11

A Strong Partner for Sustainable Development

Module
in
NSTP101

CIVIC WELFARE TRAINING SERVICES

College of Business Management

 2

Module No. 2

Personality and Self-Concept

The Filipino and His Value System
Leadership for the Development of youth

1st Semester SY 2022-2023

RESHELL T. ARZAGA
Instructor

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 3

TABLE OF CONTENTS

Title Page
Cover page 1
Subject Title 2
Table of contents 3
Instruction to the User 4
Introduction 5
1.1 Chapter II
Personality and Self
Concept
The Filipino and His
Value System
Leadership or the
Development Youth

Activities
Post Test 17
References 17
Students 18
Information
WPU Vision, 19
Mission and Core
Values

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 4

INSTRUCTION TO THE USER

This module would provide you an educational experience while

independently accomplishing the task at your own pace or time. It aims as
well to ensure that learning is unhampered by health and other challenges.
The module includes; Study of Humanities and importance of art in
contemporary society.

Reminders in using this module:

1. Keep this material neat and intact.

2. Answer the pretest first to measure what you know and what to be
learned about the topic discussed in this module.
3. Accomplish the activities and exercises as aids and reinforcement for
better understanding of the lessons.
4. Answer the post-test to evaluate your learning.
5. Do not take pictures in any parts of this module nor post it to social
media platforms.
6. Value this module for your own learning by heartily and honestly
answering and doing the exercises and activities. Time and effort were
spent in the preparation in order that learning will still continue amidst
this Covid-19 pandemic.
7. Observe health protocols: wear mask, sanitize and maintain physical
distancing.

Hi! I’m Blue Bee, your WPU Mascot.

Welcome to Western Philippines University!

Shape your dreams with quality learning experience.

STAY SAFE AND HEALTHY!

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 5

INTRODUCTION

This modules focuses on the rights and responsibilities of citizens.

The citizenship education topic of the National Service Training

Program (NSTP) affords the implementing institutions the opportunity to
develop consciousness not only in the national terms, but also in terms of
global civic rights and responsibilities.

The program components of NSTP are structured in a way that the

student-trainee’s notion of the relationship between the state and the
people has changed and the service opportunities have been a core means
for learning how citizenship is applied.

The NSTP Law is a legislation that sees the youth as partners of the
state in promoting civic consciousness, and aims to develop their physical,
moral, spiritual, intellectual and social well-being through civic service. In
so doing, it inculcates patriotism and nationalism in the youth, and
advance their involvement in civic and public affairs.

As an enabling law, it enjoins students and young people to

strengthen their social awareness and civic engagements. It requires
implementers to design a program that supports the National Service
Training Program (NSTP), taken in two (2) semesters or in one (1)
summer with at least 54 training hours, and carries a total credit load of
six (6) units. There are two (2) courses: one which provide the theoretical
component and one which supplements theoretical learning by service
extension which paved the way for a curriculum framework on citizenship
and civic consciousness.

This framework and vision for students engaging in civic service and
community work equip the trainees with an understanding of citizen
rights, duties and roles in a civil society and provides theoretical and
practical learning experiences for civic-mindedness, service and
community participation.

Consistent with the aims of the Program in broadening the student-

trainee’s worldview – form a love of country, nation and community, to
concern, action for others beyond nationalism. Truly, citizenship cannot
and should not be confined to the national boundaries of one’s country or
to patriotism and loyalty to the one’s own homeland. On the contrary, an
intense focus on nationalism and patriotism alone can stand in
contradiction to a broader notion of humanity.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 6

Learning Outcomes

At the end of the lesson, the students can:

1. understand the principles underpinning good citizenship, rights and

responsibilities of citizens, service and volunteerism for national development;
2. describe and analyze issues that relate to the good citizenship values, rights and
responsibilities of student-citizens in the country;
3. Appreciate the importance of Personality and Self- Concept.
4. Develop a vision and messages to guide and motivate others.
5. Evaluate small groups, on teams than reflect leadership behavior.

