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CHAPTER 1

THE PROBLEM AND LITERATURE REVIEW

Background of the Study

Defining leadership is a challenge that has been around for many years.

As far back as 1990, Rost described the state of leadership as “a word that has

come to mean all things to all people,” (as stated in Klau, 2006, p. 59). In his book

Leadership for the Twenty-First Century, Rost also critiqued the attempt at defining

leadership and highlighted the idea that leadership has come to mean very

different things, sometimes very little to do with what actually constitutes

leadership. Scholars have long struggled in distinguishing a clear and coherent

definition to encompass the complete essence of leadership. One area of

confusion is the commonly held belief that one must wield authority in order to

possess leadership (Klau, 2006). With the term “leadership” itself being a difficult

one for experts to agree upon, it is expected that defining leadership for

adolescents would also not be an easy task.

Leadership is the behavior of an individual when he is directing the

activities of a group toward a shared goal (Hemphill & Coons, 1957). Leadership

is not only about achieving one’s personal goals and ambitions; it is also about

helping followers and subordinates develop their potentials for greatness. As the

leader rises and moves toward his vision, he also brings with him the followers

who believe in him. Put in another way, leadership means empowering followers
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so they could become agents for the accomplishment of goals (Wills, 2001).

Leaders equip followers by providing appropriate tools, equipment, and other

resources so that the followers can be successful in their completion of assigned

tasks. This is theoretically defined through Bandura’s (2000) concept of self-

efficacy that when moderated by the availability of resources and support of the

organization becomes “means efficacy” which is part of general self-efficacy.

Preparation of youth who are ready to lead in learning, citizenship, and

future careers requires development of various qualities, skills, and leadership.

Leadership development during adolescence predetermines youth readiness to

pursue leadership opportunities and engage in personal, professional, and

community-oriented activities (Eisenhower, 2000).

Children face a difficult task in developing their leadership abilities. The

term “helicopter parent” is becoming more and more common as youth are

being shielded instead of pushed to try new things, especially when there is a

danger of failure even when it comes to playing, parents are often involved,

mitigating situations and circumstances through whatever their children might

encounter. As Barbara Carlson, President and Co-founder of Putting Families

First, stated in an article in Psychology Today (2004).

In the Municipality of Trento, a lot of youth are engaging in different

Young Leader Organization. It has been observed that this youth need

supervision and guidance by those who experience being a leader.

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The researchers have seen a lot of related studies but have not come across

any that is conducted in the locality of Trento. Also, most of the related studies

are in quantitative format which in turn gave an idea for the researchers of this

study to conduct a related paper but in qualitative format to have a deep

understanding on the journey of the Sangguniang Kabataan (SK) Chairpersons of

the Municipality of Trento in terms of their experience in servicing the youth.

This study is conducted by the researchers since a lot of youth in the

Municipality of Trento, Agusan del Sur are joining Young Leadership

Organization that requires time to encounter many kinds of experiences. The

researchers wanted to have a look, determine the life experiences of the SK

chairpersons of the Municipality, and understand their life as an SK Chairperson,

who, despite their hectic schedule due to their different responsibility as an

individual, is is still able to lend their services to the community.

Review of Related Literature

This part of the study presents the various studies from books, thesis,

dissertation and internet of different authors which have a connection to this

study.

Styles of leadership may vary based upon age. These changes concern

specific gains and losses in individuals’ affectivity (Watson & Naragon, 2012).

Walter and Scheibe (2013) argued that such changes can influence leaders’
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behaviors and outcomes and, thus, may serve as mediating mechanisms between

age and leadership behavior. Existing studies have tried to tackle this question.

Many of whom have documented a positive link between transformational

leadership style and leader effectiveness (e.g., Judge & Piccolo, 2004). On the

other hand, we know far less about the transactional style in relation to leader

effectiveness. Transactional leadership is based on the concepts of exchange or

rewarding (e.g., contingent reward style) and on the concept of task-monitoring.

Task-monitoring has not featured prominently in transactional leadership

literature (Wilderom & Hoogeboom, 2013).

According to Bass and Avolio (1994) management by exception active, a

transactional component, is neither effective nor ineffective. Therefore it seems

unlikely that leaders who use management by exception active are able to

influence their employees’ work engagement and are thus less effective.

Moreover, Van der Weide and Wilderom (2004) suggest that followers dislike

negative task-directed controlling behavior. Such leader behavior demotivates

followers. This argument is also shared in other work (e.g., Howell & Avolio,

1993; Nederveen-Pieterse, Van Knippenberg, Schippers, & Stam, 2010). Zacher,

Rosing and Frese (2011) conclude that “leadership researchers have hardly

considered age as a substantial concept”. Current studies about leaders’ age and

leadership behaviors have shown mixed results (DeRue, Nahrgang, Wellman &

Humphrey, 2011). Moreover, in contemporary research leaders’ age has featured

as control variable (Walter & Scheibe, 2013).

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Existing studies have found significant age effects on leaders’ affective

state and overall effectiveness. Surprisingly, there are complex and contradictory

pattern of findings (Walter & Scheibe, 2013). Doherty (1997), for example,

reported that younger leaders were perceived as more effective than older

leaders. In contrast, Shore, Cleveland and Goldberg (2003) found that leader age

and follower satisfaction were positively related among older followers but

negatively related among younger followers. Overall, studies regarding the

relation between positive and negative affect and age predict that as people get

older, they are increasingly motivated to experience positive feelings and avoid

negative feelings (Scheibe & Zacher, 2013).

White (2004) conducted a literature review aiming to define this term and

showed that “there is an understanding of adolescent leadership as training

activity or process driven” (p. 66). The answer may be to turn to the youth

themselves in assistance for defining this term. By doing this, an increase in

youth engagement in leadership may be seen among today’s adolescents

(Mortensen, Lichty, Foster-Fishman, Harfst, Hockin, Warsinske & Abdullah,

2014).

A recent article in Forbes Magazine (Caprino, 2014) also discussed the

troubles that youth face in leadership development. Many parents today do not

let their children experience enough risk. The safety obsession has grown to a

point where it is now crowding out many other important focal aspects of

childhood. While parents spend their time protecting their children and bending
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over backward to make the lives of their children easier, they may actually be

harming their child’s ability to develop into a strong leader. “If parents remove

risk from children’s lives, we will likely experience high arrogance and low self-

esteem in our growing leaders” (Caprino, 2014, We don’t let our children

experience risk section, para 1).

Today's youth still face many attitudinal challenges to self-empowerment.

Both the problem and the solution begin at home with their parents. Leadership

training must start from an early childhood, as these young adults learn to take

gradual responsibility for their own decisions. Only through self-determination,

can these youth eventually achieve leadership in their respective communities. In

addition to parental guidance, society has responsibility to create opportunities

for these youths to exercise good leadership. According to Frank Damazio,

a good leader know they must prepare themselves, better themselves, make

changes, and keep growing. The leader’s desire for change will determine the

level of leadership achieved. Frank Damazio tells us that a good young leader

must keep on struggling and experiencing things for their sympathy to others.

According to Hunt, Oosting, Stevens, Loudon, and Migliore (1997) one of

the greatest needs of higher learning institutions is leadership. Hunt et al.’s

interest was not only with leadership, but specifically with leaders who are

proactive at all levels within the institution and those who are willing to

understand and accept the mission of the institution. Such leaders will not only
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understand the mission of the institution but are also willing to identify with its

vision and to help accomplish its objectives.

The concept that experiences play a large role in youth development is

key to realizing that not every aspect of leadership can be taught to youth (Kress,

2006). These experiences can have both positive and negative effects. Research

has indicated that children who experience rejection by their peers develop

problems not only in school, but in areas that also extend to their everyday life,

such as substance abuse, trouble with the law and psychological suffering

(Petrides, Sangareau, Furnham, & Frederickson, 2006).

A person who leads a group of people towards a common goal, is known

as a leader (Andrew, 2009). The leader influences his group members to

accomplish the specified objectives and the way in which the leader handles his

followers is known as leadership style (Sheikh, 2001). According to Adeyemi and

Brlarinwa (2013) leadership is “the art or process of influencing people so that

they will strive willingly towards the achievement of objects”. Yukl (2004) point

is that, leadership is an act of influencing subordinates to accomplish

organizational goals through authority. Different theories of leadership classify

leadership in different ways. Based on the use of authority, leadership is

classified into three types as autocratic, democratic and laissez faire leadership

styles (Adeyemi, 2004). Maximum authority is exhibited in the autocratic

leadership style and this leader always wants to command, order his followers to

comply. This leader orders but will not hear to his followers (Bass, 1990). On the
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other hand, in democratic leadership style the leader gives equal priority to each

individual under him and feels himself/herself as an important member of the

organization (Adeyemi, 2007).

