HomeHelm and Rudder: School of Maritime Affairs Official Research Journalvol. 1 no. 1 (2019)

LEADERSHIP STYLE OF REGIMENT OFFICERS AS MOTIVATIONAL INDICATOR FOR STUDENT DISCIPLINARY COMPLIANCE IN AIMS

Kevin L. Calibuso | Patrick S. Hernandez | Earl D.P. Labios | Mark M. Poquiz | Arvin C. Villaluna

 

Abstract:

The study investigated the leadership style of the Regiment Officers as well as the preferred leadership styles of the respondents for Regiment Officers to possess. The investigation posited on determining the profile of the respondent students in terms of course; the leadership style of the Regiment Officers; the leadership style that the Regiment Officers possess to motivate the respondent students in complying with disciplinary measures of AIMS; and the relationship between the preferred leadership styles of the respondents and their course. Employing simple random sampling, the researchers gathered the perception of 191 students of AIMS using a standardized leadership style questionnaire from Peter G. Northwood. Anchoring on the theory of Kurt Lewin on the three classical leadership styles, the data gathering instrument was modified accordingly to suit with the study. Descriptive-correlation was used where the preferred leadership style and the respondents’ courses were correlated. Frequency, percentage, weighted mean, and chi-square were used in treating the data. Lastly, the study was conducted from June 2016 to October 2016. Based on the results, majority of the respondents are BS Marine Transportation (59.16%) and BS Marine Engineering (23.04%) students. Findings also revealed that the respondents perceived the Regiment Officers to possess both authoritarian (M=3.67) and democratic (M=3.67) style of leadership. However, under the authoritarian leadership style, respondents were neutral (M=3.39) whether they perceive that the “Regiment Officers believe most students do not comply with the regimental system of the campus.” Likewise, they were also neutral (M=3.26) whether the “Regiment Officers provide guidance to students without pressure.” On the other hand, it was a unanimous preference from the respondents for Regiment Officers to possess the three leadership styles. However, under the authoritarian leadership indicators, the respondents are neutral (M=3.26) whether they prefer the officers who believe that students do not comply with the regimental system. In the laissez-faire leadership, respondents are also neutral to officers who let students work out their problem on their own during complex situations (M=3.41) as well as to officers who leave students alone regardless if they comply with discipline or not (M=3.30). The chi-square test of independence revealed that there is no significant relationship between course and leadership styles the respondents’ prefer as reflected by the chi-square value of 16.614 with a pvalue of 0.550. Acknowledgement in the disciplinary compliance exerted by AIMS students thru positive communications is recommended as well as adapting a mixture of three leadership styles for students to comply with the disciplinary measures of the school. A continuation of the study can be done to include factors that contribute and/or affect the leadership capabilities of the Regiment Officers such as leadership trainings, communication skills, mentoring among others.