INTRODUCTION

Background of the Study

Leadership style is a key determinant of the success or failure of any organization.

Effective leadership is essential for every organizational management and leadership

style is an important variable having significant impact on the success of the organization.

In practice, there are many problems facing an organization and the causes of the

problems can often be traced to the leaders. Some of them may have insufficient

competencies or their traits may not fit with the nature of their work. Besides, they may

use inappropriate leadership styles in dealing with subordinates on projects. Effective

performance and great work outcomes from subordinates are always desirable, but they

do not always happen. People normally respond well only to appropriate types of

leadership. The best style would lead them to work effectively (Likhitwonnawut, 2000).

International Context

The growth of leadership among students according to Humphreys (2011) is

perceived to be a key goal for any academic institution. This is because schools provide

fertile grounds for students to cultivate and improve their leadership potentials. As stated

also by Astin & Astin (2000) that one may perhaps even claim that student councils are

arms institutionalizing leadership in the academic setting, since discourses of and about

the creation of leaders are situated in the way student leadership is created and

communicated.

However Hougaard (2018) stated that there are real crisis in leadership. He said

that being trustworthy, selfless, truthful and compassionate are wonderful qualities

leaders must possess. But not all leaders exhibit these qualities. Rasmus Hougaard
together with Jacqueline Carter and a global research team from Potential Project

conducted a two-year study on 35,000 leaders, to unravel the state of leadership in

organizations.

The study found that only 18% of leaders demonstrate a high level of talent for

managing others, meaning 82% of leaders are not very good at leading people. Dacher

Keltner (2018), a professor of psychology at University of California, Berkeley and

frequent contributor to Harvard Business Review said that “when many leaders start to

feel powerful, their more benevolent qualities like empathy start to decline.”

In light of this problem, Journal of Human Resources Management Research

piloted a study Last October 2018 in Lincoln University College to know how leadership

styles can improve organizational performance. Khajeh (2018) concluded that the

coaching and democratic leadership styles have a positive influence on organizational

performance, whereas, authoritative leadership style was found to have a negative impact

on the organizational performance in the organizations taken for study. Khajeh (2018)

also recommended that organizations should focus on using the democratic leadership

style to improve the organizational performance. Whitlock (2018) supported this claim and

said that by focusing on adopting a style of leadership, serving others may eventually lead

to benefits not only for the leader, but also for the organization or school district at large.

National Context
 Velasco (2005) stated that there has always been a claim in the Philippines that

the drive toward the much-needed change in government will be ushered by youthful

aspirations. In a report by United Nations Children’s Emergency Fund (UNICEF) and the

Department of Interior and Local Government (DILG) in 2007, the Filipino youth is part of

a collective body which is slowly shaping the political sphere of the world. A report by

United Nations Children’s Fund (2007) said that training young Filipino leaders is part of

an emerging movement worldwide to give the youth a direct role in shaping policies and

programs.

Moreover, a study by Felerina Ellamil (2008) examined the concept of leadership.

It shows that Filipinos want a leader who is makatao or someone who is easy to talk to,

listens with understanding and compassion, and cares about the members’ professional

and personal welfare. If the leader is not makatao, it will not bring people together as a

team and may get negative results for the organization. According to Ellamil (2008), there

seems to be a “scarcity of leaders who embody the characteristics of being makatao.”

In line with this, Polytechnic University of the Philippines Paranaque Campus also

conducted a study entitled Impact of Leadership Styles on the Student Organizational

Performance of PUP-Paranaque Campus last November 2016 to determine the impact

of leadership skills on the student organizational performance. This study found out that

if the leader possesses a high level degree of transformational leadership styles, it means

that leaders have a positive influence to the members of the organization.

Local Context

A student leader from Ateneo de Davao High School Unit has cited the role of the

youth in addressing challenges of the 21st century during the 3rd Mindanao Young Leaders
Congress. Datu Pax Ali Sangki Mangudadatu, the 2014 President of the Mindanao Young

Leaders said that the theme “Empowering the 21st Century High School Student Leaders”,

was timely. Mangudadatu (2014) stated that youths have the power to lead the future and

transforming them into effective leaders with utmost responsibility to serve the people of

Mindanao and the country.

The researchers wanted to pursue this study because the researchers observed

that student leaders are fundamental in building teamwork, camaraderie and unity in the

school community. The researchers were motivated to do this study to learn if there is a

relationship between leadership styles and the student leaders’ performance specifically

here in the Senior High School Department of Jose Maria College.

Statement of the Problem

This study aims to determine if there is a significant relationship between

leadership styles and the student leaders’ performance of the Senior High School

Department of Jose Maria College.

1. What is the level of leadership styles of senior high school leaders of Jose Maria

College in terms of:

1.1 Affiliative leadership style;

1.2 Altruistic leadership styles;

1.3 Authoritative leadership style;

 1.4 Bureaucratic leadership style;

1.5 Coaching leadership style;

1.6 Democratic leadership style;

1.7 Innovative leadership style; and

1.8 Pacesetting leadership style?

2. What is the level of student leaders’ performance in the senior high school department

of Jose Maria College in terms of:

2.1 Empathy;

2.2 Managing emotions;

2.3 Motivating Factor;

2.4 Self-awareness;

2.5 Social Skill?

3. Is there a significant relationship between leadership styles and the student leaders’

performance of senior high school department of Jose Maria College?

