Iii Final 1-5

Green Valley College Foundation, Inc.
Km. 2, Bo. 2, Gensan Drive, City of Koronadal, South Cotabato

INTEGRATED BASIC EDUCATION DEPARTMENT
PREFERENCES OF THE JUNIOR HIGH SCHOOL STUDENTS IN CHOOSING A

STUDENT LEADER AT GREEN VALLEY COLLEGE FOUNDATION, INC.
A Research Paper
Presented to the Faculty of
Senior High School Department
Green Valley College Foundation Inc.
City of Koronadal, South Cotabato
In Partial Fulfillment
Of the Requirements for the Academic Track
Humanities and Social Sciences (HUMSS)
By:
Anie Conde
Ivan Jay Silan
Gian Panogalinog
Trisha Marie Reyes
Ernesto Bitangcor III
March 2023
1
Abstract
This study entitled Preferences of the Junior High School students in choosing a
student leader at GVCFI was conducted to find out on how they choose their student
leader. The researchers properly utilized purposive sampling design to make it at the
sample size. Additionally, the respondents were Junior High School Green Valley
College Foundation, Inc. students enrolled in the 2022–2023 Academic Year.
However, in order to gather the appropriate data for every factor, the researchers
had modified a survey questionnaire (a likert scale). The survey questionnaire was
responded to through all of the respondents. Obtaining the methods of the independent
and dependent variables allowed for the interpretation of the data as it was collected.
The findings showed that those are the most preferred factors to consider in choosing a
student leader. The results concludes that the three factors in were significantly
associated with preferences for choosing a student leader.
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Chapter I
The Problem and Its Background
Introduction
This study aims to determine the various preferences held by junior high school
students in choosing a student leader at GVCFI for the academic year 2022–2023. The
goal of this study is to look into how students see those who are qualified to become
leaders among their fellow students. In order to choose a student leader, students have
to utilize their own preference, such as physical appearance, peer influence, and
intelligence in choosing a student leader.
It refers to a person’s outward appearance, regardless of sex, including their

hairstyle, beard, clothing, weight, height, facial features, and other physical
characteristics. And with peer influence, others try to persuade you to do something you
really don’t want to. Although peer pressure is typically assumed to just affect
teenagers, it may also affect adults who are persuaded by their peers to choose a
certain course of action. Also, intelligence frequently enables leaders to anticipate the
results of particular initiatives and modify their plans appropriately. Finding out how to
choose the ideal student leader is of interest to the students. The researchers will be
able to address the issue by carrying out this research and producing solutions
(Hyde,2018).
Student leadership is a student in the position to influence, motivate, and guide

others toward achievement of a goal. The student must be in an elected or appointed
position of leadership and serve for a minimum of one academic year. Leadership is
about the art of motivating, influencing, and directing people so that they work together
to achieve the goals of a team or broader organization. Developing student leaders who
are authentic in their leadership and who have a drive to serve and support those
around them is not only good for the students and their host schools, but arguably good
for students’ future employers and even the future of our society. Understanding what
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leadership entails is essential to your success if your duties call for you to lead others
(Keirsch & Peters, 2017).
Leaders are promoters of change and challengers of the norm by encouraging

creativity and risk taking. Leaders concentrate on goals, objectives, mission, and vision.
They concern themselves with doing the ethical or right thing. A good student leader is
goal centered. In order for a work plan to be executed and attained, implementers
should possess a winning outlook in life. A good student leader should always look at
the positive results of every action will take, in order to achieve progression and
success in the future (Forte, 2015).
The topic of student leadership is of great interest to individuals in charge of

implementing, maintaining, and taking part in leadership programs at schools concerns
with mentoring. There are several study opportunities related to the roles of elected and
non-elected leaders, the experiences of student leaders, and the decision of which
leadership strategy to use. These topics are virtually as diverse as the definitions of
leadership itself. Student leadership is a worthy issue to research, according to various
authors, and recent studies concentrating on student leadership have highlighted the
urgent need for this topic to attract ongoing research efforts. Additionally, it is suggested
that study be done to examine and comprehend leadership from a student perspective
in the corpus of literature on school-based leadership (Archard, 2019).
A student leadership program's development and school climate are positively

impacted by its planning, promotion, and inclusion. The implementation of student
leadership programs varies depending on the stage of implementation, the size of the
institution, and the institution's religious affiliation in elementary and secondary schools.
Such initiatives give students the chance to take on a leadership position, grow as a
leader, and significantly improve the school community (Chapman, 2017).
The primary purpose at many institutions is to encourage the growth of students'

leadership potential. While student leadership development is of great interest to
institutions of higher education, many of which devote a great deal of time and
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resources to such programs and initiatives, it is also crucial to understand how students
view the leadership development programs from which they are intended to gain benefit
(Aved, 2016).
The development of student leadership is seen as a fundamental objective for

