INFLUENCE OF POLITICAL EDUCATION ON STUDENTS LEADERSHIP DEVELOPMENT

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INFLUENCE OF POLITICAL EDUCATION ON STUDENTS LEADERSHIP DEVELOPMENT

ABSTRACT

The purpose of this study was to determine the extent to which distant education (DE) student leaders perceive their role and establish whether this has significant correlation with their academic performance. Specifically, the study was interested in the influence that the intervening variables of age, level, employment status, and prior leadership experience have on their perceived leadership role. The role of gender in this direction was also considered. Guiding this study was the servant leader theoretical framework. According to Greenleaf (2003) students consider the building of trust as the central issue for leadership by means

of service. It was in line with this problem that most student leaders profess that they want to serve their fellow students instead of lording it over them. A questionnaire based on student leadership role with a Cronbach’s alpha reliability coefficient of .855 was used to collect data.

Predictive Analysis Software (PASW) was used to analyze the data.

Regression and correlation statistical tools were used to test the hypothesis formulated to guide the study. The results of the study revealed that DE students’ perception of their leadership role is high.

However, this high perception is neither dependent on background of student leaders nor gender. It also showed that high academic performance is not dependent on perceived student leadership role expectation let alone their duties and responsibilities. However,

perceived leadership role expectation was found to be the least potent

contributor to academic performance of distant education (DE) student

leaders. It is, therefore, recommended that DE students should be elected

strictly on merit and not on age, level, employment status, and prior

leadership experience. DE student leaders should also be given training in

the positions they have been elected for. Finally, DE students leaders

should strive to combine their studies with the leadership position they

occupy.

Leaders are important resources in businesses, schools, society and nations.

Therefore, the cultivation of leaders has received attention from governments,

universities and businesses. The goal of this study is to help college students first

understand the meaning of leadership and then discover the leadership potential that

they can develop so that they can become first-rate leaders of society.

The teaching of leadership competency includes six content areas: 1) basic

principles of leadership, 2) sense of humor, optimism and leadership, 3) creativity and

leadership, 4) planning ability and leadership, 5) character education, and 6) multiple

intelligences. Participants were 126 students in the departments of Engineering,

Finance and Applied Foreign Languages as well as 32 students in the Character

Leadership Society. The students participated in six weeks of leadership competency

education. Enrichment teaching and integrative teaching were the methods of

instruction. This study aims to understand the relationship between leadership

competency education and the development of leadership potential as well as offer

recommendations to help college students develop their leadership potential and

become leaders in a variety of fields.

Research in higher education on leadership development and attributes has primarily concentrated on students currently engaged in campus experiences and programs (e.g., student government, volunteerism) that emulate leadership positions and opportunities that carry over to societal equivalencies. Thus, students who are not active in leadership activities are rarely assessed regarding their leadership-related development, perspectives, or preferences. The central purpose of this study is to explore students‟ disposition regarding leadership etiquette, behavior, and method in the context of leadership process theory. Using the Leadership Attitudes and Beliefs Scale , how students think about leadership, irrespective of their perceived experience in leadership-based activities or positions, will be examined within the context of contributing university resources.

This study described the Political Orientation and Influence in Campus-Based Politics of Student Leaders in Cebu Normal University. This study was conducted to know how the family greatly affects to the student leaders’ political behavior in the campus. This study made use of a descriptive correlation design and utilized a quantitative method. The researchers used questionnaire in measuring the level of family influence in political participation, degree of the political orientation in the family of the student leaders and degree of the perceived campus-based politics. There were 42 respondents purposively chosen from the officers of the supreme student government both high school and college. It was found out that the student leaders’ political orientation in the family is dependent on the father’s education and combined monthly income of parents of the student leaders. Campus-based

politics is reliant to the education of the student leaders’ mother. However, political orientation in the family has bearing on the campus-based politics of student leaders in Cebu Normal University.

CHAPTER ONE

INTRODUCTION

1.1 BACKGROND OF THE STUDY

Student engagement with various institutional-related activities and interactions has been noted for decades as a significant influence on the differential patterns of student learning and growth. One important outcome from these engagements is the impact on students‟ attitudes and beliefs concerning leadership, which continues to be a prominent theme and objective in higher education. The majority of research on student leadership development has focused on corporate-related models, which emphasize the impact of institutional experiences that parallel roles found in business or politics. Other commonly examined attributes include entering students‟ predisposition to leadership development, available institutional-related leadership resources, activities and opportunities, and the effects of formal leadership development programs nfortunately, students not actively engaged in official leadership-based programs, roles or activities may be overlooked concerning their leadership growth, development and potential.

