LIVED EXPERIENCES OF SENIOR HIGH SCHOOL STUDENT LEADERS:

A PHENOMENOLOGICAL EXPLORATION OF LEADERSHIP

DEVELOPMENT VIA CIVIC ENGAGEMENT

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 21
Issue 7
Pages: 772-781
Document ID: 2024PEMJ2003
DOI: 10.5281/zenodo.12649050
Manuscript Accepted: 06-03-2024
 Psych Educ, 2024, 21(7): 771-781, Document ID:2024PEMJ2003, doi:10.5281/zenodo.12649050, ISSN 2822-4353
Research Article

Lived Experiences of Senior High School Student Leaders: A Phenomenological Exploration of

Leadership Development Via Civic Engagement
Laurence B. Castro,* Ligaya Z. Del Rosario, Vivian I. Buhain, Luningning B. De Castro, Luzale D. Henson
For affiliations and correspondence, see the last page.
Abstract
Student leaders have been experiencing leadership challenges and as civic engagement decreases, there is a need to
strengthen essential leadership competencies. This qualitative study explored the experiences of senior high school
(SHS) student leaders who had developed their leadership skills through civic engagement. To acquire a more
comprehensive knowledge of their experiences with community-based initiatives, the transcendental
phenomenological inquiry was employed. John Dewey's concept of experiential education (1938) suggests that the
knowledge gained from these experiences would enhance leadership effectiveness. The social capital theory,
formulated by Robert David Putnam (1993), asserts that civic engagement can be regarded as a manifestation of social
capital. The study focused on five (5) SHS student leaders from San Francisco High School District I in Quezon City.
Data were gathered through comprehensive interviews, observations, and Arts-based Data (photo) that will suffice the
data gathering by adding relevant images about their experiences. Diversified participation was achieved through
purposeful sampling, and ethical considerations were ensured for the involvement of minors. The study indicates that
civic engagement activities boost leadership skills among SHS student leaders. Incorporating civic engagement into
the academic curriculum and collaborating with teachers may improve collaboration, communication, public speaking,
decision-making, empathy, and social awareness skills. The Department of Education may encourage student
engagement and conduct future research on the long-term effects of civic engagement on leadership development.
Keywords: student leadership, civic engagement, leadership skills, experiential learning, social relationships

Introduction
The research explored the development of student leadership in senior high schools (SHS), focusing on the challenges these leaders
face in balancing academic, personal, and leadership responsibilities. The Department of Education (DepEd) envisions that every
graduate has high regard for human rights and values and that students should be “the ‘voice’ of the Filipino youth (Hernando-Malipot,
2021). This is congruent with scholarly works that stress that it is the schools’ responsibility to help develop the desire of students to
lead, help, and make a difference (Merza et al., 2022)
Student leadership is leadership within an educational institution in which students are given the responsibility to lead or guide a certain
group of students. However, student leadership has become a demanding responsibility as expressed by recent studies. Dick et al.
(2022) noted that student leaders are being challenged to balance their personal and work demands. Gowthaman (2019) mentioned that
student leadership starts to be burdening when it hampers academic performance.
The student leaders’ lacking competencies has been linked to the declining rate of civic engagement. Civic engagement refers to the
set of behaviors that affect public matters and promote social welfare (Richards-Schuster et al., 2019). This can include a variety of
political and non-political actions such as voting, volunteering, participating in collective activities, and cooperating with incumbent
or elected personnel (Longley, 2022). These activities are usually geared to improve and aid community issues that serve as a catalyst
that transforms a person into an effective member of society. Student participation in these initiatives will positively contribute to
leadership development (Loyola, 2022).
Despite existing literature on student civic engagement and leadership, there is a gap in understanding the specific consequences of
civic engagement on student leadership development, particularly among SHS students. The study aimed to fill this gap by qualitatively
exploring the experiences of SHS student leaders in civic engagement activities and identifying key factors contributing to leadership
development.
This research explored the influence of civic engagement on student leadership, focusing on the experiences of SHS student leaders to
identify what fosters leadership development and contributes to the growing literature on student leadership.
Research Questions
1. What are the lived experiences of SHS student leaders in civic engagement?
2. What types of civic engagement are undertaken by SHS student leaders that contribute to the development of their leadership
skills?
3. How can leadership among SHS student leaders develop in terms of decision-making and addressing societal issues?
Literature Review
This paper reviewed the literature on students' leadership development and civic engagement experiences, focusing on mentorship,
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civic engagement, and experiential learning through a thematic literature review to identify themes and their influence on leadership,
personal development, and social responsibility, offering implications for theory and practice.
