The National Service Training Program

MODULE 1
Republic Act (R.A.) 7722 – also known as The Higher Education Act of 1994
Republic Act 7722 is the act creating the Commission on Higher Education which covers both the public and private
institutions of higher education as well as degree-granting programs in all post-secondary educational institutions, be it public
or private. One of the powers and functions of this act which is in line with the goal of National Service Training Program
[NSTP] is to identify, support and develop potential centers of excellence in program areas needed for the development of
world-class scholarship, nation building and national development.
Republic Act (R.A.) 9163 – also known as National Service Training Program (NSTP) Act of 2001
Republic Act 9163 is an act establishing the National Service Training Program (NSTP) for tertiary level students, amending
for the purpose Republic Act 7077 and Presidential Decree 1708 and for other purposes.
R.A. 9163 – enacted on January 23, 2002- also the date of approval and signature of former President Gloria Macapagal-
Arroyo.
National Service Training Program refers to the program aimed at enhancing civic consciousness and defense preparedness
in the youth by developing the ethic of service and patriotism while undergoing training in any of its three (3) program
components.

Program Components
Reserve Officers’ Training Corps (ROTC)
It refers to the program that is designed to provide military training to tertiary level students in order to maintain, train,
organize, and mobilize them for national defense preparedness.
Literacy Training Service (LTS)
It refers to the program that is designed to train the students to teach literacy and numeracy skills to school children, out-of-
school youths and other segments of society in need of their services.
Civic Welfare Training Service (CWTS).
It refers to the program that is designed to contribute to the general welfare and betterment of life for the members of the
community or the enhancement of its facilities. It is devoted to improving health, education, environment, entrepreneurship,
safety, recreation and moral of the citizenry.
Guiding Principles/ Importance
Guiding Principle. All citizens should defend the security and promote the general welfare of the State through military or
civil service.
Section 2 of R.A. 9163 affirmed that it is the prime duty of the government to serve and protect its citizens. In turn, it
shall be the responsibility of the citizens to defend the security of the state and in fulfillment thereof, the government
may require each citizen to render personal, military, or civil service.
Role of Youth
1. In recognition of the vital role of the youth in nation-building, the State shall promote civic
consciousness among them and shall develop their physical, moral, spiritual, intellectual, and social well-being. It shall
inculcate the ideals of patriotism, nationalism, and advance their involvement in public and civic affairs.
2. As the most valuable resources of the nation, they shall be motivated, trained, organized, and
involved in military, literary, civic welfare programs, and other similar endeavors in the service of the nation.

Program Implementation
 All incoming first year students, male and female, starting School Year 2002- 2003, enrolled in any baccalaureate
and in at least two (2) year technical-vocational or associate courses, are required to complete one (1) NSTP component of
their choice, as a graduation requirement.
 All higher and technical-vocational education institutions must offer at least one (1) of the NSTP components.
 State Universities and Colleges (SUCs), shall offer the ROTC component and at least one (1) other NSTP
component
 The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), and the Philippine National
Police Academy (PNPA) are exempted from the NSTP.
 Private higher and technical-vocational education institutions with at least 350 student cadets, may offer the ROTC
component and consequently establish and maintain a Department of Military Science and Tactics (DMST), subject to the
existing rules and regulations of the Armed Forces of the Philippines (AFP).

NSTP VALUES
 Citizenship
 Patriotism
 Moral Virtues
 Respect for the rights of civilians
 Adherence to the Constitution

DURATION AND EQUIVALENT COURSE UNIT

 Each of the NSTP components shall be undertaken for an academic period of two (2) semesters. It shall be credited
for three (3) units per semester, for fifty-four (54) to ninety (90) training hours per semester.
 Earned NSTP units shall not be included in the computation of Grade Point Average (GPA) grades of college
graduating students.
ORGANIZATION OF NSTP GRADUATES
 Graduates of non-ROTC components of NSTP shall belong to the National Service Reserve Corps (NSPC), and
could be tapped by the State for literacy and civic welfare activities, especially in times of calamities through joint efforts of
DND, CHED, TESDA, in coordination with DILG, DSWD, and other concerned agencies/ associations.
 Graduates of the ROTC program shall form part of the Citizens Armed Force pursuant to RA 7077, subject to the
requirements of DND

Historical Context of NSTP

1. National Defense Act/ Commonwealth Act No. 1. This act highlighted the necessity of national defense of the country
against colonizers considering the historical background of massive military advancement of adventurist and power-driven
Western nations poised to extend their territories and resources. This took effect on the auspices of the US government and
was still working its way towards achieving full independence.
This act emphasized:
1. The preservation of the State as the obligation of every citizen.
2. The employment of the nation’s citizens and resources for national defense through national mobilization,
which included the execution of all measures necessary to pass from a peace to a war footing.
3. The supremacy of the civil authority and the responsibility of the President of the Philippines, as Commander-
in-Chief of all military forces to see to it that the mobilization measures are prepared at all times.
4. A national mobilization in any case of threatened or actual aggression 
This act mandated:
1. All Filipinos are liable to military service, for which they are obliged to go through Preparatory Military Service
(PMT) beginning with youth in school, starting at the age of ten years until he reached age of twenty-one years.
2. It authorized the establishment and maintenance of Reserve Officer Training units at colleges and
universities.