In laissez-faire leadership style the leader leaves the subordinate free to

make decision and exercise powers. The leader has least role and participation in

the decisions made by his group members in the organization (Ogunsanwo,

2000). These three styles - autocratic, democratic, and laissez-faire (free-rein) -

has their own merits and limitations too and none of these could be universally

applied. Depending on the situation and the followers – the leader has to choose

his leadership style in order to be effective (Bass, 1990).

Leaders and styles of leadership may vary based upon age and age

groups of the leader and the follows as well. It has been stated, “With an older

leader, the team may be more open to a leader‟s transformational behaviors,

because the team members may be more accepting of the leader‟s special status”

(Kearney, 2008). Van Vugt (2006) claims that, “age relates to leadership in a

complicated way, according to the psychological literature. Some research finds a

positive correlation between age and leadership, whereas others find a zero or

negative correlation”. In the present time, evidence for this link between age and

leadership can still be found in professions that require a considerable amount of

specialized knowledge and experience, such as in science, politics, and arts (Van

Vugt, 2006). Cagle (1988) has regarded age as one of the factors that determine

the leadership style. Apart from the professional and academic knowledge, it is
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commonly believed that age and experience might play important roles in

leadership behaviors.

In many cultures, the myth is that as people get older they become wiser

due to more exposure and experience. For example in African culture, experience

is considered as a function of age and therefore older peoples are given priority

for leadership positions in different organizations (Ahiazu, 1989). It is possible

that males and females might lead from different perspectives. Winter, Neal and

Waner (2001) claim that “Current psychological research on leadership and team

interaction suggests that men and women exhibit different leadership styles and

interpersonal communication styles in a variety of small-group situations from

student problem- solving situations to industry and community situations”.

According to Lantz “women executives are much more likely than males

to be a department head or to fill some other staff position, whereas men are

much more likely to be a chief executive officer (CEO), chief operating officer

(COO), president, or vice president” (Lantz, 2008). Babcock (2008) states that

“Rather than intentional acts of bias, second-generation gender biases reflect the

continuing dominance of traditionally masculine values in the workplace”.

According to common perception, women are more emotional and less

competitive than men. For example, some authors have written that “Women are

significantly more risk averse, tend to be less overconfident and behave less

competitively oriented” (Beckman and Menkhoff, 2008).

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Research Problem

This study aims to determine the lived experiences of the SK chair persons

in the Municipality of Trento, Agusan del Sur. This study aims to answer the

following questions:

1) What are the lived experiences of SK Chairperson in the municipality of

Trento?

2) How did they manage their duties and tasks as SK Chairperson?

3) What are the insights and aspirations of a young leader in this

municipality?

Theoretical Lens

The theory that we utilized to support this study is Kouzes & Posner’s

theory of The Leadership Challenge.

According to Kouzes & Posner 1995, Leadership is the art of mobilizing

others to want to struggle for shared aspirations. Young leaders who share their

experiences can aspire youth and motivate them to engage leadership and

become one and for the inspiration of others.

This theory is relevant to the study for it speaks about the challenges of a

true leader who passionately love the citizens and boldly representing the true

citizenship.
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Scope and Limitation

This study will only cater the SK Chairpersons of the Municipality of

Trento, Agusan del Sur in the year 2018-2019. This study will focus only on the

experiences of the young leaders and their way of encountering their experience

and their strategies of being young leaders in their community.

This study is limited only to the answers of the participants. The

researchers of the study assure that all answers presented in this study are really

the answers of the participants. Also, any personal information of the

participants will not be presented in this study and is to be kept safe and remain

confidential.

Definition of Terms

There are terms that are used throughout the study that need to be

defined conceptually and operationally for clarity of understanding. These terms

are:

Bourgeon Leaders. Bourgeon Leaders means to send forth new growth or

to begin to grow, as a bud. (https://www.dictionary.com/browse/bourgeon). In

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this study, bourgeon leaders refers to the SK Chairpersons in the Municipality of

Trento.

Sangguniang Kabataan. Sangguniang kabataan is a council meant to represent

the youth in each barangay in the Philippines.

(https://en.wikipedia.org/wiki/Sangguniang_Kabataan). In this study,

Sangguniang Kabataan refers to the youth leaders of the Municipality of Trento,

Agusan del Sur.

Penstock. Penstock means a pipe conducting water from a head gate to

a waterwheel. (https://www.dictionary.com/browse/penstock). In this study,

penstock means those SK Chairpersons of Trento Municipality who lead the way

to the development of the community.

CHAPTER 2

PROCEDURES

This section discusses how the study is to be conducted. It profiles the

research procedure and tactics which will be used by the researchers to collect

and examine the data. This section consists of the qualitative research design and

methodology, research site, selection of criteria and participants, data collection,

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data analysis, role of researchers, methods of validation and potential ethical

issues.

Qualitative Design and Methodology

Conger (1998) suggested that leadership is a topic that can best be

explored using qualitative research, due to the nebulous nature of leadership. In

addition, Conger purports that qualitative studies are methodologically the best

choice for areas of research in the nascent stages of development. Because this

study explored a new construct in leadership theory, authentic leadership,

qualitative study was the appropriate methodology for this research study,

which specifically used Interpretive Phenomenological Analysis (IPA).

Interpretive phenomenological analysis garners a fuller understanding of

the participant’s experience and explores their reactions and responses to these

experiences and helps develop a fuller understanding of the phenomenon.

According to Willig (2001), IPA ―aims to produce knowledge of what and how

people think about the phenomenon under investigation‖ (p. 66).

This type of phenomenological research seeks to understand the

experience from the participant‘s perspective, but acknowledges that the

researcher‘s experience and biases cannot be completely separated from the

analysis process, and therefore, is an interpretation of the participant’s responses

(Willig, 2001).
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Research Site

The study was conducted in the different barangay of the Municipality of

Trento, Agusan del Sur. The main research site for this study was held at

Barangay Hall in the Mnicipality of Trento, Agusan del Sur.

Selection Criteria and Participants

The participants were purposefully selected in order to ensure that

appropriate individuals, with relevant experiences, participated in the study

(Bogdan & Biklen, 2003; Bonner, 2001; Fetterman, 1998; Patton, 2002). With that,

the method of choosing must be connected to the research questions. The

researchers will be having 15 Sanguniang Kabataan Chairpersons to partake in

this study from the different barangay in the municipality of Trento. According

to Creswell (2007), 15 participants are enough for a qualitative research.

The participants were selected based upon the following criteria: 1. The

youth must be a SK chairperson; 2. Must be serving in one of the barangays in

the municipality of Trento; 3. Must have at least six months of experience in

serving the youth.

To keep and ensure the confidentiality and privacy of the participants the

researchers will be using sobriquet or not using the participant’s real name.
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Data Collection

In collecting the data, seeking permission, finding the participants,

availability of materials and tools and selection of place where to conduct the

study is needed.

The participants were chosen through the use of purposive sampling

method, among the SK chairpersons of the different barangay in the municipality

of Trento. The researchers ensure that those who will be chosen really have an

experience on the phenomenon being studied (Creswell, 2007).

The participants were informed about the study. They were requested to

sign the consent form in order to have an agreement that the research

participants will participate with their full cooperation and without any force.

The participants were also oriented regarding the central purpose of the study

and the participants’ confidentiality.

The necessary materials and instruments in data gathering were be laied

by the researchers. Guide questions, audio recorder for the interview and

notebook will also prepared.

The interview lasted approximately 20 to 30 minutes. Each participant

agreed both verbally and on the consent form to follow up interviews. However,

follow up interviews with participants for clarification or additional information

was found to be unnecessary. Follow-up questions were often used during the
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interviews to clarify statements and to ensure the researcher understood the

intended meaning.

Each interview was transcribed in its entirety by the researcher. ―By

transcribing at this level, interpretive categories emerge, ambiguities in language

are heard on the tape, and the oral record—the way the story is told—provides

clues about meaning (Riessman, 1993, p. 58).

Field notes were used to provide the researcher with additional

information regarding the feelings, impressions and other interesting

occurrences, including follow-up questions that arose during the interview

sessions. These included documenting nonverbal reactions of both participant

and researcher; descriptions of the participants and the locations in which the

interviews were conducted. The participant‘s task was to tell the story; the

researcher‘s task was to induce the perspective from which it was told (Josselson,

Lieblich, & McAdams, 2003, p. 30). These notes also allowed the researcher to

notice trends that were emerging between respondents as the interviews

progressed.

After the interview, data will be stored in the computer or any available

drive to be ready for transcription.

Data Analysis
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Analysis was conducted throughout the research process. All interviews

were audio and video recorded and transcribed by the researcher, who then

reviewed each transcription, in its entirety. Willig (2001) suggested reading the

transcriptions and making notes based upon initial reactions and observations

that may be pursued later. Although the interview questions were developed to

address the components of authentic leadership experience, the transcriptions

were reviewed so as to let the themes emerge, regardless of whether or not they

matched an authentic leadership experience component.

