperament, maturity and judgment falls into a single bucket and

are harder to coach then the other areas.  In addition, perceptions of

these areas are harder and take longer to overcome if you are

perceived lacking in them.  These can be overcome if the

organization/executive sponsor is willing to give you time to grow

past the perceived or actual shortfall. 

DynMcDermott Petroleum Operations Co.also conducted a study on

the leadership organization of their company in order to identify the

challenges that their people encounter. By systematically focusing on

 19

the identified challenges, DynMcDermott positively affected the

performance results related to these areas.

 20

CHAPTER III

METHODOLOGY

In this chapter, the researcher presents the research methodology

engaged in conducting this study. The researcher sought to identify

the factors affecting the performance of the officers the Liberal Arts

and Criminology department and its 4 organizations.

3.1 Research Design

This research study is a quantitative design utilizing

descriptive-correlational research method that is used to explain the

nature, characteristics, relationships and differences of variables

(Vescara, 2003).

Descriptive research is used to describe characteristics of a

population or phenomenon being studied. Correlation, a statistical

measure of a relationship between two or more variables, gives an

indication of how one variable may predict another. The descriptive

techniques discussed above permit a statement, in the form of

correlations, about that relationship. A descriptive correlation

method is one that helps to determine if two or more variables are

associated with each other by explaining their relationship but not

necessarily implying that this relationship is also a cause.

Through correlational technique, the researcher will able to

determine the degree of relationship between the paired IV nd the DV

respectively.
 21

3.2 Research Instrument

The researcher is about to use a Likert scale that will address

the needs of this study. The Likert scale is an ordinal psychometric

measurement of attitudes, beliefs and opinions. In each question, a

statement is presented in which a respondent must indicate a degree of

agreement or disagreement in a Likert format. It developed the

principle of measuring attitudes by asking people to respond to a

series of statements about a topic, in terms of the extent to which

they agree with them, and so tapping into cognitive and effective

components of attitudes (Likert, 1932). The questionnaire is composed

of four (4) categories with 5 questions each. These categories were:

Academic Constraints, Organizational Context, Individualized

Considerations and Performance. Moreover, this type of scale measures

the strength or intensity of experience in a linear, or a continuum

from strongly agree to strongly disagree and makes the assumption that

attitude can be measured.

Numerical Scale Statistical Limit Interpretation

5 4.50-5.00 Strongly agree
4 3.50-4.49 Agree
3 2.50-3.49 Don’t Know
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree

The Likert survey was selected to questionnaire type as this

allowed the respondents to answer the survey easily. Likewise, the

researcher made the questions clear with simpler terminologies in

order to ensure comprehension. This method does not require a definite

yes or no of the participants. It does not force the participant to

 22

take a stand on a particular topic, but allows them to respond in a

degree of agreement; this makes answering the questions easier on the

respondent.

3.3 Respondents of the Study

The total number of respondents is forty (40) persons. The number

of respondents comes from the department officers and 4 organizations

of Liberal Arts and Criminology Department.

3.4 Data Gathering Procedure

The researcher formulated a letter asking permission to conduct a

survey in the Liberal Arts and Criminology department of Divine Word

College of Calapan.

Purposive sampling was employed in gathering the data. The

researcher distributed the survey questionnaires to the residents who

qualified the age requirements. The qualified respondents were given

survey questionnaires while the researchers waited for it to be filled

up.

3.5 Statistical Treatment of Data

After all the questionnaires were collected, total responses for

each item were tallied and tabulated. For the statistical analysis,

the mean perception and frequency distribution formula were employed.

Mean Frequency

X=2x/n =n/N x 100%

Chapter IV

Presentation, Analysis and Interpretation of Data

 23

To make the findings of the study more understandable, an

appropriate presentation, interpretation and analysis of data are

culminated. Thus, this chapter tries to confer the information drawn

into definitive results and figures regarding the factors affecting

the performance of department and organization officers of Liberal

Arts and Criminology Department of Divine Word College of Calapan.