2.  Citizen Armed Forces/ Republic Act No. 7077. This act is summarized as follows:
1. The maintenance of a standing or regular military forces in times of peace consonant to its adequate and
actual needs for the security of the State but which can be rapidly executed by the well-disciplined Citizen Armed Force in the
event of war, invasion, or rebellion.
2. Maximum opportunity for the CAF to participate in safeguarding the security of the State and in assisting
socioeconomic development.
3. Organization, training and maintenance of the CAF to ensure their readiness to immediately respond to the
call to service.
4. Promotion and development of public support to the important role of CAF as the protector of the people and
the State
Military training for students enrolled in colleges, universities and similar institutions of learning is
mandatory pursuant to the provisions of the National Defense Act and the 1987 Constitution.

3. National Service Training Act/ Republic Act No. 9163. This act made ROTC as an optional component and included
female students in the training program.
Meaning of Constitution
            Constitution is that written instrument by which the fundamental powers of the government are established, limited,
and defined and by which these powers are distributed among the several departments or branches for their safe and useful
exercise for the benefit of the people.
Note: The three essential parts of a Constitution are: the bill of rights, governmental organization and functions, and method
of amendment. 

Nature and Purpose of the Constitution

1. Serves as the supreme or fundamental law. It is binding on all individual citizens and all organs of the government. It
is the law to which all other laws must conform and in accordance with which all private rights must be determined and all
public authority administered.
2. Establishers basic framework and underlying principles of government. It prescribes the permanent framework of the
system of government and to assign to the different department or branches, their respective powers and duties, and to
establish certain basic principles on which the government is founded.
Kinds of Constitution
 Origin and History
1. Conventional or enacted. One which is enacted by the constitutional assembly or granted by a monarch to his
subjects.
2. Cumulative or evolved. One which is a product of growth or a long period of development originating in customs,
traditions, judicial decisions, etc., rather than from a deliberate and formal enactment.
 Form
1. One which has been given definite written form at a particular time by a specially constituted authority.
2. One which is entirely the product of political evolution, consisting largely of a mass of customs, usages and judicial
decisions together with a smaller body of statutory enactments of a fundamental character, usually bearing different dates.
 Manner of Amending
1. Rigid or inelastic. One regarded as a document of special sanctity, which cannot be amended or altered except by
some special machinery more cumbrous than the ordinary legislative process.
2. Flexible or elastic. One which possesses no higher legal authority than ordinary laws and which may be altered in the
way as other laws.
Note: The Philippine Constitution is classified as conventional or enacted, written, and rigid or inelastic.
Advantages and Disadvantages of a Written Constitution
1. It has the advantage of clearness and definiteness over an unwritten one. This is because it is prepared with great
care and deliberation.
2. Its disadvantage lies in the difficulty of its amendment. This prevents the immediate introduction of needed changes
and may retard the healthy growth and progress of the state.
Requisites of a Good Written Constitution
 Form
1. Brief. In a few provisions, it outlines the structure of the government of the whole state and the rights of the citizens.
2. Broad. It describes the powers and functions of the government, and of the relations between the governing body and
the governed as comprehensive as possible.
3. Definite. It is clear enough to draw opposing interpretations of essential features of the constitution.
   Contents
1. Constitution of the Government. This part deals with the framework of government and its power. It also defines the
electorate.
2. Constitution of Liberty. This sets forth the fundamental rights of the people and imposes certain limitations on the
powers of the government as a means of securing the enjoyment of these rights.
3. Constitutions of Sovereignty. This points out the mode or procedure of amending or revising the Constitution.

Constitution distinguished from Statute

Constitution Statute

It is legislation from the people. It is a legislation from the people’s representative.

It states the general frameworks of the law and government. It provides details of the subject of which it treats.

It is intended not merely to meet existing conditions but to

It is intended primarily to meet the existing conditions only.
govern the future.

It is the supreme or fundamental law of the land. It conforms with the Constitution.

The Hierarchy of Laws

Respect for the hierarchy of laws is fundamental to the rule of law, as it dictates how the different levels of law will
apply in practice. In general, the fundamental levels of hierarchy consist of: a constitution or founding document; statutes or
legislation; regulations; and procedures.

The Hierarchy of Laws – A Snapshot

Establishes the innate characteristics of the state and its sovereignty; outlines the rights and responsibilities of
its citizens – as such it is the supreme law.

Establishes the country’s governance structure.

Constitution

All other laws must adhere to the constitution.

