Thesis 636r53

Chapter I The Problem and Its Background Introduction “Being an effective leader is not predicted by Intelligence Quotient itself”-Goleman (1995). Several school personnel, facing a large population of students are not enough to accommodate and attend all the needs of the students. That is where the student leaders take over. Student leaders are responsible for making a respectful and transparent atmosphere in where students can discuss, partake, and engage into any proposed plans for school. Student body is the face of the students, they have all the responsibilities to deal with any problems concerning the welfare of the students and informing the superiors about their concerns. Student leaders are also responsible for making co-curricular activities that can inspire and amalgamate every courses and departments. They also have the role of laying down goals and projects for the school’s development. In the performance of their avowed duties, for the fulfillment of their goals, the leaders cannot avoid problems arising within an organization that may lead to failure in achieving the objectives or goals. Effective leader must have good communication skills and the ability to adapt themselves into different types of people in a certain group, but some leaders cease to work well with their because of some common problems like regulation of emotions, poor emotional profile, insensitivity, overbearing and dominating leaders. Research studies suggest that Emotional Intelligence and Leadership Styles are the two forces that guide a leader to good leadership, but are also responsible for adversities to

follow. The influence of these two forces will be explored as the bases of an enhancement program. Background of the study Edward Thorndike (1930), defined Emotional Intelligence in relation to a form of social intelligence which includes self-consciousness of others' feelings and emotions, to differentiate them and used them as guide of managing one self’s thoughts and actions. It was a newly-proposed form of intelligence that talked about one's capability of understanding one's feelings and emotions. David Wechsler (1944) suggested that affective domain maybe important to succeed in life. He also added, “Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment”. Abraham Maslow (1950) described how people can establish emotional strength using his model Hierarchy of Needs. Maslow used such as; psychological, safety, belonging, love, esteem, self-actualization and self-transcendence. His theory further discussed that if the levels in the hierarchy were not fully meet, the emotional strength of a person may be affected. Howard Gardner (1975) introduced the concept of Multiple Intelligence specifically, Interpersonal and Intrapersonal Intelligences which serve as the key components for Emotional Intelligence. These specific intelligences discussed the different dimensions of emotion of a person. A person who notice and respond to others feelings and as the same time can work with them easily was classified under the interpersonal intelligence. However, a person who sets goals, assesses his personal abilities and liabilities and monitors his own thinking and is expected to meditate, reflect, exhibit self-discipline and maintain composure was classified under intrapersonal intelligence. Then, Wayne Payne (1985) finally introduced the term Emotional Intelligence in his dissertation entitled "A study of emotion: developing emotional intelligence; self-integration; relating to fear, pain and desire (theory, structure of reality, problem-solving, contraction/expansion, tuning in/coming out/letting

go)." Keith Beasly and Reuven Bar-On (1987) used the term Emotional Quotient (EQ) in a magazine article and graduate thesis. Peter Salovey & John Mayer (1990) published their famous article in Emotional Intelligence in a journal Imagination, Cognition and Personality. After that, Daniel Goleman (1995) popularized and elaborated the concept of Emotional Intelligence featured in his book Emotional Intelligence; Why it Matters More than IQ? Lastly, Consortium for Research on Emotional Intelligence in Organization conducted a research to identify emotional and social factors needed to be successful in job and workplace. Since its popularization, Emotional Intelligence has been associated with leadership. Why is it so? As William Arthur Ward once said, "The mediocre teacher tells. The good teacher explains. A superior teacher demonstrates. The great teacher inspires". One of the problems students encounter in a classroom is the teacher itself. It is a case wherein a teacher lacks the qualities of becoming a competent teacher. A teacher supposedly guides or lead the class to direct them in accomplishing their tasks successfully however, there are teachers who are dominating, overpowering, lacking initiative, failing to motivate their students, recognizing only failure not success, avoiding conflicts neither exerting effort to solve it, running over students etc., resulting to the unfinished works and projects and breakdown of a student. Anchored to the theory of Daniel Goleman, being an effective leader was not predicted by Intelligence Quotient (IQ) itself, well in fact, its Emotional Intelligence that do so. Based on the findings of Goleman’s Emotional Intelligence, leaders with high IQ alone fail to manage an enterprise yet people who have high Emotional Intelligence got promoted into higher position. He also quoted that "outstanding intelligence quotient level makes you an English teacher yet high Emotional Intelligence makes you the head of the English Department" which summarizes his insight about Emotional Intelligence as an important intelligence that qualifies an individual to be an efficient leader.

Theoretical Framework Emotional Intelligence is the core level of Intelligent Quotient. Davis, Stanker and Roberts said that emotional intelligence is an elusive concept. It appears to be more allegorical than logical. Emotional Intelligence is the capacity to enhance oneself, to accurately perceive emotions of others and to take cognizance of what is happening. Mayer and Mitchell (1998) said Emotional Intelligence is an aspect of class of intelligences including the social, practical and personal intelligence or HOTS intelligence. According to Daniel Goleman, there are five areas of Emotional Intelligence; 1. Self-awareness - knowing one’s emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using common sense to guide decisions. 2. Interpersonal - it is the ability to maintain harmonious relationship with other people. 3. Stress-management - managing or redirecting one’s descriptive emotions and impulses and adapting to changing circumstances. 4. Flexibility - it is the ability to adapt to new environment and know how to make a better decision in a situation. 5. Disposition - it is the awareness of the condition in a place or situation. Goleman (1995) said that emotional competencies are not innate talents but rather learned capabilities that must be worked on and can be developed to achieve an outstanding performance. He believes that individuals are born with general emotional intelligence that determines their potential for learning emotional competencies. Salovey and Mayer (1990) claimed that Emotional Intelligence is the ability to monitor one’s own and others emotions, to discriminate among them and to use the

