SCRIPT FOR FINAL DEFENSE MAY 7 2025

JP: Intro (ako na bahala) then introduce yourself

Jp: Student leadership cuts across the professional, academic, and social
life of learning institutions. It involves the student who takes the initiative to
lead other students in making a positive difference in school or university
communities. These leaders become role models who can set the pace of
developing communication, problem-solving, and decision-making skills for
their lifetime (Northouse, 2018). Student leaders create an environment
that enhances personal growth, empowerment, and community
involvement through collaboration by helping students share a common
goal (Dugan, 2017).

Jp: Basahin ang ppt (theoretical framework)

Jp: Basahin ulit ang ppt (research question)

Abee: Basahin lang ang ppt (methodolodgy, research design, locale of the
study, sampling technique, participant of the study, data analysis)

Sherish: Basahin parin ang methodolodgy (researchers positioning, ethical

considerations, research instrument, data gathering procedure). After
basahin ang research instrument: and these are the research
instruments. After basahin ang data gathering procedure: and this is a
waterfall diagram of our data gathering procedure

Jp: (isabi muna yung main theme and then yung mga emerging
themes) The participant, a keen and enthusiastic student leader, learned
from his experience that leadership imparts responsibility, planning, and the
sense of serving others. Four themes stood out in his experience:
accountability, planning, transformational leadership, and leadership
shaping. He stressed that accountability was acting on behalf of the
students with integrity, while
planning was critical to delivering successful activities. He also pointed out
how transformational leadership enabled him to motivate and influence
people positively. Finally, his leadership was molded through mentorship,
experience, and ongoing self-development—demonstrating that good
leadership is built over time through hard work and learning.

Dahlia: (isabi muna yung main theme and then yung mga emerging
themes) The respondent, a focused and dedicated student leader, faced a
number of challenges that defined his leadership experience. Three
prominent themes were identified: self-discipline, academic issues, and
prioritization. He underscored the importance of self-discipline in balancing
studies and leadership responsibilities, calling for him to allocate his time
and energy prudently. Academic pressures frequently became
overwhelming, resulting in stress and emotional pressure, particularly when
deadlines and assignments accumulated. In spite of these, he was able to
learn the value of task prioritization according to urgency and importance in
order to remain focused and productive. These lessons taught him time
management, resilience, and the importance of making wise decisions
under pressure.

Dylan: (isabi muna yung main theme and then yung mga emerging
themes) The student and community leader participant learned to develop
essential coping strategies to deal with the stresses of juggling academic
and leadership roles. Three essential strategies arose from his experience:
time management, resilience, and balance. Time management was about
prioritizing, sticking to a structured routine, and being able to find time to
devote to studying and leadership activities. Resilience helped him bounce
back from setbacks, remain focused when under pressure, and continue to
move forward even in the face of adversity. Finally, balance was key; he
established well-defined priorities, remained organized, and found time for
self-nurturing activities, like taking breaks and spending time with friends, to
avoid burnout. These coping skills helped him perform well in both
academics and leadership while keeping his well-being intact.
Jp: (isabi muna yung main theme and then yung mga emerging
themes) The participant, a keen and enthusiastic student leader, learned
from his experience that leadership imparts responsibility, planning, and the
sense of serving others. Four themes stood out in his experience:
accountability, planning, transformational leadership, and leadership
shaping. He stressed that accountability was acting on behalf of the
students with integrity, while planning was critical to delivering successful
activities. He also pointed out how transformational leadership enabled him
to motivate and influence people positively. Finally, his leadership was
molded through mentorship, experience, and ongoing self-development—
demonstrating that good leadership is built over time through hard work
and learning.

Dylan: Read the ppt (Summary, Conclusion)

Dahlia: Read the ppt (Recommendations)

JP: ok that is all, we are now ready for the comments, questions, and
suggestions of the panel of evaluators

Cheat Sheat:

Sop 1 Themes: Personal Experiences is the main theme, the emerging

themes are accountability, planning, transformational leadership,
shaping leadership

Sop 2 Themes: Challenges Encountered is the main theme, the

emerging themes are self- discipline, academic challenges,
prioritization

Sop 3 Themes: Coping Mechanisms is the main theme, the emerging

themes are time management, resilience, balance

Sop 4 Themes: Seeing himself 10 years from now is the main theme,
the emerging themes are growth and service
Accountability is shown in the statements as leaders take
responsibility and act on student concerns—for example, “any
concerns of the students will be thrown at you” shows their duty to
respond and represent others.

Planning connects to the statements as they show how student

leaders take preparation seriously to ensure successful activities. For
example, “if we don’t plan seriously, then that activity would not be
possible” shows that effective leadership depends on careful and
thoughtful planning.

Transformational leadership connects to the statements as they show

how student leaders aim to inspire and create positive change in
others. For example, “we can impact other people as well” highlights
the leader’s goal to influence and uplift peers, not just perform duties.

Shaping leadership connects to the statements as they show how the

participant’s leadership style grew through experience and guidance.
For example, “the hard work and the collaboration with my advisor”
reflects how mentorship and dedication helped form their unique and
evolving approach to leadership.

Self-discipline connects to the statements as they show how the

participant had to stay focused and manage both academics and
leadership. For example, “I have to really double my energy”
highlights the effort and discipline needed to succeed in both areas
without compromising either.

Academic challenges connect to the statements as they reflect the

emotional and mental strain student leaders face in balancing
academics with leadership. For example, “keeping up with deadlines”
shows how the pressure of managing both responsibilities can lead
to stress, even causing the participant to forget assignments or
experience emotional distress.
Prioritization connects to the statements as they show how student
leaders manage competing demands by assessing tasks based on
urgency and importance. For example, “I usually check which ones
are more urgent and important” highlights the leader’s ability to make
decisions about where to focus their efforts, balancing both academic
and leadership responsibilities.

Time management connects to the statements by showing how

student leaders balance academics and leadership, as seen in “I
study my lessons every night” and “I also have time to plan our
services.”

Resilience connects to the statements by showing how student

leaders face challenges with determination. For example, “With
resilience, I became strong” highlights how resilience helps them
overcome setbacks and stay focused on their goals, even when
balancing academics and leadership responsibilities.

Balance connects to the statements by showing how student leaders

manage competing demands through prioritization and self-care. For
example, “Setting clear priorities helps me manage both my academic
and leadership responsibilities” reflects how the participant uses
organization to balance their duties, while “I make space for my
leadership tasks without neglecting my studies or personal well-
being” emphasizes the importance of maintaining personal health
alongside academic and leadership roles.

The vision for the future connects to the statements by showing how
the participant sees leadership as an ongoing process of growth. For
example, “I always foresee myself as a leader” reflects their
commitment to continuous development, while “Serving other people
through—through me being a teacher” highlights their intention to
carry leadership principles into their future profession.
It highlights education as a means to inspire and build character—“I
see myself inspiring students to chase their dreams” shows a
commitment to motivation, while “It’s not just about the subjects I’ll
teach, but showing them the value of kindness, empathy, and
perseverance” underscores a dedication to fostering core values
alongside academic learning.

Our Review of Related Literature (RRL) is divided into 4 parts, Student

Leadership, Student Leaders Time Management, Desires and
Aspirations of Student Leaders, Impact of Leadership to Academic
and Leadership Growth