Thematic analysis will be used in analyzing the data of this study.

Thematic analysis is a widely used method of analysis in qualitative research. It

is a method for identifying, analyzing and reporting patterns within data (Braun

and Clarke, 2006). Conclusions were drawn using the more qualitative approach

of describing the themes that emerged, rather than conducting statistical

analysis. This is the best approach because the research sought to describe how

authenticity is practiced in youth leadership experience, which is more

appropriate than using statistics to analyze and describe the phenomenon.

Role of the Researchers

The researchers have a number of roles within a qualitative inquiry. First,

the role of the researchers is to acknowledge their own participation in the study

as well as researcher’s biases and opinions on the subject under study (Merriam,
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1998). We agree with Merriam (2002) that the researcher is an active participant

in the study. A researcher must understand that his or her personal

characteristics and status might affect interactions with the participants. We also

agree with Bogdan and Biklen (2007) that to the participants, the researcher is

likely to be seen not as just a researcher just as the participants will not see

themselves merely subjects within the study. And We concur with Rubin and

Rubin (2005) that the relationship between the researcher and the participants

becomes more like a partnership with each playing an integral role within the

study. The researcher is not detached or aloof from the study and participants,

but through the interview process, he or she becomes engaged and immersed in

the lives of the participants. Moreover, just as the personal characteristics of the

participants play an important role in the study, so do the personal

characteristics of the researcher. Acknowledging our own active role as

researcher and how personal characteristics and status may influence our

rapport with the participants and consequently the data collection and analysis

process, we are able to attempt to avoid “othering” the participants. Othering is

defined as collecting personal information from participants while sharing none

or little about the researcher (Merriam, 2002). To avoid othering the participants,

we shared with them why We are interested in the topic and some of my own

background.

The second role of the researcher is to develop a relationship with the

informants. We agree with a number of qualitative researchers that in order to

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garner the trust of the participants to elicit genuine reflections on their

experiences, we needed to establish a strong rapport (Arminio, Carter, Jones,

Kruger, Lucas, Washington, Young, Scott, 2000; Moustakas, 1994; Rubin & Rubin,

2005). Moreover, as Mather and Winston (1998) contended, “the interviewer is an

element of the research instrumentation, forming judgments throughout the

process, making decisions about when and how to employ probes and when to

encourage digressions from the interview guide” (p. 37).

The third role of the researcher is to become immersed in the research

literature on higher education, college student development, student leadership,

and student governance. The researcher must also delve deeply into the data

derived from the interview processes (Saddlemire, 1996). Throughout the

research process, we read literature that relates to the study.

The last role of the researchers is to ensure the credibility and truthfulness

in collecting the data needed. The identity of the participants will remain private

as per agreement. Identity of the participants will always be kept with utmost

confidentiality and must never be revealed to the public (Domyei, 2007).

Methods of Validation

In this research, we utilized Bikos, L. H., et. al (2014) criteria in assessing

the trustworthiness of a research. The following criteria are: credibility,

transferability, dependability and conformability.

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Credibility involves establishing that the results of the research are

believable from the perspective of the participants. To establish credibility in this

study, we followed what Lincoln et. al. (1985) suggested that during the data

collection process, informal conversations are held with the partcipants to see if

the initial findings aligned with their understanding of the issue of this context.

Associated with credibility, is the potential for participant’s providing socially

desirable responses. In order to account with this possibility, efforts are made to

ensure participants security in the interview purposes. Efforts are made in the

participants to ensure their privacy.

Transferability refers to the degree to which the results can be applied to

other contexts or settings (Lincoln, et.al., 1985). In this study, lesson learned from

this study may be useful in understanding the lived experiences of the

Sangguniang Kabataan chairpersons.

Dependability according to Lincoln et.al, (1985) in quantitative research is

reliability. Reliability is concerned with the reliability of a study, or whether the

same results would be observed if the study was repeated. However, the

assumptions of qualitative research state that the same thing cannot be measured

in the same way more than one time. Therefore, dependability emphasizes the

need for us a researcher account for the changing context in which the research

occurs.
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Conformability refers to the degree of neutrality or the extent to which the

findings of the study are shaped by the respondents and not researcher bias,

motivation or interest. Lincoln et. al (1985) suggested that one way of doing this

is through the creation of “audit trail”, so other personnel such as the research

panel and adviser could check to see that the interpretations and conclusions can

be traced in legitimate sources.

The participants were given the opportunity to review the transcripts. The

consent form explained this and the researcher asked each respondent if she

wanted to see the transcription.

Ensuring quality transcriptions, conducting member checks and clarifying

researcher bias all contributed to the trustworthiness of this research project.

Potential Ethical Issues

Ethical considerations are an essential element of appropriate research

design and these evolved over time with the research (Berg, 2009; Creswell,

2014). We will utilize the Craig, 2009 three principles of ethical research wit: the

informed consent of participants, the confidentiality of participants, the

autonomy of participants. These ethical issues were partly responsible for the

change in research focus. It also made the research data more honestly

representative as the participants had less reasons to idealize their experience of

the leader-follower relationship. Identity of the participants will always be kept

with utmost confidentiality and must never be revealed to the public (Domyei,
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2007). The promise of complete confidentiality encouraged the participants to

fully disclose strengths and shortcomings.

CHAPTER 3

RESULTS

This chapter presents the experiences of the SK chairpersons in the

municipality of Trento Agusan del Sur, their perceptions and insights as well as

their ideas and concepts which emerge from the information gathered.

Research Question No. 1: Lived experiences of SK Chairpersons in the

Municipality of Trento

There are five main themes that are collected from the experiences of the

SK chairpersons, these main themes emerged and are reflected on Table 1. These

are: Motivation, Struggles, Time Management, Leader’s Responsibility and A

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Challenging Service. These following themes helped the researchers to determine

which core ideas are important.

Table 1. Essential Themes and Core Ideas on the Lived experiences of SK

Chairpersons in the Municipality of Trento
Major Themes Core Ideas
 Serving the youth is somehow inspiring
knowing that you can affect other’s life and
become other’s inspiration too.
 As a leader it is not easy to serve but I am
motivated by my achievements, the fruit of
my hard works and hardships.
 Being a leader is tiring but in the end of the
Having Motivation for
day it is fulfilling knowing that you can
Serving the Youth
provide services, project and activities to my
constituents or to the youth.
 The youth themselves is my motivation in a
way that I want to fulfil their expectation
from me as their leader.
 My family became my strength in pursuing
this kind of leadership.
 I find difficulties in youth involvement and
cooperation in our barangay especially in
gathering them for meeting and barangay
activities.
 The activities that are being prepared by us
are becoming useless at the end of the point
Struggling in Dealing
because there is no presence of the youth.
with the Youth
 Drugs are also one of our problems for it
manipulates the youth and making them
more far from motivation to participate in
different barangay activities.
 Hearing the youth’s negative feedback is
difficult for me and I find it challenging.
Experiencing  It’s difficult to deal with two or more things
Difficulties in Time at the same time especially I am a student at
Management the same time I am one of the SK
chairpersons of our municipality.
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 For me honestly, time managing is hard then

in my side, my family understands my
service as a youth leader because it is for the
goodness of the youth.
 I put my other responsibility on the
organization down because of being an SK
chairperson.
 For me the only thing that is very affected is
my education and because of that stopped
going to school and serve the youth as a SK
chairperson
 It is very difficult for me but despite of the
difficulties I will always think positively
because I am a leader.
 It is a big responsibility to become a leader
because if there are some problems that will
occur in our barangay, I am the responsible
one to fix and find solution.
 Serving the youth is a responsibility for me
because I am being chosen as a leader and
being voted by them for their unity and
Taking governance.
Responsibilities as a  Being a student is a sort of responsibility too
Youth Leader and leadership is another thing.
 Dealing with youths is a big responsibility
especially in gathering them for barangay
activities and any other movements in our
place.
 Entering leadership is a big responsibility
especially its my first time in this kind of
position.
Perceiving Youth  I find most challenging is when I will deal
Leadership as with the illegal drugs in our barangay
Challenge because as I see there’s a lot of drug users in
our play and they are irresponsible.
 As a leader, I find most challenging is my
time. How would I deal with the service
especially being a student.
 Drafting the plans for the youth is the most
challenging thing to me because it is me who
will plan for them.
 Dealing with the demands of the youth in
our barangay is the most challenging thing to
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me.
 It is challenging to write everyone’s future
and it is a good thing to see the youth who
abide to its leader.

Having Motivation for Serving the Youth

Based on the responses of the lived experiences of SK chair persons, it was

revealed that there are forces that drive them to continue and to do the best of

them to their service to the youth. Motivation was considered as one of the core

main idea of the in-depth interview and the participants revealed the driving

forces that motivate them to do this kind of service.

