Supreme Student Government Officers Leadership Capacity as Perceived by the Students

of Namillangan National High School

(EIGO JEFF CHRIS M.,2018) In the educational campus, good governance is being realized by having a Supreme
Student Government which is participatory, accountable, consensual, predictable, effective, and efficient, and
transparent among others. It is within an institution to engage in paradigm shifts in order to improve campus student
governance. Youth transitions should be critically investigated in the context of changes. There ought to be conscious re-
discovery and re-construction of the measures and categories of youth transitions that would reveal both structural and
institutional barriers that hinder the process of growing up. It has been said that Supreme Student Government has
become a monopoly of student leaders. There was not a good venue where ordinary students could air their ideas,
which made them lose their social and political interests as manifested in their lack of participation to student activities.
In dealing with this, the SSG instituted a collaborative technique where representatives of formation s could discuss
issues and come out with solutions. Here in ANHS the SSG O Administration for the School Year 2018-2019 had brought
a big impact in our School in almost four months of their service. They level up and change the impressions of the
students towards their administration. They proved that they are deserving the position to serve as a leader in our
institution. It is in this aspect that the present study will be conducted in order for us to know the perception of ANHS
students to the administration of the Supreme Student Government for the S.Y. 2018-2019.

Throughout the history of its development the system of vocational education has reacted to changes in labour
organization in the human community naturally and has adjusted the content of education and training in accordance
with the level of current knowledge and the new requirements of society (Maksimova, 2013; Sakhieva et al., 2015;
Masalimova et al., 2014). On September 1, 2013 a new federal law of 29.12.2012 No. 273-FZ "On education in the
Russian Federation" came into force in Russia, according to which education is a single purposeful process of upbringing
and training, where upbringing is considered as an activity aimed at personal development, creation of conditions for
students' self-determination and socialization while training is regarded as a purposeful process of organizing students'
activities".These changes in the legislation give a new vector for the development of universities, within the framework
of which student government bodies can be set up (Tovkan, 2015), which should take over some administrative
functions (Grishina, 2013). Student government is a special form of proactive, self-directed, responsible social activity of
students, aimed at addressing important issues of students' life and activities, at developing students' social activities, at
supporting social initiatives (Fatov & Fedoseeva, 2009; Kalimullin, Vlasova & Sakhieva, 2016; Zakirova, Masalimova &
Nikoghosyan, 2016).In order to set up an effective system of student government at a university it is necessary to create
special organizational and pedagogical conditions (Petrova, 2009). The pedagogical conditions include the availability of
teaching and practical manuals on the organization of student government activities at the university, as well as such
policy documents as concepts, programmes, plans, regulations and orders; the provision of refresher training for student
government organizers and specialists; the application of diverse forms and interactive methods of training oriented
towards creating a situation of success of leaders, monitoring the value orientation of students, the efficiency of forms
and methods of work of the student government, ensuring the diversity of forms of creative activity of students at the
university, developing the creative potential and leadership qualities of the personality (Ponomarev, 2009).

In accordance with the concept and programme of development of the Russian State Vocational Pedagogical
University up to 2018, the concept of upbringing activities in the Russian State Vocational Pedagogical University
adopted at the Academic Board meeting of 28.10.2013, purposeful and systematic work on the development of student
government is carried out in the Russian State Vocational Pedagogical University.
 One of the goals of higher education is to prepare students for their profession or occupation. In addition to the
traditional classroom environment, there are other opportunities that can help students in promoting their professional
interests and developing professional skills (Patterson, 2012). Involvement in student organizations is considered as one
of those opportunities for skill development. Foubert and Grainger (2006) have reported that more involved students
have greater skill development compared to uninvolved students that have lower developmental scores. Literature has
revealed that student organizations provide individuals opportunities to acquire or develop valued communication skills,
enable them to learn from others who have different ethnic backgrounds, and foster care and support for
underprivileged populations among them (Harper & Quaye, 2007). Participation and membership in university-
sponsored organizations seem to provide students with different opportunities to get acquainted with campus life and
also enhances intellectual development (Montelongo, 2002). Student organizations function as social opportunities for
students to network on college campuses and also serve as a significant link for students to colleges or universities
experiences (Kuk & Banning, 2010). Although, the concepts of campus involvement provide a valuable context to
examine and analyze the connection between college experiences and student outcomes, and this reveals several
inquiries (Huang & Chang, 2004).