any academic institution since colleges and universities offer students the opportunity to
explore and enhance their leadership potential. Higher education institutions (HEIs)
have developed a variety of leadership development initiatives, channeled through
student councils in universities and colleges, to implant and spread the potential of
student leaders (Humphreys, 2017).
The goal of this study is to determine the various preferences held by Junior High
School students in choosing a student leader at GVCFI for the academic year 2022–
2023. Also, the researchers are interested in finding out how to choose an ideal student
leader. By conducting this research, the researchers will be able to provide solutions to
the said problem.
Statement of the Problem
The purpose of this study is to determine the preferences of the Junior High
School students in choosing a student leader at GVCFI. Specifically, this study aims to:
1. Determine the demographic profile of the students in terms of:
1.1. Sex ;
1.2. Age ; and
1.3. Grade level;
2. Determine the preferences of the Junior High School students in choosing a student
leader based on;
2.1. Physical appearance
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2.2. Peer influence; and
2.3. Intelligence; and
3. Find out the most prevailing preference of the Junior High School students in
choosing a student leader.
Scope and Limitation of the study
This study focuses on the preferences of junior high school students in choosing a
student leader. The respondents to this study were all legitimate Junior High School
students who attended Green Valley College Foundation Inc, main campus in
Koronadal City. It will attempt to conduct out a survey that can provide clarifications as
well as responses regarding the preferences of Junior High School students in choosing
a student leader.
Conceptual Framework
This study aimed to assess the preferences of Junior High School students in
choosing a student leader at Green Valley College Foundation, Inc. Illustration is shown
below to figure the concept of this study.
Input Process Output
Demographic profile Analysis of data Preferences of Junior High

of the respondents through: School students in
choosing a student leader.
 Sex  Survey
 Age Questionnaire  Physical
 Grade level  Statistical and Appearance
scientific  Peer influence
treatment  Intelligence
Figure 1: Conceptual Framework
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Significance of the study
This section provides a brief description of the study's various significance on the
preferences of Junior High School students in choosing a student leader. The following
groups of stakeholders will benefit from the study:
To the School Administration- This study will provide valuable information on

choosing a student leader to the administration of the school.
To the teachers - By providing the results of this research, they will be able to
determine the preferences of Junior High School students in choosing a student leader
and embrace the idea that students will choose their student leader based on their own
perceptions.
To the students - This study will help the students to understand how other students
choose student leaders based on their perceptions. Also, to gain a greater
comprehension of student leadership and students undertaking related study may use
this paper as a guide and reference.
To the researchers – This research will provide a path for other researchers with an
interest in this field of research so that they can benefit from it and expand on their
research.
To the future researchers- this study will be a reliable guide for future research that is
related to it or seeking results that are similar to those found in this one.
Definition of terms
The following terms are conceptually and operationally defined for the readers to
have a better understanding of this study.
Age – Conceptually, it refers to the length of time that a person has lived or a thing has
existed. Operationally, it refers to the age of respondents (Junior High School students)
of Green Valley College Foundation, Inc.
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Grade - Operationally, it refers to the grade of Junior High School students of Green
Valley College Foundation, Inc.
Intelligence – Conceptually, It refers to helps leaders to analyze others' thoughts and

potentially insert them into the plan and see if they fit in. Operationally, it refers to the
student leader who is intelligent of Green Valley College Foundation, Inc.
Junior High School students – Conceptually, it refer to the students who are studying
at a school or college (Oxford languages). Operationally, it refer to the Junior High
School students who are presently enrolled at GVCFI-Main Campus and who are the
respondents of this study.
Preferences – Conceptually, it refers to a way for a person and/or to encourage

participation from and increased influence from their family choose the service provider
that best fits their individual needs. Operationally, it refers to a student who choose their
student leader based on their preferences.
Physical appearance – Conceptually, it refers to a person's outer look, regardless of

gender, with reference to their weight, height, facial characteristics, or other aspects of
appearance that are outside of their control and not dictated by established religious
rituals. Operationally, it refers to a student who choose their student leader based on
their preferences of Green Valley College Foundation, Inc.
Peer influence – Conceptually, It refers to the time you make choices you otherwise
wouldn't take because you want to feel valued and accepted by your peers.
Operationally, it refers to the peers of Junior High School students of Green Valley
College Foundation, Inc.
Student leader – Conceptually, it refers to a student who is in a position to persuade,

inspire, and direct others toward the accomplishment of a goal. Operationally, it refers to
a student who runs for a position and is chosen by their peers to serve in the capacity
for Green Valley College Foundation, Inc.
8
Sex- Conceptually, it refers to either of the two main categories (male and female) into
which humans and most other living things are divided on the basis of their reproductive
functions. Operationally, it refers to sex of Junior High School students of Green Valley
College Foundation, Inc.
9
Chapter II
Review of Related Literature
This chapter includes a review of related literature and studies that the
researchers have gathered to help shed some light on the Preferences of Junior High
School student in choosing their student leader at Green Valley College Foundation,
Inc.
Choosing a student leader in junior high school is an important process that