SK No. 1 during the in-depth interview without hesitation confirmed that

one of his motivation in doing his service is he can affect others’ lives. He

narrated:

“So, of course its somehow inspiring knowing that you can

affect others life, pero it’s a sort of responsibility pud tungod
kay you have to go go with your mandate the same time.”
(IDI-P1)
(It’s inspiring knowing that you can affect other’s lives,
but it is a sort of responsibility because you have to go
with your mandate at the same time.)
The second motivation that drives the SK chairpersons to serve the youth

is their achievement. SK No. 9 explains how his achievements motivated him to

become a leader. He responded:

“Para sa akoa being a leader, lisud sya pero mawala akong

kakapoy kung naa koy ma achieve nga mabuhat nako sa, para
sa akong gi gi leaderan nga mga batan-un.” (IDI-P9)
 26

(For me as a leader, it is difficult but those difficulties of

mine will be gone if I have achieved something for me
and for my people.)
SK No. 6 also explained his motivation as a leader. He responded:

“So, kapuy siya lisud pero at the end of the day, fulfilling siya
knowing nga maka provide kag services, project, ug activities
sa atong mga constituents where is ang mga kabatan-unan.”
(IDI-P6)
(Its tiring and difficult but in the end of the day it is
fulfilling knowing that you can provide services, project
and activities to our constituents or to the youth.)
SK No. 7 also explained his motivation as a leader. He responded:

“Nahimo sad nako motivation ang mga kabatan-onan sa

among barangay kay gusto nako ma meet nako ang ilang gina
expect sa akoa.” (IDI-P7)
(The youth themselves is my motivation in a way that I
want to fulfil their expectation from me as their leader.)
SK No. 3 also explained his motivation as a leader. He responded:

“Nahimo sad nakong motevation akong parents kay dili raman

ni para sa akoa para man sad ninila.” (IDI-P3)
(My family became my strength in pursuing this kind of
leadership.)
Struggling in Dealing with the Youth

The second theme that emerged from the answers of the participants on

their experiences on serving the youth are the struggles in deaing ith youths.

Participants relate their experiences on how they struggle on handling the youth.

SK No. 5 shared his experiences.

 27

“Ang akoang naagian nga kalisod is the youth involvement ug

cooporation sa mga youth sa tanang SK chair person mao jud
na amoang number one nga problem.” (IDI-P5)
(I find difficulties in youth involvement and cooperation
in our barangay especially in gathering them for meeting
and barangay activities.)

SK No. 2 shared his experience on how he struggled in serving the youth.

“Sa among barangay, mag lisud jud ko ug patapok sa ilaha kay

mga gahi kaayug ulo nya mga badlongon nay mga bisyo ug
kanang dili gusto ug way pahalipay way snack maglisud jud
mi.” (IDI-P2)
(In our barangay, the youth are being irresponsible and
they seemed not having interest in our gatherings and
they don’t want to participate if we will not give snacks
and token.)
SK No. 9 also shared his struggles on doing his service.

“Ang problema gyud nga nasinati nako sa amoang barangay

ang kanang druga, tapos magpatawag kog meeting dugay kayo
mo mo duol kay mga gahi kayug ulo.” (IDI-P9)
(Drugs are also one of our problems for it manipulates
the youth and making them more far from motivation to
participate in different barangay activities.)

SK No. 4 also shared his struggles on doing his service.

“Sa amoang barangay daghan jud kaayog mga negative thoughts nga
imohang ma dungog pero as a leader, buhaton namo ang tanan para lang
mahatagan ug kasulbaran ang mga problema sa barangay.” (IDI-P4)
(In our barangay there are many negative thoughts and feedbacks
you can hear but as a leader, you have to do your very best to give
answers to those problems.)
Experiencing Difficulties in Time Management
 28

The third theme that emerged from the answers of the participants on

their experiences on serving the youth in their time management. Participants

relate their experiences on how they manage their time in servicing the youth.

SK No. 1 during the in-depth interview he shared his experience on how

he reacts with the things that he done in the same time.

“Daghan jud kayo labi na karon nga estudyante ta,

graduating student ta sa college, at the same time SK
Chairman ug SK federation President daghan kaayog naka
loads ang atoang gidawat karon nga panahon, pero for me dili
man siguro ni siya himuong rason para atong kalimtan atoang
mandate pero, hopefully atong paningkamutan nga atoang
mahatagan ug justice ang pagkaluklok ani nga pwesto...”
(IDI-P1)
(As a graduating student in college at the same time an
SK federation President I have a lot of things to do and I
am loaded with different things but for me these won’t
become the reasons to forget the mandates given to me
and hopefully I will do my best to give justice to this
position.)
SK No. 4 shared her experience in dealing with her priorities:

“Sa akoa honestly lang jud lisod jud kaayo imanage ang
imohang time then sa akoa pung side nakasabot sab akoang
family sa akoang pag serbisyo as a Youth Leader kay para
rapud sa kaayuhan sa mga kabatan-unan.” (IDI-P4)
(For me honestly, time managing is hard then in my side,
my family understands my service as a youth leader
because it is for the goodness of the youth.)
SK No. 2 also shared about his reaction.

“Naapektohan jud ang akoang lihukon sa balay kanang mga

lihukon kay sa balay ako nalang man jud isa akong mama wala
permente naapektohan jud, nya sa kanang SFAYA (Saint
Francis of Asisi Youth Apostolic) dili jud nako ma atendan
kay permente sa SK ra.” (IDI-P2)
 29

(I am really affected especially when there are many

things to do at my house also other organizations like
SFAYA (Saint Francis of Asisi Youth Apostolic) will be
left behind because of being a youth leader.)
SK No. 9 also explained his reaction about time management. He

responded:

“Para sa akoa isa lang man ang naapektuhan. Akong pag

skwela wala nako ka skwela, nagundag ko tungod lang
pagdagan nakog SK mao tung wala na mao ranay naka apekto
sa ako personal life.”(IDI-P9)
(For me the only thing that is very affected is my
education and because of that stopped going to school
and serve the youth as a SK chairperson.)

SK No. 1 also explained his reaction about time management

“Kanang being positive despite sa mga difficulties nga imong

naagian kay leader man ka.” (IDI-P1)
(It is very difficult for me but despite of the difficulties I
will always think positively because I am a leader.)

Taking Responsibility as a Youth Leader

Leader’s Responsibility is the fourth theme was considered as one of the

core main ideas of the in-depth interview and the participants revealed their

responsibilities as a youth and as a leader in their barangay.

SK No. 1 during the in-depth interview stated about his responsibility as a

young leader. He stated:

“As a leader, pressure siya kay ikaw ang gipili nga

magdumala sa mga youth then dako jud pud kag
 30

responsibilidad kay kung unsa may mga problema sa mga

youth sa barangay, ikaw ang jud ang ma kuan, ikaw gyud ang
ma tagaan sa tahas.” (IDI-P1)
(As a leader, it is really a pressure to lead the youth and a
responsibility because if there are problems that will
occur at our barangay it is really my obligation to fix and
solve the problem.)
SK No. 6 explained how he did his responsibilities in their barangay.

“Pressure pag muingon jud kag SK chairperson pressure jud

sya ug responsibility naa jud nay siya’y inline nga pressure
ug responsibility tungod kay giboto ka sa mga batan-on
tungod kay nag expect sila nga naa kay mabuhat knowing nga
gi buto ka nila.” (IDI-P6)
(Being a SK chairperson is not just pressure but also a
sort of responsibility knowing that the youth in your
barangay trusted you so much and believed that you can
manage them properly.)
SK No. 3 explained about her responsibilities.

“Asa imong unahon ang pagka SK ba or ang imong pagka

estudyante kay syempre naa kay responsibilidad saimong
pagka estudyante ug naa pud kay responsibilidad as a leader
nga SK Chairperson sa tanang kabatan-unan sa inyong
barangay…” (IDI-P6)
(It is confusing in choosing weather being an SK
chairperson or being a student but it is really clear that
you really have to take your responsibility as a SK
chairperson.)
SK No. 4 also explained about her responsibilities.

“Responsibilidad sa akoa kung unsaon nako pagpatapok sa

mga kabatan-unan sa among barangay.” (IDI-P4)
(Dealing with youths is a big responsibility especially in
gathering them for barangay activities and any other
movements in our place.)

SK No. 3 also explained about her responsibilities.

 31

“Responsibilities kay syempre first time nga mo dagan ko.”

(IDI-P4)
(Entering leadership is a big responsibility especially it is
my first time in this kind of position.)

Perceiving Youth Leadership as Challenge

The last theme that emerged from the answers of the participants on their

experiences on serving the youth is their challenges in their services. Participants

relate their experiences on how they are being challenge by their service.

SK No. 2 shared his experience on how he is being challenge by the

services that he is working.