Presentation, Analysis and Interpretation of Data

1. How is leadership performance of Liberal Arts and Criminology

department and organization officers affected in terms of:

 Academic Constraints

 Organizational Context

 Individualized Considerations

 Performance
 24

4.1 Academic Constraints

Table 1: Mean Perception of the Respondents in Terms of Academic

Constraints

Items Mean Rank Description

1 2.63 4 Sometimes

2 2.85 1.5 Sometimes

3 2.85 1.5 Sometimes

4 2.38 5 Sometimes

5 2.75 3 Sometimes
Overall Mean 2.69 Sometimes

Questionnaire was categorized into four (4) categories: Academic

Constraints, Organizational Context, Individualized Concerns and

Performance. There are 5 questions under each category for a total of

20 questions.

Table 1 shows the results for the category of Academic

Constraints. Although all factors for this category fall under the

same descriptor, ‘Sometimes’, still question 2 stated as “My duties as

officer often coincide with my activities as a student.” and question

3 stated as “My time for office duty is reduced due to longer hours

needed for academic activities.” ranked highest with a mean of 2.85.

Office duty cited in question 3 pertains to the time spent by an

officer every day in their respective offices. As rated in the survey,

academic constraints only affects in duty time reduction only

sometimes. Question 4 stated as “I cannot attend to the activities and

projects of our organization because of my time consumed by my

 25

subjects.” ranked the lowest with a mean of 2.38. Officers consider

this to be the least for reasoning that despite lack of time for daily

or regular activities of their organization, still the find to attend

to the major events and big projects that they conduct. It can be

implied, from the perspective of the student leader respondents that

Academic Constraints affect officers only in a moderate manner. The

category of Academic Constraints garnered an over-all mean of 2.69

described as ‘Sometimes’.

4.2 Organizational Context

Table 2: Mean Perception of the Respondents in Terms of Organizational

Context

Items Mean Rank Description

1 3.88 1 Very Often

2 3.18 4 Sometimes

3 3.10 5 Sometimes

4 3.68 2 Very Often

5 3.20 3 Sometimes
Overall Mean 3.41 Sometimes

On the other hand, Table 2 covers the category of Organizational

Context. Question 1 stated as “The adviser of the organization is

efficient enough to motivate and systematize the officers.” got the

highest mean of 3.88 thus described as ‘Very Often’. From this, it can

be interpreted that advisers play a vital role in the leadership

manifested by the officers. with a very small margin of .20, unity and

cooperation in conducting different activities is also considered as

 26

it is rated ‘Very Often’. While on the other hand, Question 3 stated

as “There are no misunderstandings and conflicts among the officers

and the students we lead.” got the lowest mean of 3.10 described as

‘Sometimes’. But as observed, this mean signifies that

misunderstandings and conflicts have been indispensable to the group.

The over-all mean for the category of Organization Context is

3.41. This rate falls under the descriptor ‘Sometimes’.

4.3 Individualized Considerations

Table 3: Mean Perception of the Respondents in Terms of Individualized

Considerations

Items Mean Rank Description

1 4.03 2 Very Often

2 3.73 3 Very Often

3 2.80 5 Sometimes

4 3.65 4 Very Often

5 4.13 1 Very Often

Overall Mean 3.67 Very Often

Table 3 encompasses the category Individualized Considerations.

The highest mean of 4.13 under the descriptor ‘Very Often’ was

attained by Question 5 which is “I find enjoyment in the experiences I

gain as an officer making me functional and competent”. This means

that leadership for the officers is considered to be an experience.

The enjoyment they find in what they do influences how they act as

leaders. This is followed by question 1 regarding their attendance to

activities even during extended hours as allowed by the family. The

 27

lowest is Question 3 which is “There are reasons, other than family,

who hinder me from devoting my time to the organization such as

boyfriend/girlfriend or peers.” with a mean of 2.80 described as

‘Sometimes’. This is the only question in this category which got a

low rating of sometimes meaning it don’t weigh as much for the

students.