According to Hall (2012), student organizations offer approaches to stimulate learning experience beyond the
classroom curriculum. They create networking opportunities among students with similar personal and professional
interests and provide the probability of building networks to bigger communities beyond an organization (Hall, 2012).
Through participation in student organizations, students can maintain relationships with other individuals that have the
same professional interests; develop stronger mentoring relationships with their teachers; gain ability to think critically,
plan appropriately and make decisions (Hall, 2012). Students who participated in student organizations viewed
involvement as a significant element of their socialization and academic persistence that provide participants with
resources to excel in their academic environments (Flowers, 2004).

Flowers further suggested that participants are likely to continue towards achieving or completing their degree
as long as they remain committed to the organization. The more students participate in student organizations, the more
they are likely to improve essential abilities that will be useful in the real world setting (Patterson, 2012). Researchers
have not given adequate attention to the role of student organizations in supporting and improving the development of
knowledge, skills and competencies in students. Therefore, further research is required on student participation in
organizations and clubs (Cooper, Healy & Simpson, 1994). Constant examination of the impact of student organizations
on the development of skills in students will inform students’ academic outcomes and provide understanding on how
students are being prepared for the workforce.

In colleges and universities, participation in student organizations and clubs is a useful tool for personal
development in students (McCluskey-Titus, 2003). Many college and university students participate in student
organizations not only for entertainment.

Student also wants to develop skills, knowledge and competencies that are relevant to their career. Researchers
suggested that participation in activities that supplement classroom learning is certainly associated to the development
of skills, knowledge and advanced interpersonal connections (Hood, 1984; Martin, 2000). It is important to understand
that student organizations help in preparing students for their profession and to examine how these organizations assist
in this preparation. Studies have also discovered and reported the impact of participation in student clubs and
organizations on the development of students (McCluskey-Titus, 2003). Assessing what students learn from participation
in student organizations helps in evaluating and justifying the effectiveness of programs and services offered. This
contributes to demonstrating what is gained from a particular program or services provided by student organizations.
However, such results or outcomes may be used to make improvements to programs and services (McCluskey-Titus,
2003). Student organizations should be acknowledged as a practical and valuable method of learning because it brings
students with similar mind-sets together to engage in relevant career activities. This represents a powerful source of
personal development for students because it provides them with valued leadership, management and knowledge (Hall,
2012). A specific example, noted by Gassman et al. (2014) found the following:

Participation in the Nonprofit Leadership Alliance Student Association and subsequently the activities that occur
within the program, according to the results of this study, are helpful in the leadership development of participating
students. Through the student association, Nonprofit Leadership Alliance is preparing students with the skills and
abilities needed for working in the nonprofit sector through the activities of the student association (p.107).

Participation in clubs and organizations positively relates to the development of competencies, mature
interpersonal relationship, cultural participation, career planning, life management and educational involvement
(Foubert, & Grainger, 2006). Comparing members of student organization against students who work instead of
participating in student organizations revealed that working did not produce the same benefits as student activities
which includes development of appropriate educational plans, mature career plans and matured lifestyle plans (Williams
& Winston, 1985). Participating in student organizations gives students more experience and understanding of a
discipline than working alone. However, the student can obtain a “best of both worlds” scenarios by working and
participating in student organizations (Andrews, 2007). Dungan and Komives (2007) explained in their research on
students that any stage of involvement in student organizations and clubs proved significant. Involvement in student
organizations had an adequate impact on collaboration, determination, and citizenship. Hall (2012) asserted that
student organizations characteristically expedite theoretical and societal engagement while pursuing a range of
activities. Student organizations regularly facilitate community service activities enabling the development of student
leadership skills and providing valued experience to profession that possibly boost students’ development of career and
vocation. It is argued that student organizations provide great tools to improve student knowledge within a field or
discipline (Hall, 2012).

Related Literature on Leadership Models

A study of Hine (2013) conducted on Catholic secondary school focused on student leadership and student
leadership development. Central to the article are the leadership experiences and self-perceptions of elected students
aged 15-17 years as they participated in the school’s leadership program. The interviewed student leaders were able to
describe their engagement as they pertained to a range of opportunities and activities. More specifically, these
opportunities and activities were classified as positive, challenging, and negative experiences of leadership. Throughout
the study, the students in Years 10-12 consistently regarded involvement in College leadership training events as a
positive experience. In particular, these events were listed by students as: Year 10 Leadership Day, Peer Support
training, and Year 12 Leadership Camp. Students reported that these events provided theoretical and practical
leadership-based activities that focused on certain aspects of leadership. Those aspects most commonly discussed were
cooperation within groups, organisation, and according to one Year 11 leader, things like public speaking, using your
initiative, building confidence, and communication’. From the accounts students gave of the way they participated in the
College‘s leadership program, it is apparent that balancing leadership responsibilities with schoolwork was considered a
challenging experience. Students across all cohorts acknowledged that organizing activities, attending meetings,
participating in extra-curricular events, and contributing to the College community had the potential to adversely affect
the amount of time spent on schoolwork.