“Para sa akoa ang grabe ka challenging sa akoa ang kanang

pag walag drugs sa among barangay kay sa amoa daghan
kaayug mga adik lisud kaayu sya walaon kay gahi kaayu og
mga badlongon kaayu nya mao ra.” (IDI-P2)
(For me the most challenging thing is to deal with drugs
in our barangay because in our place there are many
youths that is being drawn in illegal drugs and it is really
difficult to deal because they are too strong to handle.)
SK No. 3 also shared about his challenging service.

“Kanang i-pantay gyud nimo ang imong time ug kanang

unsay imong kanang buhaton para dili ma apektohan ang
imong pagka estudyante, imong grado or unsa man or kanang
imong pagka SK Chairperson.” (IDI-P3)
(For me as a leader the most challenging thing is to
manage my time. As we know it is not easy to deal two
things at the same time especially leadership and
education.)
In connection with the other responses SK No. 10 also share about his

challenging service.
 32

“So ang aspect jud or mas challenging sa akoa nga diri sa

pagka SK nako is kana bitawng gi draft nako nga mga plan
bitaw para sa kabatanonan sa barangay. Challenge jud kaayu
ni sa akoa kay jud mismo nag plano para jud sa ilaha. ” (IDI-
P10)
(The most challenging thing to me is that I draft all of the
plans for the youth because it is me who prepares some
plans for them.)
SK No. 2 shared:

“Nag lisud ko og challenge sad nako kung unsa ilang gusto

nya dapat nako mahatag.” (IDI-P2)
(Dealing with the demands of the youth in our barangay
is the most challenging thing to me.)

SK No. 1 shared about his challenging service.

“Challenge sad sa ato ang mga future pod na sa mga youth.”

(IDI-P1)
(It is challenging to write everyone’s future and it is a
good thing to see the youth who abide to its leader.)

Research Question No. 2: Coping Mechanisms of SK Chairprsons in the

Municipality of Trento

There are four main themes that are collected in the main question

number two from the experiences of the SK chairpersons, these main themes

emerged and reflected on the Table 2. These are: Positive Mindset, Struggles in

Balancing Priorities, Dealing Strategies with Challenging Behavior of the Youths,

Youth Leaders in their Systematized Task. These following themes helped the

researchers to determine which core ideas are important.

 33

Table 2. Essential Themes and Core Ideas on how they Manage their Duties
and Tasks as SK Chairpersons
Major Themes Core Ideas
 Every time I encountered problems, I always
put it in my mind to become open minded to all
the criticisms and problems that I may receive
in my leadership.
 Possessing the attitude of being positive despite
of the problems encountered in our Barangay
and be open to your co SK and to those people
or Barangay officials that are expert in that
specific field of your problems for you to seek
Having a Positive advices.
Mindset  One of the problems that we are facing in the
SK Council is the lack of financial budget.
Despite of limited budget, we always find ways
for us to give services to our youth.
 Facing my fears is one way for me to fulfill my
task and responsibilities and also to make
myself improve.
 Every time we are facing problems in the SK
Council, we conduct meetings for us to have
brain storming to come up for a solution.
 Having a hectic schedule, time management is
the key for us to balance all our tasks to be done
on time.
 Despite of many tasks to be done, I never forgot
spending time with my family in times that I
am vacant.
 Having a busy schedule, my family always
understands my situation as a young leader
Setting Priorities and
and also they are the one who shows support
Balancing their Time
first.
 Between duty and family, I prioritize first my
duty being a SK Chairperson before family
because when the time I ran in this position, I
commit myself in serving my subordinates.
 Between family and duty, I prioritize first my
family than my duty because my family is my
everything.
Using Various  Getting close with the youths, I reach them out
 34

and give them equal services.

 Establishing enjoyments among youths by
implementing games and ligas in our own
barangay.
 I will conduct activities and make some
Strategies in Dealing
consequences, for them to be an active and
with Challenging
participative youths.
Behavior of the Youths
 My family is the source of my strength, I use
them as one of the factors for me to be able to
deal with anything and to anyone.
 Arranging entertaining actives for them to
participate with their full cooperation.
 For me, you should use a so called “calendar
method” or use your phone to take some notes
for you to have basis of what are the things you
should do.
 As a leader, I made some to-do-task to organize
my hectic schedule and other task to be done.
 Once a leader is loyal and dedicated to its job,
Youth Leaders in their
he will become easily to do its task and
Systematized Task
activities neatly in their community.
 I am listing all my plans and activities in a sheet
of paper or in a notebook for me to be guided in
a certain period of time.
 As a busy leader I will control my schedule by
making a “working plan”, their, all my scheduls
are being arrange.

Having a Positive Mindset

The first theme that comes up from the answers of participants in the in-

depth interview is how they cope up their struggles and problems thinking that

the good results will happen. Participants stated their ways on how they deal

with the circumstances they encountered.

SK No. 1 during the in-depth interview, he stated his positivity towards

the criticism he encountered in serving the youth. He stated:

 35

“Akong gibuhat para magmalampuson sa akong

pagpanerbisyo sa unom ka bulan is be open minded to
feedbacks or criticism sa atoang mga nasasakupa.” (IDI-P1)
(In six months of service, I learned to be open minded in
their feedbacks and criticisms because if we are open to
them, we can know what our mistakes are.)

SK No. 5 also stated how he possessed and having a positive mind set:

“Always be positive lang gyud then mo duol, kinahanglan

gyud mangayog tabang sa mga sweto na gyud sa mga naa nay
mga experience.” (IDI-P5)
(There are many problems we encounter so for me, just
be positive always then reach out for help to those
people that has more experiences in that specific field.)
SK No. 6 also explained his positivity despite of having a limited budget

and how he applied positive mind set in his problem:

“When it comes sa financial matter ang pamaagi nako is

nahimo jud ko nga resourceful na pagka SK Chairperson,
makig link ko with other non-government.” (IDI-P6)
(So, one of my ways in this problem is I become a
resourceful SK Chairperson, that is the very important
attitude of being a leader. I link to other non-government
or any kind of organizations that can help in my
activity.)
SK No. 10 narrated how he possesses positive mind set in doing his/her

duty:

“Gina labanan jud nako akong biggest fear sa akong kinabuhi

kay isa jud ni siya nga naga sulsul sa akoa, kay nga dili jud
dapat ana-anaon anang pag trabaho, so ginalabanan nako siya
kutob sa akong makaya, so far sa nakita nako sa akong
kagalingon naa man siya nahimo nga mga achievement.”
(IDI-P10)
 36

(For me, I conquer my biggest fear because it is one of

the reasons that provoke me not to do well on my work,
that’s why I surpass my fear, so far, I observed that there
is an achievement done by myself.)
SK No. 9 also explained being a positive mind set leader in dealing with

the problems they encounter.

“Magpatawag ko sa koang SK kagawad ug session ug akoa

pud nang gikonsulta sa barangay council kanang mag session
mi.” (IDI-P9)
(For me, the thing that I've done in times when we
encounter dilemmas in our council is, we conduct
session in the SK council and I also open it in the
Barangay council.)
Setting Priorities and Balancing their Time

The second theme that comes up in the in-depth interview of the SK

Chairperson is the Struggles in balancing priorities. The participants revealed

how they struggle in choosing what to be prioritized first.

SK No. 6 revealed how he coped up in balancing his priorities:

“Time management is importante gud kaayo siya dili dapat ka

mag focus lang sa isa ka butang labi na sa imong family ug sa
imong personal life ug sa SK dapat wala kay pili sa ilang tulo
dapat is madivide jud nimo imong time accordingly.” (IDI-P6)
(As one of the SK chairpersons time management is
important you should not focus in one thing especially in
your family, in your personal life and as SK you should
not choose between the three, you must divide your time
accordingly.)
SK No. 4 narrated how he assesses his priorities:

“Tagaan gud gihapon nimog oras or panahon ang imong

pamilya so take your time nalang jud.” (IDI-P4)
 37

(Despite of many tasks to be done, I never forgot

spending time with my family in times that I am vacant.)

SK No. 5 also stated his experience in assessing his priorities:

“Bisag busy take time nalang jud sa pamilya kay sila man ang
imohang kusog og musuporta nimo.” (IDI-P5)
(Having a busy schedule, my family always understands
my situation as a young leader and also, they are the one
who shows support first.)

SK No. 2 also stated his experience in assessing his priorities:

“Sa akoa gina una gyud nako ang akoang duty bago akong
pamilya kay suma sa akong pag dagan una gyud ang
pagtabang sa mga kabatanonan kay mao man gyud na among
gi sudlan amo nang paningdigan nga unang trabaho unsa ang
pamilya.” (IDI-P2)
(For me, I prioritize my duty before my family because
as I run, helping the youth is our duty that’s why I put
first my job before my family.)
In connection to the experiences of the other SK Chairperson, SK No. 10

explained also his experiences:

“Nga naga balance ko sa time, family first before ang trabaho

so gina una jud nako sa pagmata palang nako gina una jud
nako akong pamilya kay ang pamilya gyud ang usually ang
kaylangan nimo sa imong kinabuhi before ang imong
trabaho.” (IDI-P10)
(For me I balance my time, family first before my work
so as I woke up every morning I always put first my
family because I need them in my life before my work.)
Using Various Strategies in Dealing with Challenging Behavior of the Youths

The third theme that emerged in the lived experience of the SK

Chairperson is their dealing strategies in dealing with the youth. It is their ways
 38

on how they deal on their services and to other people and also, to help them to

become an effective leader. The participants expressed their thoughts on how

deal in serving the youth.