involves selecting an individual who is responsible, reliable, and has the necessary
skills to lead and represent their peers. The process of selecting a student leader can
be influenced by a variety of factors, including peer influence, intelligence, and physical
appearance. In this review of related literature, we will explore the existing research on
the preferences in choosing a student leader of junior high school.
Physical Appearance
A leader has several characteristics that make him appealing and effective in his
actions. A good leader must have a nice physique and be in excellent health. Physical
allure is important in many situations, including Individuals frequently make poor
decisions because they believe that "what is beautiful is good." (Dion, Berscheid, and
Walster 2016). Particularly, people naturally believe that handsome people possess
more desirable personal traits and will thus lead more prosperous lives than
Unattractive people (Thornhill & Gangestad, 2017).
According to study, those who are attractive have a unique edge in job interviews
since they are more likely to get employed than those who are less attractive. (Chiu &
Babcock, 2015). Additionally, research has shown that beautiful people typically obtain
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more positive work assessments and have better success in terms of their career
(Eagly, 2016).
The efficacy of judgments made when recruiting and promoting leaders has been
influenced by the habit of attributing psychological attributes to physical traits. Humans
frequently assume that physical characteristics like height and physical beauty predict a
person's probability of being a good leader. For instance, tall or physically appealing
people are perceived as having certain psychological traits relevant to successful
leadership, but in reality, physical traits may not be relevant to either effective leadership
or the possession of actual psychological traits related to effective leadership
(Antonakis, 2018).
The beauty advantage is also seen in politics, as handsome politicians receive

higher ratings than those who lack aesthetic appeal. (Budesheim & Depaola, 2019).
Little et al. (2015) discovered that face shape may be used to predict vote results. In
addition, those who are physically appealing are frequently perceived as having higher
intelligence and leadership skills. All of the aforementioned effects of physical
attractiveness therefore have an impact on the decision-maker when choosing between
an attractive and unattractive candidate for a leadership position. Despite the fact that
many studies have looked at the effects of physical attractiveness on various outcomes,
less research has been done to specifically link physical attractiveness to leader
emergence (Surawski & Ossoff, 2016).
The trait theory of leadership postulates that people who frequently become
leaders in groups and organizations share traits that are mostly inherited genetically
(Ilies, Gerhardt, & Le, 2019). As a result, research on the trait theory of leadership
concentrates on identifying individual differences, such as personality and intelligence,
which constitute the "make-up" of a person most likely to emerge as a leader, that is, to
be chosen as a leader, to be viewed as having leadership potential, and/or to be
perceived as leader-like (Hogan, Curphy, & Hogan, 2016). The trait theory of leadership
has received some degree of support from research, which has found that greater
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intellect and personality qualities such as extraversion, conscientiousness, openness to

experience, and emotional stability are predictive of one's potential to become a leader
(Judge. 2019).
On the other hand, according to the ascription-actuality trait theory, "traits that
really matter for leadership and those that seem to matter" (Antonakis, 2018). For
example, according to the idea, there are "two routes to leader outcomes that stem from
traits: the route that objectively matters and the route that appears to matter but
objectively does not" (Antonakis, 2018).
These deceptive connections, which viewers perceive to be connecting intuitively
with particular attributes that are predictive of leadership, are known as non-objective
pathways. In this sense, it is frequently accepted wisdom among people that attributes
like height and physical beauty are predictive of effective leadership. An attractive look
is necessary for a leader. A good leader must have a nice physique and be in excellent
health. One of the key requirements for leadership is having a decent look. This is
because people often judge someone's competency, intellect, reliability, and loyalty
based on their outward appearance (Tversky & Kahneman, 2015).
According to recent research by Laura Fruhen (University of Western Australia),

consumers were more inclined to pay job seekers more money if they had particular
facial features. It has long been known that handsome people typically earn more
money. Fruhen also discovered that having a trustworthy or commanding appearance
might result in a large pay raise. For instance, more masculine looks are often regarded
as more dominant due to their square faces, powerful jawlines, prominent eyebrows,
and narrow eyes and lips. People who have a dominant demeanor are more likely to be
perceived as leaders (Fruhen, 2015).
Finally, physical appearance has also been found to play a role in student
leadership selection. A study by Kim and Kim (2015) surveyed 200 junior high school
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students and found that physical appearance was a significant factor in determining who
students voted for as their leader.
Physical appearance is another factor that can influence leadership selection,