Time Allotment: 18 hrs.

Lesson 2: Personality and Self- Concept

Self-Awareness Development and Types

Self-awareness involves being aware of different aspects of the self-including traits, behaviors, and
feelings. Essentially, it is a psychological state in which oneself becomes the focus of attention.

Self-Awareness Emergence
Studies have demonstrated that a more complex sense of the awareness of the self begins to emerge at
around one year of age and becomes much more developed by approximately 18 months of age.
Researchers Lewis and Brooks-Gunn performed studies looking at how self-awareness develops.

Self-Awareness Development
Researchers have proposed that an area of the brain known as the anterior cingulate cortex located in
the frontal lobe region plays an important role in developing self-awareness. Studies have also used
brain imaging to show that this region becomes activated in adults who are self-aware.

Levels of Self-Awareness
So how exactly do children become aware of themselves as separate beings? Researchers suggest that
children progress through a series of levels of self-awareness between birth and approximately age 4 or
5.1 Self-awareness is observed by how children respond to their own reflection in a mirror.

Types of Self-Awareness
Psychologists often break self-awareness down into two different types, either public or private.

Public Self-Awareness
This type emerges when people are aware of how they appear to others. Public self-awareness often
emerges in situations when people are at the center of attention, such as when giving a presentation or
talking to a group of friends. This type of self-awareness often compels people to adhere to social norms.

Private Self-Awareness
This type happens when people become aware of some aspects of themselves, but only in a private way.
For example, seeing your face in the mirror is a type of private self-awareness.

Self-Consciousness
Sometimes, people can become overly self-aware and veer into what is known as self-
consciousness.5 Have you ever felt like everyone was watching you, judging your actions, and waiting
to see what you will do next? This heightened state of self-awareness can leave you feeling awkward and
nervous in some instances.

What Is Self-Esteem?

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 7

In psychology, the term self-esteem is used to describe a person's overall subjective sense of personal
worth or value. In other words, self-esteem may be defined as how much you appreciate and like
yourself regardless of the circumstances. Your self-esteem is defined by many factors including:
 Self-confidence
 Feeling of security
 Identity
 Sense of belonging
 Feeling of competence

Why Self-Esteem Is Important

Self-esteem impacts your decision-making process, your relationships, your emotional health, and your
overall well-being. It also influences motivation, as people with a healthy, positive view of themselves
understand their potential and may feel inspired to take on new challenges. People with healthy self-
esteem:

 Have a firm understanding of their skills

 Are able to maintain healthy relationships with others because they have a healthy relationship with
themselves
 Have realistic and appropriate expectations of themselves and their abilities
 Understand their needs and are able to express them

Theories
Many theorists have written about the dynamics involved in the development of self-esteem. The
concept of self-esteem plays an important role in psychologist Abraham Maslow's hierarchy of needs,
which depicts esteem as one of the basic human motivations.

Factors That Affect Self-Esteem

There are many factors that can influence self-esteem. Your self-esteem may be impacted by:
 Age
 Disability
 Genetics
 Illness
 Physical abilities
 Socioeconomic status2
 Thought patterns

Excessive Self-Esteem
Overly high self-esteem is often mislabeled as narcissism, however there are some distinct traits that
differentiate these terms. Individuals with narcissistic traits may appear to have high self-esteem, but
their self-esteem may be high or low and is unstable, constantly shifting depending on the given
situation.6 Those with excessive self-esteem:
 May be preoccupied with being perfect
 May focus on always being right
 May believe they cannot fail
 May believe they are more skilled or better than others
 May express grandiose ideas
 May grossly overestimate their skills and abilities

How to Improve Self-Esteem
Fortunately, there are steps that you can take to address problems with self-esteem. Some actions that
you can take to help improve your self-esteem include:

 Become more aware of negative thoughts. Learn to identify the distorted thoughts that are
impacting your self-worth.
 Challenge negative thinking patterns. When you find yourself engaging in negative thinking, try
countering those thoughts with more realistic and/or positive ones.
 Use positive self-talk. Practice reciting positive affirmations to yourself.7
 Practice self-compassion. Practice forgiving yourself for past mistakes and move forward by
accepting all parts of yourself.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 8

What is Personal Development?

