ABSTRACT
This descriptive-correlational study determined learners’ level of commitment to the Supreme Elementary Learner Government (SELG) and its relationship to their academic performance in the Schools District of Arevalo, Schools Division of Iloilo City. The level of commitment of learners in their participation to SELG as a whole and in terms of organization and work is “Highly Committed” and “Very Highly Committed” for service. There were no significant differences when classified according to sex, grade level, and position in terms of organization, service, and work. The level of learners’ academic performance as a whole and when classified according to sex, grade level, and position to the organization was “Outstanding” except for the position of councilor for Grade 6 that was “Very Satisfactory”. There were no significant differences in the level of learners’ academic performance when classified according to sex and grade level, but significant differences revealed when classified according to position. There was no significant relationship between learners’ level of commitment to SELG and their academic performance.
Keywords: Supreme Elementary Learner Government (SELG), Commitment, Academic Performance
INTRODUCTION
The Supreme Elementary Learner Government (SELG) is a student body in Philippine elementary schools that serves as a platform for students to develop their leadership and social skills. It's essentially the student government for elementary schools.
The SELG provides valuable opportunities for learners to take on leadership roles, organize events, and represent their peers. This hands-on experience is essential for developing critical leadership skills such as communication, problem-solving, decision-making, and conflict resolution (Coursera, 2025).
SELG members often participate in school initiatives like clean-up drives, fundraising activities, and peer tutoring programs. This active involvement fosters a sense of responsibility and belonging within the school community.
SELG acts as a voice for learners, representing their interests and concerns to school heads and teachers. SELG encourages collaboration and teamwork, which promotes positive social interactions among students. These skills are vital for personal growth and academic success, as they help students navigate challenges and work effectively with others. Research indicates that effective leadership skills, including communication and conflict resolution, are crucial for guiding teams toward achieving common goals (Coursera, 2025). In 2015, learners were not adequately equipped with guidelines and leadership initiatives, leading to the organization's poor performance. The primary challenges identified included insufficient budget, low levels of participation between teachers and students, lack of student interest, and the absence of monitoring mechanisms. Additionally, no training sessions or forums had been conducted. Consequently, evaluating the impact of the Supreme Pupil Government (SPG) and assessing its strengths and weaknesses are essential in addressing existing issues and establishing a foundation for designing a leadership empowerment program that fosters growth. To address the challenge of student development and to nurture well-rounded individuals, it is crucial to manage the SPG effectively through open communication between teachers and students (Rollona & Pañares, 2023). Arribado (2018) noted that learners and officers demonstrate enthusiasm and willingness to fulfill their responsibilities, yet they also face difficulties in balancing their tasks with academic commitments. Similarly, Gregorio (2019) highlighted that the Supreme Pupil Government positively influences social skills, networking, and academic performance while promoting participation in the school’s organizational system. Moreover, engagement in school organizations and activities has been associated with positive mental well-being, reduced stress, physical fitness, and improved self-esteem. To ensure the efficient and effective delivery of services to learners, it is essential to implement programs that address challenges and concerns affecting student performance.
The researcher observed that some officers of the Supreme Elementary Learner Government (SELG) exhibit commendable leadership and demonstrate a high level of commitment to the organization, yet their academic performance is relatively lower compared to students who do not participate in co-curricular activities. On the other hand, some learners who excel academically also serve as SELG officers. These students effectively balance their organizational responsibilities with their academic pursuits.
Most SELG officers genuinely enjoy participating in the organization and are highly committed to service and duty. However, some join the organization merely for socialization or to expand their circle of friends.
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