information to guide thinking and actions. Freedman (2007) stated that Emotional Intelligence is the way of recognizing, understanding and choosing how we think, feel and act. It shapes our interactions with others and our understanding of ourselves. It defines how and what we learn. It allows us to set priorities; it determines the majority of our daily actions. Research suggests it is responsible for as much as 80% of the success in our lives. Goleman (1995) declared that great leadership works through emotions. Leaders are the one who drives organization to their success and empower their social, intellectual, emotional and other skill to be a good leader. These are the six leadership styles: 1. Democratic Leadership - encouraging the member to be active and participate in achieving the goals of the organization. Leaders allow his /her to decide for their vision in performing for the success. Communication is the key to this model. It produces a working environment that feel that they are more committed to achieve the goals and objectives of the organization through their suggestions and opinions. 2. Affiliative Leadership - it is used with new organization which leader and are creating communication with each other. are given great deals of praises and in their performance to boost their confidence. It builds emotional bonds and harmonious relationship among . 3. Empowering Leadership - the leader focuses on stirring positive emotions by purely helping its member in their personal development to accomplish their desired goals. The leader recognizes every individual work and their significance in the organization. 4. Moral Leadership - the leader guides his/her by giving them values, ethics, principles and standards. The leader respects each of the .

5. Charismatic Leadership - leader set as a role model to his/her member. It leads through magnetic personality where leaders influence his/her to perform well. 6. Transformational Leadership - a leader who inspires his/her . It promotes positive change among its where they set high performing standards for one, others, group and organization.

Conceptual Framework

Input

Process

Output

Emotional Intelligence 

Self – awareness

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Interpersonal



Stress- management



Flexibility



Disposition

Leadership Style



Survey Through Questionnaire



Previous Theories and Studies



Democratic Leadership



Affiliative Leadership



Interview Respondents



Empowering Leadership



Statistics of Data



Moral Leadership



Charismatic Leadership



Transformational Leadership



Commanding Leadership



Pacesetting Leadership

Proposed intervention programs to enhance the Emotional Intelligence and Leadership skills of student leaders.

Statement of the Problem This study will determine the level of Emotional Intelligence and Leadership Style of the student leaders. Specifically, it will answer the following questions: 1. What is the profile of the respondents in of the following? 1.1 Age 1.2 Gender 1.3 Major 2. What is the level of Emotional Intelligence of the respondents in of the following? 2.1 Self-awareness 2.2 Interpersonal 2.3 Self - management 2.4 Flexibility 2.5 Disposition 3. What is the Leadership Styles of the respondents in of the following: 3.1 Democratic 3.2 Affiliative 3.3. Empowering

3.4 Moral 3.5 Charismatic 3.6 Transformational 3.7 Commanding 3.8 Pacesetting 4. Is there a significant difference between the Emotional Intelligence and Leadership Styles of the resopndents? 5. Based on the findings of the study, what leadership enhancement program may be proposed?

Hypothesis Ho - There is no significant difference on the respondents’ Emotional Intelligence level and Leadership styles when they are grouped by profile. Scope and Limitations of the study This study was conducted to determine the Emotional Intelligence and Leadership Styles of Polytechnic University of the Philippines San Pedro Campus student leaders. This includes all the officers of Academic and Non-Academic school organization. The survey questionnaire was adapted from the study “Emotional Intelligence and Leadership Styles of Pamantasan ng Lungsod ng Pasig Student Leaders: Bases for an Enhancement Program “, a study by Josefa Advincula –Dimalanta (2008). Significance of the Study

This study benefited the following: Coordinating Teachers The findings of the study helps the coordinating teachers to determine the strengths and weaknesses of their student teachers when it comes to emotional intelligence and leadership styles so they can provide proper guidance. Student Teachers The student teachers improve their emotional intelligence and leadership styles through the proposed output so they can become effective teachers in the future. Future Researchers The data contained in this research serve as a reference for future researchers who will continue this study. Teachers The findings of the study help teachers determine the ideal leadership style depending on their level of emotional intelligence and the situation they are in. Definition of  Affiliative Leadership- it is used with new organization which leaders and are creating communication with each other. Constituents are given great deals of praises and in their performance to boost their confidence. It builds emotional bonds and harmonious relationship among .  Charismatic Leadership - leaders set as a role model to their . It leads through magnetic personality where leaders influence their to perform well.  Democratic Leadership - encouraging the member to be active and participative in achieving the goals of the organization. Leaders allow their to decide for