The constitution should reflect and adhere to a country’s international obligations.

International Laws Trans-border agreements that have different impacts on the country’s law, depending on the treaty language
and the way a country’s constitution manage them.

Sometimes only a limited degree of compliance with treaties, and some treaties that enshrine fundamental
 rights are not always followed through in the signatory nation’s constitution, or through domestic
enforcement.

Statutes are enacted by the legislative branch of government, and govern a wide range of issues that require
regulation in a modern, democratic state – including elections.
Statutes /
Legislation Must adhere to the constitution and international law.

Amended by the same process as first enacted, and enforced by a country’s enforcement agencies.

Common law is law made by the courts, not legislature, and is not a level of hierarchy per se.

It consists of the judgments of courts, to interpret the wording of statute law, to protect the principles of natural
Common Law / Case justice, to fill a gap in the law, or to deal with an unforeseen situation not covered by statute.
Law

A judgment of a court may award damages, punishment, sanction or other remedial action, enforced by a
country’s enforcement agencies.

A form of delegated legislation, developed and enacted by ministers, department heads, or by an independent
body or commission, to administer their responsibilities.

Must adhere to the constitution, international law, and governing statute, and can be enforced in the same way
Regulations as statutory law.

Provide detail on the administration of principles in the law.

A violation of a regulation can be treated as an offense and enforced as such.

A procedure is a description of the required steps necessary to complete a process.

Procedures are generally written by an administrative body to ensure that the law and regulations are applied
Procedure consistently and fairly to all parties.

Enforcement of a procedure is generally achieved by requesting compliance as a condition of completing a

process or receiving a benefit (for example, candidacy) – rather than sanction or punishment.

A written set of rules, principles or standards to govern the behavior of certain groups.
Codes of
Enforcement of codes of conduct depends on whether they are considered “soft” or “hard” law. Codes of
Conduct conduct are considered “soft law” when they are not passed by a lawmaking body and thus rely on
voluntary compliance.

Terms such as “guidelines” and “instructions” are uncertain in meaning and can result in ambiguity, particularly
Guidelines, with regard to enforceability.

Instructions,
“Policies” are broad, informative statements of intent regarding principles to be followed, priority programs.
and Policies
These should not be used as if they were elements of the structure of the hierarchy of laws.

Note: In terms of the basic elements of the hierarchy, a constitution states the grounding legal and democratic principles that
its government is obligated to uphold, and because of this is considered the supreme law in a country or state to which all
other laws must adhere. A statute is a law enacted by a legislature to govern society, and its authority is derived from the
constitution or founding document of a country, which authorizes the legislature to enact it. Regulations are issued under the
authority of a statute by a division of the government or by a special body, such as BIR, DENR, NEDA and others. For this
reason, they are sometimes referred to as “delegated” legislation, and they provide administrative and technical detail to carry
out the purpose of the statute. Finally, procedures describe the required steps necessary to complete a process and are
generally written by an administrative body to ensure that the law and regulations are applied consistently and fairly to all
parties.

Basic Principles underlying the 1987 Constitution

The Constitution is founded upon certain fundamental principles of government which have become part and
parcel of our cherished democratic heritage as a people. Among these principles are as follows:

1. Recognition of the aid of the Almighty God

2. Sovereignty of the People
3. Renunciation of War as an Instrument of National Policy
4. Supremacy of Civilian Authority over the Military
5. Separation of the Church and the State
6. Recognition of the Importance of the Family as the Basic Social Institution and of the Vital Role of the Youth in
Nation-Building
7. Guarantee of Human Rights
8. Government through Suffrage
9. Separation of Powers
10. Independence of the Judiciary
11. Guarantee of Local Autonomy
12. High Sense of Public Service Morality and Accountability of Public Officers
13. Nationalization of Natural Resources and Certain Private Enterprises affected with Public Interest
14. Non-suability of the State
15. Rule of the Majority
16. Government of Laws and Not of Men

Rule of the Majority

The observance of the rule of the majority is an unwritten law of popular government. The wishes of the majority prevail over
those of the minority. The devise of the majority is practicable rule of law based on reason and experience. Democracy
assumes that in a society of rational beings, the judgment and experience of the few; and hence, that the verdict of the
majority will more likely be correct than that of the minority.

Government of Law and Not of Men

Rule of Law is meant that no man in this country is above or beyond the law. Every man, however high and mighty his
position may be, possesses no greater rights than other man in the eyes of the law.