Developmental Outcomes of Civic Engagement
Civic engagement is a growing topic in political participation, encompassing both political and non-political actions. It has been linked
to the improvement of various aspects of student life. Philippe et al. (2022) used the grade point average (GPA) of students to measure
how civic engagement programs could directly increase students’ academic performance. They suggested that civically engaged
students tend to have better academic performance, as they are more likely to engage in civic activities when their peers are with them.
Civic engagement programs offer students more resources, such as intellectual and interpersonal skills, hence positively affecting
academic performance.
Fernandes et al. (2021) reported a positive relationship between civic engagement and social performance, highlighting the importance
of motivational factors in increasing adult civic engagement. Self-efficacy, another developmental outcome, was also associated with
civic engagement. As Gonsalves et al. (2019) found inconsistent findings in studies investigating civic engagement to increase self-
efficacy, they used the Job Characteristics Model (JCM) theorizing that skill variety, task identity, task significance, autonomy, and
feedback as components of work outcomes. Through this, students are provided with activities that put them in a positive psychological
state, thus motivating them to perform well.
Despite the rich research on civic engagement outcomes in holistic student development, an empirical gap must be bridged. Several
student developmental outcomes still need to be explored, and civic engagement outcomes that benefit students as students and citizens
must also be emphasized. Students are susceptible to multiple stressors that may affect their competence, so further research is
recommended.
Student Leadership Development
Student leadership development is another area of research that has been advancing in recent years. Scholars have been exploring
leadership in student life, as they are believed to be the future leaders of society. Recent leadership journals have focused on redesigning
more applicable models for leadership development and exploring underpinning factors that affect student leadership.
Keisu (2021) found that student leaders' motivation significantly influences their willingness to enhance their leadership skills.
Motivated leaders tend to be more engaged in developmental programs, and since these programs are a resource for improvement,
leadership performance increases as actual engagement keeps happening. Wu and Crocco (2019) claimed that critical reflection, a
personal attribute, is a significant tool for leadership development. Their findings confirmed that critical reflection helps improve
leadership. Personality traits like emotional intelligence have been the most prominent factor in research to develop leadership. Gomez-
Leal et al. (2021) proved that emotional intelligence produced effective leaders, with self-awareness, self-management, and empathy
being the most related to the development of leadership. Specific behaviors have a positive relationship with leadership effectiveness,
as addressing the lack of research on effective leadership behaviors. Halliwell et al. (2023) introduced coaching-related behaviors as a
related variable that could increase leadership effectiveness.
Previous studies have shown probable connections between civic engagement and leadership development. Wang and Wang (2023)
used civic education and explained how it affects leadership. Their study results showed that civic and political education is positively
related to leadership development, and higher grades in civic courses led to higher leadership levels. Manning-Ouellette and Hemer
(2023) revealed that civic attitudes are directly correlated to leadership capacity. However, these civic-related topics are used in the
context of school initiatives rather than existing outside civic opportunities, potentially indicating bias and affecting the credibility of
their findings. There is still a need to establish how actual external civic activities spill over the construct of leadership and how actual
engagement in these activities makes relevant development to student leadership.
Methodology
Research Design
This study utilized qualitative methods like interviews and narrative analysis to explore the subjective experiences of SHS student
leaders regarding civic engagement. Despite potential limitations due to subjectivity and generalization challenges, this research design
is suitable for examining direct experiences and offers valuable insights for theory, practice, and future research in leadership and civic
engagement. The study also employed a transcendental phenomenological methodology, founded on Edmund Husserl's philosophy
(1938), to analyze the individual experiences of SHS student leaders. This approach aimed to explore the underlying structures of
consciousness and limit assumptions, shedding light on the complex nature of leadership development, and illuminating the substance
of civic engagement experiences among student leaders. The findings provide valuable insights for theory, practice, and future studies
in leadership and civic engagement, as seen in previous studies like Serban and Apostolescu (2020) study on human consciousness and
experience.

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Participants
The study involved five (5) SHS student leaders who participated in civic engagement activities. The research focused on diversity in
leadership roles, including gender, age, and experience. Participants provided informed consent and assent, particularly those under
18, and maintained anonymity and confidentiality. A purposive sampling approach was used to select participants who could provide
insightful information about the lived experiences of SHS student leaders. The selection criteria emphasized engagement with
leadership roles and diversity considerations. In-depth interviews, observations, and documentation were conducted, with data
saturation reached to ensure a high degree of information while being manageable. Ethical norms were strictly adhered to, and genuine
narratives were solicited for insightful information.
