Leadership Practices of Supreme Elementary Learner Government Officers in Public Elementary Schools

Abstract

This study assessed the leadership practices of Supreme Elementary Learner Government (SELG) officers in public elementary schools in Teresa District, Schools Division Office of Rizal for School Year 2025–2026. Specifically, it examined leadership practices in terms of planning and organization, communication and collaboration, decision-making and problem-solving, and initiative and responsibility, as well as the challenges encountered by SELG officers. A descriptive survey research design was utilized, employing a researcher-made questionnaire-checklist as the primary data-gathering instrument. The respondents included seven (7) SELG advisers and ninety-one (91) SELG officers from selected public elementary schools.Findings revealed that SELG advisers were mostly 31 years old and above, predominantly female, and highly experienced, with most holding Teacher III and Master Teacher positions and having attended national-level trainings. Meanwhile, SELG officers were mostly 10–12 years old, predominantly female, first-born children, and came from families with more than two children, with most parents being college graduates and employed, earning a monthly family income of at least ₱25,000.In terms of leadership practices, SELG advisers perceived the officers as very highly effective in planning and organization, and highly effective in other domains, while SELG officers rated themselves as very highly effective across all aspects. A significant difference was found between the perceptions of advisers and officers regarding leadership practices. However, no significant differences were observed in the perceptions of advisers when grouped according to their profile variables. In contrast, SELG officers’ perceptions significantly differed when grouped according to sibling position, number of children in the family, parents’ educational attainment, and parents’ occupation, while no significant differences were found in terms of age and sex. Challenges encountered by SELG officers included balancing academic responsibilities and limited financial resources.The study concluded that differences in perceptions exist between advisers and officers, and that certain socio-demographic factors influence officers’ leadership perceptions. It is recommended that schools implement leadership training programs, provide continuous professional development for advisers, and create more leadership opportunities for students.