Author

Sylvia G. Bucag*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Leadership development and student participation programs have become essential components of basic education in promoting learners’ personal growth, civic engagement, and leadership competencies. However, limited studies have explored the impact of the Supreme Elementary Learner Government (SELG) on the personal and leadership development of learners in public elementary schools, particularly from the perspective of teachers. This study aimed to assess the impact of the leadership dynamics of SELG on learners’ personal and leadership development in public elementary schools in Sto. Tomas, Isabela. The study employed a descriptive quantitative research design using a survey questionnaire administered to 37 teacher-respondents from 16 public elementary schools. Percentage and weighted mean were used in the statistical treatment of data. Findings revealed that SELG was generally perceived as effective in promoting pupils’ self-confidence, discipline, accountability, communication skills, decision-making, collaboration, and leadership qualities. However, challenges such as limited resources, insufficient training, inadequate time allocation, and minimal stakeholder involvement affected program implementation. The study concluded that SELG significantly contributes to learners’ holistic development and leadership formation when adequately supported by schools and stakeholders.

Keywords: leadership dynamics, Supreme Elementary Learner Government, personal development, leadership development, public elementary schools.

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05021124

Recommended citation:
Bucag, S. G. (2026). Leadership dynamics of the Supreme Elementary Learner Government and pupils’ personal and leadership development in public elementary schools. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 3784-3794. http://doi.org/10.69651/PIJHSS05021124

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