their vision in performing for the success in accomplishing the organization objectives. Communication is the key to this model. It produces a working environment that feel that they are more committed to achieve the goals and objectives of the organization through their suggestions and opinions.  Disposition - it is the awareness of the condition in a place or situation.  Emotion- instinctive feeling as distinguished from reasoning or knowledge.  Emotional Intelligence -is the capacity to enhance oneself, to accurately perceive emotions of others and to take cognizance of what is happening.  Empowering Leadership -the leaders focuses on stirring positive emotions by purely helping their subordinates in their personal development to accomplish their desired goals. The leader recognizes every individual work and their significance in the organization.  Flexibility - it is the ability to adapt to new environment and know how to make a better decision in a given situation.  Interpersonal - it is the ability to maintain harmonious relationship with other people.  Leadership- the action of leading a group of people or an organization.  Leadership Style- the leaders’ style of providing direction, implementing plans and motivating people.  Moral Leadership- the leaders guide their through inculcation of values, ethical principles and norms. It also implies that leaders show respect towards their subordinates.  Self-awareness - knowing one’s emotions, strengths, weaknesses, drives, values, goals and recognizing their impact on others while using their common sense to make decisions.  Stress- management - managing or redirecting ones descriptive emotions and impulses and adapting to changing circumstances.  Transformational Leadership – refers to leaders who inspire their by promoting positive change among themselves where they set high performing standards for oneself, others, group and organization.  Commanding Leadership- is the leadership style wherein a leader  Pacesetting Leadership

Chapter II The Review of Related Literature and Studies

Foreign Literature Emotion was derived from a Latin verb 'movare' meaning to stir up, agitate, upset or move which was accompanied by behavioral and physiological events. Psychologists have lots of definitions of emotion yet they still give a single meaning depending on a person's reaction towards a certain situation. Historically, there was no single theory that directly discusses what emotion truly was but some psychologists attempted to produce its theory like James Lange and his theory of emotion which states that a person needs an appropriate emotion that enables him or her to adjust based on his perception on a given situation. Also, Walter Cannon’s Theory of Emotion studied the portion of the brain that manipulates the human emotion. Thorndike (1930) proposed a newly-formed intelligence called Emotional Intelligence. He stated that emotion leads to the management of thoughts and emotions of one

person through the awareness of the person's environment. Emotion was also identified as the individual response in a condition whether it was internal and external response. Gardner (1975) proposed a Theory of Multiple Intelligence which acknowledges the principle of ‘Interpersonal Intelligence ' which is the existing relationship of a two person and 'Intrapersonal Intelligence' or the ability to handle one’s self. It requires the person to notify the feelings and emotions of others, to have an insight on the reason of their actions and to behave based on the appropriate objective, standards or beliefs. Then, Salovey and Mayer (1997) published an article “Imagination, Cognition and Personality ". This article discussed strictly the framework of Emotional Intelligence that emotion is a mean to solve problems. This article also discusses abilities of Emotional Intelligence such as; accurate appraisal and expression of emotions, assimilation of emotional experience into cognition, recognition and comprehension. They view emotion as a systematize response that cross limit a lot of psychological subsystems like physiological, motivational, experiential and cognitive aspects. They distinguished four discrete cognitive domain that comprise emotional intelligence namely; perspective of emotion, use of emotion to accommodate mental ability, knowledge about emotions, handling emotion. These four abilities are arrange orderly to build bases to the psychological process of an individual. Firstly, the perspective of emotion, it is the fundamental aspect of ability because it is the skill of a person to compare similarities and differences of emotion of the person in a society. This ability discloses the emotion of a person that enables him or her to know between the truth and falsehood. Secondly, the use of emotion to accommodate the mental ability. It is the ability of a person to use mental capabilities to facilitate a certain mood. The person state of mind is advance in this level because they generate their emotion through the use of 'schema' or

perception in life. Thirdly, the knowledge about emotion. It includes understanding and synthesizing emotion which a person can construct their own meaning of emotion. It also enables the person to interpret complicated situations. Fourthly, handling of emotion. This branch provides wide range of experiences to stimulate emotional responses to a given situation or person. Emotional Intelligence is the basis for thoughts and action of one person. It is the human consciousness of reality and his sensitivity of choices of alternatives that leads to success. Emotional Intelligence does not differ on cognitive skills well in fact they are dynamically interact with each other. A person should have cognitive, social and emotional skills that enable him or her to be sufficient and comprehensive individual. As a matter of fact, Emotional Intelligence was operated by cognitive aspect which utilize through the affective domain of an individual. This affective domain was improved by the experiences. Goleman (1995) argues that there are points when Emotional Intelligence achieves success without the measured Intelligent Quotient. He identified abilities of Emotional Intelligence which pertains to the ability to motivate oneself, to cope with frustrations, to manage distress, to manipulate impulses and to regulate one’s mood. Emotional Intelligence is somewhat related to personal and social factors of an individual. It involves istration of the emotion and feelings of one’s self for the individual actions as an outcome. The study of Goleman opens an opportunity to the people who do not excel in the field of cognitive competencies. He stated that emotional Intelligence is as powerful and times more powerful than the Intelligence Quotient. From this moment on, many psychologists, philosophers, scientist and educators consider Emotional Intelligence as their preference in acquiring personal awareness, self-confidence and conscientiousness rather than