Attempting to capture and examine students‟ cognitive development towards leadership, without dependence on predispositions towards leadership-based activities or positions, Wielkiewicz developed the Leadership Attitudes and Beliefs Scale-III (LABS-III). The LABS-III instrument consists of two scales representing divergent patterns of leadership attitudes and beliefs. One scale is based on a hierarchical pattern of thinking, which is characteristic of the traditional top-down leadership structure. The Hierarchical Thinking scale emphasizes a tightly controlled decision-making process, with an authoritarian mode of operation and communication. A leader‟s effectiveness and efficiency are paramount to the success of the organization, which in turn, is strongly associated with one‟s maintenance and preservation of rank within that organization. The second scale derives from Allen, Stelzner, & Wielkiewicz‟s leadership process theory, which is based on a systemic pattern of thinking. The Systemic Thinking scale strongly emphasizes an organization‟s ability to adapt quickly to ever-changing environments. Employing the knowledge and wisdom of organizational members through high levels of communication and cooperation is paramount to a successful organization. In this manner, the effectiveness of a leader is dependent on one‟s ability to successfully facilitate and utilize a participative decision-making process. Allen et al.‟s theory asserts that the adoption of Systemic Thinking by individuals and organizations will yield greater levels of overall adaptability, cooperation, sustainability and success.

Although not extensive, there has been research exploring the development of students‟ leadership attitudes and beliefs within the context of Allen, et al.‟s theory, as well as its relationship to the differential patterns of student learning and growth. A study conducted by Wielkiewicz, et al.‟s in 2005 examined the uniqueness of the LABS-III as compared to Astin‟s Student Leader type, a characterization based on attributes similar to traditional hierarchical-based roles or positions. Wielkiewicz found that students scoring highly on either the Hierarchical or Systemic Thinking scales on the LABS-III scored higher on Astin‟s Student Leader type.

However, the majority of information gleaned from the LABS-III was significantly distinctive from traditional position-based attributes and roles, which provided strong evidence concerning its utility in assessing student leadership development from a non-predisposed perspective. In addition, the relationship between the Systemic Thinking scale and students‟ academic engagement and development was also investigated. Wielkiewicz found that student engagement (e.g., class participation, reading outside of class), behavior (e.g., intellectual curiosity, study habits), and Systemic Thinking were interrelated, which provided evidence that an assortment of academic and co-curricular activities may facilitate student leadership development. Higher grade point averages, however, were not associated with Systemic Thinking, but they were associated with students who reported a lower preference towards Hierarchical Thinking leadership beliefs and values. Another study utilized the Hierarchical and Systemic Thinking scales (LABS-III) to examine students‟ leadership attitudes and beliefs within the context of contributing institutional resources, entering standardized test scores and academic achievement. Faculty, staff and peer interactions, as well as coursework experiences were identified as the strongest contributing resources, with internships and intercollegiate athletics making significant contributions as well. Group differences were also observed within the context of varying levels of Hierarchical and Systemic Thinking (high and low) based on students‟ scores above and below the mean scores respective to each scale. Of the contributing institutional resources noted above, students reporting high preferences for both Hierarchical and Systemic Thinking also reported significantly higher contributions towards those attitudes and beliefs from faculty, staff and peer interactions than those scoring below the mean of one or both scales. In contrast with Wielkiewicz, et al.‟s findings previously noted, the study also found that students who perceived themselves exclusively as high Systemic Thinkers tended to have higher college grade point averages. No significant differences were noted concerning the students‟ standardized test scores.

The present study will contribute to the above research on student leadership development within the context of Allen, et al.‟s leadership process theory. Similar to Wielkiewicz, et al.‟s and Thompson’s studies, attributed contributions from various institutional resources, as well as students‟ standardized test scores and grade point averages will be examined in relation to differences in leadership behavioral preferences. The present study will differ from previous research by examining students‟ leadership behavioral preferences based on the emphasis placed on multiple leadership behavioral values and beliefs (e.g., Hierarchical and Systemic Thinking). A number of studies in the leadership development literature have asserted that effective leadership requires the ability to utilize different orientations of leadership style. Thus, the present study will examine the extent to which students are developing multiple perspectives of leadership-related attributes. In addition, the present study will include an expanded number of institutional resource categories.

There is a great paradox inherent in studying the concept of leadership. The subject is widely researched with volumes of authors, books and articles laying claim to expertise in the field; however, leadership remains one of the most mysterious, elusive and least understood academic disciplines. One point of consensus is clear: successful organizations demand skilled and effective leaders (Bennis & Nanus, 1985; Bolman & Deal, 1997; Kouzes & Posner, 1995; Senge, 1994). The need for effective leaders permeates many institutions, such as government, business and industry, social services, education, community-based programs, and religious organizations. As a society, we place lofty expectations on our leaders. In the midst of a turbulent, changing and often times confusing world, we look to our leaders for guidance, support, encouragement and hope.

One of the early philosophical tenets in the establishment of a formal system of higher education was to assist in the training of leaders and in preparation for service to the community (Brubacher & Rudy, 1997). The country’s universities and colleges serve as the receptacle of its future leaders. One needs only to look to higher education to investigate the current state of leadership education. Alexander and Helen Astin’s (2000) report on the need for fostering leadership skills among college students poignantly states ‘the concept of leadership and the educational goals of leadership development have been given very little attention by most of our institutions of higher learning’ (p 3). Currently, there exists a gap between expectations for skilled leaders and comprehensive programs to train and develop leadership skills among students at the college level. In this paper, the literature describing leadership theories and research approaches will be discussed. Also, opportunities for students in higher education to participate in leadership building activities will be described.

