COMPETENCIES OF HUMSS STUDENTS OF THEIR INTERPERSONAL AND

LEADERSHIP SKILLS

A Research Presented to the Faculty of the Senior High

School Department, Palayan City national High School

BY:

Aldrea B. Escoyala

Khen Jenrrick L. Marin

Eldren M. Ayroso

Gabz Luiz D. Tumbaga

Melvin B. Peneyra

Lordelle C. Ravina

Irish Jane A. Cerezo

12 HUMSS B CALLEJO

January 2022
INTRODUCTION

It is crucial for students to grow their

interpersonal skills in order to learn more effectively,

communicate with others, develop their personalities, and

achieve academic success. It is believed that pupils with

strong interpersonal abilities also have successful personal

and professional lives. Here, researchers go through the

definition of interpersonal skills for students and their

advantages.

The capacity to communicate with people through

effective listening and conversation is known as an

interpersonal skill. Interpersonal skills are crucial for

kids to acquire since they enable them to interact with

others and enhance their personality development.

Interpersonal skills are typically taught to kids by their

professors and peers when they are in school. However, some

students continue to struggle with interpersonal skills for

a variety of reasons, most notably their introverted

personality.

Competencies matter in the development of human

capital. Competencies are the knowledge, talents, and skills

2
that are frequently linked to particular occupations. As the

land-grant university's local representatives, extension

agents do a variety of duties that call for a range of

skills. Agents evaluate the needs of the community, form

alliances, offer and evaluate research-based educational

programming, supervise volunteers, participate in and

oversee a huge number of internal and external committees,

task groups, and boards, among other things. All of these

professions have in common that their agents must be capable

of leading and working with people. However, little study

has looked at how much an agent's interpersonal leadership

skills have developed, which makes it difficult for

Extension to intentionally build an agent's ability to

manage and lead others.

Interpersonal skills are beneficial to students not

just in their academic and social lives, but also in their

careers. Interpersonal skills are acquired by students

throughout their academic careers and help them engage with

others from various backgrounds. Employers also value a

candidate's interpersonal abilities when making hiring

3
decisions. Interpersonal abilities so boost the likelihood

of being employable and having a fruitful job.

The HUMMS strand is intended for individuals who are

curious about what lies beyond a wall. In other words, you

are equipped to face the world and engage in extensive

conversation. This is intended for students who are thinking

of majoring in journalism, communication arts, liberal arts,

education, or another field of social science in college.

If you choose this track, you might eventually want to

work as a teacher, psychologist, lawyer, writer, social

worker, or reporter. This area of study is all on developing

your communication abilities in your future life.

Students will learn to ask questions, think

critically, solve issues, communicate clearly, make

decisions, and adapt to change through the study of

humanities and social sciences. Understanding the important

historical, geographical, political, economic, and societal

elements involved, as well as how these various factors

interact, is necessary for thinking about and responding to

challenges.

4
Review of Related Literature

This study looked at the levels of performance of

students in oral communication skills by measuring their

listening and speaking skills. The study found that the

majority of students performed well in both listening and

speaking skills. However, it found that one variable,

mother's educational attainment, differentiated the

students' performance in speaking skills. The study also

found that academic performance in English subjects and

exposure to mass media types were significantly related to

students' performance in listening skills. (De Vera, J., De

Vera, P.)

The study revealed that the performance of the four

groups in the post-test differs significantly, and the

experimental groups performed Very Satisfactorily. With

such, it is recommended that said teaching strategy can be

used by language teachers in improving speaking skills of

5
learners in language subjects. Additional and complementary

instructional materials may be developed for other grade

level English and language subjects. Rubrics in assessing

the student’s performance in Speaking Competence must be

used to ensure the effectiveness of the said teaching

strategy. ( I V. Ogayon, V. Esmalde,I. Tangalin 2020 )

While those students who have low self-confidence

showed low performance tasks and they were hesitant to

participate in every activity. ( J. Moneva, SM. Tribunalo )

Having difficulty in speaking English has considerable

effects on the students’ academic performance and their

daily life. The researchers found that the difficulties in

speaking in English can affect the academic performance of

the students. The researchers suggested that the teachers

should manage the students less and should have a goal to

solve the problems that are academically encountered by the

students because of the difficulties in speaking in English.