Personal development is a lifelong process. It is a way for people to assess their skills and qualities,
consider their aims in life and set goals in order to realise and maximise their potential.

Why is Personal Development Important?

There are many ideas surrounding personal development, one of which is Abraham Maslow's process
of self-actualisation. Maslow (1970) suggests that all individuals have an in-built need for personal
development which occurs through a process called self-actualisation.

a) At the bottom of the hierarchy are the basic physiological needs for food, drink, sex and
sleep, i.e., the basics for survival.
b) Second are the needs for safety and security in both the physical and economic sense.
c) Thirdly, progression can be made to satisfying the need for love and belonging.
d) The fourth level refers to meeting the need for self-esteem and self-worth. This is the level
most closely related to ‘self-empowerment’.
e) The fifth level relates to the need to understand. This level includes more abstract ideas such
as curiosity and the search for meaning or purpose and a deeper understanding.
f) The sixth relates to aesthetic needs of beauty, symmetry and order.
g) Finally, at the top of Maslow’s hierarchy is the need for self-actualization.

Managing Your Personal Development

There are a number of steps to take in managing your personal development.

1. Developing a Personal Vision

Personal development can simply be for fun. Most of us, however, find it easier to motivate ourselves to
learn and improve if we have a purpose in doing so. Developing your personal vision - a clear idea of
where you want to be in a few months or years, and why - is a crucial part of developing this purpose.

2. Planning Your Personal Development

Once you are clear about where you want to be, you can start planning how to get there. Drawing up a
personal development plan is not essential, but it does make the planning process more realistic.
For more about this part of the process, take a look at our page on Planning Your Personal
Development. If you are struggling to identify which areas to target for development and
improvement, you may find it helpful to read our pages on Personal SWOT Analysis and
Identifying Areas for Improvement.

3. Starting the Improvement Process

There are a number of different ways in which you can learn and develop.
Our page on Improving Performance – Some Specific Techniques explains some ways of
learning, including a technique called expertise transfer.

4. Recording Your Personal Development

It is often a good idea to keep a record of your personal development. By writing down key developments
in your learning and development as and when they occur, you will be able to reflect on your successes
at a later date.

5. Reviewing and Revising Personal Development Plans

learning is a cycle. For more effective learning, it is important to reflect on your experience, and consider
what you have learnt from it. Regular review of your personal development plans, and your development
activities, will ensure that you learn from what you have done. It will also ensure that your activities
continue to move you towards your goals, and that your goals or vision remain relevant to you.

ACTIVITY 1
(Important reminder: failure to include the details indicated above to your answer sheets will mean
that your scores could not be recorded.)

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 9

ACTIVITY 1.1
Directions: match column A with column B. (write the LETTERS on the spaces provided before each
number). 10pts.
A B
1. Self-compassion A. Dominance over people
2. Personal development B. Independent thought and action
3. Self-consciousness C. Labeled as narcissism
4. Self-esteem D. Desirable goals people strive to attain
5. Public self-awareness E. People become aware of some aspects of themselves
6. Private self-awareness F. People are at the center of attraction
7. Values G. How much you appreciate and like yourself
8. Excessive self-esteem H. Overly subjective sense of personal worth
9. Self-direction I. Consider aims in life and set goals
10. Power J. Forgive yourself and move forward

ACTIVITY 1. 2
Directions: label ABRAHAM MASLOW hierarchy of needs and process of self-actualization according
to level . Supply the diagram below. 15pts.

The Basic Values of the Filipinos

NSTP is a citizenship training scheme focuses on translating the good

citizenship values as reflected in the Preamble of the Constitution into concrete action
in building a better Philippines. Hence, emphasis in this input is placed on the 16 basic
Filipino values based on the 1987 Philippine Constitution.