Procedure
The study analyzed student leadership and civic engagement using interviews, observations, and arts-based data (photos). Participants
were interviewed to share their experiences, opinions, and ideas about civic involvement and leadership qualities. The verbatim records
of these interviews provided evidence of their understanding of their roles as student leaders and their involvement in community
initiatives. The observation phase involved closely documenting the activities, behaviors, and interactions of student leaders to
understand their leadership approach, community engagement, and commitment to civic duties. The arts-based data (photos) were used
to reveal these leaders' emotions, beliefs, and encounters by adding some relevant images about their experiences in civic engagement
and leadership development that will suffice the data collection. Data gathering was carried out until data saturation was reached,
ensuring substantial information while being manageable. The study followed ethical norms, ensuring a dedicated effort to obtain
genuine participant narratives. The comprehensive approach to studying student leadership and civic involvement included interviews,
observations, and arts-based data. The inclusion of photos and narratives added complexity to the data collection process, enhancing
the study and contributing to a more diverse range of data. The researchers meticulously analyzed each data source to uncover the
intricate relationship between student leadership and civic engagement, yielding valuable perspectives on the evolving journey of
student leaders involved in civic engagement.
Data Analysis
The researchers used Moustakas' framework (1994) to analyze data collection procedures, starting with an unbiased perspective. They
used interviews, observations, and arts-based data to achieve horizontalization, dismantling hierarchical systems to give equal
importance to all forms of evidence. Thematic analysis was used to identify underlying patterns and themes in the data, and concepts
were combined to form a holistic understanding. Participants' visuals and narratives were incorporated into the dataset, introducing
extra layers of complexity. The synthesis integrated a diverse range of data sources, uncovering perceptive perspectives on the evolving
trajectory of student leaders toward civic engagement. The iterative process, guided by Moustakas' principles, enhanced the study with
depth, authenticity, and resonance, ensuring a comprehensive investigation of student leadership and civic engagement.
Trustworthiness
The trustworthiness of research findings is determined by examining participant experiences, identifying biases, and ensuring accuracy,
validity, and reliability. Robust protocols and processes are essential for maintaining credibility, including sustained engagement,
ongoing monitoring, cross-validation, expert evaluation, and participant confirmation. The authenticity of a study is maintained through
continuous interaction, observation, peer-debriefing meetings, member checking, and triangulation using multiple data sources.
Dependability is ensured through thorough documentation, methodological coherence, and confirmability through member-checking.
Authenticity requires consideration of fairness, ontological, educational, catalytic, and tactical factors. The study on SHS student
leaders upheld authenticity through a transparent research process.
Ethical Considerations
The study emphasized the importance of ethical consideration in educational research to ensure credible outcomes and address issues
like plagiarism. The researchers obtained informed consent from participants, followed privacy and confidentiality precautions, and
respected diversity by valuing their experiences. The study prioritized participants' well-being, guaranteed open communication, and
allowed them to withdraw if needed. Transparency, honesty, and impartiality were maintained throughout the research process and
publication of findings. Data integrity, accuracy, and confidentiality were protected through rigorous processes. The researchers took
responsibility for the ethical conduct of the study.
Results and Discussion
The researchers conducted interviews with five (5) student participants in February 2024 to explore student leadership and civic
engagement. The participants shared their experiences and opinions, demonstrating their commitment to empathy and promoting
constructive transformation. The research used observational journeys and arts-based data to gain valuable knowledge about their
everyday routines. The study merged five themes, nine categories, and 122 codes to highlight the significant impact of student
leadership on essential skills development, civic engagement, and personal growth. Student leaders at SHS play a crucial role in shaping
communities' futures, guiding peers toward collective goals, and promoting inclusivity. This research highlights the importance of

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student leadership in shaping the future of communities and promoting inclusivity. At the SHS level, student leaders engage in various
civic activities, such as serving as club officers, volunteering in barangay organizations, and participating in church ministries. These
activities lead to personal growth, skill development, enhanced leadership abilities, communication skills, and empathy.
Theme 1: Leadership Roles and Responsibilities
SHS student leaders shape communities' futures, guide peers, and foster inclusivity. They set examples, inspire excellence, facilitate
discussions, organize events, and mentor others. Critical reflection is crucial for developing leadership skills.
Category 1: Personal Growth and Self-Discovery
SHS student leaders revealed their personal growth, revealing strengths, weaknesses, values, and aspirations. They navigated
challenges, inspired others, and expanded their horizons, increasing self-awareness, confidence, and resilience. Interviews showed a
strong belief in leadership's potential, the importance of time management, and dedication to making a meaningful difference.