( M.Hershey, RM. Tobias, G.Sontillano et.al 2020 )

6
 Few evidence-based studies on group leadership

teaching techniques were found in literature searches. Group

leadership training involves three components, according to

professional experts: knowledge, leader personal growth, and

tactics and skills. The use of experience groups as a

teaching and learning approach as well as the legal and

moral issues that surround it receive a lot of attention.

This chapter includes historical and contemporary research

on teaching models, training requirements for professional

mental health organizations, experiential groups,

difficulties with diversity and culture, morality, teaching

and training techniques, significant training problems, and

suggestions. ( N.W Brown, 2012 )

Success in conservation is regarded as requiring

strong leadership, but there is currently a lack of

knowledge about what conservation leaders are doing and what

they should be doing in order to be effective. Other fields,

like health, business, education, industry, and the

military, have studied leadership for decades and have a

clear understanding of specific approaches and useful tools

for gauging its efficacy. To provide a more complete picture

7
of the role of leaders and leadership within the field, this

study incorporates the viewpoints of conservation

professionals through interviews, a focus group, and an

online poll. The study comes to the conclusion that

interpersonal leadership abilities, particularly developing

followers' trust, are essential for effectiveness.

(E.Englefied, SA..Black, JA..Copsey, AT.Knight 2019)

Researchers need to comprehend how necessary abilities

are gained throughout the course of people's careers if we

are to build organizational leaders. Stronger grade levels

were associated with higher knowledge, problem-solving,

systems, and social skill levels. However, it was shown that

some abilities and experiences were more crucial throughout

different stages of a leader's career. A skill development

paradigm based on organizations is suggested using these

data. (MD. Mumford, MA. Mark ,MS.Connelly et.al 2000)

Examined in relation to two criteria of leader

effectiveness: leader success and the caliber of solutions

to vaguely specified leadership challenges, is the

criterion-related validity of created response measures of

8
complicated problem-solving abilities, social judgment

skills, and leader knowledge. Beyond what is accounted for

by cognitive ability, motives, and personality, the problem-

solving, social judgment, and knowledge assessments

significantly contribute to variation in the leadership

criterion. The link between cognitive skills, motivation,

and personality and leader effectiveness may also be

partially mediated by sophisticated problem-solving

abilities, social judgment, and leader expertise, according

to preliminary research. (MS. Connelly, A. Gilbert, S.

Jzaccaro et,al 2000)

More specifically, researchers suggest that the path

from beginner to intermediate to expert skill levels

organizes leadership performance. The focus is on

qualitatively varied knowledge and information processing

capacities for each skill level. Additionally, as the

development of leadership abilities necessitates initiative

on the part of the leader, we believe that identity,

metacognitive processes, and emotional control are important

elements in the growth of the deeper cognitive structures

9
related to leadership competence. Finally, skilled leaders

may acquire special abilities for establishing their

identities and leadership actions in a set of consistent,

authentic ideals. (Robert G.LordRosalie J.Hall 2005)

To suggest that a team leader's work is difficult is

undoubtedly an understatement. It is the responsibility of

the team leader to encourage each member to be an individual

while also fostering teamwork. The team leader must

simultaneously lead this group in a revolution while

maintaining peace. To succeed, a competent leader has to

have extensive education, training, and practical

experience. The good news is that, if a team leader performs

their duties properly, they will always feel proud of what

they have accomplished. (M. Nelson 1995)

Today, having strong interpersonal skills is essential

for success in practically every area of business. In order

to gain a competitive edge, recent graduates must acquire

those abilities with little to no prior experience—a

critical area where most business schools' curricula fall

well short of what employers want. This article examines how

10
to reduce the interpersonal skills gap by giving students

meaningful internship experiences. A few of the abilities

examined are those for negotiation, effective communication,

leadership, and training and development. The strategy

includes jointly conducted final assessments of students'

knowledge and abilities from both academic institutions and

commercial entities. ( S. Manevska, K.A.B. Danquah, C.F.