particularly in high-stakes contexts such as political elections (Rule, Ambady, Adams, &
Macrae, 2008). Research has shown that physically attractive individuals are more likely
to be perceived as competent and trustworthy, and may therefore have an advantage in
leadership selection processes (Rule, 2018).
Peer Influence
In a 2019 study by Nicole Archard, the effect of female peer interactions on
secondary school students' achievement, ability, and growth as leaders is examined. It
specifically looks at ideas like teenage growth, aggressive behavior, risk aversion, peer
conflict, and wellness. An explanation of these occurrences has been sought through a
qualitative research of secondary girls' schools, which included a survey of staff
members from schools in Australia and New Zealand and focus groups made up of
students from schools in Australia and South Africa. Peers had an impact on students'
ability to become leaders as well as their ability to achieve leadership positions,
according to the research. Through this study, it is proposed that future research might
examine the long-term impact of these same sex partnerships on women as they
compete for leadership positions at work.
According to studies, peer pressure among students might increase their worry,
particularly when it comes to their schooling. The group's relationship with its peers is
tied to one another, which is why the When deciding where these linkages should go,
one should take into account all the potential elements that could be connected with the
group's outcome. Professionals understood the concept of peer influence, which can
negatively affect teenagers and be prevented by educating and preparing teenagers to
deal with the negative aspects caused by peer pressure, which peer pressure faced by
many teenagers of the society. In the same way, peer influence among teens does not
immediately have a negative impact on them, but it does vary in terms of how much and
how the students react to the peer-group environment . A student will do well in school
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and earn good grades in mathematics when they are inspired and motivated by their
classmates. Students that have the necessary peer support tend to thrive and go above
and beyond their capabilities, focus more on their studies, and perform well on
academic assignments in school (Mosha, 2017).
The ability of adolescents to get social support from their peers is crucial for
helping them deal with a variety of issues and diseases. Talking to someone helps with
emotional release. Teenagers need social support to alleviate the consequences of
stressful situations. Problems and pressures with the assistance of their groupmates.
Despite the numerous investigations that were done No one has yet figured out the
nature of peer effects for comprehending the influences of peer group on students'
academic achievement. Among students gaining knowledge of how teens engage with
their classmates, with one another, and with the influence of peer groups on students'
academic performance in school is significant for many categories, including even the
whole system of education.
Peers typically encourage other teens to do things, which is how peer pressure
is defined. Peer pressure is also brought on by parents' lack of supervision of their kids
during adolescence, when kids spend more time hanging out with and enjoying the
company of their classmates. A student's academic success in school may be impacted
by a variety of circumstances, including whether or not their family is providing the right
guidance and encouragement to their kids while fostering harmonious and healthy
interactions with their surroundings. Because they may seek assistance from their
classmates, who may serve as a source of inspiration rather than working alone,
interactions between students may help them develop their potential and improve their
academic performance in school. The role that the student peer group plays in helping
adolescents socialize with their peers at school is crucial for the development of the
young people. Student interactions with peers are likely to have an impact on them, may
be very important in helping them make decisions and may have an impact on their
performance (Leka ,2015).
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The creation of socioeconomic policies and their improvement depend on a

knowledge of peer impact on teens. An important part of a teenager's development is
peer interaction. Teenagers are at this age when they form close friendships with their
classmates that last throughout adolescence. Peer pressure on a person's conduct is
said to be a social phenomena where members of a specific culture may or may not be
negatively influenced, but the majority are impacted by those individuals who exhibit
unpleasant behavior by defying what others do. Developmental difficulties add to the
diverse range of elements that affect adolescence's ability to complete their academic
brilliance. When discussing publicly and outlining his own aspirations or goals, a person
seeks emotional support. It is true that by expressing your feelings to others, you might
benefit emotionally because it could aid in their resisting temptation and provide them
with emotional advantages. Peer groups often respond to queries from teenagers on
various adolescent concerns, such as physical attractiveness or changing bodies
(Chen, 2017).
Peer pressure has the potential to negatively impact pupils' self-esteem, which is
crucial during adolescence. People change their views regarding a given component
that they have come across or are aware of. Many times, students would fantasize
about and picture themselves as their dream selves in a group setting with their peers.
They eventually follow through on their decisions under the weight of peer pressure.
With the existence of a specific peer group leader who encourages its members to
perform deviant activities or promote unpleasant items to the group, the peer group's
members may feel pressured to engage in unwanted behaviors or actions (Dumas,
Ellis, & Wolfe, 2012).
Peer groups are crucial for determining academic accomplishment that has an impact
on development relative to others in the social environment that is crucial for society.
The evolution of adaptive behavior broadens and becomes more sophisticated as
people become older. According to the school environment that provides learning
opportunities for pupils, the students' learning ability is determined by the institution they
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attend. Thus, selecting major courses within a university is a significant decision that a
student intends to make, but it is influenced by interactions with other students (Korir,
2014).
Consequently, parallels in an individual's conduct have been seen between It is