A similar study conducted by Kouzes and Posner (2018) featured Madilene's story. Madilene created an
organization called the One Women Project (OWP)that focuses on gender inequality education. Her project is
conducting seminars into school engaging every students to break the misconception that boys are more valuable to
educate. Her story speaks to a fundamental question: When does leadership begin? Kouzes and Posner conducted a
research globally asking young leaders about their personal best leadership experience-experiences that they believe are
their individual standards of excellence just like Madilene's. Each experience was distinctive in its expression, there were
identifiable behaviors and actions that made a difference.

According to their study, leaders are engaged in what they called "The Five Practices of Exemplary Leadership".
Leadership is not about personality, power, privilege or behavior. Effective leaders tend to exhibit a specific set of traits,
possess certain skills, and practice particular habits.

Leadership is about the blending of three streams of organizational life- relationships, purpose, and action-in-
common-into a dynamic current that will carry a school toward improved teaching and learning. For schools to have
leadership, I further discovered, they need leaders, not just a single leader (Routledge, 2011).

Related Literature on Student Leadership

Adolescent leadership is viewed as a number of experiences that emerge as a result of adolescent personal
transformation and decision-making. A comprehensive understanding of leadership that reflects an adolescent's
personality and developmental needs can unify educational efforts to develop ethical, motivated, responsible,
community -oriented and successful leaders now and in the future (Sherif, 2019). This study uses the Model of Five
Leadership Practices (Kouzes & Posner, 2018) which are five practices that must be present in exemplary leadership in
examining various aspects related to student leader affairs with student leadership behaviour that is the situation of
student leaders, followers and management involved. The Kouzes and Posner model of the instrument on student
leadership practice inventory is designed to measure student leadership practice. The results of this model study have
found that if a student leader succeeds in showing good behaviour, the student leader is considered the best model also
example in leadership.

Leadership skills can be developed through a variety of means, methods, or activities. Inparticular, students are
able to develop their leadership skills by participating in various co-curricular activities offered by their learning
institutions (Zada & Zed, 2021). It is also an effortto develop students' ability to adapt to challenges, be able to think
constructively in addition tobuilding the natural abilities of leadership and the strength of students through
teamwork,especially in co-curricular activities (KPM, 2013). Every student in the future needs to possess key
characteristics such as leadership skills and thinking skills to compete globally (Najib, 2017).

Six Student Aspirations specifically developed for all students enshrined in the Malaysian Education
Development Plan (PPPM) 2013-2025 have outlined the importance of leadership skills and it is part of the nature of
students (KPM, 2013). However, a study Ling et al. (2017) found that most schools undertake leadership skills
development in a slightly laissez- faire manner, without properly identifying and nurturing students' leadership
potential. In fact, a valid and reliable measurement scale for measuring the leadership competence of secondary school
students has yet to be empirically proven (Ling et al., 2017). Student leadership is usually only observed when students
actively participate in student bodies or co-curricular activities in school (Nashuha et al., 2019). An assessment score of
10% co-curricular marks is one of the conditions for admission to a public university. However, the assessments made by
each school vary. Even the quality of student leadership is not assessed in depth on this scale, It has been argued that
scores from assessments are not fully utilized in planning leadership programs and that they represent nothing more
than mere records kept by schools (Ling et al., 2017).

Moreover, Zakaria and Daud (2020) says the school environment is not conducive, does not use teaching and
learning approaches as well as co-curricular activities which resulted in students' leadership attitudes are not displayed.
Bad experiences in co-curricular involvement also have a negative impact on student leadership development (Haber-
Curran, 2019). In addition, Sherif (2019) suggested the construction of student leadership models based on future
studies related to educational and social contexts that are more context-sensitive and responsive to various learning
environments and adolescent populations, Student leadership in secondary education should be observed when
students actively participate in co-curricular activities, student bodies, school supervisory liaison bodies (Kuranchie &
Affum, 2021) and during classroom engagement for learning sessions (Sherif, 2019). These co-curricular activities build
special responsibilities for students to experience leadership (Morni et al., 2019: Roslan & Hamid, 2020: Yusak, 2019).