FADING AMBITIONS: A QUALITATIVE INVESTIGATION DELVING INTO THE REDUCED INTEREST OF STUDENT LEADERS IN PURSUING IGNACIAN MARIAN COUNCIL POSITIONS

Abstract

This study explores the declining interest of students in running for positions in the Ignacian Marian Council (IMC), focusing on factors such as academic pressure, time management, peer influence, fear of failure, and shifting perspectives on leadership. The findings can help schools make leadership programs more appealing and supportive. Additionally, teachers and policymakers can use these insights to mentor students more effectively and develop more inclusive and engaging leadership structures. A qualitative approach using phenomenology was employed to explore the lived experiences of IMC members who chose not to pursue leadership positions.  Instrument: Interviews were conducted to gather insights into the students’ struggles and perspectives within the IMC.  Population: The study focused on Junior and Senior High School IMC members who did not hold any leadership positions.  Sampling Method: Convenience sampling was used due to the accessibility of participants through one of the researchers, who was a member of the IMC. The study identified several factors contributing to the declining interest in student leadership. Personal challenges such as academic pressure and stress made it difficult for students to balance schoolwork with leadership responsibilities. Interpersonal factors, including peer pressure and fear of judgment, also discouraged students from pursuing leadership roles. Structural issues, such as a lack of mentorship and a disconnect between theoretical and practical leadership training, left many students feeling unprepared. Despite these challenges, IMC members reported gaining valuable skills in communication, teamwork, and problem-solving. However, the stress and time demands of leadership sometimes strained personal relationships and negatively impacted their mental health. Students perceive the high standards and expectations placed on IMC members as overwhelming, making leadership roles seem intimidating. Academic Focus: Balancing academics and leadership responsibilities poses a significant challenge. Many students experience academic struggles due to the added burden of leadership, which can negatively affect both performance and well-being. Self-Doubt and Fear of Judgment: A lack of confidence, coupled with fear of public scrutiny, discourages students from pursuing leadership positions. Peer pressure and fear of criticism contribute to anxiety and self-doubt. Time Management: Effectively managing both academic and leadership commitments is another common difficulty. The stress of juggling these responsibilities often results in poor academic performance and burnout.