State Policies
Section 9. The State shall promote a just and dynamic social order that will ensure the prosperity and independence of the
nation and free the people from poverty through policies that provide adequate social service, promote full employment, a
rising standard of living, and an improved quality of life for all.
Just and Dynamic Social Order
            The Preamble calls for the “establishment of a just and humane society.” Such a society must insure the prosperity
and independence of the nation and free the underprivileged and the marginalized sectors of our population from poverty.
            The goal is to reduce the political and economic power of a privileged few by equalizing widely differing standards and
opportunities for advancement and to raise the masses of our people from the poverty to a qualitative worthy of human
dignity.
            With the eradication of mass poverty, the State solves at the same time a chain of social problems that comes with it-
social unrest, breakdown of family systems, diseases, ignorance, criminality and low productivity.
Section 10. The State shall promote social justice in all phases of national development.

Social Justice
            The State must give preferential treatment to the welfare of the less fortunate members of the community- the poor,
the underprivileged, those who have less in life.
 
Section 11. The State values dignity of every human person and guarantees full respect of human rights.
Human Dignity and Human Rights
            In a democratic state, the individual enjoys certain rights which cannot be modified or taken away by the law-making
body. These right s are recognized or guaranteed because of the belief in the inherent dignity and worth of every human
person.
            The value accorded to human dignity is measured by the extent of respect of human rights. In pursuit of this
constitutional policy, it is the duty of the State to enact measures and develop programs that will promote human dignity and
protect the people from any threat of violence or use of force or deception for the purpose of exploitation.
Section 12. The State recognizes the sanctity of family life and shall protect and strengthen the family as a basic
autonomous social institution. It shall equally protect the life of the mothers and the life of the born from conception. The
natural and primary right and duty of parents in the rearing of the youth for civic efficiency and the development of moral
character shall receive the support of the Government.
Strengthening the family as a basic autonomous social institution
            The State is mandated to recognize the sacredness of family life and to strengthen the family. Under the provision,
the government may not enact any law or initiate measures that would break up or weaken the family as a social unit or in the
guise of protecting the family, interfere in purely internal family maters which does not involve the social order or any public
policy.
            The Civil Code of the Philippines lays down the general principles which sustain the solidarity of the family not only for
the guidance of the courts and administrative officials but also for their wholesome influence upon the members of the family.
Rearing the Youth for Civic Efficiency and Development of Moral Character
1. A duty both of parents and government. – The common welfare of society as well as the good of the individual depends to a great
extent upon the proper education and training of children. The youth of today will be tomorrow’s citizen. These citizens will be as they have
been prepared and guided in the youth. The government, therefore, should equally, share in the inherent right and duty of parents in the
training of their children to be good, useful, and worthy citizens by giving them support to prepare their children for future positions of
responsibility.
2. Right of State to interfere with education of children.  – The State cannot by law compel the parents to make their children accept
instruction in public schools only. Such a law constitutes an unreasonable interference with the liberty of parents to direct the upbringing of
parents to direct the upbringing and education of children under their control. The State, however, has the power reasonably regulate all
schools, their children and pupils; to require that all children of proper age attend school, that teachers shall be of good moral character and
patriotic disposition, that certain studies plainly essential to good citizenship must be taught, and that nothing be taught which is manifestly
inimical to pubic welfare.  
3. The State and Parental Obligations. – While the primary responsibility for educating the chid rests in the family, the State has a
distinct interest in this matter since a proper education- humanistic, vocational, moral, religious, civic- is necessary for social well-being. It is
the duty of the State to see that these obligations are fulfilled by parents, and to supply the essential educational facilities which private
initiate is unable to furnish.

 
Section 13. The State recognizes the vital role of the youth in nation-building and shall promote and protect their physical,
moral, spiritual, intellectual and social well-being. It shall inculcate in the youth patriotism and nationalism, and encourage
their involvement in public and civic affairs.
Role of the Youth in Nation Building
1. Today’s youth, more knowledgeable and intelligent. – Today’s youth are better educated and far more well-informed and articulate
and politically conscious.
2. Duty of the State. – The youth constitute a rich reservoir of productive manpower. Recognizing their vital role in shaping the
country’s destiny, the Constitution lends it support to the promotion of their welfare. It is the duty of the State to enable the youth to develop
physically, morally, spiritually, intellectually, and socially, in a wholesome and normal manner, and thus, transform them into healthy,
upright, intelligent, and useful citizens and potential community leaders. It shall inculcate in the youth, patriotism and nationalism, promote
positive personal and social values among them, and encourage their active involvement and participation in public and civic affairs to the
fullest extent possible.
3. Today’s youth, tomorrow’s leaders. – By harnessing the enterprising spirit and progressive idealism of the youth, young people
can become effective players in our collective effort to build a modern Philippines and, properly trained and guided, will in time, assume
dignity and honor the places of their elders in the high councils of the nation.

Section 18. The State affirms labor as a primary social economic force. It shall protect the rights of workers and promote their
welfare.
Section 22. The State recognizes and promotes the rights of indigenous cultural communities within the framework of
national unity and development.
Rights of indigenous cultural communities
            Indigenous cultural communities refer to those non-dominant groups in our country which possess and wish to
preserve ethnic, religious, or linguistic tradition or characteristics markedly different from the rest of the population.
            The State must promote their rights. The State is bound to consider the customs, traditions, beliefs and interests of
indigenous cultural minorities in the formulation and implementation of state policies and programs.