Hypothesis

Ho: There is no significant relationship between leadership styles and the student

leaders’ performance of the Senior High School Students of Jose Maria College.
 The following parts below accept the null hypothesis of this study. Below is the

discussion of the hypothesis.

Wijesiri (2019) stated in an article published by the Daily Mirror last August 2019,

with the title A Single Leadership Style Does Not Fit Every Situation, But Change With

Care, that the personal preferred or natural leadership style may cause leaders to typically

adopt certain approach to working to colleagues, perhaps tending to be more supportive

and challenging. When deciding whether to modify their natural style or approach to

dealing with different situations, the leaders must consider the needs or requirements of

each situation first before they decide how to modify their style.

An effective leader as quoted by Wijesiri (2019) should make a conscious decision

to modify their leadership style or approach based on the needs of each situation, but the

leader must also ensure to remain consistent by being authentic and by staying focused

on the purpose of their job.

This study supported the hypothesis that there is no significant relationship

between leadership styles and the student leaders’ performance. Wijesiri (2019)

concluded that leadership style does not matter, what matters most is how leaders deal

with adverse situations using different approach.

Scope and Delimitation

This study limits its coverage only to the Senior High School student leaders of

Jose Maria College for the school year 2019-2020. This study will only focus on the

relationship between leadership styles and the student leaders’ performance. The primary
data will be in descriptive form in order to represent the definite perspectives of the

respondents in the study. The gathering of data will be on the basis of the selected

attributes.

This study mainly aims to know the level of leadership styles in terms of

bureaucratic leadership style, authoritative leadership style, innovative leadership style,

pacesetting leadership style, democratic leadership style, affiliative leadership style,

coaching leadership style, and altruistic leadership style. Furthermore, this study also

aims to identify level of student leaders’ performance in terms of effectiveness of

communication, instilling unity and teamwork, empowering the group, fairness of

treatment towards substituents and honesty and integrity.

The participants for this research are the senior high school students of Jose Maria

College and the student leaders of the senior high school department. It is for the reason

that the senior high school students have more leadership roles than the junior high

school and elementary students.

Significance of the Study

The results of the study will be of great benefit to the following:

School. The school will benefit to this study because they can come up with effective

ways to empower student leaders based on their adverse skills and characteristics.

Faculty. This research will help the teachers cater more effectively to the distinct

characteristics of their students.

Class Advisers. This study will aid the class advisers to further create a holistic

environment for their students.

Club Moderators or Student Organizations’ Adviser. This research will help the club

moderators or student organizations adviser to cater to the different abilities of their

club members.

Parents. This study will help them understand their child’s abilities and potential and

support them to achieve their goals.

Student leaders. This study will help them realize their full potential and put their skills

and abilities to good use.

Students. This study will inspire them to associate themselves to different student

leadership organizations to enhance their hidden potentials.

Theoretical Framework

This study is anchored on the three of the better-known leadership theories put

forth by Max Weber (1948), James MacGregor Burns (1978), and Daniel Goleman

(1995). These three theorists will move from the development of the concept of

transformational leadership through the beginnings of emotional intelligence.

In Max Weber's theory, he wrote about three types of leaders: bureaucratic,

charismatic, and traditional. Weber was one of the first of the theorists to recognize that

leadership itself was situational in nature, and that effective individuals needed to move

dynamically from one type of leadership style to another to remain successful.

 Weber also believed that there were two basic paradigms within which leaders

worked: transactions and transformations. Weber believed that transactional leaders

were those that worked within the existing systems or environment to achieve results. For

example, he theorized the bureaucrat is a transactional leader effective in using their

knowledge, or legal authority, to achieve results.

Charismatic or coaching leaders were transformational in Weber's model. These

individuals were almost divine in nature, and were often compared to heroes. A

transformational leader was not afraid to approach things from an entirely different

perspective, and in Weber's theory used personal charm or charisma to help them

achieve their goals.

This study is also anchored on James MacGregor Burns theory. The model Burns

described aligns with some of the thoughts of Weber. To these he added his own insights

into leaders and how they operated. Burns created an overarching dimension

of moral versus amoral leaders. The latter of which he felt were not true leaders.

Burns went on to describe five different types of leaders. Opinion leaders are

individuals with the ability to sway public opinion. Bureaucratic leaders are individuals that

hold position power over their followers. Party leaders are those who hold political

positions or titles in a particular country. Legislative Leaders are political leaders that are

at work behind the scenes. Executive Leaders are often described as the president of a

country, not necessarily bound to a political party or legislators

In addition to the five transactional forms mentioned above, Burns' theory went on to

describe four transformational types too, including: Intellectual leaders transforms society
through clarity of vision. Reform leaders changes society by addressing a single moral

issue. Revolutionary leaders brings about change in society through sweeping and

widespread transformation. Charismatic Leaders uses personal charm to bring about

change.