Afful, et.al 2018)

Scholars have outlined the advantages of active

learning, in particular how simulations may foster

participation and critical thinking. There has been some

discussion of the benefits of active learning for first-

generation college students, but less is known about the

role that simulations play in the growth of social skills,

particularly in first-generation college students. Since

they concentrate on how people relate to and interact with

others, interpersonal skills, also known as soft skills, are

difficult to measure. These abilities include teamwork,

leadership, self-assurance, and verbal and written

communication. ( E. Acevedo, AJ. Lazar 2022 )

11
 Effective social work practice in interdisciplinary

healthcare and mental healthcare settings requires strong

leadership abilities. In the past 20 years, the significance

of social work leadership skills for clinical practice has

gained more attention. Additionally, social workers

demonstrate critical leadership abilities when assisting

people and communities during widespread crises like

pandemics, natural disasters, wars, and other sociopolitical

crises. This scoping review sought to map and synthesize the

available literature on social work leadership abilities in

healthcare and mental healthcare amid crises in order to

fill this knowledge gap. This project was governed by the

five-stage scoping review process developed by Arksey and

O'Malley. Nine articles in total met the criteria for

inclusion after being searched in six academic databases. To

find commonalities among these articles, a thematic analysis

was done. The findings show that collaboration, connection,

and shared learning were highlighted as critical leadership

characteristics for social workers and that leadership was

characterized as both a job and a skill set. The discussion

includes implications for social work practice, education,

and research. (A. Hussain, R. Ashcroft 2022)

12
 Interpersonal skills include teamwork, listening,

responsibility, leadership, motivation, flexibility and most

importantly empathy. All the skills acquired from humanities

are interrelated. ( Guest Author, 2020 )

Effective leadership is considered essential for

conservation success, but there is currently not enough

understanding of what conservation leaders are doing, and

what they should be doing, in order to be effective. Other

sectors, such as health, commerce, education, industry and

the military have studied leadership for decades, and have a

good knowledge of particular styles and suitable instruments

for measuring leadership effectiveness. This study uses the

perspectives of conservation professionals through

interviews, a focus group and an online survey, to help

develop a more comprehensive picture of the role of leaders,

and leadership, within the discipline. The study concludes

that competencies that relate to interpersonal leadership

skills are key for effectiveness, particularly building

trust amongst followers. However, leaders in conservation

are not showing these to the same extent as they are showing

13
more technical skills. Future conservation training schemes

should incorporate these competencies to ensure leaders are

effective. Greater understanding can help inform

conservation professionals who wish to invest in leadership

development schemes to improve effectiveness across

conservation initiatives. ( E. Englefield, S. A. Black, J.

A. Copsey, et.al 2019 )

Universities, business schools and other interested

research bodies have produced a plethora of data and

theories on the subject of leadership which managers have,

from time to time, wrestled with. Such efforts are made in

the belief that somewhere in the mass of information, is

something that might be relatable to a manager's daily

professional life, and which might help him to be more

effective in his job. That is, more successful in his role

as active developer and director of the resources—both human

and physical—within his realm of influence. This could well

be regarded as the modern executive's dilemma since

management journals are showing increasing concern for the

“leadership” issue. Not surprisingly enterprising

individuals have taken advantage of this trend and produced

14
an array of “leadership programmes”. ( Alban Metcalfe,

B. 1981 )

Confidence is a feeling that makes one think that he or

she is capable of doing something with ease and calmness. It

makes an individual optimistic and pleased with

himself/herself. Self-confidence is central to good

psychological adjustment, personal happiness and effective

functioning in children and adults. Children with high self-

confidence can easily communicate with others, dared to

express their opinion, and not easily influenced by others.

