A Lived Study on the Academic Experiences and

Time Management Practices of the Supreme

Secondary Student Learner Government
at Dauin National High School for the
School Year 2024-2025
INTRODUCTION
Student government refers to a student-led organization within a school or university that is
responsible for representing the interests, concerns, and needs of the student body to school administration
and other relevant stakeholders. It is a form of student leadership and participatory democracy that allows
students to have a voice in their educational experience (Jafrin, 2023). In the Philippines, the highest
governing body for students in secondary schools is the Supreme Secondary Learner Government. The
Supreme Secondary Learner Government officers are the elected representatives who lead the student
body. They are responsible for representing the student body, advocating for their interests, and organizing
various programs and activities within the school (DepEd, 2023).
Student leaders often face numerous challenges in balancing their academic and leadership
responsibilities as they not only have to meet their daily academic requirements—such as attending classes,
completing assignments, and preparing for exams—but also fulfill their duties as leaders, such as
organizing events and advocating for their fellow students (Bercilla et al., 2023). This juggling act
emphasizes the need of strong time management skills and a sense of dedication to effectively balance
academics and leadership roles (Abella et al., 2024). Time management is a critical component of self-
regulated learning for student leaders. It’s not simply a set of techniques, but a fundamental process that
empowers them to actively control their learning (Wolter & Brandy, 2020).
 In these times, it is important to study the academic experiences and time management practices of the student
leaders because it seeks to understand how student leaders, specifically Supreme Secondary Learner Government
officers, manage their academic and leadership responsibilities. By looking into their experiences, the study will
provide insights into the challenges they face and the strategies they use to maintain a balance between these two
demanding areas. This information will be valuable not only to educators and school administrators but also to future
student leaders, helping them find ways to better support leadership development without sacrificing academic
performance.

This study aims to explore the motivations, academic experiences, and time management practices of the
Supreme Secondary Learner Government officers at Dauin National High School for the School Year 2024-2025. By
studying why these students choose to take on leadership roles, the challenges they face, and the practices they employ
to manage their time, the study hopes to provide a clearer picture of what it means to be a student leader in today’s
educational environment.
STATEMENT OF THE PROBLEM

 1. What motivated the Supreme Secondary Learner Government Officers at Dauin National
High School for the School Year 2024-2025 to join the student government, despite the
challenge of balancing academics and leadership roles?

 2. What are the academic experiences of Supreme Secondary Learner Government officers at
Dauin National High School for the School Year 2024-2025 in balancing academic and
leadership roles?

 3. What are the time management practices of the Supreme Secondary Learner Government
officers at Dauin National High School for the School Year 2024-2025 to balance academic
and leadership roles?
SCOPE AND DELIMITATION
The scope of this study focuses on the academic experiences and time management
practices of the Supreme Secondary Learner Government (SSLG) officers at Dauin National High
School for the school year 2024-2025. It seeks to explore their motivations for joining the SSLG
despite the challenge of balancing academics with leadership roles. Additionally, the study examines
the officers' lived academic experiences as they navigate these dual responsibilities and identifies
the time management strategies they use to maintain this balance.
The delimitations of the study specify that only Supreme Secondary Learner Government
officers for the school year 2024-2025 will be included as participants, excluding regular students
and other non-SSLG student leaders. This ensures that the focus remains solely on the unique
experiences of SSLG officers. Moreover, the study is restricted to the current academic year and
will not take into account the experiences of SSLG officers from previous or future years. It will
also limit its investigation to academic experiences and time management practices, deliberately
excluding other possible influences, such as personal challenges unrelated to academics or
leadership, financial issues, or external family concerns.
REVIEW OF RELATED LITERATURE
Many students are motivated to take on leadership roles in the SSLG because they see it as a path to
developing their leadership skills. They are driven by the desire to grow as individuals and become more
confident in their abilities. However, the demands of being an SSLG officer can be significant. Balancing
schoolwork with leadership responsibilities requires dedication and resilience. The need to manage time
effectively becomes crucial, as they juggle numerous commitments. This challenging experience ultimately
helps them become more adaptable and effective leaders, motivating them to continue honing their time
management skills (Abella et al. 2024).