Preamble

We, the sovereign Filipino people

imploring the aid of Almighty God,
in order to build a just and humane society
and establish a Government
that shall embody our ideals and aspirations,
promote the common good, conserve and develop our patrimony,
and secure to ourselves our posterity the blessing of independence

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 10

and democracy under the rule of law and a regime of truth,

justice, freedom, love, equality, and peace,
do ordain and promulgate this Constitution

Meaning of Preamble

The term preamble is derived from the Latin word “preambulare”

which means “to walk before”. It is the prologue of the Constitution. Clustered below
are the good citizenship values that are reflected in the Preamble of the 1987 Philippine
Constitution:

The Maka-Diyos Cluster

1. Faith in the Almighty God 2. Respect for Life 3. Order 4.
Work 5. Concern for the Family and Future Generations

The Maka-Tao Cluster

6. Love 7. Freedom 8. Peace 9. Truth 10. Justice

The Maka-Bayan Cluster

11. Unity 12. Equality 13. Respect for the Law
14. Patriotism 15. Promotion of Common Good

The Maka-Kalikasan Cluster

16.Concern for the Environment

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 11

The Good Citizenship Cluster

The Maka-Diyos Cluster

Faith in the Almighty God

The Bible says, “But without faith, it is impossible to please Him, for he who comes to
God must believe that He is, and that He rewards those who diligently seek Him”
(Hebrews 11:6).

Respect for Life

We obtained for the Children of Israel that if any one slew a person – unless it
be for murder or for spreading mischief in the land – it would be as if he slew the whole
people: and if any one saved a life, it would be as if he saved the life of the whole people.
Then although there come to them Our messengers with clear signs, yet, even after
that, many of them continued to commit excesses in the land (5:32) Qur’an.

Order

Assuredly, We have sent down the Book to you in right form for the good of
man. Who so guided himself by it does so to do his own advantage, and turns away
from it does so at his own loss. You certainly are not their keeper (39:41) Qur’an.

Work

Confucius says, “Give fish to man, he will have food to eat for a day; teach him
how to fish and he shall have food throughout his lifetime.” And, “if man will not work,
he shall not eat” (2 Thessalonians 3:10).

Concern for the Family and Future Generations

“The family is an essential factor in the general, social and even political life.
Constant living together of husband and wife, and or parents and children, contributes
to the development of a strong sense of duty, of an aptitude for heroic sacrifices, and
of the love by future generations of the traditional and moral conquests of those who
preceded them. The family is an indispensable element of social cohesion and
equilibrium.” 9as cited in http://www.facebook.com/pages/Jose-Panganiban-artist-
guild/).

I shall live a life that is based on the right values and serve as an inspiration to
others who may be struggling to strengthen their own faith in God.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 12

1. I have the gift of faith in God;

2. The gift of faith in God in me needs to be nurtured;

3. My life is strengthened by my faith in God; and

4. A strong faith in God, coupled with other important values, will improve my
life and those of others.

The Maka-Tao Cluster

Love

“When man has love, he is no longer at the mercy of forces greater than
himself, so he, himself becomes the powerful force” (Leo Buscaglea). Moreover, “love
is the will to extend oneself for the purpose of nurturing one’s own or another’s
spiritual growth” (M. Scott Peck).

Moral Lesson: Love is a

powerful force in nurturing
man

Freedom

According to Pope John Paul II, “freedom consists not in doing what we
like, but in having the right to do what we ought”.

Peace

It is always great to remember, what the bible says, “Blessed are the
peacemakers for they will be called children of God” (Mathew 5:9).

An unknown author wrote about the value of peace, as such:

Pedro was an idealistic person. He wanted everybody to be happy and

lead meaningful lives. So one day, he strode to church and prayed hard for World
Peace. He continued praying for the same intention for a year, yet nothing seemed to
change.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 13

One day, he decided to narrow down his scope and pray for peace in his
own country instead. He prayed for the same intention for another year, yet violence
and disturbance still seemed to be in an upsurge.