MODULE 2

Understanding Self-Concept
 Self-concept refers to our conscious or unconscious perceptions and feelings about ourselves with regard to our worth as
persons.
Early Development.
 Self-concept begins during our early development, how we are told about who we are and what worth we have. In the
process, we acquire a picture of ourselves and we begin to qualify our experiences according to this view of ourselves.
 Inferiority and Superiority Complexes.
These are symptoms of a poor self-concept.
o A person with superiority complex tries hard to “exhibit” his worth to others by overstressing his strength. In truth, he
is not really sure of his worth. A person who believes in his worth does not feel the need to prove himself to others.
o A person with an inferiority complex overstresses his weaknesses. He suffers from extreme feelings of negative self-
worth. These feelings are so strong and deeply etched in his personality that he is unable to recognize his strengths
and potentials. 

Significant Roles of Self-Concept

 Self-concept serves as a mirror because it reflects the picture of ourselves, either positive or negative. We are happy
or miserable depending on the mirror image that our self-concept presents to us.
 Self-concept filters our experiences so that we interpret them according to our pre-existing perception of ourselves.

Three Dimensions of Self-Concept

Self-Image
 It refers to all our perceptions and feelings about our worth with regard to physical and social appearance. Our
physical appearance includes our genetic inheritance, such as sex and race, and our physical attributes such as
height, build weight, and others. Our social appearance includes our name, roles, status, and titles. A person with a
positive self-image recognizes some of his physical and social limitations but does not all these to deter him from
feeling good about how he appears. He has learned his limitations and therefore, feels at home with himself.
Self-Confidence
 It refers to all perceptions and feelings about our worth with regards to our capabilities. This involves our ability to do
things, to achieve, and to develop more competencies. Self-confidence paves the way to productivity because the
person believes in his potentials. He allows these potentials to develop by trying. He is not afraid of making mistakes.
He does not fall into the trap “being perfect”. The development of his abilities is measured within his own standard of
development.

Self-Esteem
 It refers to all our perceptions and feelings about our worth with regards to our lovability. This relates to our basic
ability to love and be loved. A person with high self-esteem believes he is lovable. He does not reject and put down
himself even when others seem to reject him. He does not subject his lovability to conditions. If other persons love
him, he celebrates in it. But he does not let the love of others be a factor in determining his lovability. A person with
high self-esteem can love more freely and spontaneously.

The Human Person as a Multi-Dimensional Being

Individual is distinguished between the person as self and the person in the community.
As an individual/ self.
 He is not just body and soul, but he is an embodied spirit.
 As physical (made of matter), man must maintain health and harmony with nature.
 As intellectual (gifted with mind, the faculty of knowing), he must constantly search for the truth. He seeks knowledge
that would transform society and the world.
 As moral (endowed with the faculty of freely choosing and loving), he must go out to others and, in fact, to all
humanity in love.
 As spiritual (capable of higher concerns and of rising above the material), he must cultivate a sense of spirituality in
consonance with his nature and respond to God in faith.  

As a person in the community

 As social (living in community), he must cultivate the sense of social responsibility, aware of his unique participation
in the pursuit of the welfare of the family and the common good of the larger society so that society can, in turn, look
after the common good and well-being of the inhabitants.
 As economic (bound to concerns of livelihood), he has the obligation to help achieve economic efficiency for the
community.
 As political (member of the nation). He must foster the sense of nationalism and patriotism, by which he identifies
with the people and joins hands with them in the pursuit of common goals. As a member of the world community, he
must cultivate a sense of global solidarity for the emerging concerns and problems of one country can no longer be
considered in isolation of others.

The Filipino and His Value System

 A value is something that is freely chosen from alternatives and is acted upon; that which the individual celebrates as
being part of his creative integration in development as a person.
 
 Value clarification is a process by which we help a person to discover values through behavior, feelings, ideas, and
through important choices he has made and is continual, in fact, acting upon in and through his life.
 
 A person is continually developing his values; values can never be static but must be continually rechosen as the person
grows in his world. As a person grows in his identity and interdependence, he is continually choosing values and
fashioning his hierarchy of values

Value System Categories

Choosing
o The value must be chosen freely, There must be no coercion, the person makes a free choice and is totally
accountable for the choice he makes.
o The choice must be made from alternatives.
o The consequences of each of the alternatives must be judged.
 