Self-confidence plays a huge part to the academic

performance of the students specifically Humanities and

Social Science students which contribute to the competencies

of the students to their interpersonal and leadership

skills. ( Verma, Krishana 2020 )

The interactions between leaders and subordinates have

long been recognized as clear examples of leadership as an

interpersonal phenomena. According to the leadership theory

put out in this article, a leader's capacity to resolve the

15
types of intricate social issues that crop up in companies

is a vital component of effective leadership conduct. We

talk about the abilities that enable this kind of intricate

social issue resolution. Along with the implications of

these discoveries for leadership theory and the career

development of organizational leaders, differentiating

traits and career experiences that are likely to impact the

development of these talents are also taken into

consideration. (M.DMumford, S.J. Zaccaro, F.DHarding,

T.OwenJacobs et. Al 2000)

In recent years, effective interpersonal communication

has regularly ranked highly as a necessary condition for

conducting It is plausible to conclude that one of the

greatest inhibiting forces to organizational effectiveness

is job performance. Effective communication is deprived of

efficacy. Additionally, effective interpersonal

communication skills are crucial to workers in building a

great business (A.K Singh, I. ILalropuii 2014)

16
 The sorts of work experiences that foster the

development of leadership skills and the ways that the

individual and context impact the developmental value of

these experiences are poorly understood, according to prior

study. Their findings show that the link between

developmental challenge and the development of leadership

skills reveals a pattern of declining returns based on 225

on-the-job experiences among 60 managers. Conversely, the

decreasing rewards linked to high degrees of developmental

difficulty can be countered by having access to feedback.

(DeRue, D. Scott,Wellman 2016)

Interacting with people is one of a leader's primary

responsibilities (e.g., Yukl, 2010).

They communicate verbally and nonverbally when they

connect with followers, coworkers, or business partners.

This chapter focuses on the nonverbal actions of leaders

(NVB). The bulk (about 65%–90%) of the meaning transmitted

in social interactions is accounted for by nonverbal body

17
language (NVB), which is crucial for interpersonal

communication in general (e.g., Crane & Crane, 2010).

The model takes into account key elements that have

previously been found to be barriers to the effective

development of leadership skills. It provides the model's

theoretical foundation and offers recommendations for how to

use it in a teaching and learning program. The approach

combines general aspects of human biology and learning

transfer into a holistic learning process, emphasizing in

particular the transformational leadership components of

imagining, interpreting, communicating, and maintaining

credibility during change. (AL Holten, A. Bøllingtoft, I.

Wilms 2015)

Scholars of leadership have infrequently addressed the

diversity of leaders and followers in terms of culture,

gender, race and ethnicity, or sexual orientation. This

omission has weakened the ability of research and theory to

address some of the most provocative aspects of contemporary

leadership, including (a) the limited access of individuals

18
from diverse identity groups to leadership roles; (b) the

shaping of leaders’ behavior by their dual identities as

leaders and members of gender, racial, ethnic, or other

identity groups; and (c) the potential of individuals from

groups formerly excluded from leadership roles to provide

excellent leadership because of their differences from

traditional leaders. In addressing these challenges, we

contend that combining the two theoretical and empirical

bodies of research—one on diversity and the other on

leadership—enriches both fields of knowledge and offers

suggestions for improving leadership in modern businesses

and countries. (Eagly, A. H., & Chin, J. L. 2010). 

The state of ethics in public administration has become

a hot topic due to its global decline. Ethics cannot be

taught, but they may be cultivated. Among other strategies,

developing leadership abilities can work well to advance

ethics. Leadership that is capable and devoted may establish

moral guidelines. Public servants may spread and establish

basic ethical ideals in the company through learning and

mastering a variety of technical, intellectual,

19
interpersonal, and other skills including emotional and

social intelligence. For a deeper knowledge of the topic,

the leadership qualities and their function in advancing

ethics have been examined. (S. Haq, 2011)

The framework makes a connection between the function

of knowledge in skill acquisition and the process of

learning transfer to provide suggestions about how various

techniques could affect learning outcomes. Results

demonstrated the model's viability inasmuch as providers

reportedly employed both design routes illustrated by the

framework and managers reportedly applied the strategies in

resolving commercial disputes. ( V.Burke, D.Collins 2005)