Students are drawn to join the SSLG by the opportunity to develop their leadership skills and make a
positive impact on their school community. They are drawn to the practical experience of leading and
motivating others, gaining valuable insights into the dynamics of group work. While the demands of balancing
academics and leadership can be challenging, SSLG participation provides opportunities to develop essential
skills in teamwork, communication, and problem-solving (Anastacio et al. 2023).
 Students are eager to take on leadership roles because they recognize the importance of
developing essential skills for future success. They are driven by the desire to learn how to work
effectively with others, communicate their ideas clearly, and find creative solutions to challenges.
However, student leaders often struggle to balance their academic responsibilities with their
leadership roles, leading to time management challenges. Providing training on effective time
management techniques would equip them with the tools they need to manage their time efficiently,
minimize burnout, and enhance both their leadership and academic outcomes (Kumaku, 2021).

The desire to learn and grow motivates students to take on leadership roles. They are drawn
to the opportunity to develop their skills in communication, delegation, prioritization, and
responsibility. While they face challenges such as feeling overwhelmed and managing multiple tasks,
they also learn valuable coping mechanisms, such as handling pressure effectively, being open to new
ideas, and maintaining a positive attitude. They learn to prioritize tasks, delegate responsibilities, and
find a balance between their different roles, motivating them to continue their growth as leaders
(Bercilla et al. 2023) .
 Being an SSLG officer is a valuable learning experience that motivates students to develop
their leadership skills. Students want to learn how to communicate effectively, work collaboratively,
and solve problems, all skills that are essential in the real world. Students also recognize the
importance of time management and are motivated to learn how to prioritize tasks, use organizational
tools, and delegate effectively. They understand that being flexible and adaptable is crucial for success
in leadership and are willing to learn from their mistakes (Renchler, 2020).

Students are motivated to take on leadership roles because they want to make a positive
contribution to their school community. They are eager to develop their skills and work collaboratively
with others to solve problems. However, they face challenges such as time management struggles,
feelings of overwhelm, and difficulty in setting boundaries. Despite these obstacles, they are motivated
to develop coping strategies, such as improving their communication skills, learning to delegate tasks
efficiently, organizing their schedules, and maintaining a proactive attitude. They recognize the
importance of balancing academic and leadership roles, staying focused on priorities, and fostering
personal growth (Morabit, 2024).
 Student leaders often have a mix of good and bad experiences, which can make it hard
to balance schoolwork with their leadership roles. SSLG officers often struggle to manage their
time well, which means they need help and strategies to make things easier. Being a student
leader is difficult because it can be emotionally draining, and students need ways to cope with
the pressure of doing well in school and being a leader. Sometimes, student leaders even
experience burnout from having too much to do (Tucay et al., 2020).

SSLG officers, like other students, often face academic pressures. They have to
balance their leadership responsibilities with their studies, which can be a tough juggling act.
Meeting deadlines for assignments and exams while also fulfilling their leadership duties can be
stressful. They also have to manage expectations from teachers and peers, who may expect
them to perform at a high level in both academics and leadership. On top of that, juggling their
leadership roles with their personal lives can add to the stress (García-Ros, Perez, & Hinojosa,
2024).
 Student leaders often struggle with managing their time and getting the resources they need. They

face challenges like lack of interest, apathy, communication problems, not having enough money, and

having too much to do. Student leaders have many difficulties, and they need support and training,

especially in time management, to help them overcome these challenges. Student leaders also often

experience burnout from the pressures of their roles, and they may also struggle with feeling

overwhelmed, stressed, and even feeling like they're not making a difference. They might also struggle

with balancing their leadership responsibilities with their personal lives and their academic

commitments. (Laude, 2023).