“Naniniwala kasi ako na I can help the school and my community by sharing my skill when it comes to leadership”. (L7-L8) “so ‘di
ko na pinalampas yung opportunity na makatulong sa mga kapwa ko kabataan sa church namin at sa school. Time management yung
isa sa pinakamahalaga na matutuhan ng isang student leader”. (L25-L33)
Participants shared their personal growth as student leaders, highlighting the benefits of socialization, expanded experiences, and stress-
coping mechanisms, emphasizing the importance of critical reflection and enjoyable activities.
“there's a big contribution in my personal growth and development dahil noong una po talaga isa po akong mahiyain at napaka-
introvert also hindi po ako mahilig makipag-socialize. (L20-L21)”. “Nagkakaroon po ako coping mechanism kung saan nalelessen po
ung mga stress.” (L29)
The researcher highlighted the transformative potential of leadership in fostering connections, expanding knowledge, and inspiring
personal growth among student leaders, highlighting the personal growth they experience through improved communication,
responsibility, and time management.
“I can say that my attitude and character developed, my mindset towards life, or I became mature, and improvement of skills such as
communication and interaction with other people, and leadership.” (L20-L21) “I learned to manage my time well because I believe
that there is always a way if you want it. But it takes responsibility.” (L23)
“bilang isang leader po, nakakatulong po sa akin ito upang magkaroon ng mas malaking koneksyon sa mga bawat isa at mas
madagdagan ko pa po yung aking kaalaman sa mga taong nakasalamuha ko, at the same time po, ito rin po yung nagiging inspirasyon
ko na maging mabuti.” (L11-L14)
The researcher documented participants' personal growth and skill development in leadership roles, emphasizing empathy, decision-
making, time management, commitment, discipline, and transformative aspects like mindset shifts, skill acquisition, and character
formation.
“mas nag-grow yung thinking ko ‘yung perspective ko sa mga tao hindi lang ako basta naging limited sa kung ano ‘yung environment
ko dati.” (L21-L22) “mas na-develop ‘yung empathy ko sa kanila and mas na-develop ‘yung thinking skills na paano ko ia-approach
and. Mas na-develop yung skills ko to lead.” (L26-L27) “to take responsibility and to make good decisions para sa good outcome.”
(L29). “Hindi lang dapat motivation you have to be disciplined, lalo na sa time management, you have to manage your time wisely.”
(L35-L36)
Category 2: Active Civic Engagement
SHS student leaders actively engage in civic engagement, participating in community initiatives, advocating for social awareness,
supporting marginalized groups, and environmental conservation. Their commitment to community service, leadership skills, empathy,
and service to others is evident in their involvement in events like the "Pamaskong Handon" project, fostering connections and
collaboration among youth.
“nagkakaroon kami ng youth event sa church namin, where in yung mga youth ng church namin, at the same time nag-iinvite kami ng
iba’t ibang youth from iba’t ibang schools Sa Isipinayan, marami na kaming nagawang project. nagkaroon kami ng “Pamaskong
Handon” (L14-L21)
The Sinag Kabataan Organization's education project involved participants in literacy teaching, demonstrating their enthusiasm and
motivation. This aligns with Philippe et al.'s (2022) research that civically engaged students perform better academically and
demonstrate leadership qualities and commitment to community improvement.
“In our barangay as a part of Sinag Kabataan Organization, the first project our barangay S.K is about Education na kung saan I'm
one of the volunteers para tulungan yung mga bata at turuan na matutong magsulat at magbasa.” (L10-L12) “I really wanted help
other people na nangangailangan ng tulong and nais ko pong ibahagi ang kaalaman at kakayahan ko bilang isang student leader.”
(L18-L20). “nagkakaroon po ako ng pag-asa, motivation, and inspiration para gawin po yung mga responsibilidad ko.” (L25-L26).
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The researcher observed non-verbal cues during an interview with a youth volunteer who was passionate about serving others and
connecting with their church community. The participant was actively participating in church activities and teaches children just like
Hart,
“I am currently a youth volunteer in our church (Our Lady of Mt. Carmel – Project 6). As a SHS student leader, we volunteer to
facilitate events and projects of the SK Council of our Barangay that supports ‘UBAS’ or ‘Ugnayang Baranggay at Simbahan’, and
other events. We also facilitate events like teaching kids in Sunday School.” (L7-L11) “I was in elementary and being a part of a
community made me happy.” (L14-L16)
The study by Fernandes et al. (2021) found a positive correlation between civic engagement and social performance. Participants
organized monthly seminars to express their advocacies and demonstrate a proactive approach towards positive change, demonstrating
their commitment to community development and empowerment.
