Developing Leadership among Pupil-Leaders in the Division of Calamba City Towards Personal Development

Abstract

INTRODUCTION

The researchers conceptualized a study that determines the schools' outcomes of developing leadership towards personal development among pupil-leaders in the Division of Calamba City. These were determined through phenomenological inquiry on the meaningful experiences of pupils as leaders and the qualities of leadership as young leaders. The study involved the officers of the Supreme Pupil Government (SPG) from all public elementary schools in the Division of Calamba City. The findings of the phenomenological inquiries revealed that meaningful experiences of pupils as leaders were manifested through their practices of authority, earning personal identity and having the opportunity to lead and to serve.

METHODS

Developing leadership among pupil-leaders towards personal development was determined through phenomenological inquiry on the meaningful experiences and the qualities of leadership as young pupil leaders.

Simple random sampling was used in the selection of the respondents of the study. Two (2) officers of the Supreme Pupil Government (SPG) from each School District were randomly selected.

RESULTS

Meaningful experiences of pupils as leaders were manifested through their practices of authority, earning personal identity and having the opportunity to lead and to serve. The highlight of their responses is that being a leader changed their lives and become more responsible especially in being role models to their classmates and friends. The pupil-leader qualities as young leaders reflect on their behavior to lead and to serve, time management, and social identity or to be sensitive to individual, social, and cultural differences. The findings of the study indicate that the experiences of young leaders in the school educate and informed them of greater opportunity to be involved and take part in school governance. Jokinen, (2016) added that young people are one of the most promising sectors of the society.

DISCUSSIONS

The findings imply that leadership experiences are also learning opportunities. Experiences taught pupil-leaders to handle authority, gain personal identity and grab opportunities. The findings are aligned with Guimba, et al. (2011) study which reveals also that the students clearly have made sense of their leadership experiences as learning opportunities. They are aware of the skills that they have gained and believed that they had personally benefited from their leadership experiences.