4.4 Performance

Table 4: Mean Perception of the Respondents in Terms of

Performance

Items Mean Rank Description

1 3.03 5 Sometimes

2 3.63 3 Very Often

3 3.78 2 Very Often

4 3.55 4 Very Often

5 3.95 1 Very Often

Overall Mean 3.59 Very Often

Table 4 showcases the mean perception of the respondents in terms

of performance. The highest mean computed is 3.95 described as ‘Very

Often’ attained by Question 5 stated as “There are no problems in

relation to my compliance to the duties and responsibilities mandated

by my position.” It can be derived that this is an over-all statement

that the officers do not encounter problems in responding to what has

been accordingly mandated by their position. This is followed by a

3.78 mean attained by question 3 regarding steady communication and

good relation with co officers. On the other hand, the lowest mean is
 28

3.03 described as ‘Sometimes’ attained by Question 1 which is “I am

able to spend time at our office for duty on a daily basis.” This

means that although the can spend time, this may be not on a daily

basis.
 29

Correlation Interpretation Guide

Range Description
+1.00 Perfect positive correlation
+0.99 - + 0.75 Very high positive correlation
+0.74 - + 0.50 High Positive correlation
+0.49 - + 0.25 Moderately small positive correlation
+0.24 - + 0.01 Very small positive correlation
0.00 No correlation
-0.01 - -0.24 Very small negative correlation
-0.25 - -0.49 Moderately small negative correlation
-0.50 - - 0.74 High negative correlation
-0.75 - -0.99 Very high negative correlation
-1.00 Perfect negative correlation

4.5 Computation and Interpretation of the Pearson’s Coefficient

Correlation

Summary of r value and r2

DEPENDENT VARIABLE

Leadership performance
INDEPENDENT of department and
INTERPRETATION
VARIABLES organization officers of
Liberal Arts and
Criminology Department
r r2
Academic
.18 .0324 Not Significant
Constraints
Organizational
-0.11 .0121 Not Significant
Context
Individualized
.12 .0144 Not Significant
Considerations
Performance -0.20 .04 Not Significant

4.6 Correlation Interpretation

 30

Variables Value Interpretation

Academic Constraints .178725 Moderately small

.269843 positive correlation

Organization Context -0.114827 Moderately small

.480473 positive correlation

Individualized .120851 Moderately small

Consideration .457592 positive correlation

Performance -0.195791 Very small positive

.225977 correlation
The researcher computed the Pearson’s coefficient correlation of

the dependent variable; leadership performance of department and

organization officers of Liberal Arts and Criminology department, and

independent variables; academic constraints, organizational context,

individualized considerations and performance to know if there is a

significant relationship between the two variables.

Academic Constraints variable; the respondents got the Pearson’s

r value of .19. This indicates a moderately small positive correlation

between Academic Constraints variable and the leadership performance

of department and organization officers of Liberal Arts and

Criminology department. It is also manifested that there is no

significant relationship between the two variables.

Organizational Context variable; the respondents got the

Pearson’s r value of -0.11. This indicates a moderately small positive

correlation between Organizational Context variable and the leadership

performance of department and organization officers of Liberal Arts

 31

and Criminology department. It is also manifested that there is no

significant relationship between the two variables.

Organizational Context variable; the respondents got the

Pearson’s r value of -0.11. This indicates a moderately small positive

correlation between Organizational Context variable and the leadership

of department and organization officers of Liberal Arts and

Criminology department. It is also manifested that there is no

significant relationship between the two variables.

Individualized consideration variable; the respondents got the

Pearson’s r value of .12. This indicates a moderately small positive

correlation between Individualized Consideration variable and the

leadership performance of department and organization officers of

Liberal Arts and Criminology department. It is also manifested that

there is no significant relationship between the two variables.

Lastly, Performance Variable; the respondents got the Pearson’s r

value of -0.20. This indicates a very small positive correlation

between Individualized Consideration variable and the leadership

performance of department and organization officers of Liberal Arts

and Criminology department. It is also manifested that there is no

significant relationship between the two variables.

All in all, the four factors are all not significant to the

leadership performance of the department and organization officers of

the Liberal Arts and Criminology department. But still, there are
 32

small positive correlation between the independent and dependent

variable which can be considered.