to focus on intellectual aspect. During the first publication of his book “Emotional Intelligence” there is an increasing attempt of psychologist to discover emotional intelligence and its application to human condition. They decided to introduce this in different level of schools and studies like in pre-school, state university and such. And through this, psychologists and experts determine the meaning of emotion. Goleman (1995) identified emotion as the ability to recognize and regulate emotion of others. While Salovey (1990) write emotional intelligence as a form of intelligence that involves the ability to monitor one's own and other's feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions. But then, he revised the definition into the ability to perceive emotion, integrate emotion to facilitate thoughts, understand emotions, and to regulate emotions to promote personal growth. Another noticeable research of the emotional intelligence is from Reuven Bar-On (1987), the person who produces the term ' Emotional Quotient'. He identified emotional intelligence as far deeper than understanding oneself and others. It also includes sensitivity to the situation to be able to act according to appropriate emotion. He focuses to the five-major dimension of emotional quotient like interpersonal, intrapersonal, adaptability, stress management and general mood. It includes self-regulation, motivation, empathy and social skills. Leadership is synonymous to guidance, management, supervision, direct instructing on how to attain an objective. It is a task or responsibility. Leadership is identified in many numbers of theories and studies but an effective leadership styles should be based on the readiness of the individual in a certain situation. Leaders are characterized to be the center of change and influence to accomplish set of objectives and goals of the organization or group. They must be able to improve their

leadership styles based on the condition of the group. According to Turner and Muller, (2005) there are five functions of leadership that leaders should consider, namely; making visions of the group and focusing on it, establishing a high performing-team, motivating the team, maintaining harmonious relationship between leader and and give them satisfying to their performance. Sethuraman and Suresh (2014) categorize theories that further explain what a true effective leadership styles are, namely: Great Man Theory identifies that leaders are from the nature of an individual and not through nurture of the environment. It runs through the blood of a person. This theory argues that males were born to be leaders and not females. Trait Theory is an approach used in early studies of leadership. This theory focuses on the characteristics of leaders should acquire like emotional, intellectual, social, physical and psychological aspects. Study s the 'Great Man Theory' that the leadership starts at birth and remains through the end of life. Contingency theory disagrees with the first two theories. This study believes that effective leaders are the one who experienced a lot of things and who were trained by the environment. It focuses on the external factors of an individual like behavior and situation. Participative theory explains that collaboration plays a vital role in achieving the organizational goal. Making good decisions and sharing ideas inside the group are effective leadership approach. This study recommends that competent leaders should set motivating input to result into a high performance among the subordinates. Boulding (1985) described leadership as the process by which a person in a certain group demonstrates influence to others in achieving a common goal and directs the group into coordination and coherence. It includes the application of leadership attributes such as values,

beliefs, ethics, character, knowledge and skills. However, leadership is different from bossing around people. Being overpowering is exercising authority in performing certain tasks and accomplishing objectives because leaders are described as trustworthy and they must communicate a vision and organizational future to give an overview where the group needs to go. According to Baldwin (2011), effective leadership begins from our character. He cited in his book that positive results flourish from the good character of a leader. In order to do so, leaders must set a reason to their subordinates to believe and to follow. He also stated that a good leader must set the right example. It refers to the capacity of the leader to do the job with excellence. Employees must seek that the leader has the capacity to accomplish a goal. Though executive position does not require physical work much still, it needs critical thinking. He added and declared that a leader must learn how to communicate by example. They must act their part, must show authority and demonstrate that they had what it takes. Leaders must know how to communicate and connect, handle tough situations, and put their team first before anything else. Ward (2011) claimed that leadership is the art motivation needed to drive the whole group in carrying out a certain goal. She defined leader as the director of an action; leaders inspire others to follow because they possess mixed attributes of personality and communication skills that leads them to do so. In addition, leaders must be coaches as well; supervising their constituents to perform based on the need of the project. Kahn (1978) stated that leadership is a social, collaborative, relational activity that focuses on the competencies of the group rather that the capabilities of the leaders themselves. It involves few numbers of people to be in a group, work together with leader as a guide and example and perform according to what is being agreed upon.

Munro (2012) stated that works or tasks create bonds between leaders and their ; works that prolong their relationship and unite them as one. Therefore, to make work an important key element in having harmonious relationship, the need for another essential skill must be acquired and it is interaction skill which includes consultation, negotiation, concession and conflict management. She also emphasized the significance of shared work and power as an investment in collaborative learning, team-building and forming organizational cultures. In addition to that, she characterized the qualities of a leader to be acquired such as courage or the confidence to face challenges and accept responsibility; diagnosis; adaptability to work and its environment and good relationship to be maintained. Leaders, instead of fixing themselves into fulfilling takes and accomplishing goals, they must focus on delivering values and change into their organization. The priority must be on guiding the whole organization in the long run. Furthermore, Gill (2011) presented three leadership models or styles namely laissez-faire, transactional and transformational leadership. Laissez-faire leadership is the leadership style where leaders leave work to their . They leave the work to their constituents which make them neutral, insensible and unproductive. This leadership is only effective when the subordinates are highly competent and skill-oriented. Transactional Leader exhibits strongly directive leadership. It does not use consultative, participative and delegative style but rather focuses on giving rewards in exchange for someone's effort and outstanding performance in achieving goals. It is task-oriented and its efficiency when meeting deadlines or even during emergency. It is commonly observed in a classroom set-up. Transformational leadership empowers, motivates and develops subordinates'

