THE EXPERIENCES OF SUPREME ELEMENTARY LEARNER GOVERNMENT ADVISERS IN TRAINING STUDENT LEADERS: BASIS FOR CRAFTING TRAINING PROGRAM

Education

This study aimed to explore and understand the lived experiences, challenges, coping mechanisms, and insights of Supreme Elementary Learner Government (SELG) advisers in public elementary schools in Monkayo, Davao de Oro. Using a phenomenological design, the research focused on how advisers guided student leaders, managed challenges, and reflected on their leadership roles. In-depth interviews with selected participants revealed a complex reality marked by both difficulties and growth. Advisers faced limited resources, emotional fatigue, additional workload, and unclear institutional support. Despite these challenges, they continued mentoring student leaders with commitment and creativity. The findings showed that advisers fostered students’ leadership skills, personal growth, and self-confidence through regular interaction, guidance, and collaboration. Advisers developed meaningful relationships with learners and used personalized approaches to manage behavioral concerns. Through this process, they experienced professional and personal transformation, gaining resilience, adaptability, and deeper insight into their own leadership values. SELG was viewed as a platform for student empowerment, enabling learners to engage in decision-making and practice responsible leadership at an early age. Participants emphasized the importance of continuous training, budget support, and policy clarity to sustain effective SELG implementation. They also expressed aspirations for institutional recognition and structured support systems that would validate and strengthen their role. The study calls for action from school administrators, curriculum planners, and DepEd officials to formalize adviser roles, provide leadership training, and allocate resources that support both advisers and student leaders. These measures are essential to create a school environment that nurtures leadership, civic engagement, and a culture of shared responsibility.

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