Prizing
o This means that a person who chooses a value must be happy about what he has chosen and hold it as something
dear to him.
o Cherishing and being happy with the choice
o Willing to affirm the choice publicly
 
Acting.
o There must be a commitment-in-action that would change one’s behavior and which would make evident to other
people that there is a value present. If something is really a value, it would be acted upon and acted upon repeatedly.
o Actually doing something with the choice
o Actually repeated in some patterns of life

Value-Ranking
 It is the process whereby a person examines, as comprehensively as possible, all of his values and then ranks them,
prioritizes them, or put them within a hierarchy of values. Value-ranking is a conscious, deliberate, well-articulated,
 well-thought-out ranking of chosen values. Growth and personal identity are accomplished when an individual has the
opportunity to clarify his attitudes, weight the priorities operative in the formation of these attitudes, and come to
chosen value-rankings which please and enhance him as a person.

Primary Value
 This helps a human being develop to the best of his capacity, and therefore, he has a goal beyond normal functioning
in society to exceptional function. This is basic and necessary for development to take place.
 Self-value - This is the ability to accept that “I am of total worth to others.”
 Value of others - This is the ability to accept that “Others are of total worth, as I am.”

Related Values
 The Value Education program of the Department of Education, Culture, and Sports (DECS) identifies human dignity
as the supreme values that characterize education: the human person is of infinite value. Human dignity is the
overarching value; all other values are pursued because of the inner worth of the human person.
 Health implies physical fitness and cleanliness.
 Truth implies the tireless quest for knowledge in all its forms. It is not enough to discover data and know facts, but
one must develop creative and critical thinking to meet the challenges of the modern world.
 Love implies the quest for personal integrity and the development of self-worth or self-esteem, honesty, and personal
discipline which are marks of a mature person and a useful citizen.
 Spirituality is the cultivation of faith.
 Social responsibility means strengthening the family as the “foundation of the nation” and “a basic autonomous social
institution”.
 Economic Efficiency is achieved by man through work, the exercise of human mastery over the resources of nature,
and creative imagination in the solution of complex problems.
 Nationalism and Patriotism mean the love of country and the people as a distinct political unit bound by a common
history, committed to a common cause, and share a common destiny.

Value Orientation of Filipino Adolescents

 
According to Wilma Reyes in his study on the Adolescent’s Value system
 The values of the subjects cluster around six value themes: pananampalataya sa Diyos, buhay, pamilya, saril, kapwa
and edukasyon.

 Youth consider faith in God as the most important value in life because this is the center of life itself. This is the
animating force of life.

 The family is considered as a significant part of their own life. Self and life are not complete without the family.

 The self is seen not as a separate entity but always related to other people.
 
 From the values of pananampalataya, buhay, pamilya and sarili spring the love for kapwa. Everything is meaningless
unless it is shared with the kapwa.

 Education is considered important because an educated person is well respected in our society and social mobility is
directed towards having good jobs and economically stable conditions.

MODULE 3

 Leadership is the process of influencing individuals or groups to achieve goals. It is related to direction, interaction,
initiation, persuasion, motivator, reinforcer, cheerleader, facilitator, coach, nurturer, and delegator.
 Leadership is a planned process that results in the following:
 Challenging people to work collaboratively toward an ever-expanding vision of excellence in the achievement of
organizational and personal/ professional goals and objectives.
 Creating a threat-free environment for growth so that the creative talents and skills of each person are used to the best
advantage.
 Encouraging and building working relationships that are individually and organizationally satisfying, unifying, and
strengthening in the realization of mutually determined goals and objectives.
 Optimizing available and human resources.

Characteristics of Leadership
Goal Orientation - The leader sees the bigger picture and understands the purpose of life and work of the group or
organization. To lead implies that the leader has foresight and a sense of direction.
Enablement - Effective leaders seek to enable others to experience life in its fullness.
Concern - Leaders must show concern for person. Human beings are the most important resource leaders have. Without
people, material and financial resources are worthless.
Self-Development - Leaders must develop a healthy self-image and a positive attitude.
 
Psychological traits of leaders:
Capacity: intelligence, alertness, verbal facility, originality, judgment.
Achievement: scholarship, knowledge, accomplishments
Responsibility: dependability, initiative, persistence, aggressiveness, self-confidence, desire to excel
Participation: activity, sociability, cooperation, adaptability, humor
Status: socio-economic position, popularity
Situation: mental ability, skills, needs and interests of followers, objectives to be achieved, and tasks to be performed

Leadership Styles
1. The Three Elements. 
 Leadership involves an inter-relationship among three elements:
 The qualities, skills and needs of the leader.
 The needs and expectations of the group.
 The demands or requirements of situations.
 This inter-relationship suggests that no style of leadership serves best for all situations. The best style is the one most
appropriate in a given situation.

2. Leadership is Situational.
 Leadership styles change from group to group and from situation to situation. Exercising strong directive power provides
effective leadership when group lack a sense of direction or purpose. When groups have clear directions and function
well, non-directive styles of leadership work more effectively. Groups sometimes need reorientation. At other times, they
need encouragement.