 33

Chapter V

Summary of Findings, Conclusion and Recommendation of the Study

5.1 Summary of Findings

1. Among the 4 categories, the category which achieved the

highest mean of 3.67 described as ‘Very Often’ is the

Individualized Considerations. Second is the Performance with

3.59 described as ‘Very Often’. Third is Organizational Context

with 3.41 under the descriptor ‘Sometimes’. The lowest is the

category of Academic Constraints with a mean of 2.69 described as

‘Sometimes’.

2. Among all the 20 questions, the question with the highest mean

of 4.13 described as ‘Very Often’ is Question 5 from the

Individualized Considerations which is regarding enjoyment in the

experiences gained as an officer making the officer functional

and competent.

3. The question with the lowest mean is Question 4 with mean of

2.38 under the descriptor ‘Sometimes’. This question is regarding

the attendance to the activities and project by the organization

because of time consumed by subjects.

4. The r value of all the four independent variables are

interpreted as not significant.

5. In terms of correlational interpretation, Academic

Constraints, Organizational Context and Individualized

 34

Considerations are all interpreted moderately small positive

correlation having fallen under the bracket of +0.49 - + 0.25.

While the last factor, Performance, is interpreted as very small

positive correlation having fallen under the bracket of +0.24 - +

0.01.

5.2 Conclusions

1. The performance of officers whether in the department or

organizations are affected and influenced by factors existing

around them. There are several factors which can be identified to

affect officers’ performance although they differ on degree or

extent. These factors are identified as Academic Constraints,

Organizational Context, Individualized Considerations and

Performance in different manners and varying extent.

2. Although, the factors enumerated in this research are those

frequently and easily identified by students or even teachers as

factors that affect leadership performance, based on this

research, there is no significant relationship between the

leadership performance of the department and organization

officers of Liberal Arts and Criminology department. This may be

explained by another theory which is Situational Leadership

theory (Ryan, K., & Bohlin, K. E., 2000) which states that

although there are already majorly considerable factors such as

the academic constraints, time management or even individualized

considerations, still the effects of these factors may vary

depending on how they are presented to the leaders in diverse

 35

situations. Also, situation depends also on different factors

such as stakeholders and psychological constraints. Stakeholders

may include the student constituents and higher school

authorities such as directors, administrators, and deans.

Psychological constraints on the other hand may be leaders’

perception and attitude towards his/her position.

3. In general, the category of factor that affects leaders the most

and very often having achieved the highest mean of 3.67 is

Individualized Considerations which encloses specific factors

such as family, personal dedications towards duties, peers,

working environment and enjoyment and experience related matters.

Among these factors, the highest is 4.13 which is the enjoyment

in the experiences gained as an officer. And the least affecting

factor is persons, other than family, such as

boyfriend/girlfriend or peers. In this research, unlike the

common belief and connotation, Academic Constraints, with a mean

of 2.69, with specific factors such as time, academic activities,

projects and teachers affect the officers’ leadership performance

the least and only sometimes. Based on the tabulation, among the

factors which got the highest mean of both 2.85 are office duty

duration and coincidence of office duty with academic activities.

 36

5.3 Recommendations

1. The positive factors cited in this research, as identified by the

officers in the questionnaire, should be continued and be

developed more.

2. The negative factors cited in this research should be resolved or

lessened, if not totally removed, immediately in order to improve

their performance as individual leaders and their outputs as a

distinct organization.

3. Advisers should also conduct assessments like this in order to

closely monitor the performance or problems of the officers in

order to formulate necessary solutions and adjustments.

4. The Student Affairs Office should spearhead monitoring and

evaluation scheme that would focus on the individual performance

of officers thus, identifying the factors that brought about

these types of performances.

5. Similar studies may be conducted along this line in other

departments and organizations of Divine Word College of Calapan

to verify the empirical results of the study.

6. Having accumulated not significant relationship results between

the dependent and independent variables, further research on the

factors that may significantly affect the performance of officers

should be done by future researchers.

 37

Bibliography

Book Sources

Astin, A., W., What matters in college? Four critical years

revisited .San Francisco: Jossey - Bass, 1997.

