Voices of Student-Leaders: Experiences of SSLG Officers in School-Related Activities at Dinadiawan National High School

Abstract

Student leadership is increasingly recognized as a meaningful avenue for student voice, participation, and school improvement, yet student-leaders often navigate complex expectations, resource constraints, and role conflicts. This qualitative descriptive study examined the lived experiences of Supreme Secondary Learner Government (SSLG) officers in school-related activities at Dinadiawan National High School. Semi-structured interviews and focus group discussions explored SSLG roles, participation processes, leadership learning, and challenges. Thematic analysis yielded four themes: (1) service and representation as identity work, (2) leadership learning through practice and mentorship, (3) collaborative participation in school activities, and (4) tensions and constraints shaping student leadership. Findings suggest that authentic participation is strengthened by supportive adult mentorship, opportunities for decision-making, and a school culture that legitimizes student voice (Mitra, 2004; Schaefer, 2024). However, time demands, peer pressures, and logistical limitations can reduce participation to compliance rather than shared governance. The study concludes that SSLG officers contribute to organizational functioning and student engagement when leadership structures are developmental, inclusive, and well-supported. Implications for student leadership development, school leadership practice, and policy are discussed.