capabilities and self-interest in order to perform beyond expected outcomes. Leaders usually act as coaches, enthusiastically inspiring their to transform a simple job into a job well-done. However, this leadership style cannot be often used especially for short-term goals. The leaders are open for a better change, holistically builds their abilities and act as their mentors. Also, Gill (2011) listed other leadership styles such as: Visionary Leadership or leadership style is where the organizational cultures are inclined with the leader's desired plan for the future of the organization. Sashkin and Rosenbach (2007) declared that there are three personal characteristics which can be used as leader's behavioral strategies namely: self-efficacy or the self-confidence of own efficiency, power orientation or the ability to vary the use of power based on what is needed and cognitive capability or the intellectual ability to understand the cause-and-effectisssss relationship needed to predict the future of desired outcomes. Charismatic, which was viewed by German Sociologist, Max Weber as the relationship by the leader and its member upheld by the leaders’ ability to persuade and win their followers heart and loyalty to serve and commit themselves into working effectively. It is leader-centered for the future of the organization is in their hands. They tend to build organizational values and harmonious participation however it tends to collapse especially when leaders have gone since the subordinates depend themselves to them. Organic Leadership as characterized by Gayle Avery as subordinate-centered and the vision of the organization came from the integrated ideals of each member. It respects diversity and celebrates individual abilities as the key to success. There is no organizational hierarchy and are expected to be self-managing and self-leading. Centered Leadership by McKinsey and Company states the five capabilities are

suggested: meaning or infusing work with regards to life purpose, how it sought happiness and contentment into commitment of working effectively; positive framing or viewing life in optimism and seeing change as opportunity rather than a risk, connecting or giving importance to the significance of good communication; engaging or being used to risks, fear and opportunities and encouraging people to adapt into it and being resilient; managing energy or energizing the dimension of human body such as physical, emotional, social, mental and spiritual dimension. Strategic Leadership refers to the group strategies to accomplish a certain task. It also includes the organizational vision and mission. It focuses on the rate of progress in a certain area to monitor positive change and to test as well the efficiency of the strategies. Leaders of this style should ponder on their ability on decision-making because the success or failure of the organization is depending on them. Commanding leadership is a style wherein the leaders give orders and demands for immediate compliance. They are particular in accomplishing a certain task in short period of time. Democratic leadership pertains to building a council to help the leader in making decisions. The ideas came from different heads, voted upon based on what is needed or usually synthesized to form much better concept. Though may seem collaborative, still, the final decision will come from the leader. Pacesetting is a leadership style known for leaders who dominate, demand and criticize performance of subordinates rather than giving praises to empower them. It is standards-centered and the leaders are expected to remove who do not meet their qualifications.

Beck & Yeager (1996) they stated that leadership originates from understanding the essential behaviors and simultaneously testing a group of people’s capabilities to reach a specific goal while encouraging each member to take the necessary actions to achieve the goal. They also stated that high level of leadership occurs when the leader and the followers are performing at their peak whether they are alone or in a team. There are four leadership styles according to them: 1. Directive Leadership- means telling people what to do, when to do it, how to do it, and why it should be done. This kind of leadership includes details such as; explaining assignments, giving information, and explaining situations. 2. Leadership- type of leadership that encourages and engages with people’s idea. This leadership inspires respect for people’s knowledge and encourages the involvement of people in decision-making to build up people’s confidence, assisting them to accomplish assignments and perform responsibilities. 3. High directive and high leadership- it is the combination of being directive and ive and the same time. 4. Low directive and high leadership- it is a hybrid type of leadership but lesser directive and ive.

Bowkett and Percival (2011) suggested that the basis for developing emotional intelligence to any certain degree include these two necessary elements: awareness of self and awareness of others. In their book, they mentioned that it was Plato who said, “know thyself”, an obsolete philosophy which lead to a lifetime lesson wherein, if we accept ideas wholeheartedly, it will come up to greater awareness and having deeper understanding with that, it will yield successful self-control of our thoughts, feelings, and behaviors. They also suggested that to

boost the two key elements of emotional intelligence, leaders should encourage the creativity of an individual. John Adair (1988) stated that men innately possessed the quality of being superior which makes them a leader, undoubtedly. It was also discussed in Evolutionary Leadership Theory postulated by Vugt and Ahuja (2010) which stated that the human leadership behavior and prowess emerged from human evolution through natural selection- a theory popularized by Charles Darwin. They also claimed that leadership and followership have become natural since those behaviors were already engraved in human brains. In short, they agree that some people naturally leads and others congenitally follow.

Local Studies Margareta Sjolund (2013) stated that mental ability is important but after this the person need to collaborate with his or her . As a matter of fact, Emotional Intelligence has factor which is far more important than Intelligence Quotient. These are motivation, creativity, drive, communication, relationship and energy or enthusiasm for a manager or a leader. It is important to build harmonious relationship with the to be able to open avenues for improvement. The person should develop flexibility, adaptability to change and coping stress. In Asia, we use specific measurement technique which is called EQ-i 2.0, a model consist of 15 factors which forms blocks that builds productivity of leadership competencies. Basically, it measures influence such as perceiving and expressing ourselves, developing and maintaining social relationships, coping with challenges and using emotional information in an effective and meaningful way. In her article, she suggested to use emotional intelligence where in it is not an easy task to do but it can be done. Corpuz (2013) cited that there are three domains of learning; the cognitive, psychomotor and