Good time management is essential for leaders. Leaders who can manage their time well are better

at getting things done, making decisions, and determining priorities. They also seem to be better at

working with others and ensuring alignment. However, student leaders also struggle with balancing their

leadership responsibilities with their personal lives and their academic commitments. They may also face

difficulties in setting boundaries between their personal time and their leadership responsibilities, leading
 The experiences of student leaders as they handle their roles are complex. They
enjoy the chance to grow and make a difference, but they also face big challenges in
balancing their leadership duties with schoolwork and personal life. Managing different
tasks, meeting expectations, and trying to do well in both leadership and academics can
cause a lot of stress. This shows that there is a need to understand the unique pressures
student leaders face, as their roles come with a heavy emotional and mental load
(Agyemang & Opoku, 2023).

The academic experiences of SSLG officers are often characterized by a need to

balance their leadership responsibilities with their studies. They face the challenge of
managing their time effectively to meet deadlines for assignments and exams while
fulfilling their leadership roles. This can lead to stress and pressure, especially as they also
try to manage expectations from teachers and peers who expect them to excel in both
academics and leadership. Additionally, juggling their leadership roles with their personal
lives can add to the already demanding workload. (Vaida & Brînzei, 2021).
 Being a leader changes how people use their time. Student leaders often spend less time
studying due to other responsibilities but become more independent learners. Student leaders
learn to prioritize tasks, manage their time well, and handle multiple responsibilities
simultaneously. SSLG officers need to adjust their study habits and prioritize tasks to manage
their time effectively, finding new ways to complete schoolwork while balancing leadership
roles (Deng et al., 2020).

Effective time management enables student leaders to stay engaged and perform well in
their roles. By setting clear priorities, creating schedules, and breaking tasks into smaller steps,
they can balance their academic work and leadership duties more efficiently. Many student
leaders find that using tools like calendars or planners helps them stay organized, while others
rely on setting personal deadlines to avoid last-minute stress. These experiences not only
improve their ability to lead but also benefit their organizations and the school community by
ensuring smooth and successful operations (Gross, B. G., 2021).
 Student leaders develop effective time management skills by prioritizing tasks,
setting clear deadlines, and breaking down larger goals into smaller steps. Their experiences
teach them to use planners, calendars, and delegations to balance academic and leadership
responsibilities. By staying adaptable and focused on their long-term goals, they lead
successfully while managing multiple commitments. These skills not only contribute to their
personal success but also foster a productive and positive environment within their
organizations, ensuring smooth operations and team achievement (Hilliard, 2019).

Students have positive thoughts about time management regarding their studies but
don't always put those thoughts into practice. This means students aren't consistently using
effective study habits and strategies to improve their academic outcomes. Students need to
develop better study habits and strategies to build positive attitudes and behaviors towards
time management, ultimately improving their academic outcomes (Bappah et al., 2023).
 Student leaders utilize a combination of strategies to effectively manage their
time, including prioritizing tasks, using time-management tools, and delegating
responsibilities when appropriate. Student leaders also demonstrate a strong commitment
to academic excellence, balancing their leadership roles with their studies (Cruz, 2020).