STATEMENT OF THE PROBLEM

Many studies have been carried out on the management of distance education. The International Centre for Distance Learning (ICDL), Distance Education Library (DEL) and the Educational Resources Information Centre (ERIC) alone contain hundreds of such papers. Most of these studies, however, focussed only on distant education policy, institution management, student support systems and student administration. Surprisingly, only a few studies have been carried out on the academic management and administration of distant education delivery. The role of student leaders in distant education is an area not researched much. To be a leader, one needs to be convinced about the characteristics and attributes one possesses. Some people take leadership positions without knowing what is expected of them. Such people lord it over their colleagues and most often abuse their positions for personal gains. There are widespread allegations of misapplication and embezzlement

of funds levelled against student leaders. There is also the argument that leaders are born and not made. Some others however say the reverse is true. For a DE student to be effective, he/she should be aware of his/her roles. It is, therefore, important to find out what DE student leaders perceive their roles to be in relation to their age, level, employment status, and prior leadership experience. Equally important is the need to find out the impact that student

leadership characteristics, role expectations, duties and responsibilities have on their academic performance.

1.3 OBJECTIVE OF THE STUDY

1. To evaluate the influence of political education on students leadership development .

2. To know the influence of political education on students academic performance.

3. To know the challenges of political education on students development.

4. To provide solution to the challenges of political education on students development.

1.4 RESEARCH QUESTION

1. What are the influence of political education on students leadership development?

2. Does political education has influence on students academic performance?

3. What are the challenges of political education on students development?

5. Are there solutions to the challenges of political education on students development?

1.5 RESEARCH QUESTION

H0: Political education has great influence on students leadership development.

H1: Political education has influence no on students leadership development.

H0: Political education has no influence on students academic performance.

H1: Political education has influence on students academic performance.

H0: There are no challenges of political education on students development.

H1: There are challenges of political education on students development.

1.6 SIGNIFICANCE OF THE STUDY

Proper evaluation of influence of political education on students leadership development

in Nigeria and the findings resulting from the efforts shall be undoubting and the organization involves to do better and even the result of the study could also provide basis for improvement of government and private owned organizations.

That is to say that organization involved can employ the techniques more effectively to ensure optimal results.

The outcome of this study is also expected to contribute to the expansion of the total knowledge based in this aspect of study. Another aspect is that these studies in future will often be a basis for future researchers as regards to reference materials when analyzing other issues related to this.

1.7 SCOPE OF THE STUDY

The focus of this study is on the influence of political education on students leadership development

1.8 LIMITATION OF STUDY

Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:

i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.

ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.

iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Students in Nigeria university difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.

Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.

1.9 DEFINITION OF BASIC TERMS

To avoid confusion in this work, some of the basic terms on which our discussion is predicted are defined as employed here. They are;

1. GOVERNMENT OWNED VENTURES:

This could be said to be established and run by the government through appointed personnel.

BEHANVIOUR: It is the action one take given the application of stimuti, the way one behaves especially towards other people.

JOB: This the work for which one receives regular payment.

LEADER: One who influences other to attain goals.

MECHANISTIC LEADERSHIP STYDLE: This is the autocratic and subordinate non-participative way of leadership.

MOTIVATION: It is that which cause channels and sustgains people’s behaviour

PRODUCTIVITY: It is the ration of output to input.

REWARD: Something tangible or intengible are is given for his work

SUBORDINATE: Having less power on authority than somebode else in a group of organization.

2. ORGANIZATIONAL STRUCTURE:

Mcfarland (1951) defines it as “the pattern of network of relationship between the various positions and position holders” and further maiAuto-star Gallery ltd in that it is both the formal and informal interactions and sentiments developing out of particular individuals comprising the organization.

According to B.O. Nwosu (2002) office management in Nigeria, Emene Enugu. He states that organization structure is the pattern of departmeNtation of work, the hierarchy of authority, the communication network and the interlocking relationships among the people in an establishment, continuing he states that it can be formal and informal.

3. LEADERSHIP STYLE:

Nwaizu (1968) views it as the behaviour pattern leaders exhibits when attempting to influence the activities of others as perceived.

4. EFFECTIVENESS:

This can be generally looked upon as extent to which an organization realizes its goals and objectives.

5. EFFICIENCY:

This can be defined as the ratio of useful work performed.

6. MOTIVATION:

This refers to anything that moves a person to course of action.

7. MORALE:

This refers to a favourable attitude on the part of a member group. It is a social device for efficiently through means of some stated purpose.

8. ORGANIZATIONAL GOALS:

This can be described as the decline state of affairs which organization attempts to realize.

1.8 LIMITATIONS OF THE STUDY

In this research work, there is no doubt that problems were encountered, which had made the work not to be an easy task. Some of the obstacles encountered are: time constraint, finance, the rigidity of some work to disclosing information at the preliminary stage, the difficulty in getting permission due to bureaucratic nature, prolonging of information by the relevant officials and that of transportation problem. It is pertinent to say that the researcher was at one time disappointed in getting information from the relevant officials due to its “come today, come tomorrow syndrome”.

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