affective domain. In three level approaches, teaching with affective is more important which means using values. The affective domain enable to produce students’ formation of intellectual giants which develop students’ awareness of attitude to others, have values, control to behavior and manipulate emotions. Dr. Chelo (2010) made a research about Emotional Intelligence having adolescents as its respondents. She identified the factors that lead to the child higher level of Emotional Intelligence. It is namely; influence of the parents, age level and peers. The study identified that being emotionally intelligent tend to acquire some of this ability such as effectiveness to handle circumstances, cope with hassles in life and monitor health. Leadership is a fundamental component of instructing function of management. The people gather to attain similar goal and the head of the group will conduct a style to achieve organizational success. They should be equipped with active and spontaneous attitude to inspire their to perform well and to ensure that every member is doing their job inside the group. The leader and the should have a harmonious relationship this need for the leader to understand the feelings and emotion of every member in the group. There are wide varieties of studies that prove that emotional intelligence has to do with handling a group of people. The rise of the leaders should be based on their qualities like charismatic, deliberate, gifted and attractive qualities. Leaders should have the power to shape the future of the organization by the way they act at the present, like what unknown philosopher said "the shadow of the future cast on the present ". The leader will not predict the future by fortunetelling or crystal gazing but rather visioning the foundations of the organizations future based on the aspirations and hope. The key words for new leaders in the millennial generation are vision, charisma and

transformation. In early 1970, the term 'transformational leadership ' arouse. It was first known as a transactional leadership in which leaders and followers in history interact and communicate to achieve the higher purpose of the organization thus rewarding the good performance of the . According to Burns (1978), transformational leaders should address its people’s higher order thinking skills, self- esteem and self -actualization. Ciulla (2003), stated that Transformational Leadership concerns about the values which has the morality means and morality ends. Morality means of an act talks about responsibility, fairness, honesty and keeping promises while the morality ends talks about liberty, justice and equality. Transformational Leadership expects performance beyond expectations which concerns with the ‘I’s’; the individualized deliberation, intellectual stimulation, inspirational momentum and idealized effect. Rafferty and Griffin (2004) enumerate the five dimensions of Transformational Leadership; the vision, inspirational communication, intellectual stimulation, ive leadership and personal recognition. Visionary Leadership concerns with the future of the organization. The leader prepares and lays activities that will lead to the organizations development. Sashkin and Robert (2003) suggest three personal characteristics that guide leaders’ behavioral strategies; self - efficacy, power orientation and cognitive capability. Charismatic Leadership attracts and inspires followers. According to Weber (1913) charisma is a process of influence and commitment to the followers which contrive a spell that attract even the people outside the organization. They perform values like favoring participation, security, and extrinsic rewards but if the charismatic leaders have gone, the values will be gone also.

Soriano (2008) studied the different level of the student leaders and non-student leaders in of the way they think of Emotional Intelligence and Transformational Leadership. Using the different and more advanced survey questionnaire like Sixteen Factor questionnaire, Bar-On Emotional Intelligence Inventory and Multifactor Leadership Questionnaire they come up with the conclusion that student leaders are more introduce to reasoning, emotional stability, social boldness and openness to change. Baumann (2006) identified effectiveness of Leadership and Emotional Competence in a group. He concluded that the leader will be the emotional laden that is the source of eagerness in accomplishing the goal. The study from the Center for Creative Leadership (2003) entitled “Leadership Skills and Emotional Intelligence” reveals that advance level of leadership style is associated with emotional intelligence. These will be further revealed in these following areas like collaborative management, self-awareness, balancing personal life from work, straightforwardness and composure, harmonious relationship to the . These factors are the things that a person may acquire to find in what they are doing and when they comionate about their work performance, it is easy for them to achieve the group task and objectives. Foreign Studies Ahmad bin Esa et al (2013) stated in his study “The relationship of Emotional Intelligence and Leadership Styles of the final year level from Faculty of Technical and Vocational Education at Universiti Tun Hussein Onn Malaysia (UTHM).” that most of the professional individuals rate Intellectual intelligence as 20 percent while Emotional Intelligence as 80 percent. It shows that teachers must take full attention in developing their self-awareness, self-management, social awareness and relationship management elements. The respondents

of the study are the final year level from Faculty of Technical and Vocational Education at Universiti Tun Hussein Onn Malaysia (UTHM). So, into this study, the researcher want to know if the final year students in the education field have already prepared themselves with emotional intelligent, leadership style and knowledge to become teachers. The findings of the study show that the main foundation of the students to decide if they need to continue their journey on becoming a license teacher is their emotional intelligence. This is because EQ can help teachers to maintain their emotion towards facing challenges as a teacher especially about the new changes made by Ministry Education. From Fletcher (2007), says that the EQ has a relationship with teacher’s stress. It also emphasizes the contribution of leadership styles to aspiring teachers because it improves the School a good leader can leading the student’s with different background and level to become successful students where they will improve the school quality and standard. There is relationship between Emotional Intelligence with Democratic Style where there is a significant relationship between social awareness and self-management elements. This is because from the level of emotional intelligence the students are in the moderate level. So, it shows that the students did not have a high confident level to make decisions but can be develop if they have enough experiences through team building and seminars. Malikova (2014) stated in her study “Teacher‟s Trait Emotional Intelligence and Leadership Style: do they depend on educational attainment and teaching experience?” that there is positive relationship between teachers Emotional Intelligence to the Leadership Style of the Teacher more specifically the Democratic Leadership Styles.As Singh and her colleagues (2012) posit, “Emotional 2 Intelligence is important for a leader because their Leadership Style has a big influence on the climate of the organization and performance of subordinates”

The study focuses on the relationship between teacher’s Trait Emotional Intelligence (Trait EI), Leadership Style, educational Attainment and Teaching Experience within six state secondary schools of Astana (Kazakhstan). The findings of the study shows that there is a small correlation between length of service to the Emotional Intelligence of the teacher yet the experience in teaching of the teacher is a factor why teachers have high Emotional Intelligence. On the other hand the Leadership Style of the teacher affects the personal values and beliefs, national cultures, or emotional intelligence. George(2000) stated that One of such factors is a level of Emotional Intelligence (EI), which is regarded as the key to effective Teacher Leadership

Local Studies Naraja (1997) stated in his study “The leadership Styles of Public Secondary School Teachers in the district of Placer and Gigaquit, division of Surigao Del Norte.” that the school istration and the supervisors are the source provider of the leadership of the school teachers to be more effective in teaching as well as learning. Leadership is the most potent good virus at the mean time the most dramatic activity inside the school. It calls a larger responsibility for both students and teachers to achieve the desired aim of education. Naraja study emphasizes the Leadership Styles of School teachers when grouped by communication skills, classroom management, skills in questioning, evaluation, remedial procedure and planning. This shows that the eighty secondary school teachers which is fifty percent of the total universe of the study have significant difference with their Leadership Style to their communication skills, classroom management, skills in questioning, evaluation, remedial procedure and planning.

Najara also accentuate Teaching job is a toxic job which requires an individual to accommodate demanding Education System, s, Supervisors, Co-Teachers, Parents and Students and sometimes would be the cause of a downfall. That is the main reason why a teacher should have a high Emotional Intelligence to handle difficult situations and overload of works. According to Singh quoted by Chechi(2012) different professions require different Emotional Quotient and Teaching is one of the profession that requires high level of Emotional Intelligence. Unrealistic expectations between teacher training and reality of teaching and a lack of clear performance standards results into negative outcome. The teacher must learn how to balance aspects in their life which may fall under Emotional Intelligence. Losaria(2013) stated in her study “Emotional Intelligence (EI) skills its relationship to the teaching performance of teachers in Mlang East District” that “the topic emotional intelligence is still relatively new; Therefore, It is critical to implement effective EQ training into university curricula in order to prepare prospective teachers for thriving teaching careers and successful personal relationships. To develop emotionally intelligent teachers, It is important that the preparation and transfer-and maintenance phases of their training process must be considered well. Yet too often these phases are neglected in practice.” The study emphasizes the relationship of self-awareness, self-regulation, motivation, empathy and social skills with the levels of Teaching Performance of Teachers in Mlang East District. In the findings, the data reveals that the respondents have the ability to identify, assess, and control their emotions; Also the teachers experience teaching performance which is high with knowledge, skills and attitudes, but needed further enhancement through attending seminars and training development. Synthesis

Chapter III THE RESEARCH METHODOLOGY

This chapter presents the research design; the methodology used which includes the respondents of the study, samples and sampling techniques, data gathering procedure, instruments of the study and statistical treatment of the study.

A. Research Design This study utilized descriptive method of the research which could the data that have collected relevant to the problem. The fundamental aimed in using the method is to describe the nature of the situation as it existed in the time of the study. It assessed the data to test hypothesis and answer questions to the problem concerning to the leadership styles and

emotional intelligence of the student leaders in Polytechnic University of the Philippines San Pedro Campus

B. Respondents of the study The respondents of the study were student teachers from Polytechnic University of the Philippines San Pedro Campus with the total of 71 student teachers including Bachelor in Secondary Education major in Math and English. The Polytechnic University of the Philippines San Pedro Campus is an institution that produces students enrich with excellence and skills. It is an epistemic community and ion-oriented individuals ed by the city government of San Pedro City, Laguna and produces Filipino citizens who are Godfearing, exhibit love for humanity and democracy, exercise collegiality, practice integrity and credibility, shows transparency and ability, demonstrate ion for learning and Humanist internationalism. The research was started during the School Year 2016 – 2017 in the Polytechnic University of the Philippines.

C. Samples and Sampling Techniques The research used purposive method. It is the data gathering procedure that chose selected respondents based on the purpose of the study. The selected respondents were student teachers from Bachelor of Secondary Education major in Math and English. TABLE I Major English Math TOTAL

Student Teachers’ Population 32 30 62

D. Data Gathering Procedure In order to collect data, the researchers wrote a letter to the head of student affairs, Joanne Faller-Antonio to seek approval to conduct the study among Polytechnic University of the Philippines student leaders. The researchers personally distributed the survey questionnaires, and the student teachers answered it. After retrieving it to the presidents of different organizations, interpreting of gathered data followed. E. Instrument of the Study The researchers adapted the instrument from the offshoot which was utilized to discover the level of Emotional Intelligence and Leadership Styles of the selected respondents. The findings enacted as a basis for the preparation of the PUP Student Leadership Program. The researcher involved the Emotional Intelligence competencies in the study, namely; self- awareness, interpersonal, stress-management, flexibility and disposition. Out of the various Leadership Styles, the researchers only selected among Democratic, Affiliative, Empowering, Moral, Charismatic, Transformational, Commanding and Pace-setting Leadership that the researchers believed Polytechnic University of the Philippines San Pedro Campus student teachers should acquire. The questionnaire will be adapted from an expert in the field of education and psychology. To ensure the efficiency of the questionnaire, this was piloted by the study of Josefa Advincula-Dimalanta, “The Emotional Intelligence and Leadership Styles of the Pamantasan ng Lungsod ng Pasig Student Leaders: Bases for an Enhancement Program”. The questionnaire was divided into three parts: demographic profile of the students, the questionnaire on Emotional Intelligence which composes the following competencies namely: self-awareness, interpersonal, stress-management, flexibility and

disposition and a questionnaire on Leadership Styles which composes of the following elements: democratic leadership, affiliative leadership, empowering leadership, moral leadership, charismatic leadership, transformational leadership, commanding leadership and pacesetting leadership. In addition, items in part two and three of the questionnaire are in the four-point Likert scale where four is the highest and one is the lowest. This was explained using the adjective ratings as follows;

TABLE II 1.00-1.49 1.50-2.49 2.50-3.49 3.50-4.00

Never Rarely Often Always

F. Statistical Treatment of Data The researchers accumulated the data in answering the problems of the study. All the data were based on the response of the respondents through the use of survey questionnaire. The data assessed and tabulated using the following formula; •

Frequency distribution and percentage to describe Demographic Profile of the respondents.

=

Where: % - Percentage

f n x 100

f- Frequency n- no. of cases or total sample



Questions number 1-2 computed Weighted Means and interpreted using the scale below. TABLE III.

• •

1 1.5 2.5 3.5 1

1.49 2.49 3.49 4 1.49

Never Seldom Often Always Never

1.5

2.49

Seldom

Mean

Sum is use to identify the whether the TABLE IV Range of Sum 5 10 16



9 15 20

Kolmogorov-Smirnov Test – for normality

Verbal Interpretation Not Dominant Fair Dominant

Kolmogorov-Smirnov test was used to check the normality of the data. Having difference in this table implies that the data is not normal. Otherwise, it is normal. Based on the table above, the p-values of interpersonal, democratic, affiliative, empowering, and moral were less than 0.05, hence those data were not normally distributed. In this case, non-parametric tests will be applied. Parametric tests will be utilized for the rest of the variables. t-test of independent means Mann-Whitneys Test Analysis of Variance I (ANOVA I) Kruskal-Wallis Test

TABLE V. One-Sample Kolmogorov-Smirnov Test

N Norm al Para meter sa,b

Mean

SelfStress Dis Trans Awa Interp Mana Flexi pos Dem Affil Chari form Com rene erson geme bilit itio ocrat iativ Empo Mor smati ation mandi Paces ss al nt y n ic e wering al c al ng etting 62 62 62 62 62 62 62 62 62 62 62 62 62 3.06 3.325 3.190 3.21 3.0 15.9 16.1 16.677 16.4 16.67 16.80 17.27 15.22 45 8 3 94 387 839 452 4 677 74 65 42 58

Std. . . . . . Deviati 6154 5325 4850 4814 631 on 0 3 9 0 25 Most Absolut .168 .197 .153 .147 . Extre e 137 me Positive .084 .106 .088 .145 . Differ 069 ences Negativ -.16 -.197 -.153 -.14 -.13 e 8 7 7 Kolmogorov1.32 1.551 1.206 1.15 1.0 Smirnov Z 1 7 77 Asymp. Sig. .061 .016 .109 .138 . (2-tailed) 196 a. Test distribution is Normal. b. Calculated from data.

2.60 2.90 2.7685 2.62 2.714 2.622 2.764 3.215 826 758 2 846 71 97 94 84 .180 .206

.192 .177

.160

.137

.169

.127

.108 .115

.115 .103

.110

.112

.162

.069

-.18 -.20 0 6 1.41 1.62 6 1 .036 .010

-.192

-.17 -.160 -.137 -.169 -.127 7 1.508 1.39 1.256 1.081 1.332 1.003 4 .021 .041 .085 .193 .057 .267



ANOVA or the F-test. This statistical tool was used for the researchers to determine the difference between the respondent’s age to their TPACK domains {[Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical and Content Knowledge (TPACK). s s (¿¿ 1)3 (¿¿ 2)2 + n1 n2 √¿ ´x1 −´x2 t= ¿ Where: t = one sample t-test value x´ 1 = mean of the first group x´ 2

= mean of the second group

s 1 = standard deviation of the first group s 2 = standard deviation of the second group n1 = number of the cases in the first group n2 = number of the cases in the second group



Quality Assurance Guide Given the Mean TABLE VI.

Mean range

Descriptive evaluation

action to be done

3.35-4.00

 

Greatest strengths Reached total quality assurance status



Maintain for organizing system excellence

2.68-3.34

 

Strengths Not reached but moving to total quality assurance



Continue self-system evaluation Maintain but must be given attention on indicators to meet the total quality assurance status Continue search and action for improvement





2.01-2.67

 

Strengths Not reached total quality assurance



Below 2.00

 

Weaknesses Very far from total quality assurance



Further enhancement / Improvement/Enrichme nt of indicators to meet the total quality assurance

Components and indicators must be given further attention. Cooperative measures in keeping with the theory of total quality assurance ( to attain total quality standard and stirring up to total quality assurance ) Based on the table 6, if the mean score is less than 2.00 than the description is considered as weakness or threat, otherwise, it is considered as strengths or opportunity. If the mean score is between 3.35 to 4.00 then it is considered as greatest strengths or opportunity which needs to maintain. From 2.68 to 3.34 are strength but not fully attained the total assurance status which requires continue search and improvement. From 2.01 to 2.67 are also strengths but not reached the total quality assurance status which requires further enhancement. This table was adopted from the work of De Castro (2014).