The third theory which this study is anchored Goleman’s theory of Emotional

Intelligence. In his theory, Goleman wanted to determine the behaviors that made people

effective leaders. Goleman's emotional intelligence is sometimes characterized as an

emotional quotient, or EQ. This idea was to supplement the thought behind an

intelligence quotient or IQ. He felt that intelligence was not enough to define a leader. He

believed there was something that separated them from mere intellectuals.

Goleman's leadership theory went on to describe five characteristics, or components,

of emotional intelligence: Self Awareness is the ability to understand one's strengths and

weaknesses. Social Skills is how people relate to others and build rapport. Self-

Regulation is the ability to think through consequences before reacting to a situation.

Motivation is a strong will, or a drive, to succeed. Empathy is the ability to understand

another person's point of view

In many ways, recent leadership theories build upon the work of earlier scholars. This

body of work has been improving as refinements are made to existing models.

Bureaucratic, Authoritative, Innovative, Pacesetting, Democratic, Affiliative, Coaching

and Altruistic leadership styles are one the products of combining the theories of Weber,

Burns and Goleman.

Definition of Terms
Altruistic Leadership Style. This leadership style is defined as the guiding of others

with the goal of improving their well-being or emotional state. The leader’s focus is

reaching goals while leading in a selfless way, where the happiness of the

members is vital.

Affiliative Leadership Style. This leadership style focuses on building a good

relationship between the leader and the members of the organization. This style
values trust and creates a positive atmosphere between the group.

Authoritative Leadership Style. This leadership style focuses on motivating its

constituents to materialize the goal they have in mind. Authoritative leaders also

express and communicate their vision effectively in such a way that merits the

commitment of the people.

Bureaucratic Leadership Style. This leadership style focuses on strictly following

specific rules and the proper hierarchy in the organization. Bureaucratic leaders

adhere to law and regulations that are rigid.

Coaching Leadership Style. This leadership style is characterized by partnership and

collaboration. It involves the engagement of people, as well as

understanding and empathizing with their specific and individual

motivations.

Democratic Leadership Style. This leadership style encourages the people to

participate in decision making and problem solving. With this leadership style, the

duties and responsibilities are equally divided.

Empathy. This is the ability to sense, understand and respond to what other people are

feeling. If leaders are not aware of their own emotions, they will not be able to read

the emotions of others.

Innovative Leadership Style. This leadership style encourages people to produce

creative ideas. Innovative leaders leads an organization to discovery.

Managing emotions. This is the ability to stay focused and think clearly even when

experiencing powerful emotions. Being able to manage their own emotional state

is essential for taking responsibility for their actions, and can save them from hasty

decisions that they may later regret.

Motivating Factor. The ability to use deepest emotions to move and guide leaders

towards their goals. This ability enables them to take the initiative and to persevere

in the face of obstacles and setbacks.

Pacesetting Leadership Style. This leadership style sets high standards for

performance. The leader is obsessive about doing things better and faster.

Self-awareness. This is the ability to recognize what the leaders feel, to understand

their habitual emotional responses to events and to identify how their emotions

affect their behaviour and performance. When leaders are self-aware, they see

themselves as others see them, and have a good sense of their own abilities and

current limitations.

Social Skill. The ability to manage, influence and inspire emotions in others. Being able
to handle emotions in relationships and being able to influence and inspire others

are essential foundation skills for successful teamwork and leadership.

Conceptual Framework

The indicators for the independent variable are the leadership styles itself, namely

Bureaucratic, Authoritative, Innovative, Pacesetting, Democratic, Affiliative, Coaching

and Altruistic leadership styles. On the other hand, the indicators for the dependent

variable are the student leader’s performance in terms of, decision making, involvement

of subordinates, ideas and inputs, members’ participation, motivating factor, participation

and skill sharing, work with members, mediation.

Independent Variable Dependent Variable

Leadership Styles Student Leader’s

Altruistic Performance

Affiliative
Empathy
Authoritative
Managing emotions
Bureaucratic
Motivating Factor
Coaching
Self-awareness
Democratic
Social Skill
Innovative

Pacesetting

Figure 1. The Conceptual Framework of the variables and the indicators.

Review of Related Literature

This section includes researches and relevant literatures on the two variables

examined in this study. The independent variable which is motivational orientations along

with its indicators which are value, expectancy, and affective components; and the

dependent variable which is language learning strategies along with its indicators which

are memory, cognitive, compensation, metacognitive, affective, and social learning

strategies.

According to Avolio, Walumbwa & Weber (2009), leadership has been one of the

most researched topics both in the corporate and academic sector. The study of

leadership can be traced back to the ancient Egyptians, the Arabian civilization, and the

Greek philosophers. In the words of Fisher (1985) and Chowdhury (2014), "leadership is

probably the most written about (the) social phenomenon of all time." However, they also

expressed that it is not yet well understood due to its complexity. On the other hand, very

few research had been done on the effect of various leadership styles on student leaders'

performance.

Since the early 20th century, leadership has constantly been redefined by a

number of leadership theories having been proposed based on different theoretical

perspectives by various researchers. Yukl (2004) stated that "leadership is the process

of influencing followers". Cole (2005) and Chowdhury (2014) define leadership as a

"dynamic process whereby one man influences others to contribute voluntarily to the

realization and attainment of the objectives towards the common goal".