Astin, A. W. (1984, July). Student involvement: A developmental theory

for higher education. Journal of College Student Personnel, 25, 297–

308.

Bambenek, J. J. & Sifton, S. (2003, March). Student government

development and use of comprehensive university planning documents.

College Student Journal, 37, 63–68.

Freidson, E. & Shuchman, H. L. (1955). Student government in American

colleges. In E. Freidson (Ed.), Student government, student leaders,

and the American college (pp. 3–28). Philadelphia: United States

National Student Association.

Hall, S. L., Forrester, S., Borsz, M. (2008, March/April). A

constructivist case study examining the leadership development of

undergraduate students in campus recreation sports. Journal of College

Student Development, 49, 125–140.

Indirect Leadership: Transformational Leadership at a Distance, in

Bernard Bass and Bruce Avolio (ed.) Improving Organizational

 38

Effectiveness Through Transformational Leadership, Sage Publications,

Thousand Oaks, CA, 1994, p. 28.

Komives et al., Leadership Identity development .A Grounded theory and

a leadership Identity Development. International leadership

Association .Washington DC, 2004.

Miller, T. K., The CAS book of professional standards for higher

education .Washington, DC: council for the Advancement of standards in

Higher Education, 1997.

Ryan, K., & Bohlin, K. E. (2000). Building a community of virture. In

M. Fullan (Eds.), Education leadership (pp. 269-286). San Francisco:

Jossey-Bass.

Web Sources

http://pschology.about.com/od/leadership/transformational.htm

http://www.ched.gov.ph/policies/CMO2001

http://www.lib.umi.com/dissertations

http://www.dwwc.edu.ph/mission_vision_goals.htm
 39

Factors Affecting the Leadership Performance of the Department and

Organization Officers of Liberal Arts and Criminology Department Of
Divine Word College of Calapan

This questionnaire is designed by the researcher based on the research title specified above, as a partial fulfillment of the
requirements for the degree Bachelor of Arts and Political Science. This research aims to provide insight on the primary factors
that affect office performance and provide possible initial solutions. The results of this survey will be purely utilized for academic
purposes only. Names and other information to be provided by the respondents will be kept with confidentiality.

Name:
Course:
Organization:
Position:

Direction: Check the box under the number that corresponds to your answer for each of the question.
Provided below are the descriptors for each rating.

5-always 4-very often 3-sometimes 2-rarely 1-never

Academic Constraints
Question 5 4 3 2 1
1.I find it hard to do my office works due to assignments and
projects.
2. My duties as officer often coincide with my activities as a
student.
3. My time for office duties is reduced due to longer hours
needed for academic activities.
4. I cannot attend to the activities and projects of our
organization because of my time consumed by my subjects.
5. Teachers do not excuse student leaders when organization
activities overlap with the subjects.

Organizational Context
Question 5 4 3 2 1
1.The adviser of the organization is efficient enough to motivate
and systematize the affairs of the officers.
2.There is no problem when it comes to division of labor among
officers.
3. There are no misunderstandings and conflicts among the
officers and the students we lead.
4. The officers have established unity and cooperation in
conducting different activities.
5. Resources to respond and accomplish activities are always
enough.
 40

Individualized Considerations
Question 5 4 3 2 1
1.My family allows me to attend to our activities even during
extended hours.
2.My dedication to my duties as a leader is always 100%.
3. There are persons, other than family, who hinder me from
devoting my time to the organization such as
boyfriend/girlfriend or peers.
4. The working environment/ office is conducive enough to
accommodate officers therefore I feel comfortable.
5. I find enjoyment in the experiences I gain as an officer making
me functional and competent.

Performance
Question 5 4 3 2 1
1.I am able to spend time at our office for duty on a daily basis.
2.I am able to attend to the activities and projects initiated by
our organization.
3. I am able to maintain steady communication and good
relationship with my co officers.
4. I manage my time well in order to balance other activities and
organization work without sacrificing anything.
5. There are no problems in relation to my compliance to the
duties and responsibilities mandated by my position.