“nililinang po namin ang kanilang kaisipan at kakayahan upang mas maging aware sila sa mga bagay para maging parte ng ating
komunidad.” (L9-L13)” sa community po sa aming Tandang Sora po, uhm mostly po once a month seminar nagpapa-event din kami,
kung saan mas mapahayag yung kanilang mga adbokasiya sa manonood sa ating komunidad po.” (L18-L19)
Theme 2: Enhancing Leadership Skills through Real-world Experiences
SHS student leaders develop leadership skills through real-world experiences, fostering self-awareness and personal growth. Civic
engagement enhances leadership attributes, improves student life, and leads to better academic performance among civically engaged
students.
Category 1: Leadership Challenges and Opportunities.
Challenges in leadership can be opportunities for growth and development, as participants navigate team dynamics and address
community issues. By embracing these challenges, they can enhance their leadership skills, foster collaboration, and inspire positive
change. Church involvement helps them learn effective collaboration, unity, and public speaking skills.
“natutuhan ko kung paano makipag-collaborate sa iba’t ibang uri ng tao.” (L38-L40)
“nakatutulang iyon upang iimprove ang leadership natin sa pagkakaroon ng pagkakaisa Sa pagiging leader kasi, need mo ng
pagkakaisa, sa pag-lead ng isang organization, pag-lead ng ibang estudyante o pag-lead ng Kabataan.” (L40-L46) “tinulungan ako
upang magawa namin ang objective at goal ng pamaskong handog naming.” (L49-L50) “ako ma-improve ang public speaking skills
ko.” (L52-L53)
The study highlights the transformative impact of civic engagement on leadership skills and personal development, highlighting the
importance of addressing community challenges and organizational dynamics through civic activities. It also emphasizes the value of
public speaking, communication, and teamwork in achieving collective goals.
I strongly believe that my role in civic engagement had a big impact on my leadership skills. The skills that I have developed by
engaging myself in civic engagement are my public speaking or communication skills and public relationship building. Working with
teams or groups in civic projects helps me value others' insights.” (L40-L45
The research explores student leadership development models and factors affecting leaders (Abdumusaevna, 2023). Participants report
personal growth and leadership development through experiential learning, focusing on communication, time management,
adaptability, and problem-solving skills. They also highlight their involvement in local event production, cooperation, humility,
delegation, and public speaking experience. Hart emphasizes that when she says,
“I gained confidence from my experiences that led me to be an effective leader. Communication, time management, adaptability, and
problem-solving.” (L29-L30). “I learned to be cooperative or became open with my team. I learned to lower my pride and delegate
tasks I learned to listen. And manage my time. I have experienced speaking in public most of the time, I am assigned to facilitate a
particular activity in an event.” (L36-L40)
Category 2: Critical Thinking Development
SHS student leaders promote critical thinking and civic responsibility through community projects, analyzing complex issues, and
participating in civic engagement activities. This culture equips students with modern skills and deepens their understanding of societal
roles. Cecille mentioned that,
“As a HUMSS Student I must think critically kung ano ang magiging outcome ng isang bagay na pinagdedesisyunan natin. Now I can
say na I've learned a lot So far, wala naman po problems na e-encounter. Kasi talangang ang bawat isa po sa amin ay nagkakaunawaan
at nagtutulungan para magawa po yung isang bagay? (L48-L51)
Participants emphasized understanding, active listening, and respect in teamwork, emphasizing fair decision-making and common
goals. SSLG's challenging projects demonstrated these principles, fostering positive relationships and leadership. Jose Antonio
mentioned,
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“Pagiging understanding po, pagkakaroon po ng malawak na pakikinig sa bawat isa at pagkakaroon po ng pantay na pagtingin sa
bawat opinyon na nasa paligid mo.” (L35-L36) “dapat bawat isa po ay may respeto at may pagkakaisa po talaga. Sa pagdedesisyon
una po muna sa SSLG, may mga proyekto po kami na sobrang hirap pero dahil nagtulungan po kami at naipagsamasama po namin
ito.” (L43-L45)
Participants discussed decision-making at Manila North Cemetery, emphasizing learning from experiences and inclusivity. It has
always been associated with activities that are helpful for the community and its citizens (Richards-Schuster et al., 2019). They
facilitated a democratic process, considering team members' opinions, and shared their public speaking experience, demonstrating
commitment to inclusive leadership.