Leadership Styles
 For a leader to be effective among his followers is to consciously explore one's

personal mastery of different approaches and adapt to various approaches based on the

situation for effectiveness as a leader. Leadership styles can affect the followers positively

and negatively and also has its own consequences on the follower’s behaviour with

respect to attitude and motivation, which in turn, impacts the overall performance (Kumar,

2018).

Bruno & Leo (2013) stated that “task and relationship behaviour is central to the

idea of the leadership style of individual leaders and their effectiveness depends on how

they use their styles to the situation.” Ojokuku, Odetayo & Sajuyigbe (2012) also pointed

out that leadership style is a key determinant towards the success or failure of the

organization and is the behavioral approach of the leader to provide motivation and

direction to his people.

The following are the indicators of the independent variable which is the leadership

style.

Affiliative Leadership Style. The affiliative leadership style was first described in

2002 by Daniel Goleman, documenting it as one of the 6 primary leadership styles. It sees

a leader who would promote harmony among his followers and would help solve problems

and conflicts personally. Such a leader would also be adept at building teams to make

sure his followers feel connected to one another. Goleman (2002) believed that this style

of leadership would be most effective when staff morale is low because of stress, and

there is a need for team building. When a department has to do some reorganization, for

example, an affiliative leader can help followers with understanding how they would fit

together into the new system.

 This type of leader is a master at establishing positive relationships, and because

followers will most likely adore him, they would be loyal, would share information and

would have a high-level trust, all of which help create a better office environment. As this

type of leading people creates harmony, it means connections within the organization are

also established. It is known as an extremely mutual leadership technique, as it focuses

on the emotional over the work needs of followers and teams. When utilized perfectly, it

can prevent emotionally distressing instances and situations, such as negative feedback

(Chris, 2015).

In a Career Builder survey conducted in 2014, 65% of workers are found to be

feeling undervalued in their role, and in the same survey, it is found that the primary

reason for employees to remain in their positions is that they like the people they are

working with. Chris (2015) explained that employees under this leadership would feel

welcome, happy and valued about reporting to work, which is very helpful when a

workplace needs to recover from a difficult or stressful experience of upset or

organizational change.

However, affiliative leaders will have a difficult time dealing with inevitable

problems and conflicts that may arise and will be less likely to meet these circumstances

head on. Other than this, this type of leadership can also result in poor worker

performance due to their complacency of the stream of positive feedback and

unwillingness to strive for the better (Martin 2015)

Altruistic Leadership Style. In other studies, altruism is unselfish behavior and

attitude towards the welfare of others. It can be expressed as intentional behaviors that
benefit another person, and it can be better explained as behaviors that have no obvious

gain for the provider, or pure altruism is giving without regard to reward or the benefits of

recognition and need (Somashekhar et al., 2011). In addition, according to Stephen

(2010), altruism is considered as the promotion of needs of others, unlike self-interest,

the promotion of needs of self.

Lisa et al. (2005) conducted interviews with NCAA Division I-A coaches from a

large US Midwestern university and summarized the discussion that coaches aligned

attitudes and behaviors consistently with altruistic leadership, which attitudes and

behaviors included character, caring, empowerment, and balance. In their findings, 14

out of 15 coaches discussed the importance of morals, ethics, integrity, trust, honesty,

humility, and fairness when it comes to character in defining altruistic leadership.

To dig broadly, altruism can be used to view how altruistic leadership would be

like. Kanungo (2001) claims altruism as the tool that such leaders use for influencing

followers towards the collective goal. Research showed that altruism in the concept of

transformational leadership and authentic leadership. Based on Niti and Venkat (2007),

they found altruism as the mediating role in the relationship between self-sacrifice and

transformational leadership and the importance of focusing on a more enduring

personality aspect like altruism as the immediate antecedent of transformational

leadership.

Authoritative Leadership Style. Authoritative leadership is one of the first six

leadership styles introduced by psychologist Daniel Goleman in his theory of emotional

intelligence. Authoritative leaders, according to Goleman (2019), are those who can

articulate a vision, and mobilize people toward that vision.

 Richman (2015) also stated that authoritative leaders are most effective in vision

casting, as well as providing clarity for the vision. These leaders know how to motivate

people by showing how their work fits into a bigger vision. They also know how to

maximize the commitment of their people to the goals and strategy of the organization.

Hay McBer (2019), a consulting firm conducted a study involving thousands of

leaders all over the world to understand their behavior and their impact towards the

team. It revealed that authoritative leadership has the most positive impact, and is most

effective in almost any business situation. This leadership approach allows people to

take calculated risks, as well as to innovate and to experiment.

“If a situation calls for a quick decision without consulting other team members,

the authoritative leader is a good fit for this. An authoritative leader will be able to

accomplish a project quickly and efficiently,” Richman (2015) said. But if decisions are

always made without consultation, the people under this type of leadership might come

to resent their leader because they are unable to contribute their ideas. They will even

begin to view the leader as bossy or dictatorial.

Bureaucratic Leadership Style. Bureaucratic leadership is one of the leadership

styles postulated by Max Weber in 1947. As defined by Shaefer (2005), bureaucratic

leaders follow rules rigorously, and ensure that their staff also follows procedures

precisely. This is an appropriate leadership style for work involving serious safety risks.

