Leadership development through institutional engagement among Bachelor of Science in Office Administration (BSOA) students at CSPC / Sheenallen I. Aquino, Liezl M. Austria, Ainah Jhenessa C. Uvero.

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Dissertation note: Undergraduate Thesis (BSOA)- Office Administration. Camarines Sur Polytechnic Colleges, 2025. Abstract: This study aims to determine the leadership development through institutional engagement among BSOA students at CSPC that focuses on the level of engagement of BSOA students; the perceived benefits of institutional engagement in relation to leadership development; the relationship between the level of institutional engagement and the perceived leadership development of BSOA students; and the challenges BSOA students encounter in participating in institutional activities. The total respondents of this study was 251 BSOA students from second to fourth year who are officially enrolled in the academic year 2025-2026 at Camarines Sur Polytechnic Colleges. The methodology used was the descriptive-correlational research design, and the statistical tools used are weighted mean, rank ordering method, and Spearman rank order coefficient correlation. The results were that the level of engagement of BSOA students was higher in curricular involvement than extracurricular participation. Among the perceived benefits are improved time management and organizational skills and strengthened teamwork and collaboration, showing that institutional engagement enhances students’ leadership, discipline, and cooperation. The main challenges encountered were academic pressure and financial problems, which hindered students from full participation in institutional activities. Findings showed a significant relationship between both curricular and extracurricular engagement and the perceived leadership development of BSOA students in terms of communication, confidence, teamwork, time management, and problem-solving skills. The output of this study is the proposed strategies to enhance BSOA students’ leadership development through active institutional engagement.
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Unpublished Materials Unpublished Materials Main Library Undergraduate Thesis Section UTH BSOA A657l 2025 (Browse shelf(Opens below)) 1-1 Not for loan 007618UM

Undergraduate Thesis (BSOA)- Office Administration. Camarines Sur Polytechnic Colleges, 2025.

Includes bibliographical references.

This study aims to determine the leadership development through institutional engagement among BSOA students at CSPC that focuses on the level of engagement of BSOA students; the perceived benefits of institutional engagement in relation to leadership development; the relationship between the level of institutional engagement and the perceived leadership development of BSOA students; and the challenges BSOA students encounter in participating in institutional activities. The total respondents of this study was 251 BSOA students from second to fourth year who are officially enrolled in the academic year 2025-2026 at Camarines Sur Polytechnic Colleges. The methodology used was the descriptive-correlational research design, and the statistical tools used are weighted mean, rank ordering method, and Spearman rank order coefficient correlation. The results were that the level of engagement of BSOA students was higher in curricular involvement than extracurricular participation. Among the perceived benefits are improved time management and organizational skills and strengthened teamwork and collaboration, showing that institutional engagement enhances students’ leadership, discipline, and cooperation. The main challenges encountered were academic pressure and financial problems, which hindered students from full participation in institutional activities. Findings showed a significant relationship between both curricular and extracurricular engagement and the perceived leadership development of BSOA students in terms of communication, confidence, teamwork, time management, and problem-solving skills. The output of this study is the proposed strategies to enhance BSOA students’ leadership development through active institutional engagement.

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