3. Leadership as a Process. 
 There are two major parts of the leadership process: task-oriented and relationship-oriented. Leaders need an awareness
of both parts and they also need to strike a balance between them because they can easily and unknowingly
overemphasize one of more of these aspects. To overemphasize the task results in short-time effectiveness and longer-
range human problems. Overemphasis on maintenance or relationship results in groups so involved with their feelings
that they neglect the task.

4. Leadership Dilemma. 
 Leaders find themselves within a societal and organizational environment of constraints and challenges, of limitations and
freedom. The basic dilemma of leadership lies between what they believe desirable and what they can actually do in
practice. Effective leaders ask themselves questions such as:
 How democratic can I be?
 How authoritarian must I be?
 They struggle with series of dilemma:
 Competition is healthy, but we must cooperate.
 We must get the job done and be efficient, but I must listen to all points of view.
 We are pushed for time, but I want teamwork in decision-making- and this takes time.
 I can see opportunities for quick results in one-personal decisions but shared responsibility motivates better and brings
about longer lasting solutions.

5. Leadership Patterns
 Telling. - Leaders identify problems, consider options, choose one solution, and tell their followers what to do. Leaders
may consider members’ views, but members don’t participate directly in decision-making.
 Persuading. – Leaders make decisions and try to persuade group members to accept them. They point out that they
have considered the organization goals and the interests of group members. They even point out how members will
benefit from carrying out decisions
 Consulting. – Group members have opportunities to influence the decision-making from the beginning. Leaders present
problems and relevant background information. Leaders invite the group to suggest alternative actions.
 Participating. - Leaders participate as members in the discussion and agree in advance to carry out whatever decision
the group makes.
 Delegating. – Leaders define the boundaries within which to solve problems or accomplish tasks. Then, they turn it over
to the group to work out solutions or to implement the tasks.

Factors Affecting Leadership Styles

1. Personality of Leaders
Value systems: This refers to the belief and upbringing of the leader, which eventually have effect on how he directs, leads,
and decides.
Confidence in Group Members: Leaders differ in the amount of trust they have in other people. Leaders may have more
confidence in their own capabilities than in those of group members.
Leadership Inclinations: Directive leaders issue orders and resolve problems easily. Some leaders operate best in a team
role where they continually share functions with subordinates.
Feelings of Security in Uncertain Situations: Leaders who release control over the decision-making process reduce the
predictability of outcomes.

2. Personality of Group Members. Leaders also need to understand individual differences of each individual within the
organization.
3. Nature of the Task. Critical pressures on leaders include the following:
The Problem Themselves: Do members have the needed knowledge? Do the complexities of the problems require special
experience, competence, or a one-person solution?
The Pressure of Time: The more leaders fell the need for immediate decisions, the more difficult it is to involve other people.
Situations may arise needing immediate decisions, but some organizations operate in a state of crisis.

4. Nature of the Environment

Structure of the Organization: Organizations have values and traditions that influence the behavior of the people who work in
them.
Outside Pressures: These pressures include the social, economic, and political situations. a

Comparing Leadership Styles

1. Authoritarian Style shows certain characteristics, such as:
Generally strong-willed, domineering, and aggressive.
Have their own way, which for them, seems the only way.
Look upon subordinates as subjects than as persons, and the best subordinates, follow directions without questions.
Not ready to listen to views and suggestions of others, if they offer different opinions
Do not encourage equal relationships. They do not allow themselves to get close to employees.
Have business-like and task-oriented attitudes. The job comes first.
Blame poor results on the inability of others to carry out instructions correctly.

2. Democratic or Participative Style demonstrates the following:

Generally concerned with maintaining group effectiveness as with completing the task to be done.
Encourage members in their groups to express their ideas and feelings because they believe that such a climate leads to
greater creativity and commitment.
Seek the help of the group in removing resistance or resolving the conflicts.
Encourage joint decision-making as well as shared goal setting.
Set policies without explaining the reasons and proposing them to their groups, when they can, for suggestions and criticism.
Believe that responsibility for getting a job done depends as much on the group.
Allow group members as good deal of freedom in their work, once they have shown their ability to do it.
Keep looking for better ways to do things and are open to change when convinced that such changes seemed called for and
would lead to greater effectiveness
Believe in the effectiveness of the group work.
A shared commitment to the group and its task leads to:
Interdependent efforts from its members to find the best way to complete those tasks, which in turn lead to
a degree of shared success in achieving those targets, and this accomplishment leads to
confidence in the group’s potential and back to
renewed commitment to the group and to its ongoing tasks.

Function and Skills

o The need to accomplish the common task. Many tasks cannot be done by individuals alone and, therefore, groups must
do them. These groups exist for a specific purpose
o The need to remain as a cohesive social unity. The group needs to stay together. Leaders measure the effectiveness of
their cohesion by their moral and team spirit. People need to work in a coordinated fashion in the same direction. Unless
the group deals effectively with arguments, tensions, and conflicts, differences can lead to divergent ideas and to lack of
cooperation.
o The individual needs of group members. Individuals have their own needs even when they work in groups, such as
 To clearly know their responsibilities.
 To have feedback about their performance.
 Recognition and appreciation of their contribution
 Opportunities to develop their talents and potentialities.
 
