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Student Leaders: Values and Challenges towards Preserving Environment

Student Leaders: Values and Challenges towards Preserving Environment. Jethro J. Arsenio. Background of the Study. Student leaders have important roles to play. 1. They serve as role models. 2. They help the school administrators implement programs that promote environmental conservation.

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Student Leaders: Values and Challenges towards Preserving Environment

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  1. Student Leaders: Values and Challenges towards Preserving Environment Jethro J. Arsenio

  2. Background of the Study • Student leaders have important roles to play. 1. They serve as role models. 2. They help the school administrators implement programs that promote environmental conservation. 3. Their respective organization can design and implement programs and activities that are altruistic to environment.

  3. Significance of the Study • The result of this study is very interesting because it will gauge their values towards the environment. This will serve as input for school administrators in crafting policies that are environmentally friendly.

  4. Literature Review • People’s concern can be based on the environmental damage to self, people or all living things (Schultz, 2000). • Attitudes, personal capabilities, contextual factors such as laws and regulations, and habit and routine are the important factors that will affect the different kinds of environmentally significant behaviors (Stern, 2000). • Parnell and Larsen (2005) explained that material incentives and altruism are two motivating factors of environmentally responsible behavior.

  5. Research Methodology

  6. Sample • Student leaders who participated in the four-day Ecocamp 2009 in De la Salle Canlubang (DLS-C), Canlubang, Laguna, Philippines last May 5-8, 2009.

  7. Measures • The first part of the questionnaire is about the profile of the respondents. • The second part of the questionnaire surveyed the values and commitment of the student leaders using five-point likert scale. • Focus group discussion (FGD)

  8. Results and Discussions

  9. Table 1: Profile of the Student Leaders

  10. Table 1: Profile of the Student Leaders

  11. Values of Student Leaders

  12. The weighted mean of 4.82 indicates that almost all of them gained new friends in the nature camp. This is supported by the result showing that campers did not find hard introducing themselves (weighted mean of 4.39) because they are student leaders in the first place. Likewise, knowing that other participants are also student leaders like them, they feel that all of them are equal (weighted mean of 4.32).

  13. Values of Student Leaders

  14. The activities in the Ecocamp taught the participants that it is important that they know how to lead and to follow as well (weighted mean of 4.70). Consequently, they were comfortable in giving and following instructions (weighted mean of 4.25).

  15. Values of Student Leaders

  16. It shows that the Ecocamp reminded them that as Christians, they must protect the environment (weighted mean of 4.77). The awesome beauty of the environment and the ecological principles that we are all stewards of God’s creation (weighted mean of 4.70). They also agreed that nature helped them become much closer to God (weighted mean of 4.64).

  17. Challenges of Student Leaders

  18. Notably, with the highest average weighted mean rated, they accepted the challenges to make a personal commitment of conserving and protecting the environment. The finding that respondents would be more proactive is similar to the result of the study in Oman of Abdul-Wahab (2008). Respondents from Oman showed willingness to do voluntary activities and readiness to commit to environmental legislation for environmental protection and improvement. Similarly, Wong (2003) reported that majority of the university students in Beijing, China are willing to sign petitions and distribute pamphlets supporting environmental campaigns. One-third of them also signified that they will change habits, support government’s campaign and promote saving food, waste, land and energy.

  19. Recommendations

  20. 1. Student leaders must be exposed to environmental problems so that concern will be inculcated to them. 2. They should be consulted in crafting the yearly school activities. 3. They must be trained and required to implement projects that have significant impact in promoting environmental conservation.

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