“they encourage us to be involved na-motivate ako doon nung nakita ko na yung need talaga para matuto ‘yung mga bata sa Manila
North Cemetery and from 2021 until now nagtuturo pa rin ako how to read how to boost their confidence by reciting pakikipag-
groupings din or parang pakikipag-social engagement,pina-practice namin sila na makipag cooperate with one another po. I think
‘yung thinking na nahe-help namin silang mag-grow na maging mabuting tao in the future is what led me to really uhh be committed
sa gawain na ito.” (L7-L19)
Theme 3: Decision-Making and Problem-Solving Skills
Participants at Manila North Cemetery discussed decision-making, promoting inclusivity, and learning from experiences. They
facilitated a democratic process, considering team opinions and shared public speaking experiences.
Category 1: Ethical Leadership Skills
The researcher interviewed participants in a children's ministry at Manila North Cemetery, who are motivated by the need to help
children without education, teach morality, and boost confidence. Their dedication demonstrates leadership qualities and genuine
concern for children's well-being.
“nakikita mo na kung ano ba yung wise decision, as a leader you’re not just deciding on your own, you must consider kung sino-sino
ba ‘yung mga kasama mo, applying that to my leadership skills here at school as a student is natutunan ko na talagang i-involve or i-
include ‘yung perceptions or perspectives.” (L40-L51) “Nagkaroon po ako ng motivational talks it was a privilege talaga sa’kin kasi
first time ko ‘yon and doon ko nakita na kaya naman pala na talagang ‘yung mga experiences na naranasan ko will really help para
mas ma-motivate talaga genuinely ‘yung mga tao po, to be a good citizen din po, and to help those who are in need.” (L66-L70)
Participants emphasized the importance of effective communication in managing diverse opinions and project decision-making.
Megheirkouni and Mejheirkouni, (2019) mentioned that leadership is continuously advancing in research by producing contemporary
approaches, theories, and valuable recommendations. They highlighted the transferability of these skills beyond school and community
contexts, demonstrating a forward-thinking approach to personal and professional development. Adrian believes that,
“Communication ang susi ipara magkaroon ng pagkakaisa, kasi kung wala kayong communication sa kapwa mo leaders ay hindi kayo
magkakaron ng magandang project.” (L66-L71). Eventually hindi lang sa paaralan, hindi lang sa community, kundi sa pagdating na
rin ng panahon sa aking sarili. kung ang trabaho ay naka-align sa gobyerno ay magagamit ko ang mga natutuhan ko sa labas ng
paaralan.” (L73-L76) “where in matutulungan ko ang SK namin na maging better organization para sa kapwa namin Kabataan.”
(L84-L87)
Participants viewed civic engagement as a potential way to enhance education, create a safe environment, and promote personal
development, demonstrating a strong commitment to societal improvement. Cecille added,
“I believe that my civic engagement experiences can help me in the future. learn how to stand their feet to fight from what is right.
dahil ito ay nakatutulong para sa pagpapapunlad at kakayahan sa pamununo” (L52-L57)
Student leadership involves guiding an organization to success, despite challenges like theft and financial constraints. Participants used
problem-solving strategies, collective mobilization, and sponsorship to sustain projects and develop independence, and transferable
skills. Hart said,
“We receive problems like stealing, we first consult with our adviser, and when we come up with a solution to disseminate information
to their class by reminding each student to be mindful of their belongings. in our church, we have no budget for projects we want to
implement. It will help me to be independent and mature. Leadership skills are also beneficial to my future job which is to be an
Architect or a Business Owner. It will help me in decision-making, problem-solving, and other skills.” (L43-L53)
Category 2: Resiliency Motivation
Resilience and motivation are crucial for civic engagement and leadership development, enabling individuals to overcome challenges
and adapt to new situations. Understanding this relationship is essential for creating future leaders capable of driving positive change.
Just like what Jose Antonio stated,
“mas mabuting maging mabuting tao, makinig sa bawat isa upang mas malaman mo po kung ano po yung kahinaan mo at kakayahan

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mo. Kasi hindi nakikita mo lang alam mo sa sarili mo kung ano yung kakayanan mo pero iba yung tingin ng tao sayo. husgahan ka,
masama man o maganda, i-take mo iyon para maging strong pa sa sarili mo po.” (L78-L82)
Participants emphasized the importance of gaining parental trust in teaching children, addressing apprehensions, active engagement,
consent, lesson quality, respecting authority, and addressing conflicts.This was a challenging experience for Sandy as she stated,
“i-gain din ‘yung trust ng parents, that we’re teaching their child a good lesson and that will help them in the future. mahirap i-gain
‘yung, trust ng mga parents whether we are credible to teach or to influence their child naman po kasi they have their own beliefs and
perspective minsan nagkakaroon kami ng, conflict sa ibang parent na bakit kami.” (L76-83)
Participants emphasized personal and community advancement, challenging traditional leadership based on intelligence. They
advocated for moral character development, self-awareness, resilience, ethical conduct, empathy, and service-oriented endeavors. As
Adrian stated,
“What motivated me to take this role is that Yung passion ko when it comes to leadership Naniniwala kasi ako na I can help the school
and my community by sharing my skills when it comes to leadership.” (L6-L8)
Theme 4: Strengthening Community Capabilities
Capacity building is crucial for community development, civic engagement, and student leadership. According to Fernandes et al.