This leadership style is also useful in organizations where employees do routine tasks.

The bureaucratic leadership pattern focuses on the administrative needs an

organization has. Teams and departments of various private and public sector employ
this system of management. But it is used mostly in the public sector, which relies heavily

on consistency and adherence to rules and regulations to get whatever results they seek.

Leaders in this leadership setting create a form of separation for the labour requirements

which teams need to complete. In this case, there is a line of command with each leader

having separate powers in their jurisdiction. They also do not like laws that are more

flexible. Instead, they prefer to have rigid rules and regulations to govern people (Kukreja,

2018).

Although the bureaucratic style of leadership does seem like a perfect model, it

does have several drawbacks. Santrock (2007) indicated it is ineffective in teams and

organizations that rely on flexibility, creativity, or innovation. This is supported by Kureja

(2018) as she stated that bureaucratic leaders use laws and regulations to create

consistency in workplace and because of this their substituents would have no other

choice but to follow their orders. Kureja (2018) added that these leaders are satisfied with

getting the same results, so long there is no much difference.

Coaching Leadership Style. Coaching is particularly effective when the employee

lacks the necessary skills and knowledge and when commitment and motivation are low.

It is based on two-way communication (Blanchard, 2007). The manager praises and

supports employees so that they can develop self-confidence, initiative and

commitment to do the job, while also challenging employees to ask questions, make

suggestions and learn from the process.

Goleman (2004) posits that to achieve the best results, leaders should use

elements from six leadership styles based on various components of emotional

intelligence, depending on the situation. One of these leadership styles is coaching, in

which the key purpose is to develop the individual employee’s resource base. Meyers

(2012) argues that coaching leadership style helps members develop personally and with

a long-term perspective. The leader supports and challenges colleagues, with the intent

of helping them achieve individual development goals.

Consequently, this style is most effective when managers want to help their

employees build lasting personal strengths. In contrast, Benincasa (2012) argues that a

Coaching Leadership Style has almost no effect when employees are not open to

feedback or are not willing to learn. Henson (2013) further demonstrates that a Coaching

Leadership Style builds confidence, promotes individual competence and contributes to

developing a strong commitment to common goals.

According to Ellinger and Bostrom (2002), leaders who succeed with a Coaching

Leadership Style have empathy for and trust in others, less need for control and directing,

a desire to help others develop, openness to feedback and personalized learning and a

belief that most people want to learn. Ellinger and Bostrom (2002) added that coaching

leadership style involves listening, helping, supporting, developing, removing

obstacles and empowerment.

Democratic Leadership Style. One of the clearest definitions of democratic

leadership comes from John Gastil. His 1994 article, "A Definition and Illustration of

Democratic Leadership" where it stated that to distribute responsibility among the

members, to empower the group members, and to aid the group’s decision-making

process are the keys of effective leadership.

 Martin (2016) in his study of democracy, explained that for people to understand

democratic leadership, one must understand how to balance an act of allowing everyone

to participate in decision-making and ensure the organization achieves its objectives. He

added that democratic framework works the best when the roles and responsibilities are

clearly defined and divided within the group.

The democratic leader keeps his or her staff informed about everything that affects

their work and shares decision making and problem solving responsibilities. Maqsood and

Bilal (2013) noted that the leader is the coach who dictates the tune but inputs from the

staff are not ignored in decision making. According to Hernon and Rositer (2007), the

democratic leader develops a plan of action for staff and allows them to assess their

activities as against set goals. Staff are assisted to grow to the limit of their career.

Achievement are also recognized and encouraged.

Though democratic leadership is often acclaimed as the best type of leadership

style, it has some limitations (Olatunde, 2010). These limitations for example, may include

when roles are not defined and timelines are needed and when staff are inexperienced,

their input may not necessarily be needed. Democratic leadership may lead to

abandonment of projects. Democratic leadership should not be used when there is not

enough time to get everyone's input; it's easier and more cost-effective for the manager

to make the decision and the business can't afford mistakes (Chiyem & Adeogun, 2016).

Innovative Leadership Style. The term “innovation” is often used interchangeably

with other terms, such as new or novel idea, radical, change, and creativity (Waples,

Friedrich, & Shelton, 2011). Organizational success requires innovation leaders who can
inspire a mind-set that opens an organization to discovery; and the development of the

framework that supports an innovation strategy and empowers people to make the right

choices (Stevenson, 2012). As Horth and Vehar (2012) explain, innovation can be a

“new-look” or a “re-look”, but both require innovation leadership. Innovation leadership is a

process of creating the direction, alignment, and commitment that is needed to create and

implement something new that adds value to an organization. Hence, innovation

leadership is about being able to form an integrated overview of innovation and, at the

same time, lead the components of innovation in a strategic manner (Ailin & Lindgren,

2008).

Innovation leadership proposes that leaders play a multitude of roles when

facilitating innovation in organizations, especially roles that influence creativity and

innovation. With the appropriate leadership, successful innovation becomes a realistic

and achievable goal; however, without it, the challenge may prove insurmountable

(Hunter & Cushenbery, 2011).