Effective Leadership.
To be effective, leaders must aim to satisfy the three areas of need:
1. Achieve the task. 
o Leaders’ primary responsibility involves accomplishing the tasks for which the group or organization exists. Their main
contributions toward achieving the required results lie in:
o Determining the objectives: Leaders must define the important objective they want and when they want it. They should
state this accurately, briefly, and clearly in writing.
o Planning necessary activities: They must decide what to do to achieve the end results.
o Organizing the program: They must make a checklist of all-important things to do, then arrange those tasks in order of
priority. Good leaders break down each activity and identify the sequential matters.
o Preparing a timetable: Leaders need to prepare a work schedule in which they set a time for the completion of each step
in the program.
o Clarifying responsibilities and accountability: They must clearly define all delegated responsibility, authority and
relationships and then coordinate them.
o Maintaining channels of communication: Leaders must keep their associates and subordinates fully informed. They must
make it convenient for those associates to keep them advised on all pertinent
o Developing cooperation: Leaders should thoroughly explain the results they want and their expectations of every
individual and group affected.
o Establishing control points: Leaders must determine where and when they will review progress made. They must resolve
problems, determine remedial actions, and make necessary adjustments

2. Build the Team. 

o Characteristics of effective teamwork:
o Group goals/ objectives. All group members must clearly understand group goals. Teamwork also requires ownership of
team goals; therefore, members need to participate in setting team goals, and commit to them.
o Roles and responsibilities- Who does what on the team. As group members work together, they also build expectations of
one another. Conflict over roles and responsibilities may occur because of differing expectations.
o Group procedures or work progress. Effective teamwork requires clear and agreed-upon procedures in several key
areas:
 Decision-making. Teams usually make decisions by consensus. However, leaders may reserve the right to make
the final decision after consulting with all or some part of the team, depending on factors such as nature of decision,
who has more knowledge and whom does the decision most affect.
 What should be communicated within the team, to whom, how frequently, by what methods?
 Group members generally complain among themselves that team meetings are dull, repetitive, ineffective, too long,
too frequent, dominated by a few, cover the wrong subjects, are ineffective, a waste of time.
 Interpersonal relationships. When people have to work closely together to achieve a common task, they naturally
develop feelings towards each other. The extent to which they mutually trust, support, communicate, and feel
comfortable in resolving conflicts with one another greatly influences the way they work together.

 Mutual Trust. Teamwork requires trust and openness so that members can state their views and differences openly
without fear of ridicule or retaliation.
 Mutual Support. When group members have a strong sense of belonging and of mutual support, they achieve
teamwork. Members get and give help from one another without setting conditions.
 Members can freely and confidently say what they feel and how they react to each other. When they communicate,
they know that the rest of the team listens and will work hard to understand.
 Conflict Resolution. The group’s ability to examine its process to improve itself characterizes teamwork. Group
members accept differences as inevitable and desirable. They do not suppress them or pretend they don’t exist. They
work through them openly as a team.
 Group leadership needs. Teamwork requires that they share leadership needs (such as initiating or clarifying),
among the group so that all grow through the group experience. Leadership styles used by group leaders greatly
affect the team’s communication and work processes.
 Using member resources. Teamwork requires the maximum use of the different resources of individuals in the
group, such as abilities, knowledge, and experience. They accept, and give counsel, support to each other while
recognizing individual accountability and specialization.
 Organizational environment. When groups have flexibility and sensitivity to each other’s needs, and they
encourage differences, and members do not feel pushed to conform to rigid rules, they have achieved teamwork.

3. Individual Development. 
o For leaders to have a sense of satisfaction, leaders must see to it that they:
o Have a sense of personal achievement in the jobs they do. When people can actually complete assignments, they feel
that they have achieved tangible results and are achievement-motivated to tackle the next assignment.
o Receive adequate recognition for their achievements. Recognition reinforces feelings of worth, especially when
recognition comes from leaders who can influence the person’s future.
o Feel they have worthwhile contributions toward the group objective, that they perform satisfactorily, that they understand
in what way they fail, and also receive adequate help to improve. Workers are likely to become achievement-motivated
when they can readily understand the contribution their work makes towards the achievement of the organizational goals.
o Find the job itself challenging, demanding their best efforts, with responsibilities that match their capacities. Workers
consistently challenged to stretch their abilities and skills to achieve are more achievement-motivated than those who
know their work so well that they do not have to put forth additional effort to accomplish it.
o Have the opportunity to develop their potential so they can advance in experience and skills. Achievement-minded
leaders recognize workers who have potential and show more interest in advancing their careers than those only interest
in having a job.