SK No. 6 stated his dealing strategies in leading the youth:

“Akong ginabuhat gyud is gina reach out gyud nako ang mga
kabatanunan ako gyud mismo ang magpaduol sa ilaha ako
gyud mismo ang mupansin sa ilaha dili ko mag hulat na silay
magduol sa akoa because naa man gyuy mga batanun nga
maulaw gyud muduol.” (IDI-P6)
(I reach out to the youths, I will be the one who will
approach them first because there are some youths that
are being intimidated to approach their leader, reaching
them out is one of the things that I usually do.)
SK No. 7 stated his dealing strategies in leading the youth:

“Aron maingganyo ang mga kabatan onan nga muapil sa mga

activities sa barangay dapat malingaw sila...” (IDI-P7)
(Arranging entertaining activies for them to participate
with their full cooperation….)
In connection to the answers of the other SK Chairperson, SK No. 2 also

stated his dealing strategies on how he deals with his subordinates:

“Sa amoa kanang magpatawag mig meeting sa among

barangay, kanang dli mo attend dli gyud namo tagaan ug
barangay clearance, ug wala silay attendance dli namo sila
release san.” (IDI-P2)
(Every time we call for a meeting in our barangay those
who are not going to attend will not be given them their
barangay clearance if they don’t have an attendance, we
will not release what they need.)
SK No. 5 stated his dealing strategies in leading the youth:
 39

“Pamilya kay sila man ang imohang kusog.” (IDI-P5)

(My family is the source of my strength; I use them as
one of the factors for me to be able to deal with anything
and to anyone.)

SK No. 6 also stated his dealing strategies in leading the youth:

“Tagaan sad silag mga entertaining activities para musuporta

og moapil sila sa mga panagkatigum.” (IDI-P6)
(Arranging entertaining activies for them to participate
with their full cooperation)

Youth Leaders in their Systematized Task

The fourth theme that comes up from the answers of participants in the in-

depth interview is how they managed their task and responsibility as leader.

Participants stated their ways on how they organize their everyday task.

SK No. 5 stated his strategies on how he systematized his task:

“Mag-gamit ug “calendar method” or sa imohang cellphone

nalang sa imong notes para naa kay basehan kung unsa
imohang mga buluhaton unsa imohang una buhaton para di
naka malibog o para hapsay imohang pag lihok.” (IDI-P5)
(For me, you should use a what so called “calendar
method” or use your phone to take some notes for you to
have basis of what is the things you should do or what is
the first thing to do to avoid confusion or to organize
your duties.)
SK No. 1 narrated how he systemize his tasks:

“Kanang to do task akong buhaton para ma arrange nako

akong mga buhatunon.” (IDI-P1)
 40

(As a leader, I made some to-do-task to organize my

hectic schedule and other task to be done.)

SK No. 6 narrated how he systemizes his tasks:

“Aron ma organized namo ang mga task labaw na nga usa mi

ka mga leaders kinahanglan loyal ka saimong trabaho og dapat
dedicated ka sa mga buluhaton isip usa ka leader kay pag once
dedicated ka saimong trabaho kabalo naka unsaon pag han ay
saimong mga buluhaton.” (IDI-P6)
(Once a leader is loyal and dedicated to its job hell’ll
become easily to do its task and activities neatly in their
community.)
SK No. 2 also stated his experience in arranging his tasks:

“So karon akong gina lista sa notebook ug papel ang mga

schedule ug buhatonon nako sa barangay.” (IDI-P2)
(I am listing all my plans and activities in a sheet of
paper or in a notebook for me to be guided in a certain
period of time.)
SK No. 2 also stated his experience in arranging his tasks:

“Akong paagi kay ga buhat kog working plan nako didto naka
butang akong mga bulohaton ug unsay angay buhaton for that
certain activity.” (IDI-P2)
(As a busy leader I will control my schedule by making a
“working plan”, their, all my scheduls are being
arrange.)

Research Question No. 3: Insights and Aspirations of SK Chairpersons in the

Municipality of Trento

There are six main themes that are collected in the main question number

two from the experiences of the SK chairpersons, these main themes emerged

and reflected on the Table 3. These are: Accountability in Service, Productive

 41

Leadership, Humble Leader, Struggles in Project Implementation, Guide for the

Future Leaders, and Safety of the Community. These following themes helped

the researchers to determine which core ideas are important.

Table 3
Major Themes and Core Ideas on the Insights and Aspirations of a Young
Leader in the Municipality of Trento
Major Themes Core Ideas
 Being a leader, we must always be prepared
in any situation especially if there is a call for
duty.
 As a leader we must follow the mandate of
community.
 A leader must know how to guide and
govern the youth in community and must be
Being a Productive and
active in all the activities.
Responsible Leader
 A leader must give a visible action of
positive change and productivity.
 As a community leader you must do all his
works and know how to unite the youth in
the community you are leading.
 A leader must be influential in serving the
youth.
 A young leader must know how to use
his/her authority appropriately.
 Equal treatment towards youth despite of
their social status.
 There must be no boasting because we are all
Being Humble in
similar so we must treat other nicely.
Service
 A young leader must know how to mingle
and interact with the youth I your
community.
 Let us respect one another for we are
brothers and sisters.
Giving Tips and  As a leader you cannot hold a permanent
Advices position. With that, lapses and insufficiency
are present in our service as young leaders.
 Aspiring young leaders must make
themselves a better version of a leader that
they are currently seeing.
 42

 Aspiring young leaders must be able to

observe the actions of their current young
leaders and learn from it.
 As an aspiring leader, take the position
sincerely and seriously.
 Have and take an adequate knowledge about
politics and leadership before engaging in
the field of leadership.
 Young leaders are persevering for a drug
free community.
 Young leaders seek to prevent and suppress
common problems and struggles of the
community that may harm the youth of
generation.
A Leader Striving for a  Young leader implements and conducts
Peaceful Community activities to maintain and sustain
harmonious living and far away from illegal
activities.
 What I want in our barangay to to have
unity.
 I want our barangay to have enovation and
development.

Being a Productive and Responsible Leader

This theme came up from the answers of the young leaders towards their

own definition of a true leader with regards to their experiences as a young

leader. According to their responses, one of the most important factors in terms

of actions to be taken as a young leader is the productivity of their service.

SK No. 2 stated the willingness and accountability of a young leader in the

community:

“Para sa akoa ang tinuod nga leader kanang wala ka nag base
kong unsa ang oras sa imong trabaho. Kay kong tinuod ka nga
leader kung nay mga kalamidad dapat naa gyud ka ana, and
 43

andam mo serbisyo bisan wala kay tulog andam ka moo adto sa

ilaha.” (IDI-P2)
(For me, a true leader does not only vary on the time
schedule of his duty. If you’re a true leader you must
always be prepared for any situations and emergencies
that might happen.)
In connection to the response above, SK No. 1 mentioned the readiness in

accepting responsibility in leadership:

“I think ang pinaka importante raman siguro kay atoa rang

buhaton atoang mandate kay nidagan man ta gibutaran ta,
nidaog ta, elected ta so mao rana sya atoang buhaton atoang e
balik ang mga kung unsa to atoang gipangako.” (IDI-P1)
(I think what’s important is that we will do the mandate
given to us. We ran, we won, and we’re elected so what
we’re going to do is to give back those promises that we
made.)
In accordance to the responses of the participants SK No. 3 supported the

idea answers of above:

“Para sa ako kay kung leader ka dapat active ka sa tanang mga

activities.” (IDI-P3)
(For me, if you’re a leader then you must be active in all
activities.)
SK No. 6 stated the characteristics of a good leader and productive

leadership so as to provide better changes in the community of youth they’re

leading.

“…kung unsa ang nakita nga kabag ohan sa kabatan-onan

diha ka nga ma define as a leader kung na providan ba nimo
silag tarung nga serbisyo og activities, kung napalayo ba nimo
sila sa mga negative na mga butang, kung gihatagaan ba nimo
silag mga serbisyo nga gikalambo jod nila. Dapat ang isa ka
good leader kung nahimo nimo imong mga batan on or
 44

giserbisyohan ug productive og active nga citizen sa atung

nasud then you are a good leader.” (IDI-P6)
(…the changes that the young people see will define you
as a leader, if you provided them good service and
activities, if you protected them from any harm, if you’ve
given them services that’ll give them innovation. If you
made the young people that you’re serving a productive
and active citizen in your community then you are a
good leader.)
In connection to the response above, SK No. 7 mentioned statements

supporting the theme given:

“Sa akoa, ang tinuod gyud nga leader, kana gyung makita jud
nimo siya tapos nabuhat nya ang tanan ang gibuhat, ang
buhatunon. Dili paasa niya dapat mutuman gyud.” (IDI-P7)
(For me, a true leader does all of his work. Not just
words but also with actions.)
SK No. 6 shared about his insights:
“Good leader to them kung mahimo kang good influence.”
(IDI-P6)
(You’re a good leader if you have good influence.)