Signature above printed name of respondent

Approved by:

Ms. Iamel Montoya

Adviser

Prepared by:

Zyreen Kate B. Cataquis

AB Political Science 4
 41

Correlation Report

Pearson Correlations Section (Pair-Wise Deletion)

aca_con org_con ind_con perf

aca_con 1.000000 -0.114827 0.120851 -0.195791

0.000000 0.480473 0.457592 0.225977

org_con -0.114827 1.000000 0.145056 0.235123

0.480473 0.000000 0.371826 0.144164

ind_con 0.120851 0.145056 1.000000 0.178725

0.457592 0.371826 0.000000 0.269843

perf -0.195791 0.235123 0.178725 1.000000

0.225977 0.144164 0.269843 0.000000

Cronbachs Alpha = 0.195423 Standardized Cronbachs Alpha = 0.207747

 42

ZYREEN KATE BONADOR CATAQUIS

#101 Orminter Subdivision, Tibag, Calapan City
Contact Number: 09308959126
Email Address: zyreenquickchow@yahoo.com

Educational Attainment: Tertiary: Divine Word College of Calapan (DWCC)

Bachelor of Arts in Political Science
2010-2014

Secondary: Honorable Mention

Jose J. Leido Jr. Memorial National High School
2006-2010

Elementary: Valedictorian
Adriatico Memorial School
2000-2006

Awards:

CHAMPION, DWCC Debate Competition

August 2013

BEST SPEAKER, DWCC Debate Competition

August 2013

CHAMPION, DWCC EXTEMPORANEOUS SPEAKING

August 2013

3RD PLACE, DWCC EXTEMPORANEOUS SPEAKING

August 2012

2ND PLACE, DWCC Debate Competition

August 2012

3RD PLACE, DWCC EXTEMPORANEOUS SPEAKING

August 2011

2ND PLACE, DWCC EXTEMPORANEOUS SPEAKING

August 2010

ROTARY YOUTH ACHIEVEMENT AWARD

2010
 43

NATIONAL MOST OUTSTANDING SECONDARY JOURNALIST

2010

NATIONAL MOST OUTSTANDING ELEMENTARY JOURNALIST

2006

Affiliation:

Senior Political Attache’

Association of Political Science of the Philippines
2013-2014

Vice President
Liberal Arts and Criminology Department
2013-2014

Auditor
Association of Junior Political Thinkers
2012-2013

Secretary
Association of Junior Political Thinkers
2011-2013

Seminars and Activities attended:

SPEAKER, DWCC Student Council PDAF Lecture

September 27, 2013

PARTICIPANT, Association of Political Science of the Philippines General

Assembly
Colegio de San Juan de Letran
June 2013

SPEAKER, Servant Leadership and Human Rights Situation in the Philippines and
Southeast Asian Nations
Roxas, Oriental Mindoro
December 7, 2012

PARTICIPANT, Human Rights Situation in the Philippines and Southeast Asian

Nations
Ateneo de Manila Law School
August 2012
 44

PARTICIPANT, Leadership Training Camp

San Sebastian, Lipa City
July 19-21, 2013

PARTICIPANT, Alleviating Poverty during Global Uncertainties: Socio-

Entrepreneurship, Land Reform, Poverty Reduction efforts in the Philippines and
Unemployment
September 1, 2012

Character References:

Atty. Hospicio I. Laygo Jr

Congressional Legal Officer
1st District, Oriental Mindoro

Don Stepherson V. Calda

External and Alumni Affairs Officer
Divine Word College of Calapan

Don Zian P. Encarnacion

Adviser, Liberal Arts and Criminology Department
Divine Word College of Calapan

Personal Data
Date of Birth : October 19, 19993
Age : 20
Place of Birth : Brgy. Tawiran, Calapan city
Gender : Female
Citizenship : Filipino
Religion : Roman Catholic
Height : 5’4”
Civil Status : Single
Father : Edilberto Rosales Cataquis
Mother : Flordeliza Bonador Caibal

I hereby certify that the above information are true and correct to the best of my knowledge
and belief.

ZYREEN KATE B. CATAQUIS