(2021), there was a positive correlation between engagement with community events and social performance. It involves investing in
programs to strengthen skills, knowledge, and resources, enabling individuals to take leadership roles and solve community challenges.
Category 1: Future Leadership Role Aspiration
The study explores the aspirations and objectives of aspiring leaders, focusing on their reasons for future leadership, challenges, and
strategies. Participants, who grew up in leadership positions, attributed their aspirations to their parents' influence, emphasizing the
importance of role models and positive examples.Jose Antonio stated that,
“nagsimula sa magulang, sa pamilya, sa paaralan at hanggang sa komunidad po yun po yung mga dahilan kung bakit po, na gusto ko
po maging leader po. mahal ko po yung ginagawa ko kaya ginagawa ko po yung best ko gaya nga ng paniniwala ko na walang mahirap
sa taong gustong matuto” (L25-L31)
Participants emphasized the importance of continuously honing leadership skills to become a better individual and responsible citizen.
They valued witnessing others' struggles and applying leadership knowledge in real-life situations. Manning-Ouellette and Hemer
(2019) found that civic attitudes are directly correlated with leadership capacity, emphasizing the value of learning from experiences.
“i-hone pa ‘yung skills ko as a leader, not just a leader, but as a person, and as a good citizen din po in the future I will be a good
leader in Apply it in real life, and that’s where civic engagement comes in. Because in civic engagement, you apply kung ano ‘yung
mga natutunan mo, and by applying that, along the way, you will learn some of the skills na eventually in real life situation matututunan
mo ‘yung mga kailangan to be a good leader.” (L88-L94)
Category 2: Career Advancement
Civic activities and leadership roles contribute to societal advancement and professional development, requiring key competencies like
communication, teamwork, problem-solving, and decision-making. Gomez-Leal et al. (2021) proved that Emotional intelligence
produces effective leaders. Displaying leadership and civic engagement experience on resumes and job interviews differentiates
candidates and showcases potential for positive change. As Hart and Adrian said,
“Yes, it will help me to be independent and mature. Leadership skills are also beneficial to my future job which is to be an Architect
or a Business Owner. It will help me in decision-making, problem-solving, and other skills.” (L51-L53)
“lahat ng natutuhan kong bagay na nakatulong sa akong leadership skills ay nagagamit ko sa loob ng paaralan. At eventually, hindi
lang sa paaralan, hindi lang sa community, kundi sa panahon sa aking pagtatrabaho. (L72-L74)
Theme 5: Empowering Student Leaders
Leadership skills and public participation are crucial for career advancement and societal development. Empowering future leaders
through mentorship programs, leadership training seminars, community service projects, and youth forums can foster communication,
empathy, problem-solving, and teamwork. According to Wang (2023), Student leadership involves guiding student organizations to
success.
Category 1: Role Model Student Leaders
Halliwell et al. (2023) highlighted the importance of leaders who inspire others through honesty, empathy, resilience, and inclusivity,
setting high ethical standards, creating hope, prioritizing mentoring, fostering potential, and contributing to quality and integrity. As
Adrian Said,

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“Sa mga tulad kong student leader sa ating paaralan, masasabi ko lang na subukan pa nilang palawakin ang kanilang kakayahan
bilang isang leader Subukan nilang ilabas pa kung ano ang mga kakayahan nila, ipakita nila sa ibang tao, dahil hindi lang natatapos
sa loob ng paaralan ang pagiging leader natin, kundi mabuti at mas maganda kung napapakita rin natin ito sa labas at buong
komunidad.” (L83-87)
Participants demonstrated effective leadership through fresh perspectives and risk-taking, emphasizing the importance of student
leadership beyond the school environment to the wider community.
“Start small at first, I was once a member. Don’t be afraid to serve and enjoy the experience you will face in your journey. Embrace
the challenges you will encounter that will help you nourish your character and skills at the right moment, you can say that you are
already a leader.” (L54-L57)
Hart encourages student leaders to take small steps and focus on development, highlighting the challenges ahead. during an interview,
the researcher observed non-verbal cues in Sandy's words.