Organizations that actively pursue excellence require support from the organiza-

tional hierarchy, and a culture that values and nurtures creativity (Horth & Vehar, 2012),

considerable resources and a deliberate focus on innovation. Innovation leaders are those

managers, executives or entrepreneurs, whatever their functions or positions—who

successfully initiate, sponsor, and steer innovation in their organizations (Deschamps,

2003).

Pacesetting Leadership Style. In the book “Primal Leadership,” Daniel Goleman,

who popularized the notion of “Emotional Intelligence,” describes six different styles of

leadership. The most effective leaders can move among these styles, adopting the one
that meets the needs of the moment (Goleman, 2002). One of these styles is pacesetting

leadership style.

In this style, the leader sets high standards for performance. He or she is

“obsessive about doing things better and faster, and asks the same of everyone.”

Goleman (2002) warns this style should be used carefully, because it can undercut

morale and make people feel as if they are failing. “Our data shows that, more often than

not, pacesetting poisons the climate,” he writes.

In Goleman’s book, he stated that the pacesetting leadership style sound

admirable. The leader sets extremely high performance standards and exemplifies them

himself. He is obsessive about doing things better and faster, and he asks the same of

everyone around him. He quickly pinpoints poor performers and demands more from

them. If they do not rise to the occasion, he replaces them with people who can.

Pacesetting leaders according to Stareva (2016), expect excellence and self-

direction. This is the “Do as I do, now!” approach. The leader sets high performance

standards and exemplifies them himself; there's an obsession with doing things better

and faster, quickly pinpointing poor performance and demanding more and becoming a

micromanager. This style works well with employees who are self-motivated and highly

competent and don’t need lots of guidance on how things should be done to get them

done on time or ahead of schedule. But other employees feel overwhelmed by the

demands for excellence and so morale, responsibility and commitment drop.

Student Leader’s Performance

 According to Yukl and Fleet (1992), leaders’ performance is necessary to shape

the goals, coordinate the efforts, motivate the members, and monitor the performance.

Richardson (2000), as well explained that we can achieve a better understanding about

groups and communities by looking at their leaders.

Academic leadership, as a special type of general leadership in higher education,

refers to leadership in academic settings or institutions (Sathye, 2004). The study of

leadership in higher education is important not just for institutional effectiveness, but

because higher education plays a significant role in shaping the leadership in large

societies (Astin & Astin, 2000).

Zeitchik, (2012), in the same manner, believes that good leaders are those who

motivate the members of their team to do their best. They also to inspire others to pursue

their targets based on the parameters they set, and to the extent it becomes a

shared effort, vision, and success. While in the other hand, Kruse (2013) defined leaders’

performance as a process of social influence, which maximizes the efforts of others

towards the achievement of a goal.

The following are the leadership skills described by Daniel Goleman.

Empathy. The essence of empathy, agreed upon by most empathy researchers, is

feeling what other person feels . According to studies carried out by the Development

Dimensions International (DDI),empathy is the biggest single leadership skill needed

today. According to Richard S. Wellins, senior vice president of DDI, “Being able to listen

and respond with empathy is overwhelmingly the one interaction skill that outshines all

other skills.” Dianne Crampton at Gonzaga University backed up that statement saying
that “empathy is a universal team value that promotes high commitment and cooperation

in the workplace.”

One of the struggles that every organization faces is retaining talented staff. One

of the most common reasons for people leaving an organization is lack of trust in and

appreciation from those they report to. Empathy increases trust, a sense that a staff are

valued and cared about (Deutschendorf, 2018).

Managing Emotions. Managing emotions as described by Cary Larson (2017), is

the ability to be open to feelings and to modulate them in oneself and others so as to

promote personal understanding. According to him, managing emotions is key to social

situations such as leadership and teamwork, for it enables leaders to be focused on task

demands under high stress conditions.

It is the skill most leaders need to be successful in managing their people

(Anderson, 2018). Because workers, often look to leaders for examples of how to behave,

especially during times of turmoil and change. Therefore, leaders need to present a calm,

rational front. This means that consciously choosing which emotions are appropriate and

avoiding expressing extreme or negative ones actually help to maintain the team’s focus.

In addition, Dr. Travis Bradberry (2017) discovered that emotional control was the

strongest predictor of high performance in all types of jobs and 90% of the top leaders

are high in emotional intelligence. While this type of skill comes naturally to other people

(MacCann, 2015), on the other hand Anderson (2018) indicates that emotional control

can be trained, developed and improved.

Motivating Factor. As stated by Cherry (2019), followers tend to feel inspired to

take action and contribute to the team if the leaders built trust and respect among
followers. Every team is only as strong as its weakest member. All it takes is one weak

member to bring the entire group down. Someone who fails to participate Is not only failing

to add value, but is taking the place of someone else who could add value to the group.

When working in a team, it is important to be an active participant in the group (Jacobson,

2019).

According to Rasmussen & Jeppesen (2006), employees that are working in teams

have been found to report higher job satisfaction and well-being and lower levels of

absenteeism than those not working in teams. However, even with the best people,

without the right amount of participation, even the most organized team might fail.