Moral Lesson: Let there be peace

on earth . . . and let it begin with me

Finally, on the verge of prostration, he decided to pray for peace. He

prayed for this intention for the next year. Each time he did so, he left more at peace
with himself and his personal issues, his family, his neighbors until it reached a point
in time that Pedro was considered a man of peace, a friend of everybody especially of
the neediest among his countrymen.

The UNISCO Constitution also reminds us that, “since wars begin in the minds
of men, it is in the minds of men that the defense of peace must be constructed”
Moral Lesson: Let the peace of
the nation begin in the minds of its
citizens.

Truth

It is worthwhile to be familiar and understand some of the following famous

quotations and anecdotes which make us better and wise person.

1. Quotations

“A man who seeks truth and loves it must be reckoned precious to any human society.”
(Frederick the Great)

“An honest man can feel no pleasure in the exercise of power over his fellow citizens.”
(Thomas Jefferson)

“No legacy is as rich as honesty.” (William Shakespeare)

2. Anecdotes (compiled by J. Maurus)

When Mahatma Gandhi appeal for the London Matriculation Examination, then paper
on general knowledge contained the following question: “What is more golden than
the gold?

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 14

Justice
According to Martin Luther King Jr., “injustice anywhere is threat to justice
everywhere.”

To Jimmy Carter, “the law is not the private property of lawyers, nor is justice the
exclusive province of judges and juries. In the final analysis, true justice is not a matter
of courts and law books, but a commitment in each of us to liberty and mutual respect”.

In Mathew 7:12, it says, “Treat others the way you want to have them treat you.”

Moral Lesson: Giving justice to

anyone is a fair treatment to
everyone

And by the Institute for Development Education Center for Research Communication,
“justice is giving everyman his due”.

Exercise 2.4

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

The Basic Values of the Filipinos (Maka-Tao)

Think of a slogan that will truly depict the nature of citizenship values under
the Maka-Tao cluster. Each slogan shall comprise of not more than 12 substantive
words.

1. Love

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 15

2. Freedom

3. Peace

4. Truth

5. Justice

The Maka-Bayan Cluster

Unity

The value of unity can be realized by practicing the virtues stated in the following
quotations:

“Behind how good and pleasant it is for the brethren to dwell together in unity.”
(Psalms 133:1)

“If a kingdom is divided against itself, that kingdom cannot stand. And if a house is
divided against itself, that house will not be able to stand.” (Mark 3:24-25)

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 16

“Make my joy complete by being of the same kind, maintaining the same love, united
in spirit, intent on one purpose.” (Philippians 2:2)

“As a body in one, though it has many parts, and all the parts of the body, though
many, are one body, so also Christ.” (1 Corinthians 12:12)

“Remember, upon the conduct of each depends the fate of all.” (Alexander
the Great)

Equality

To appreciate the value of equality, consider this anecdote:

Skulls

Andrew Maria Alonte, MMHC

One day, a group of skulls in the cemetery had a conversation,

“Hey,” said a skull to another, “who were you when you are alive?
“Yes, I was once his slave,” replied another skull. “He was a tyrant, a ruthless
and merciless king!”
“I am your king remember?”
“Shut up!” shouted the slave skull. “You are no longer my king nor am I your
slave anymore! We are the same now-rotten skulls!”

Moral Lesson: Each person may

differ in worldly nature, but each one
bears the same amount of dignity as
another and all share one common
dignity.

Exercise 2.4

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 17

The Basic Values of the Filipinos (Maka-Bayan)

Symbol can signify many things and domination, nationalism and

national identity are no exclusion. The most common symbols of sovereignty and
nationhood are the national flag and national anthem but there are many others, such
as a pledge of allegiance. These were some of the Philippine National Symbols that
have been recognized by Filipinos.

Philippine mango is a tropical fruit prevalently known to be yellow in

color which achieves its delicious and sweet taste through its scrupulous harvest
procedures. Philippine mango is recognized worldwide for its best qualities, which
cannot be beaten by any kind of mangoes around the globe. The Philippine eagle or
also known as the monkey-eating eagle stands over 3 feet (1m) tall. It has a large,
sharp, curved beak. Other national symbols are the Philippine buffalo (carabao), the
nipa hut (bahay-kubo), barong and saya and others.