Being Humble in Service

Base on the gathered information from the insights and reflections of the

young leader, having the authority is not an instrument to make your social

status high.

SK No.3 expresses the wise utilization of authority:

“Para sa akoa is kung leader ka dili kay ma wa napod kag

respeto gani. Dili kay salig kay taas ka pagtuo nimo nga ikaw
na gani ang labaw.” (IDI-3)
 45

(For me, if you’re a leader you must not lose your

respect. Not just because you’re a leader, you are
superior.)

SK No.7 expresses the wise utilization of authority:

“Parehas lang ta ninyo tanan equal lang ta ninyo so mag

nirespitoay ta ninyo.” (IDI-7)
(We must treat each other equally for we are all the same
in our social status.)
The shared experience above is being interlinked with the experience

given by SK No. 3:

“SK chairperson ko pero dili nako ipang hambog, naa japun

koy respeto sa ilaha kay syempre sila may nag hatag sa akoa
ani nga posisyon so kailangan nako respetohon.” (IDI-P3)
(I’m an SK chairperson but I will not brag about my
position, I still have respect for them because they’re the
ones’ who put me in this position so I have to respect
them.)
SK No. 9 mentioned statements supporting the theme given:

“Ang true leader kabalo mu lead, kabalo makighalubilo, og

kabalo mubuhat og unsay angay buhaton as a leader.” (IDI-
P9)
(A true leader knows how to lead, interact, and knows
how to do the work of a leader.)
SK No. 9 mentioned statements supporting the theme given:

“Mag nirespitoay lang ta ninyo sa usat usa kay magsoon man

ta ninyong tanan.” (IDI-P9)
(Let us respect one another for we are brothers and
sisters.)
 46

Giving Tips and Advices

The theme emerged in processing the responses of the participants as they

stated about the lapses and things to be done in leadership:

SK No. 1 express lapses and insufficiency are present in service as young

leaders.

“Akoang pangandoy sa ilaha, hinaot untana nga kung unsa

man to amoang mga kakulangan sa amoang panahon, ilahang
matugunan kay dili man mi perpekto so kung nakakita silage
mga lapses magbuhat silag mga butang pamaagi nga ilahang
studyhan kay para mahimo silag better version” (IDI-P1)
(I hope that whatever we lack during our term, they’ll
fulfill it because we’re not perfect. If they’ll see lapses
then they have to make a way by observing and studying
so that they will become a better version.)
SK No. 1 added:

“Magbuhat silage mga butang pamaagi nga ilahang studyhan

kay para mahimo silage better version kay dili man pasabot na
kami na gyud ang pinaka gwapo nga SK chairman, naa paman
juy mulabaw sa amoa og kabalo mi ana og mao pod na among
gina ampo pod na padayun lang ta ba smooth lang atoang
kalambuan.” (IDI-P1)
(Aspiring young leaders must make themselves a better
version of a leader that they are currently seeing.)

SK No. 3 shared about his insights

“Leader dili man jud mi perpekto pero kinahanglan jud maniid

sa mga leaders karon aron maka tuon.” (IDI-P3)
(Aspiring young leaders must be able to observe the
actions of their current young leaders and learn from it.)

SK No. 4 gives more knowledge in holding a position:

 47

“More patient og dili dapat kaayo sila taas og garbo aron

mahatagan sila og respeto.” (IDI-P4)
(What I can advice to my barangay for them to become a
good leader is to have more patience, and lower the in
pride for them to be also respected.)
SK No. 2 shared some aspects about taking leadership:

“Andam ka andam ka mo serbisyo di lang kay kanang mag pa

atik atik ka kong dili man gud ka andam mag lisud jud ka
unsaon nimo pag manage Sa imong time, dapat mas dapat
mas daghan kag alam sa politics gud kay kung wala kay
kaalam mag lisud jud ka.” (IDI-P2)
(My advice for the next SK leaders is that you must be
ready to serve because if you’re not prepared, you’ll find
it hard to manage your time, and also you need to have a
lot of knowledge about politics.)
A Leader Striving for a Peaceful Community

This theme came up based on the responses of the young leaders in terms

of dealing with safety of the community they’re serving.

SK No. 1 mentioned how they persevere for a drug free community.

“I dream of a drug free community. Pag once man gud na ma

eradicate nato ang drugs sa atoang community ang atoang
mga youth ma engage sila sa sports og education, diha na
dayun tanan everything will follow.” (IDI-P1)
(I dream of a drug free community. Once we eliminate
drugs in our community, our youths will engage on
education and sports, then everything will follow.)
SK No. 3 mentioned other factors that needs to be considered regarding to

the safety of the community.

“Amoang barangay is drug free naman mi so ang karon kay

mas laganap napod ron ang HIV og AIDS karon kay delikado
jud na wala ta kabalo nga naa na day infected kay dili baya jud
 48

nato na mahalata so dapat unahon jud nato atoang pag skwela

aron ma educate ta anang mga butanga og daghan pa…” (IDI-
P3)
(Since our barangay is already drug free, then HIV and
AIDS are spreading which is very dangerous, so we need
to prioritize our study for us to be educated about those
things and many more.)
SK No. 4 stated:

“Siguro akoang pangandoy sa mga youth sa amoang barangay

kay untana kadtong mga out-of-school youth sa amoang
barangay kay maka skwela sila nya makalampos silag skwela
then untana ang mga youth sa amoa akong pangandoy jud sa
ilaha sa uban nga untana dili na sila maapil anang illegal
drugs kay para dili maapektohan ang ilahang kinabuhi og dili
pod maapektohan ilang pamilya.” (IDI-P4)
(I only dream about those out-of-school youth is to finish
their studies and avoid illegal activities so it won't affect
their lives and families.)
SK No. 9 shared his insight:

“Kay gusto man sad ko nga naay unity sa mga kabatan-unan

sa among barangay.” (IDI-P9)
(What I want in our barangay to to have unity.)
SK No. 6 mentioned on what he wants in his community:

“Kay gusto sad ko nga among barangay kay madevelop og

muasenso.” (IDI-P6)
(I want our barangay to have enovation and
development.)
 49

CHAPTER 4

DISCUSSION AND CONCLUSION

The chapter presents the results in the preceding chapter followed by the

discussions of the key findings and the conclusions derived from the major

themes answering the research questions. Implication for practice and the future

research as well as the concluding remarks are also explained based on the result

of the study.

Lived experiences of SK Chairpersons in the Municipality of Trento

Young Leader participants shared their first-based experiences and

impressions being one of the SK Chairpersons. These experiences become their

challenges and struggles in their lives.

Having Motivation for Serving the Youth

Results revealed that most of the participants get to experience things that

will make them motivated in their service to the youth. The leaders get inspired

and motivated knowing that they can affect others life and achieve great things

for the youth and the community. Findings showed that participants experience

motivation for the continuation of their service to the youth and to all the people

in their community.
 50

According to Watkiss (2004), motivation is the way to drive person into

doing something. Much of the driven are the thought of a potential reward, or a

consequence of not doing something. Youth leaders tend to strengthen

themselves by motivations.

Struggling in Dealing with the Youth

Most of the SK Chairpersons find difficulties in youth involvement

and cooperation, drugs and negative feedbacks. Few participants and informants

considered this fact as a disappointment. Few participants also reported that

budget is a big factor that can affect their service and also a contribution to their

problems. It also shows that youths are having lack of understanding and

comprehension towards project implementation of the leader’s platforms. The

findings also showed that SK chairpersons really suffered to the difficulties on

their youths and other aspects as their consequences.

As noted in the Australian Research Alliance for Children and Youth The

Nest action agenda, “evidence suggests young people’s participation may have a

range of important benefits for the individual, for organizations and for the

broader community” (Australian Research Alliance for Children and Youth,

2014). In dealing the youths, young leaders experienced struggles in encouraging

them to participate.

Experiencing Difficlties in Timg Management

 51

Many participants have reported about managing their services and other

works. They find their tasks difficult and hard but they said that it is a leaders’

responsibility to manage their time with their works, career, and peers and as a

leader. Findings showed that even though there are a lot of things they have to

do they can still manage their time in dealing many different things.

Time management consists of three behaviors setting goals and priorities,

the mechanics of organizing and doing one’s job, and each individual’s unique

style and preferences (Paul and Stroh, 2018). This recognition of the idiosyncratic

nature of time management means there are all sorts of strategies to effective

time management. The most effective approach is the one that works best for an

individual leader.

