Abstract

The study delved to ascertain the collective leadership practices and implementation of student support services using descriptive correlational design to describe the data, characteristics used and the population in the study. It was conducted at the Laguna State Polytechnic University by randomly selecting 792 students across four campuses. The findings showed that collective leadership are “practiced”, the student support services are “implemented” and the lifelong learning competencies are “developed”. The correlation of development of lifelong learning to the collective leadership is found “significant”. Similarly, the test of correlation between the developed lifelong learning and the student support services are all found “significant”. The regression analyses for collective leadership and the student support services “significantly” affect the lifelong learning competency. However, the test of difference on collective leadership and implementation of the student support services “does not differ significantly”. There is “no significant difference” on the level of developed lifelong learning competencies. The hypothesis posited no significant relationship between the developed lifelong learning and the collective leadership practices and the Implementation of student support services is rejected. The hypothesis that the level of developed lifelong learning competencies does not significantly affect the Implementation of collective leadership practices is not sustained. Thus, the researcher recommends a review on the practice of collective leadership in the Implementation of student support services. Action plans with emphasis on students’ lifelong learning competencies may be devised. Parallel research may be made in order to apply the collective leadership and student support services of the four campuses.

Keywords: Collective leadership; Lifelong learning; Student Services