Directions: Draw/paste a picture of at least five (5) national symbols

of the Philippines below and list down at least five (5) native values that best describe
the Filipinos. Explain your answer on the space provided for.

National Native Filipino Values

Symbols

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 18

National Native Filipino Values

Symbols

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 19

The Maka-Kalikasan Cluster

Concern for the Environment

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 20

The Giving Tree

Fr. Benigno P. Beltran, SVD
Once there was a tree. . . and she loved a little boy. And every day the boy would
gather her leaves, make them into a crown and play king at the forest. The boy
would also play hide and seek, climb her branches and eat her mangoes. Ath the end
of the day when he was tired, the boy would sleep in her shade. And the boy loved
the tree. . .and the tree was very happy.

But the time went on. . .and the boy grew older. And the tree was often alone.
Then one day, the boy went to the tree who said: “Come, boy, come and climb up my
trunk, swing from my branches, eat my mangoes, play in my shade and be happy.”

But the boy stayed away for a long time. . . Then one day, the boy came back to
the tree who shook with joy and said: “Come, boy, come and climb up my trunk,
swing from my branches, eat my mangoes, play in the shade and be happy,” “I am to
busy to climb trees”, said the boy. “I want a house to keep me warm.” “I want a wife
and children and so I need a house. Can you give me a house?” “I have no house,”
sais the tree. “The forest is my house, but you may cut off my branches and build a
house.” And so the boy cut off her branches and carried them away to build his
house. And the tree was happy.

But the boy stayed away for a long time. . .Then one day, the boy came back and
the tree was so happy that she could barely speak. “Come boy,” she whispered, “I am
too old to play.” said the boy. “I want a boat that will take me far away from her. Can
you give me a boat?” “Cut down my trunk and make a boat,” said the tree. “Then you
can sail away. . . and be happy.” And so the boy cut down the trunk and made a boat
and sailed away. And the tree was happy. . .but not really.
And after a time, the boy came back again, “I am sorry, boy,” said the tree. “But
I have nothing left to give you. . .my mangoes are gone.” “My teeth are too weak for
mangoes,” said the boy. “My branches are gone,” said the tree. “you cannot swing on
them.” “I am too old to swing on branches,” said the boy. “My trunk are gone,” said
the tree. “You cannot climb.” “I am too tired to climb,” said the boy. “I am sorry,”
sighed the tree. “I wish that I could give you something. . .but I have nothing left. I
am just and old stump. “I am sorry,” “I don’t need very much now,” said the boy.
“Just a quiet place to sit and rest. I am very tired.” “Well said the tree, straightening
herself up as much as she could, well, an old stump is good for sitting and resting
.Come, boy, sit down and rest.” And the boy did and the tree was happy.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 21

Personal resolution:

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 22

I am steward of creation. I understand that my very existence and that of

generations after me are threatened by the destruction of the environment. I pledge
to be a more discerning individual by using all environmental resources properly
and prudently. I shall develop a conscious effort to preserve and protect the
environment from further degradation. I shall treat the environment as though it
were my own masterpiece, giving it great care and priding myself of its wonders and
beauty. I shall ever be thankful of the grace of God and the dedication of people in
their work to ensure that my family and I have clean air to breathe, clean water to
drink, clean ocean to launch adventures and above all, a life that’s healthy and a
future worthy to be shared with the next generations.

Some examples of how some students like you may cultivate and encourage the
value of concern for the environment.

1. Develop a more conscious and consistent habit of keeping your surroundings clean
as well as using environmental resources such as water and electricity wisely and
prudently.

2. Have a deeper understanding of the dire state of the environment and in your own
capacity contribute to the work of preserving it.

3. Understand the process of recycling and apply this process in school and in your
home.

4. Protect rivers and waterways along the community by teaching people alternative
waste disposal system and by encouraging them to use the rivers instead for livelihood
and other meaningful purposes.