still challenging to link the effects that a person inside the group is comparable with
owing to the influence of their peers. socially to be pursuing their goals in concert in
order to achieve identical results. Under the direction of an adult educator, interactions
between students and their peers appeal to improve their capacity for learning
(Kinderman, 2016).
One of the study found that peer influence was the most significant factor in
student leadership selection. The study surveyed 315 junior high school students and
found that students were more likely to vote for a candidate who had the support of their
peers, even if that candidate did not possess other desirable qualities such as
intelligence or physical appearance (Gao and Wang, 2018).
In terms of peer influence, research has shown that peers play a significant role
in the selection of leaders in various contexts, including schools (Barrera & Garrison,
2012; Dijkstra, Cillessen, & Borch, 2015). Peers' opinions and perceptions of candidates
can impact their likelihood of being chosen as a leader (Dijkstra et al., 2015).
Additionally, the social status of candidates within their peer group can also affect their
chances of being selected as a leader (Barrera & Garrison, 2014).
Intelligence
According to Juneha (2015) a good leader should have the intelligence to
analyze issues and challenging circumstances. He should consider both the advantages
and disadvantages of the scenario before summarizing it. Therefore, having a mature
attitude and a good outlook are crucial. A leader must also be able to effectively,
accurately, and concisely articulate the policies and processes. A leader must also
possess a fair view that is devoid of bias and that does not indicate his inclination to
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work with a certain person. He ought to form his own decision based on reasoning and
the evidence.
In a study conducted by researchers Naseer Ahmad Salf i, According to teachers,
head teachers, and district school managers, Ashiq Hussain and Nasarullah Virk (2015)
sought to identify the fundamental characteristics of a successful and good school
leader. The population for this study consisted of head teachers and teachers employed
in secondary schools in Punjab province, as well as Executive District Officers in
Education (EDO-E), District Education Officers (DEOs), and Executive District Officers
in Education (EDOs-E). By using a stratified random selection approach, samples of 12
EDOs, 12 DEOs, 351 head teachers, and 702 teachers were chosen from 12 districts.
Utilizing a questionnaire with a five point rating system and a semi-structured
interview methodology, both quantitative and qualitative data were gathered. It was
decided to evaluate the data using both descriptive and inferential statistics. The study's
key findings showed that most participants believed a competent and effective leader
should possess a mix of personal, professional, and social attributes. The participants'
top recommendations for what makes a good leader include: knowledge of
organizational behavior and leadership; awareness of the necessary managerial skills;
commitment to ongoing professional development; a model personality; high levels of
training, dedication, and experience; communication skills; role modeling; effective time
management; high levels of knowledge, understanding, and confidence; attitude toward
profession; and highly developed personal qualities, such as intuition (Salfi, Hussain &
Virk, 2015).
Different people's definitions of leadership may vary. Our societies,
neighborhoods, and businesses are shaped by our leaders. According to Burke and
Barron (2007), the dynamic features of contemporary businesses have compelled
leaders to adopt different leadership abilities in order to increase productivity. The
essential traits of a strong leader are the capacity to work independently without
supervision, the capacity to make important decisions, and effective listening skills. A
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person does not just become a leader by want; rather, it is achieved by impartiality of
conduct and sincerity of goal (Muteswa, 2016).
Emotional intelligence is a crucial aspect of good leadership. Self-awareness
(accurately recognizing one's own emotions in the moment and comprehending
emotional tendencies), self-management (using awareness of one's emotions to guide
behavior positively), social awareness (recognizing and comprehending the emotions of
others), and relationship management (using emotional awareness to manage
interactions) have all been described as components of emotional intelligence. The idea
of emotional intelligence has been incorporated into curricular and co-curricular
leadership programming because it is thought that emotionally intelligent leaders will be
more successful in pharmacy practice and engage in interdisciplinary teamwork more
effectively.9-12 Although various methods have been suggested for training pharmacy
leaders,13 the establishment of formal leadership development programs allows a
school to better target its resources. Additionally, unlike a single didactic course, these
programs may last for several quarters or semesters, giving students the opportunity to
put newly acquired leadership skills to use as they move through the curriculum,
observe various leadership philosophies during practicum experiences, and take on
different leadership roles. (Medina, 2017)\
Over the years, management experts have tried to find a relationship between
leadership and intelligence, and the general consensus is that they are closely related.
According to Paresh Dhake (2023) intelligent Leaders Listen and Learn.Intelligence
allows leaders to evaluate others' opinions and hypothetically place them into the plan
and see if they fit in. Using valuable inputs that work out for the better often boosts
employee morale and allows for better efficiency.
Being an effective leader and sustaining healthy connections with those around
you both depend greatly on emotional intelligence (Dhake, 2022). Successful leaders
are renowned for having emotional intelligence and frequently have excellent
connections with the team members they lead. Emotional intelligence is a crucial
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consideration when hiring new leaders for firms. The degree of our own emotional self-
awareness is frequently used to gauge emotional intelligence. A excellent leader is
aware of what triggers our emotions and how we typically respond to them.
Emotionally intelligent leaders are aware of how their team members respond to
various circumstances and how they handle them. The only way for leaders to
effectively use their team's talents is for them to have a better grasp of human emotion.
Asserts that an intelligent leader is self-aware and knows the strengths and limitations
of his team in order to motivate them. Leadership is not a dictatorship; rather, it is the
capacity to guide an entire team or organization to achievement (Dhake, 2023).
Another study found that intelligence and academic performance were also
important factors in student leadership selection. The study surveyed 500 junior high
school students and found that students were more likely to vote for a candidate who
had a high GPA and demonstrated strong academic skills (Yang and Li, 2019).
Intelligence is often seen as a desirable trait in leaders, and research suggests

that intelligence can influence leadership emergence and effectiveness (Chamorro-
Premuzic & Gomà-i-Freixanet, 2015). However, the relationship between intelligence
and leadership effectiveness is complex and may depend on the specific context and
type of leadership (Chamorro-Premuzic & Gomà-i-Freixanet, 2015; Judge, Bono, Ilies, &
Gerhardt, 2015).
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Chapter III
Methodology
This section presents research design, locale of the study, respondents of the
study, sampling size, sampling design, research instruments and procedure, and
statistical treatment.
Research design
In this study, the focus on preferences in choosing a student leader may be
suitable with a descriptive research design. In order to comprehend what are the most
prevalent preferences of students when it comes to choosing a student leader, this type
of research design can help to identify preferences. Additionally, the study will focus on
three primary factors that affect their decisions: physical appearance, peer influence,
and intelligence.
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Research locale
This study took place at the Green Valley College Foundation, Inc.- Main
Campus (formerly Green Valley School of Arts and Technology) is a private
nonsectarian institution in Koronadal City, South Cotabato.
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Figure 2. Map of Green Valley College Foundation Inc., Koronadal City