The majority of initiatives to improve students'

management and leadership abilities rely on models of

behavior modeling and experience learning. The article

describes a classroom practicum method to building

leadership abilities that puts a stronger focus on the

transfer phase of the learning process than is customary

with either technique. This approach improves student

20
learning. This strategy aims to better achieve the

circumstances that are known to lead to increased learning

by giving students opportunity for longer practice and

thoughtful feedback. The classroom practicum method, which

is equally crucial, aims to fulfill these requirements by

using a course design that is workable even in courses with

bigger enrollments. ( P.W, Hess 2016)

Faculty offering leadership courses realize the

necessity for experiential learning, but often struggle to

locate attainable and worthwhile educational options.

According to the high-impact service and we provide three

high-impact events designed to support a corporate

commitment to community-based learning leadership training.

These opportunities make use of experiential learning to

strengthen the vital leadership abilities of display

lifelong self-improvement, networking, and empathy. These

experiences, paired providing students with the opportunity

to develop their leadership abilities via self-reflection

and the development of verifiable professional. (F. Scott

And

21
reu,Kenneth M. Sweet,Douglas H. Carter 2020)

According to the continuity perspective, all of the

lower level talents are needed for work at increasingly

higher levels. The Discontinuity Perspective, on the other

hand, argues that when managers advance through the

organizational levels, they must give up certain talents.

( K.P De Meuse,G. Dai, J.Wu 2011)

Findings show that numerous elements that improve

information literacy are increasing and student development.

The primary findings of our research include areas of

student awareness and the capacity to verify the reliability

of information sources and confirm that the information

actually pertains to evaluating the research topics under

consideration and determining the credibility of the source

of information. Additionally, by engaging in an experience

learning activity, the to involve students in instructional

activities (K. Johns-Masten 2021)

22
Conceptual Framework

Educational institutions are essential components of

our society's growth. One of the obstacles that educational

institutions encounter in achieving their objectives is the

development of interpersonal and leadership abilities.

Interpersonal and leadership abilities developed at

educational institutions are not dependent on the number of

students enrolled, but are impacted by the educational

institution type. The findings highlight the challenge of

developing logical Interpersonal and Leadership development

action plans in public educational institutions without huge

adjustments.

Engaging young people is essential for developing strong

interpersonal and leadership skills since they are massive

change and will have a significant impact on the future of

the society.

23
 INPUT PROCESS OUTPUT
 Socio-demographic  
profile    A better
a.) Age   understanding
of the
b.) Gender
competencies
c.) Strand   of HUMSS
d.) Preferred students to
SURVEY/ their
Course in College QUESTIONNAIRE interpersonal
 Subjects of HUMSS   and
Student and its leadership
 
relation to their skills.
interpersonal and  
leadership skills
 Significant
relationship between
HUMSS strand and
interpersonal and
leadership skill

Figure 1

Research Paradigm

The concepts of interpersonal and leadership abilities

that will be discussed below will enrich this study and

serve as a guide for the researchers in order to make it

engaging and effective.

Statement of the problem

24
The main purpose of this research study is to determine

“Competencies of HUMSS students to their interpersonal and

leadership skills”. This problem is made more specific in

the following questions:

1. What is the socio-demographic profile of the respondents

be described in terms of:

1.1 age;

1.2 gender;

1.3 strand;

1.4 preferred course in college;

2. How the respondents describe their interpersonal and

leadership skills?

3. What are the advantages of HUMSS student from students in

other strand based on their interpersonal and leadership

skills?

4. What are the over-all benefits of HUMSS student in terms

of their interpersonal and leadership skills?

Significance of the Study

There are numerous reasons why interpersonal skills

are essential for a leader. These skills enable leaders to

build a meaningful relationship with colleagues and

25
employees, address poor performance, navigate setbacks, and

motivate employees. Leaders who possess emotional

intelligence, of which interpersonal skills are a key part,

are more apt to build a motivated and productive workforce.

