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THE LEADERSHIP STYLES OF STUDENT COUNCIL OFFICERS IN DE LA SALLE HEALTH SCIENCES INSTITUE

An Undergraduate Thesis Presented toThe Faculty of the College of Nursing De La Salle Health Sciences InstituteCity of Dasmarias, Cavite

In Partial Fulfillmentof the requirements for the DegreeBachelor of Science in Nursing

Erica Joy M. Asuncion Eunice Angela T. Fulgueras

Hanna Marianne R. Gonzales

October 2015ABSTRACT

Name of Institution:De La Salle Health Sciences InstituteAddress:Dasmarias City, CaviteTitle:The Leadership Styles of the Student Council Officers in De La Salle Health Sciences InstituteAuthors:Asuncion, Erica Joy M.Fulgueras, Eunice Angela T.Gonzales, Hanna Marianne R. Degree:Bachelor of Science in Nursing Date of Completion:October 2015STATEMENT 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.METHODOLODYThis 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 organizational involvement. 4. There is significant difference in the leadership styles of the student council officers in terms of their year level.

APPROVAL SHEETThis 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, MANAdviser

THESIS REVEW PANEL

Approved by the Committee on Oral Examination with a grade of ___________.

ALELY S. REYES, RN, MAN, PhD ROMMEL L. SALAZAR, RN, MAN, DrPHMember Member

NAOMI M. DE ARO, RN, MAN, EdDChairman

Accepted and approved in partial fulfillment of the requirements for the degree of Bachelor of Science in Nursing.

EDERLYN T. LUMABI, RN, MANDeanACKNOWLEDGEMENTThe 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 CONTENTSPageTITLE PAGE1ABSTRACT2APPPROVAL SHEET6 ACKNOWLEDGEMENT7TABLE OF CONTENTS9 LIST OF TABLES12LIST OF FIGURES13CHAPTER 1 THE PROBLEM AND ITS BACKGROUND14Introduction14 Theoretical Framework17 Statement of the Problems20 Hypotheses of the Study20 Scope and Delimitation of the Study21 Significance of the Study22 Definition of Terms24 2 REVIEW OF RELATED LITERATURE27Leadership27 Leadership Styles33 Synthesis42 3 RESEARCH METHODOLOGY 45Research Design 45 Population and Sampling 46 Respondents of the Study 46 Research Instruments 47Validation of the Research Instrument 47Data Gathering Procedures 48Statistical Treatment of Data484PRESENTATION, ANALYSIS AND 51INTERPRETATION OF DATA5SUMMARY, CONCLUSION AND 68RECOMMENDATIONSSummary68Conclusion70Recommendation70REFERENCES 73 APPENDICES78ALetter of Request to conduct studyB Certification form the College Ethics CommitteeCCertification from the ValidatorsDCertification from Statistician/Statistical AdviserECertification from the thesis editorFStatistical Treatment DataGCurriculum Vitae

LIST OF TABLESTable Page1 The Leadership Style of Student Council Officers in De 58La Salle Health Sciences Institute2 Level of Significance of the Leadership Style of Student 61Council Officers in De La Salle Health Sciences Institute when grouped according to Age3Level of Significance of the Leadership Style of Student 62Council Officers in De La Salle Health Sciences Institute when grouped according to Gender4Level of Significance of the Leadership Style of Student 63Council Officers in De La Salle Health Sciences Institute when grouped according to Family Ordinal Position5Level of Significance of the Leadership Style of Student 64Council Officers in De La Salle Health Sciences Institute when grouped according to Year Level6Level of Significance of the Leadership Style of Student 65Council Officers in De La Salle Health Sciences Institute when grouped according to College Affiliation7 Level of Significance of the Leadership Style of Student 66Council Officers in De La Salle Health Sciences Institute when grouped according to Organizational InvolvementLIST OF FIGURESFigure Page1The Leadership Styles of Student Council Officers of 19De La Salle Health Sciences Institute 2The Profile of the Respondents according to Age513The Profile of the Respondents according to Gender524The Profile of the Respondents according to 53Family Ordinal Position5The Profile of the Respondents according to Year Level 546The Profile of the Respondents according to 55College Affiliation7The Profile of the Respondents according to Organizational 56Involvement

Chapter 1THE 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: 43-45According 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 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 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 FrameworkThis 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 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 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 Health Sciences Institute.

Leadership Styles of the Student Council Officers in De La Salle Health Sciences Institute

AgeGenderFamily ordinal positionYear LevelCollege AffiliationOrganizational Involvement

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 ProblemThis study will be conducted to find out the leadership styles of student council officers in De La Salle Health Sciences Institute academic year 2015-2016. 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?HypothesisIt 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 organizational involvement.Scope and Delimitation of the StudyThe 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 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 meta-analysis (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 StudyThe 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 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 fine-tuning 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 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 TermsThe following terms and concepts which hold important parts in conducting this study are defined operationally.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 theoryCollege 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. 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.

