Title: Relationship of Depersonalization and Personal Achievement with Leadership Performance of Tertiary Student Leaders in Manila, Philippines
Stream: Psychology and Education
Presentation Type: Oral Presentation
Authors:
Melvin Macuha, St. Paul University Manila, Philippines
Francis Jeorge Calilan, St. Paul University Manila, Philippines
Mary Marjiemae Lorenzo, De La Salle University, Philippines
Ajocrivipor Agojo, De La Salle University, Philippines
Abstract:
Student leadership roles in higher education demand sustained interpersonal work, including organizing peers, representing constituents, and coordinating with administrators—conditions that heighten stress and risk for burnout. Burnout comprises emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach & Jackson, 1981; Maslach & Leiter, 2016). Although emotional exhaustion has been widely studied among students, little is known about how depersonalization and personal accomplishment specifically relate to leadership performance—the behaviors most central to student leaders’ effectiveness. This study addressed this gap by examining the relationships between these two burnout dimensions and leadership performance among tertiary student leaders in Manila. Using a quantitative correlational design, at least 107 student leaders were recruited through purposive sampling and completed an online survey. Depersonalization, personal accomplishment, and leadership performance (subfactors: taking initiative and modeling the way, challenging the process, sharing goals, managing goals and tasks, task-oriented support, and people-oriented support) were measured. Multiple linear regression tested the predictive power of depersonalization and personal accomplishment on leadership performance. Results showed that personal accomplishment was significantly related to all leadership performance subfactors, whereas depersonalization was not. These findings indicate that student leaders with higher feelings of personal accomplishment demonstrate stronger performance across diverse leadership behaviors, while depersonalization does not appear to challenge these behaviors. The study highlights the value of enhancing personal accomplishment—such as through mentoring, skills training, and recognition programs—to sustain effective leadership among student leaders in higher education.
Conference Comments & Feedback
Place a comment using your LinkedIn profile[wplinkpress_comments]
Share this Presentation