Respondents of the study
In this study, the respondents will be all junior high school students enrolled at
Green Valley College Foundation Inc. The inclusion criteria for the respondents will be
that they are currently enrolled in the junior high school level of the school.
Grade Population (N)

7 36
8 12
9 25
10 31
Total: 104
Sampling Size
This study had used purposive sampling to determine the sample size of the
respondents. However, if the entire population of junior high school students at the
school agrees to participate, the entire population will be included in the study.
Research Instruments
In this study, the research instrument will be a survey questionnaire that will be
distributed to the respondents. The questionnaire will contain items related to the title
preferences of the students in choosing a student leader. Five-point Likert rating scales
were used in the surveys. As 1 is to Strongly Disagree, 2 is Disagree, 3 is Neutral, 4 is
Agree, and 5 is Strongly Agree. The questionnaire will be pretested before the actual
data collection to ensure its reliability and validity.
Research Procedure
In this study, the research will be conducted in three phases: (1) preparation, (2)
data collection, and (3) data analysis. In the preparation phase, the research design,
research instruments, and sampling procedure will be finalized. In the data collection
phase, a survey questionnaire will be developed and distributed to the participants. The
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questionnaire will consist of four sections: (1) demographic Information: this section will
include questions about age, gender, and grade level. (2) physical appearance: this
section will ask questions about the preferences of students based on the physical
appearance of the potential student leader. questions will be related to gender, facial
features, height, weight, and overall appearance. (3) peer influence: this section will ask
questions about the role of peer influence on the preference of students in choosing
their ideal student leader. this section will also explore the opinions of students on how
their peers’ choice of a candidate affects their own decision. (4) intelligence: this section
will test the preferences of students based on the potential student leaders’ academic
performance, intelligence, and leadership skills. The survey questionnaire will be
administered to the respondents, and the data will be gathered. In the data analysis
phase, the collected data will be analyzed using descriptive statistics, such as frequency
and percentage distribution.
Data analyis
In this study, the collected data will be analyzed using descriptive statistics, such
as frequency and percentage distribution. The data will be presented using tables,
graphs, and charts.
The scale and visual interpretation was used for analysis:

Scale Description Verbal Interpretation
4.2 – 5.0 Strongly Agree Highly preferred
3.4 – 4.19 Agree Moderately preferred
2.6 – 3.39 Neutral Either or not preferred
1.8 – 2.59 Disagree Lowly preferred
1.0 – 1.79 Strongly Disagree Not preferred
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Chapter IV
Results and Discussions
This part provides solutions to specific problems, SOPs as subheadings, and

tables included into the body of the paper that successfully demonstrate the findings of
this study.
Table 1. Demographic Profile

A total of 104 respondents were surveyed and most of the respondents were 12-17
years old. The youngest was 13 and the oldest respondents were 17. As a percentage
of the respondents' gender, 56.73% or 59 students, were in male students, while
43.26% or 45 students, were in female students. Visual discrepancy of the demographic
profile is shown in table 1 below.
Table 1. Grade level, Age and Sex.

Grade Frequency
7 36
8 12
9 25
10 31
Age Frequency
12 21
13 34
14 10
15 25
16 20
17 6
Sex Frequency
24
Male 59
Female 45
Table 2. Preference in Physical Appearance

Indicators Weighted Mean Verbal
Interpretation
1. I will choose a student leader based on 3.4 Moderately
how good-looking he/she is. preferred
2. I will choose a student leader based on how 3.93 Moderately
well-groomed and hygienic he/she is. preferred
3. I will choose a student based in how well- 3.68 Moderately
dressed he/she is. preferred
appealing he/she is. preferred
5. I will choose a student leader based on how 4.26 Highly preferred
polite he/she is
The preferred physical appearance is shown in Table 2. In which the verbal
interpretation shows that statements 1 to 4 were moderately preferred, while statement
5 were strongly preferred. This clarifies that respondents' choice of a student leader
based on physical appearance is the most moderate.
Table 3. Preference in Peer Influence
Interpretation

how my friends recommended. preferred
7. I will consult my friends before choosing a 3.28 Either or not
student leader. preferred
how my peers discuss their views on a preferred
25
student leader
9. I will choose a student leader based on 3.26 Either or not
how my friends adore the candidate. preferred
10. I will go by the trend in choosing a 3.06 Either or not
student leader. preferred
The preferred peer influence is shown in Table 3. In which the verbal