Taking Responsibility as a Youth Leader

Results showed that the leaders’ responsibility is to take care of its youths

and people. They stated that the people choose them because they have the

capability. Their responsibility is not just to themselves as a student and as a

member of their family but also as a leader in their community.

According to Stahl & De Luque (2014), responsible leader behavior is

defined as “intentional actions taken by leaders to benefit the stakeholders of the

company and/or actions taken to avoid harmful consequences for stakeholders

and the larger society”. Leaders’ responsibility is to do good and avoid harm to

its people and as showed in the experience of the SK chairpersons they are

aiming for goodness for their youth in their barangay.

 52

Perceiving Youth Leadership as Challenge

Results showed that being a youth leader is a challenge in a way that

people trusted them to govern and lead their barangays. Some of the SK

chairpersons stated that time management, drugs and other problems are

challenge to their service to the youth. Drafting plans for the youth are also a

challenging thing to them for they know that planning ones and others future is

a great thing.

Leadership is a challenge that has been around for many years. One

challenge of the young leaders’ face is the lack of opportunities to difficulty hold

a role of authority and lead (Kress, 2006). Leading a barangay is a challenge for

SK chairperson because the expectation of people with their capabilities to

handle is must satisfy. Handling people is not easy, making them follow the

entire rule and encouraging them to participate any of the activities that will be

initiated.

Coping Mechanisms of SK Chairprsons in Manage their Duties and

Tasks
 53

With the different kinds of responsibilities KS Chairpersons find a way on

how they manage their time. They found their coping mechanism relevant in

dealing with their time as a leader.

Having a Positive Mindset

Generally, the participants revealed that every time they encounter

problems and negativities things, they always put their selves in a positive and

open way. Every time they are facing problems they quickly turn to positivity

and conducted meetings to come up for a solution. The problems help them to

develop their positivity.

According to Reh, 2006, Leaders are positive out of necessity. They have to

be positive if they are going to successfully inspire and motivate their team

towards a goal.

Setting Priorities and Balancing their Time

The result reveals that most of the participants that having a hectic

schedule experience struggle in balancing their priorities. It is also found that

others forgot about their family and always prioritize their responsibility as a

leader. Another participant shared that its family understand its situation. The

findings suggested that you must prioritize your biggest responsibility and have

a great balancing among others.

 54

In Rosabeth Moss Kanter’s seminal book, Work and Family in the United

States: A Critical Review brought the issue of work-life balance to the forefront

(Lockwood 2003; as cited in Kanter, 2000). Young leaders found balancing of

priorities as struggles, between their family and work. Balancing what should be

prioritize first, leaders must put first their duty and responsibilities.

Using Various Strategies in Dealing with Challenging Behavior of the Youth

The study showed that majority of the participants were getting close to

their youth and giving them an equal service. They also said that their families

are the source of their strength. Findings suggested that leaders must find

something in where they can find strength and must have no superiorities

among others.

According to Kouzes and Posner, 2009, youth leadership is a big challenge

because as a young leader you will be dealing with various strategies in order to

cope with the challenges that they are facing.

Youth Leaders in their Systematized Task

The results of the study concluded that leaders must do some technique to

systematize their task for them to manage their time and have a balance service

among others. Other participants found out that as a leader you must be

approachable in a way that everyone in your barangay will become closer and

closer to you.
 55

An effective leader often accepts responsibility and authority. Performs

many responsibilities such as: planning, initiating, delegating responsibilities,

coordinating different activities of group, makes important decisions,

communicate and evaluate the work of others (Waldman, 2008).

Insights and Aspirations of a young Leader in the Municipality of Trento

SK Chairpersons have been able to realize and assess their actions. Every

aspiration they had was rooted from their hopes, goals and trust that are

manifested as well on their capacity to pay back.

Being Productive and Responsible Leader

Results revealed that a leader must give a visible action of positive change

and productivity. Some of the participants express that a leader must know how

to guide and govern the youth in a community. Most of the participant leader is

always prepared in any kind of situations especially in a call of duty. They also

found out that as a leader you must follow the mandates of your barangay. They

stated that a youth leader must know how to unite its youth and must influential

in serving them. The finding has found that SK Chairpersons must have

perseverance and actively serve its youth and people.

Leadership consisted of the meaning that a leader acts as an example or

role model for the employees so that they can follow the step of the leader on the

path towards the accomplishment of their tasks (Knab, 2009). Therefore,

leadership was seen as effective when the leaders are able to develop and
 56

maintain the commitment of the employees through efficient monitoring and

encouragement (Knab, 2009). Leaders should do their task in community and be

influential to others for them to encourage youths.

Being Humble in Service

The result found out that the leaders are giving equal treatment towards

the youth despite of their social status. Some participants said that a leader must

know how to use their authority appropriately. The findings showed that SK

Chairpersons know how to mingle and interacts with the youth in their

barangay.

Parris & Peachey (2013) stated, Servant leadership is a service to others

and recognizes the role of the organization to build up followers. A humble

leader is a servant leader. Giving the full equal treatment to everyone and

considering it’s self a servant to the community.

Giving Tips and Advices

The participants gave their advices to their co-leaders that as a leader you

cannot hold permanent position, with that, lapses and insufficiency are present

in your service. Aspiring young leaders must make themselves a better version

of a leader that they are currently seeing. Furthermore, as a young leader take

your position sincerely and seriously and have an adequate knowledge about

politics and leadership.

 57

According to the most common outcome measure to evaluate an effective

leadership is examining the consequences of leader’s action. For instance, if a

leader is able to influence his subordinates or organization in such a way that

positive outcome is realized, this constitutes an effective leader (Procedia

Engineering 181, 2017).

A Leader Striving for a Peaceful Community

The result showed how the young leaders contributed to the safely to the

community. Some of the participant shares about the preservation of the

barangays to a drug free community. Furthermore, young leaders are seeking

strategies to prevent and suppress common problems and struggles of the

community that may harm the youth. The finding found out that youth leaders

are implementing and conducting activities to maintain and sustain harmonious

living

This result is supported by Agency for Healthcare Research and

Quality (2017), wherein the safety of the community is really an important factor

to be considered and accomplished. The safety of the community is a big

challenge for the young leaders for it is one of the top priorities when it comes to

community service and leadership.

Implication for Practice

On the Experience of the SK chairpersons. The shared experience of the

informants and participants revealed how they struggle for their life. As SK
 58

chairpersons, they are burdened with lots of responsibilities being a leader and at

the same time, having some other responsibilities. To this, barangay’s

administration may help the young leaders by giving them balance schedule of

meetings and activities so that they will still be able to cope up with their

priorities.

On Managing their time with their duties and tasks as a Leader. The

participants and informants have signified their willingness to become a young

leader. Due to this, most of them find difficulties in managing their time. In this

situation, ther is a need for the SK chairpersons to have a balanced schedule of

their tasks and duties so that they will still able to cope up with their sessions

and to give them consideration in some areas.

Insights and Aspiration of the Participants/Informants. Various leadership

locally and internationally gives way for the young leaders to showcase their

leadership skills in a certain field. They have admitted that balancing their time

and priorities have been their major problem but it did not hinder them to

continue their love and passion by joining various leadership training and other

seminars. The barangay Administration as a political institution may consider

the desire of the young leaders as expressed from the insights and aspiration

they have shared.

Implication for Future Research

This study was limited in Trento, Agusan del Sur.

 59

As the findings of this particular study are not generalizable beyond the

ten participants and informants, future research may be conducted investigating

the experience of the young leaders specially the SK chairpersons from different

barangays of the municipality in order to substantiate the findings.

Second, future research may be conducted investidating the challenges

encountered of the SK chaipersons about their strategies in balancing their time

between their duties and tasks as a young leader.

Further research as may also be done to re-interview some of the

participants in the study to see whether their views and perceptions have change

over the period of time.

Concluding Remarks

The investigation on the lived experiences of the SK chairpersons

highlighted the significance and the necessity of the study. The result of this

study would hopefully determine and be used in making actions so that the

young leaders would still be able to cope up with their hectic schedule.

The data obtained from in-depth interview confirmed to be similar and

analogous. As Creswell and Miller, 2000, affirmed that triangulation is a

powerful technique that facilitates the validation of data through cross validation

from more that two sources which this study conducted- reading on lived

experiences of SK Chairpersons who, at the same time, dealing with other

responsibilities as an individual, and in-depth interview.

 60

This study’s contribution solely depends on the revelations of participant

and informants based on their experiences, the coping mechanism that they

exerted to fight life and their aspirations and insights on the experiences of SK

chairpersons. Qualitative approach is far an advantage to this investigation for it

eals on understanding certain experiences. This also invited opportunities and

ideas for future researchers in as much as there is a great deal more to be learned

on the experiences of the SK chairpersons.