Time management is a critical component of self-regulated learning for student

leaders. It is a fundamental process that empowers them to actively control their learning.
Time management and effective learning skills share common elements, such as setting
goals, making plans, monitoring progress, and reflecting on learning. Student leaders
often employ various time management strategies, including prioritizing tasks, using
schedules and to-do lists, breaking down large projects into smaller steps, and setting
realistic deadlines (Wolters & Brandy, 2020).
 SIGNIFICANCE OF THE STUDY
Students: The study helps students, especially leaders, learn how to manage both
their schoolwork and leadership roles. It shows them how other student leaders
balance their time, which can teach them good habits and strategies. For non-leader
students, the study helps them understand the hard work that comes with being a
student leader, which can lead to better teamwork and respect in school activities.
Teachers: Teachers can use this study to understand the challenges that student
leaders face in balancing their roles. With this knowledge, they can offer more
support, such as flexible deadlines or extra help, when students need it. Teachers
who advise student leaders can also learn how to guide them in managing their
time and responsibilities more effectively.
Parents: For parents, the study provides insights into how their children manage
their time between school and leadership duties. It helps them understand the
pressures their kids face and how they can better support them at home. Parents
might also learn ways to encourage their children to stay organized and focused on
both academics and leadership.
 School Administrators: School administrators can use this study to
improve programs that support student leaders. They can identify
areas where student leaders struggle and offer resources, such as
leadership training or academic support. This ensures that student
leaders can succeed in both their academic and leadership roles
without being overwhelmed.
 Future Researchers: This study can serve as a valuable reference
for future research on student leadership and time management. It
provides data on the challenges and practices of high school student
leaders, which can help other researchers expand the study to
different schools or student populations. The findings can inspire
more studies that aim to improve the student leadership experience.
RESEARCH DESIGN
The research will use a phenomenological research design to explore the lived experiences of
Supreme Secondary Learner Government (SSLG) officers at Dauin National High School as they balance
academics and leadership roles. Phenomenological research design is a qualitative approach or qualitative
research methodology that focuses on exploring and describing the lived experiences of individuals regarding
a specific phenomenon. This qualitative research method aims to uncover the essence of these experiences by
examining participants’ perceptions, feelings, and interpretations (Prime, 2024). This design is appropriate
because it focuses on understanding how individuals experience and interpret specific phenomena, in this
case, the officers' academic challenges and time management practices. Through in-depth interviews,
participants will share their personal experiences, allowing the researcher to uncover common themes and
insights about their motivations, struggles, and strategies in managing dual responsibilities.
PARTICIPANTS
The respondents of this study are the members of the Supreme
Secondary Secondary Learner Government at Dauin National High
School for the school year 2024-2025. As both students and leaders,
they manage academic work alongside leadership duties, making them
ideal participants for exploring time management practices. Their
experiences will provide valuable insights into balancing these
responsibilities.
SAMPLING
This study will use a Purposive-Convenience sampling to select the respondents. Purposive
sampling is a non-randomized sampling technique that selects sampling units based on certain criteria
(Bisht, 2024). Convenience sampling is a non-probability sampling method where units are selected for
inclusion in the sample because they are the easiest for the researchers to access (Nikolopoulou, 2022).
The participants will be the members of the Supreme Secondary Learner Government (SSLG) at Dauin
National High School for the school year 2024-2025. For this study, it will focus on students who meet the
following criteria: First, they must be current officers of the Supreme Secondary Learner Government
(SSLG). Second, they must be enrolled as students at Dauin National High School. Lastly, respondents
must be an active participant in leadership activities and tasks related to their SSLG role. The following
criteria will help researchers understand how participants manage their time effectively in a high-pressure
environment. As both students and leaders, they are in the best position to provide insights on how they
handle their time and balance schoolwork with their duties in the SSLG. Their experiences will help the
study understand the challenges and strategies they use in managing both aspects of their lives.
DATA GATHERING PROCEDURE
The data gathering procedure will involve personal interviews with the Supreme
Secondary Learner Government officers of Dauin National High School. The researchers will
begin by selecting the Supreme Secondary Learners Government (SSLG ) officers as participants
for the study. After identifying the participants, the researchers will prepare a set of questions that
are relevant to the research objectives. Once the questions are finalized, the researchers will
schedule face-to-face interviews with the officers to gather the necessary information. During the
interviews, the researchers will ask the prepared questions and carefully document the participants'
responses. After completing the interviews, they will organize and review the collected data to
identify any common themes or significant details. Finally, the researchers will analyze the data
and use the findings to complete the research.