interpretation shows that most are either preferred or not in choosing a student leader.
This indicates that respondents rely on their decision to choose a student leader on
peer influence.
Table 4. Preference in Intelligence
Interpretation
adaptability he/she is. preferred
he/she able to analyze complex problems and
develop creative solutions.
motivated and trustworthy he/she is.
intelligent he/she is.
he/she able to articulate their ideas clearly and
effectively.
The preferred intelligence is shown in Table 4. Whereas the verbal interpretation

explains how most students are highly preferred in choosing a student leader. This
explains how respondents choose a student leader based on intelligence.
26
Discussion
Table 2 shows the preference in physical appearance among junior high school
students of GVCFI. It shows that respondents are Moderately Preferred based on how
attractive they are (wm=3.4), which suggests that they attract attention to a student
leader, and that respondents are also based on how clean and well-groomed they are
(wm=3.93), indicating that they show confidence and positive energy. The respondents
are also Moderately Preferred based on how stylish and well-dressed they are
(wm=3.68), and they are Highly Preferred based on their politeness (wm=4.26), which
indicates that they are well-mannered.
Table 3 shows the preference in peer influence among GVCFI junior high school
students. It shows that the respondents are Moderately Preferred based on how their
friends recommended (wm= 3.57), showing that they are based on their friends'
decisions, whereas the respondents are Either or Not Preferred based on how they
consult with their friends before choosing a student leader (wm=3.28), showing that they
are unsure of their decision in terms of choosing a student leader, which respondents
are Moderately Preferred based on how their peers discuss their views on a student
leader (wm=3.47), showing that they want to discover more about a student leader
before choosing them, which respondents are Either or Not Preferred based on how
my friends adore the candidate (wm= 3.26), and which respondents are Either or Not
Preferred based on how they choose a student leader based on the trend (wm= 3.06).
Table 4 shows the Intelligence preference among GVCFI junior high school
students. It shows that the respondents are Moderately preferred based on how
adaptable he/she is (wm= 3.78), which means that how quickly the student leader
responds to responsibilities, the respondents are Highly preferred (wm=4.36), which
means that they choose a student leader based on how good in problem solving, the
27
respondents are also Highly preferred (wm=4.5), which means that they choose the
student leader based on how motivated and trustworthy, and the respondents were also
Highly preferred (wm= 4.36), showing that they choose an intelligent leader. The
respondents are also Highly preferred (wm= 4.5), showing that they choose a good in
critical thinking.
28
Chapter V
Conclusions and Recommendations
Conclusions
Based on the study of preferences in choosing a student leader with regards to
physical appearance, peer influence, and intelligence, the following conclusions can be
made:
Physical Appearance - Physical appearance plays a role in the selection of a
student leader, but it is not necessarily the most important factor. Students tend to
prefer leaders who are well-groomed, confident, and carry themselves well. However, it
is important to note that physical appearance should not be the sole basis for selecting
a student leader.
Peer influence - Peer influence heavily influences who gets selected as a student
leader. Students tend to vote for candidates who are popular among their peers,
regardless of their qualifications or leadership skills. It is important to note that peer
influence should not be the only factor in selecting a student leader, as it may lead to
popularity contests rather than choosing the most suitable candidate.
Intelligence - Intelligence and academic performance are considered important
factors in selecting a student leader. Students tend to prefer candidates who are
knowledgeable, confident, and can articulate their ideas well. However, it is important to
note that intelligence alone does not make a great leader, as leadership skills and
qualities are equally important.
Recommendations
Based on the findings, these recommendations were made.
- Encourage students to look beyond physical appearance and focus on a candidate's

qualities, skills, and abilities in leadership.
29
- Encourage students to elect leaders based on their qualifications, leadership skills,

and potential to make a positive impact on their school community.
- Encourage students to elect leaders who have a balance of both intelligence and
leadership skills, and emphasize the importance of developing leadership qualities
through various training programs and leadership opportunities within the school
community.
Overall, it is important to have a fair and inclusive election process for selecting a
student leader that promotes qualities such as integrity, responsibility, compassion,
communication, and collaboration. Encouraging students to look beyond physical
appearance and peer influence, and focus on a candidate's skills, experiences, and
leadership qualities can lead to selecting the right candidate for the position of student
leader. Additionally, it may be beneficial to involve students in the selection and
evaluation processes, as this can help to ensure that leaders are chosen based on their
ability to meet the needs and preferences of the student body.
30
APPENDICES
31
Appendix 1. Letter
32
Appendix 2. Survey Questionnaire
PREFERENCES OF JUNIOR HIGH SCHOOL STUDENTS IN CHOOSING A