Encouraging members’ participation can be beneficial in a lot of ways, especially

in decision making and problem solving. As stated by Kooser (2019), leaders and need

to understand what the motivations of workers and members are in order to effectively

manage and grow a business that has the full support of its employees. The key to

motivating the unmotivated is to figure out what they want from work and dangle that in

front of them (Strauss, 2007)

In the words of Under Armour founder Kevin Plank, members are motivated when

they “feel needed, appreciated, and valued”. It is not only the leader’s words of

encouragement that can motivate a team member. According to Kashyap (2017), the

physical environment greatly affects how employees feel, think, and perform.

In the words of Van Loveren (2007), positive relationships between leaders and

substituents have been found to affect job satisfaction and organizational success.

According to Kashyap (2017), if everyone in the team gets along with each other,
everyone becomes aware of each other’s strength and weaknesses, making the act of

working with each other much more easy. Team productivity and efficiency will then shoot

up.

According to an article published by the American Management Association on

January 24, 2019, titled “Building a Sense of Teamwork Among Staff Members”, unless

you have built a sense of teamwork among your employees, they will have no shared

performance goals, no joint work efforts, no mutual accountability, which can increase

productivity.

Successful teamwork relies on upon synergism existing between all team

members creating an environment where they are all willing to contribute and participate

in order to promote and nurture a positive and effective team environment. Team

members must be flexible enough to adapt to cooperative working environments where

goals are achieved through collaboration and social interdependence, rather than

individualized, competitive goals (Luca & Tarricone, 2001).In the words of Johnson,

Heimann & O’Neill (2000), team members must never be fully self-directed or completely

dependent

Self-Awareness. Self-awareness has been cited as the most important capability

for leaders to develop, according to the authors of “How To Become a Better Leader,”

which was published in the MIT Sloan Management Review (Esimai, 2018). Esimai

(2018) added that successful leaders know where their natural inclinations lie and use

this knowledge to boost those inclinations or compensate for them.

 Dr. Travis Bradberry, author of Emotional Intelligence 2.0, describes sel-

awareness as one of the core components of emotional intelligence. He defines emotional

intelligence as a person’s ability to recognize and understand emotions in himself or

herself and others, and the person’s ability to use this awareness to manage behaviour

and relations. Leary and Buttermore (2003) also theorize that the capacity for self-

reflection may have been one of essential drivers for the remarkably rapid appearance of

human civilization 40,000 – 60,000 years ago.

The construct of self-awareness also has been included as part of two different

conceptualizations of emotional intelligence (Goleman, 2004). On the other hand, a large

scale study using three samples in different occupational and cultural contexts, Chan and

Drasgow (2001) identified three types of people who desire to be leaders. The first type

of person perceives themselves as having leadership qualities. The second type of

person feels the need to lead others not from reward, but because of their agreeable

disposition. The third type of person do not necessarily see themselves as having

leadership qualities, but are motivated to lead by a sense of social duty and obligation.

These examples of people’s motivation towards leadership all involve some type of self-

awareness, which supports the theory that self-awareness plays fundamental role not just

in the execution of leadership, but also in the construct of what drives or motivates people

to become leaders.

An increasing number of studies in leadership effectiveness show that accurate

self-awareness is essential to great leadership. Self-awareness is considered one of the

most essential interpersonal skills to effective leadership (Garden, 2004). Garden (2004)
added that self-awareness has predicted individual and interpersonal effectiveness,

managerial success and effectives and leader behaviour and performance.

Social Skill. Based on an exhaustive review of literature, leadership and

followership are undeniably united in a symbiotic relationship (Adair, 2008). Followership

is an “interactive partnership; it is not a hierarchical relationship” (Cox III, Plagens, & Sylla,

2010).

Leadership and followership should be thought of as a tandem, “inseparable,

indivisible, inconceivable the one without the other” (Kellerman, 2008). Adair (2008)

concurs, “There is so 21 much interplay and crossover between leadership and

followership that the two cannot be studied completely independently of each other”

Another big factor in keeping people from stepping up is how leaders react to

member’s ideas and input (Smith, 2012). Good leaders tend to seek diverse opinions and

do not try to silence dissenting voices or those that offer a less popular point of view

(Cherry, 2019). Early investigations of characteristics of emergent and effective leaders

as stated by (Zaccaro, 2002) is focused on communication/social skills.

From the leadership perspective, social and emotional intelligence represent the

“people’s skills” possessed by effective leaders (see Bass, 2002; Zaccaro, 2002). Caruso,

Mayer and Salovey (2002) suggested why emotional intelligence is critical to leader

effectiveness. They stated that leaders need to understand their own emotions and the

emotions of the followers in order to encourage and motivate others and to encourage

follower creativity (Caruso, 2002). Moreover, Murphy (2002) argued that social and

emotional intelligence, as represented by measures such as SSI, Helps in leader self-

regulation – critical for leader effectiveness in stressful situation.

 Riggio’s communication/social skill model (Riggio & Carney, 2003), in some ways

parallels the concepts of emotional communication. The model of emotional intelligence

includes the ability to perceive and understand emotions, the ability to regulate emotions

and the ability to generate emotions, among other emotional abilities.

METHODOLOGY

This chapter presents the method of the research. It covers: research design,

research subjects, research instruments, sampling method, research procedure and

statistical treatment of the data that will be used for accurate data analysis and

interpretation.