“In civic engagement, you really apply kung ano ‘yung mga natutunan mo and by applying that, along the way you will learn some of
the skills na eventually in real life situation mo mae-experience na matututunan mo ‘yung mga kailangan to be a good leader someday
po.” (L92-L94)
This study focused on the role of civic engagement in developing leadership skills among SHS students. It emphasized the importance
of critical thinking, collaboration, communication, resiliency, and conflict resolution in decision-making, enabling students to make
informed decisions that benefit their communities. The study concludes that student leaders' leadership development is closely linked
to civic activities. SHS student leaders engage in civic engagement activities like school organizations, community service projects,
and religious affiliations to develop leadership skills. Public speaking skills are also crucial, as students learn to facilitate discussions
and articulate ideas effectively which is essential in community service projects and volunteering that helps students understand the
needs and challenges of marginalized groups. By empathizing with others and advocating for change, student leaders demonstrate their
capacity for compassionate leadership and civic responsibility.
The study provides theoretical insights into the importance of experience learning and social relationships in influencing leadership
development through civic engagement. These insights are derived from the theories of experiential education developed by John
Dewey (1938) and social capital developed by Robert David Putnam (1993). The idea that civic engagement offers students the
opportunity to improve their leadership skills by involvement in real-life situations was consistent with Dewey's philosophy, which
emphasizes the necessity of learning through practical experiences. Further understanding of the communal benefits of civic
engagement was provided by Putnam's theory, which highlights how social ties and community cohesion contribute to the well-being
of individuals and the resources available to an entire community. It examined the experiences of SHS student leaders with their civic
engagement activities on leadership development. Student leaders suggest self-reflection to identify opportunities for personal growth
and leadership development. Promoting civic engagement in the academic curriculum may enhance leadership skills and guide future
pursuits. Teachers may enhance ethical leadership skills by collaborating with student leaders in civic engagement activities.
Additionally, the Department of Education may incorporate civic engagement qualities into its curriculum to develop students'
leadership skills. Community stakeholders may recognize and adapt various pedagogical approaches in civic education to meet student
needs and comprehension levels. They should also encourage active student engagement in discussions to ensure their perspectives are
considered in civic education programs. Future research may explore the long-term experience of civic engagement activities on
leadership development among SHS student leaders, focusing on community service projects that benefit the students and the
community rather than advocacy or any political activities. Comparative analyses across different groups of student leaders across
different public schools may evaluate the impact of mentorship, organizational support, and community resources.
The study on civic engagement and leadership skills validity faced challenges due to fluctuating participant availability and response
patterns, affecting results reliability. The use of arts-based data complicated the synthesis process, highlighting the need for flexibility
in research methodologies and potential recall bias. Factors like purposive sampling, participant availability, school culture,
socioeconomic circumstances, geographical location, religious affiliations, community dynamics, and evolving societal elements
influenced the study. The small sample size of five participants may not accurately represent the civic engagement activities and
leadership styles of student leaders at San Francisco High School. The research used Putnam's social capital and Dewey's experience
learning theories to understand and interpret leadership development through civic engagement, but applying Dewey's theory to broader
societal contexts was complex due to the personal influence and vulnerability of social capital.
Conclusions
This study arrived at the following conclusions: The research concludes that participation in civic engagement is necessary for the
development of the character, values, and leadership abilities of high school student leaders. Critical thinking, communication,
teamwork, empathy, and perseverance are all attributes that are essential for effective leadership. Activities such as community service
and participation in school organizations are examples of activities that promote these traits.
The ability of senior high school student leaders to collaborate, communicate, negotiate, and resolve conflicts is considerably improved

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when they are actively involved in school and community initiatives. Through participation in these activities, students may cultivate
empathy and social awareness, which in turn helps them build compassionate leadership skills and a robust sense of civic responsibility.
The findings of the research indicate that activities that involve civic engagement are exceptionally important for the development of
decision-making and problem-solving skills among student leaders. Students will be better prepared to become engaged agents of good
change in their communities if they participate in these activities, which emphasize critical thinking, empathy, and resilience. These
activities contribute to both personal growth and individual development.
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Affiliations and Corresponding Information
Laurence B. Castro
San Francisco High School
Department of Education – Philippines
Ligaya Z. Del Rosario, PhD
New Era University – Philippines
Vivian I. Buhain, EdD
New Era University – Philippines
Luningning B. De Castro, PhD
New Era University – Philippines
Luzale D. Henson, PhD
New Era University – Philippines

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