STUDENT LEADER OF GVCFI
SURVEY QUESTIONNAIRE
The grade 12 HUMSS students of GVCFI are presently conducting a research entitled
“Preferences of Junior High School students in choosing a student leader of Green Valley
College Foundation, Inc.” This study aims to determine the preferences of the Junior High
School students of GVCFI in choosing a student leader. Moreover, this study uses a survey
questionnaire to gather the needed data and, in relation to this, the researchers are expecting
for your genuine and active cooperation in this survey. Rest assured that whatever information
is acquired from the respondents will be treated with the utmost confidentiality and shall be used
for academic purposes only.
I. PERSONAL DATA
Directions: Kindly fill out your personal data below.
Name (Optional): ___________________ Grade & Section: ____________
Age: _________ Sex: Male Female
II. Physical appearance, Peer Influence, and Intelligence
33
Directions. Below is the list of statements dealing with the preferences of junior high school
students of GVCFI in choosing a student leader. Please put a (✔) on the column that
corresponds to your level of agreement per statement. Strongly Agree, Agree, Neutral,
Disagree, and Strongly Disagree.
INDICATORS Strongly Agree Neutral Disagree Strongly

Agree Disagree
1. I will choose a student leader based on how good-looking
he/she is.
2. I will choose a student leader based on how well-groomed
and hygienic he/she is.
3. I will choose a student based in how well-dressed he/she is.
4. I will choose a student leader based on how appealing he/she
is.
5. I will choose a student leader based on how polite he/she is.
6. I will choose a student leader based on how my friends
recommended.
7. I will consult my friends before choosing a student leader
8. I will choose a student leader based on how my peers discuss
their views on a student leader.
9. I will choose a student leader based on how my friends adore
the candidate.
10. I will go by the trend in choosing a student leader
11. I will choose a student leader based on how adaptability

he/she is.
12. I will choose a student leader based on how he/she able to
analyze complex problems and develop creative solutions.
13. I will choose a student leader based on how motivated and
trustworthy he/she is.
14. I will choose a student leader based on how intelligent
he/she is.
15. I will choose a student leader based on how he/she able to
articulate their ideas clearly and effectively.
34
Appendix 3. Documentation
References
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Antonakis, J. (2018). “Predictors of Leadership: The Unusual and the Suspect Traits.”
The SAGE Handbook of Leadership. Sage Publications.
Archard, A. (2019). Peer influence on female student leadership attainment, capacity

and development: A staff and student perspective within a girls' school
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Barrera, D., & Garrison, M. E. (2015). Peer selection and socialization in youth
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Burke, R. and Barron, S. (2017). Project Management Leadership. United Kingdom:

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Green Valley College Foundation, Inc.

Km. 2, Bo. 2, Gensan Drive, City of Koronadal, South Cotabato

PREFERENCES OF THE JUNIOR HIGH SCHOOL STUDENTS IN CHOOSING A

Presented to the Faculty of

Senior High School Department

Green Valley College Foundation Inc.

City of Koronadal, South Cotabato

Of the Requirements for the Academic Track

Humanities and Social Sciences (HUMSS)

Ivan Jay Silan

Trisha Marie Reyes

Ernesto Bitangcor III

The Problem and Its Background

It refers to a person’s outward appearance, regardless of sex, including their

Student leadership is a student in the position to influence, motivate, and guide

Leaders are promoters of change and challengers of the norm by encouraging

The topic of student leadership is of great interest to individuals in charge of

A student leadership program's development and school climate are positively

The primary purpose at many institutions is to encourage the growth of students'

The development of student leadership is seen as a fundamental objective for

Statement of the Problem

1. Determine the demographic profile of the students in terms of:

1.2. Age ; and

1.3. Grade level;

2.1. Physical appearance

2.2. Peer influence; and

2.3. Intelligence; and

Scope and Limitation of the study

Input Process Output

Demographic profile Analysis of data Preferences of Junior High

Figure 1: Conceptual Framework

Significance of the study

To the School Administration- This study will provide valuable information on

Intelligence – Conceptually, It refers to helps leaders to analyze others' thoughts and

Preferences – Conceptually, it refers to a way for a person and/or to encourage

Physical appearance – Conceptually, it refers to a person's outer look, regardless of

Student leader – Conceptually, it refers to a student who is in a position to persuade,

Review of Related Literature

Choosing a student leader in junior high school is an important process that

The beauty advantage is also seen in politics, as handsome politicians receive

intellect and personality qualities such as extraversion, conscientiousness, openness to

According to recent research by Laura Fruhen (University of Western Australia),

Physical appearance is another factor that can influence leadership selection,

The creation of socioeconomic policies and their improvement depend on a

Consequently, parallels in an individual's conduct have been seen between It is

Intelligence is often seen as a desirable trait in leaders, and research suggests

Figure 2. Map of Green Valley College Foundation Inc., Koronadal City

Grade Population (N)

The scale and visual interpretation was used for analysis:

This part provides solutions to specific problems, SOPs as subheadings, and

Table 1. Demographic Profile

Table 1. Grade level, Age and Sex.

Table 2. Preference in Physical Appearance

6. I will choose a student leader based on 3.57 Moderately

The preferred peer influence is shown in Table 3. In which the verbal

The preferred intelligence is shown in Table 4. Whereas the verbal interpretation

- Encourage students to look beyond physical appearance and focus on a candidate's

- Encourage students to elect leaders based on their qualifications, leadership skills,

Appendix 2. Survey Questionnaire

Name (Optional): _______ Grade & Section: