Volume 07 Issue 12 December 2024
1Ralph Vendel Musni, EdD, RGC, RPm, LPT, 2Sharon Gay D. Zapanta, MPSM, LPT, 3Aisha Omaimah C. Mamarinta, MPA, 4Jovert Delegencia, LPT, PhD (c)
1Faculty, Graduate School & Social Sciences, University of Science and Technology of Southern Philippines
2Faculty/ Program Head, Bukidnon State University Alubijid Campus, Alubijid Misamis Oriental
3Faculty/ Extension Coordinator, Bukidnon State University Alubijid Campus, Alubijid Misamis Oriental
4Faculty/ Student Affairs and Services Coordinator, Bukidnon State University Impasugong campus, Impasugong, Bukidnon
DOI : https://doi.org/10.47191/ijsshr/v7-i12-78Google Scholar Download Pdf
ABSTRACT:
Leadership plays a crucial role in creating a vision, pursuing a mission, and establishing organizational strategies. People express their leadership styles in various ways. A leader's effectiveness is defined by their performance in directing and influencing activities to achieve objectives (Dabke, 2016). This quantitative study investigated the relationship between leadership styles and skills awareness among student leaders at a state university. Utilizing a structured questionnaire, the study examined four definite leadership styles: Authoritative, Democratic, Facilitative, and Situational, alongside an extensive Skills Awareness Scale. A purposive sample of 43 student leaders, primarily under the age of 23, were included in the study. Of these, 61.9 % were female and 38.1 % were male. To examine the relationships between skill awareness and leadership methods, data were gathered and analyzed using ANOVA, multiple regression, chi-square tests, and descriptive statistics. The results of the study showed a moderate level of general skills awareness (mean = 3.341), suggesting a considerable amount of room for skill development. Although student leaders showed flexibility to many leadership styles, the authoritative approach stood out as uniquely significant. Students with more authoritative tendencies are likely to have better skills awareness, according to a statistically significant link between skills awareness and authoritative leadership (r = 0.318, p .040). No statistically significant differences in leadership styles were found by the one-way ANOVA test (p =.193), suggesting that student leaders take a flexible, nuanced approach rather than rigidly following one leadership styles. With the exception of the authoritative style, the Kruskal-Wallis test further demonstrated that leadership styles do not substantially alter levels of skill awareness. These results highlight the value of focused leadership development initiatives that support student leaders in developing their skills, especially in establishing authoritative leadership traits. The study advances knowledge of the intricate relationships between developing student leaders' leadership styles and skill awareness.
KEYWORDS:Leadership Styles, Student Leadership, Skills Awareness, Authoritative Leadership, Leadership Development, Higher Education
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