Research Design

This study conducted an explanatory research as the study needs to investigate

the impact of leadership styles on student leaders’ performance. The explanatory

research design involved the formulating of the hypothesis and collecting information on

the basis that leads to achievement of the objectives of the research. Also, the study uses

non-experimental correlative research design. This is a type of research method in which

a researcher measures two variables, understand and assess the statistical relationship

between them with no influence from any extraneous variable (Bhat, 2019). The
researchers chose this design because this study involves the two variables which are

leadership styles and student leader’s performance and also aims to assess the

relationship between the two variables, as what was stated above.

Research Subject

Four hundred fifty (450) students in the whole population of the senior high school

department were chosen as the sample size for the respondents of the dependent

variable which is the student leaders’ performance. The 450 students assess the

performance of their leaders. From Grade 11 to Grade 12, 30 students were selected

randomly in each classroom. All in all, there are 15 classrooms that comprise the whole

senior high school in Jose Maria College. Meanwhile, 95 student leaders were chosen as

the sample size for the respondents of the independent variable which is leadership

styles. Five student leaders are selected in each classroom. They are the President, Vice

President, Secretary, Auditor and Treasurer. The researchers chose them as participants

because they are more mature and have more responsibilities as leaders than the junior

high school.

Data Gathering Technique

The most suitable method to collect primary data is to distribute questionnaire. A

five-point Likert scale questionnaire was developed to provide the respondents ease of

answering the questions as per their level of agreement (McLeod, 2008). The Likert scale

follow the format of: 1) Strongly Disagree; 2) Disagree; 3) Neutral; 4) Agree; 5) Strongly

Agree. The development of the questionnaire for the 450 respondents was based on the

following indicators; empathy, self-awareness, social skill, managing emotion and

motivating factor and is a standardized questionnaire by Litwin and Stringer (2000). On

the other hand, another standardized questionnaire based on Daniel Goleman was

answered by the student leaders in order to determine their leadership style.

Research Instruments

This study used two standardized questionnaires. For the independent variable,

the researchers used the questionnaire based on the work of George Litwin and Richard

Stringer (2002), psychologists from Harvard University entitled Leadership and

Management a Communication Styles Questionnaire. But it considers the same eight

distinct styles of leadership as Daniel Goleman. The questionnaire uses a five-point scale

and has 6 questions per indicator.

For the dependent variable, the researchers used the questionnaire from the

Emotional Intelligence Leadership Dimension Questionnaire by Daniel Goleman (1995)

which is composed of 25 questions. These questions contain their assessment of

members towards their leaders in terms of empathy, managing emotions, motivating

factor, self-awareness and social skill. The questionnaire uses a five-point scale and has

5 questions per indicator.

Table 1. shows the Five-Point Scale that will be used to interpret the items in the

questionnaires. The range of the five-point Likert scale was adapted from the study of

Bation and Sayson (2015).

The Five-Point Likert Scale

 Scale Range of Means Rating Value Descriptive

Equivalent

5 4.30 – 5.00 Strongly Agree Very High

4 3.50 – 4.20 Agree High

3 2.70 – 3.40 Neutral Moderate

2 1.90 – 2.60 Disagree Low

1 1.00 -1.80 Strongly Disagree Very Low

Sampling Method

The researchers conducted a stratified random sampling away the research

participants. The sampling method involves the division of a population into smaller

groups known as strata. The strata are formed based on the members’ shared

characteristics (Kenton, 2019). This method of sampling was chosen because the

researchers divided the senior high school per year level into groups – the strata which

is their respective sections.

Research Procedure

The study follows the following procedure:

1. Choose a topic. Researchers find and choose their own topic.

2. Letter of approval. Researchers make a request letter for the approval of the

senior high school principal for conducting the survey in Grade 11 and 12 students.
 3. Draft the Questionnaire. The researchers looked for standardized

questionnaire that would answer the statement of the problem.

4. Administer the survey. The researchers went to each of the sections and let

30 students answer given with enough time to finish answering.

5. Tabulate and analyse data. Researchers tabulate all data that was gathered

after the survey and applied the statistical treatment used in this study.

6. Interpret the data and come up with the conclusions. The researchers get

the average to come up with the results and write conclusions.

Statistical Treatment of the Data

The following statistical tools are used to analyse the data.

Frequency. This was used to show that the data stipulates the frequency of the

demographic profile of the students.

Mean. This was used to determine the level of leadership styles experienced and

the student leaders’ performance of the senior high school students in Jose Maria

College.

Pearson r. This was used to determine the relationship of the leadership styles

and student leaders’ performance of the senior high school students in Jose Maria

College.

The degree of linear relationship was interpreted by using a range of values for the

correlation coefficient according to Brase as cited by Laurista, Macabasa, and Suganob

(2015) as shown below:

 Correlation Coefficient

Coefficient of Correlation Interpretation as to the Degree or

Extent of Relation

±0.90 to ±1.00 Very high correlation; very dependable

relationship

±0.70 to ±0.89 High Correlation; marked relationship

±0.40 to ±0.69 Moderate Correlation; substantial

relationship

±0.20 to ±0.39 Low Correlation; definite but small

relationship

Less than ±0.20 Negligible Correlation