Chapter 2REVIEW OF RELATED LITERATUTREThis 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 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 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). 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 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. 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 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 StylesLeadership 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. 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 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 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 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 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 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, a 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 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).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 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.SynthesisThis 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 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 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.

Chapter 3RESEARCH METHODOLOGYThis 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 DesignThis 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 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 SamplingThe 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 non-probability 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 StudyThe 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 affiliation and organizational involvement. There will be a total number of 90 to 100 respondents for this study.Research InstrumentThe 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 InstrumentThe 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 ProcedureThe 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 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.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 when they are grouped according to their profile: a) Family ordinal position, b) year level, c) college affiliation and d) organizational involvement.

Chapter 4PRESENTATION, ANALYSIS AND INTERPRETATION OF DATAThis 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 involvement?Figure 2. The Profile of the Respondents according to Age.45.6%Legend: 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.38.8%Legend: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 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.Legend:41.7%31.1%27.2%

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.48.5%29.1%4.9%Legend:17.5%

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.12.6%13.6%13.6%19.4%20.4%7.8%12.6%

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 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: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. 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 Health Sciences Institute?

Table 1The Leadership Style of Student Council Officers in De La Salle Health Sciences Institute

SituationMeanSDInterpretation

1. 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.)

2.300.998Democratic

2. 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.)

3.081.384Laissez Faire

3. 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.)3.071.555Laissez - Faire

4. 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.)3.701.608Transactional

5. 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.)2.991.600Laissez - Faire

6. 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.)2.711.210Laissez - Faire

7. 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 and give assurance.)3.831.156Transactional

Overall Average3.090.655Laissez-Faire

Interpretation:1.00 1.80Autocratic1.81 2.60Democratic2.61 3.40Laissez Faire3.41 4.20 Transactional4.21 5.00TransformationalTable 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.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 Laissez-Faire 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.

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 2Leadership Style of Student Council Officers in De La Salle Health Sciences Institute when grouped according to AgeAge

NMeanSDT-valueP-valueInterpretation

12 18 years old473.150.6260.730.464NS

19 35 years old

563.050.681

Legend: NS Not Significant with 0.05 Level of significance using 101 degree of freedomTable 2 shows the leadership styles of student council officers in De La 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 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 3Leadership Style of Student Council Officers in De La Salle Health Sciences Institute when grouped according to GenderGender

NMeanSDT-valueP-valueInterpretation

Male403.020.680-0.890.376NS

Female

63

3.14

0.640

Legend: NS Not Significant with 0.05 Level of significance using 101 degree of freedomTable 3 shows the leadership styles of student council officers in De La Salle Health Sciences Institute when grouped according to gender. A computed t-value 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 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 4Leadership Style of Student Council Officers in De La Salle Health Sciences Institute when grouped according to Family Ordinal PositionFamily Ordinal Position

NMeanSDF- ratioP-valueInterpretation

Eldest433.160.5500.510.600NS

Middle423.000.761

Youngest

28

3.11

0.684

Legend: NS Not Significant with 0.05 level of significance using 2 and 100 degree of freedom Table 4 shows the leadership styles of student council officers in De La 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.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 5Leadership Style of Student Council Officers in De La Salle Health Sciences Institute when grouped according to Year LevelYear Level

NMeanSDF-ratioP-valueInterpretation

First Year52.400.6012.750.047S

Second Year503.220.654

Third Year303.060.707

Fourth Year

183.01

0.450

Legend: S Significant with 0.05 level of significance using 3 and 99 degree of freedom Table 5 shows the leadership styles of student council officers in De La 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. 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 6Leadership Style of Student Council Officers in De La Salle Health Sciences Institute when grouped according to College AffiliationCollege Affiliation

NMeanSDF-ratioP-valueInterpretation

CM83.140.534

CN143.140.531

CMRT203.030.786

CRS212.980.4630.370.899NS

CHS133.241.063

CMLS143.030.689

CP

133.230.333

Legend: NS Not Significant with 0.05 level of significance using 6 and 96 degree of freedom Table 6 shows the leadership styles of student council officers in De La 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 7Leadership Style of Student Council Officers in De La Salle Health Sciences Institute according to Organizational InvolvementOrganizational Involvement

NMeanSDF-ratioP-ValueInterpretation

Academic753.070.7240.590.443NS

Non Academic

283.18

0.416

Legend: NS Not Significant with 0.05 level of significance using 1 and 101 degree of freedom Table 7 shows the leadership styles of student council officers in De La 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 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.

Chapter 5SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONSThis chapter presents the summary, the conclusions, and the recommendations of the study.Summary of findingsThe research aimed to determine the leadership styles of the student council officers in De la Salle Health Sciences Institute academic year 2015-2016. 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 Health Sciences Institute? 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 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 Health Sciences Institute.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 findingsFrom 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.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 F-test of 0.593. But there is a significance difference in the leadership style of the respondents when grouped according to year level. ConclusionsFrom 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. RecommendationsBased 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. 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 co