Typically, it is easy to spot an emotionally

intelligent leader. You can identify them by their desire to

understand others intentions and desired outcomes. In

addition to being empathetic, they also observe patterns of

behavior in their team members, and use these observations

to improve their relationships with them.

There are many reasons why having good people skills

is crucial for a leader. With the use of these abilities,

leaders may engage with coworkers and staff members on a

personal level, deal with subpar work, overcome obstacles,

and inspire staff members. Interpersonal skills play a

significant role in emotional intelligence, which is a trait

leaders who possess are more likely to have a motivated and

effective team.

26
 A leader who emotionally savvy is typically simple

to identify. They can be recognized by their desire to

comprehend the motives and goals of people and their

capacity to properly and honestly share their thoughts and

feelings. Along with being empathic, they also watch for

behavioral patterns in their team members and use this

information to build stronger bonds with them.

Scope and Delimitation

The primary goal of this study is to evaluate the

interpersonal, career, academic, and leadership competencies

of HUMSS students.

This research will be carried out at Palayan City

National High school during the first quarter of the 2022–

2023 school year. At least 90% of the senior high school

student population will be covered by this study.

Since only HUMSS students need to be studied, only

they will participate in this study as respondents. They

will be chosen through a snowball sampling technique, which

enables the researchers to quickly access the population.

27
Definition of Terms

Interpersonal - relating to, or involving relationships

between persons or communication between people.

Leadership - the action of leading a group of people or an

organization.

Crucial - decisive or critical, especially in the success or

failure of something.

Empathic - showing an ability to understand and share the

feelings of another.

Savvy - shrewdness and practical knowledge; the ability to

make good judgments.

Chapter II

Methodology

This chapter outlines the methodology that researchers

are using to conduct this inquiry. It comprises the study's

28
setting, sample, and sampling strategy, as well as the

statistical analysis of the data gathered. It also

incorporates the research design.

Research Design

Owing to the simple descriptive research approach used

in this study, the researcher could clarify the

sociodemographic characteristics of the respondents. In

addition to taking into consideration various like age,

gender, strand, and intended college course, researchers

also take into account how effectively respondents describe

the interpersonal and leadership qualities at Palayan City

National High school as well as the ethical dilemmas that

are encountered there.

Research Locale

This investigation will take place in the Brgy-based

Palayan City National Highschool. Province of Nueva Ecija,

29
Atate, Palayan City Map of Palayan City National High School

is shown in Figure 2.

Figure 2.

The map shows the exact location of Palayan City National

High school where the data gathering will be conducted.

Sample and Sampling Procedure

The learners and academic resources at Palayan City

National Highschool made up the sample for this study. The

30
researcher used the Qouta Sampling Method to hand deliver

and collect the questionnaire, assuring the respondents that

their participation in the study was fully confidential and

voluntary.

Table 1. List of Respondents

Strand Grade 11 Grade 12 Total

Respondents

HUMSS A 44 38 82

HUMSS B 48 40 88

HUMSS C 44 38 82

HUMSS D 51 39 90

Total 187 155 342

Instrument

Description. The main method used in this study was a survey

questionnaire, which is advised in gathering the data needed

to understand the respondents and identify the level to

which ethical interpersonal and leadership practices were

applied in Palayan City National High School. The

questionnaire is divided into four (4) sections of HUMSS,

the first of which is a sociodemographic profile of the

31
responder and the second of which is an explanation of local

ethical norms.

The researchers included a Likert 5-point scale to

ensure that the respondents could easily answer to the

questionnaire's questions. The equivalent meaning is as

follows for every number on the scale:

5=Always 3=Seldom 1=Never

4=Often 2=Sometimes

Data analysis

32
1. The following table summarizes the statistical methods

used to assess the paper's main principles: interpersonal

and leadership skills among SHS students at Palayan City

National High School.

2. The responder will provide a descriptive statistical

analysis of the data using terms like frequency, level,

percentage, and treated statistically.

3. The verbal interpretation of the evaluation is used to

provide descriptions and assessments of the moral conduct of

workplace ethics.

33