Local communities depend on their citizens to help make it a great place to live and
work

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 23

Exercise 2.5

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

The Basic Values of the Filipino (Maka-Kalikasan)

Identify three main environmental issues or concerns in your community and

determine how NSTP and Student-trainees could address solution to each.

Environmental Issue/concern No. 1:

Proposed solutions:

Environmental Issue/concern No. 2:

Proposed solutions:

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 24

Environmental Issue/concern No. 3:

Proposed Solutions:

Our Nation is in Crisis

Our People are Suffering
Let Us Stop Being Part of the Problem
Let Us be Part of the Solution
Let Us be Good Citizens

By living the Good Citizenship Values Enshrined in the Constitution:

FAITH IN GOD. Be God-fearing and live according to His will,

UNITY. Work together and share with one another.

PATRIOTISM. Place the good of the country above one’s own.

WORK. Be diligent and earn an honest living. Do not engage in crime and
corruption.

RERSPECT FOR LIFE. Recognize the absolute value of human life and the
human dignity of every person. Do not inflict harm on others.

RESPECT FOR LAW AND GOVERNMENT. Obey the laws of the land and
support government programs.

TRUTH. Stand up for truth and avoid intrigue and mudslinging.

JUSTICE. Give everyone their due. Do not oppress or take advantage of

anyone.

FREEDOM. Assert your right to be able to do the right things.

LOVE. Look after the good and welfare of one another.

EQUALITY. Treat one another as brothers and sisters being children of one
God and one nation.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 25

PEACE. Live and work together in harmony. Avoid violence as a way of

setting disputes

PROMOTION OF COMMON GOOD. Put the welfare of the greater

number of people who are over one’s own. Do not be greedy and selfish.

CONCERN FOR THE ENVIRONMENT. Keep your surroundings clean and

conserve our natural resources.

ORDER. Respect the human rights of one another and comply with your
duties and responsibilities.

Good Citizenship and Good Governance for National Transformation

 How do we become good citizens?

 These values define our identity as people.
 We become good citizens by living according to these values.
 We become good citizens by being good Filipinos.

 All Filipinos must be good citizens

 All Filipinos are citizens of our republic.
 All Filipinos must live according to these values, whether rich or
poor, young or old, Catholic, Muslim or Protestant.
 We must live accordingly to these values in all our actions, at all
times, in all circumstances.
 Living according to these values is not going to be easy.
 However, living according to these values will bring good fruit.
 Good Citizenship Contributes to nation-building.
 The good fruit of good citizenship actions will not only benefit us
personally but will benefit our country as well.
 The good fruit of good citizenship is what contributes to nation-
building.
 Good Citizenship engender love of country.
 Good Citizenship, no matter how small, contributes to nation-
building.
 Through good citizenship:
- Even the poor can contribute to nation-building.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 26

- Even children can contribute to nation-building.

 Through good citizenship, we show our love for our country.
 Through good citizenship, we develop our sense of nationhood,
which has therefore eluded us, as a people.
 Good Citizenship engenders unity.
 Our core Filipino values are our shared values.
 A sense of shared values can be a strong force to unite us, as a
people, despite our differences.
 Citizenship based on shared values can be a basis for unity.

Exercise 2.6

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

The Basic Values of the Filipinos (Good Citizenship Cluster)

Create a short poem for each of the good citizenship clusters reflecting the
values that fall thereto. In like manner, a poem to summarize the good citizenship
values cluster shall be crafted.

1. Pagkamaka-Diyos

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 27

2. Pagkamaka-Tao

3. Pagkamaka-Bayan

4. Pagkamaka-Kalikasan

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 28

5. The Four Good Citizenship Values Cluster.

Exercise 2.7

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

The Basic Values of the Filipinos (Good Citizenship Cluster)

Below is a self-assessment test of the good citizenship values. Determine to what

extent you possess these 16 Filipino values.

Directions: Tick (√) before the item should your answer is “yes” to the question.

1. Concern for the Environment

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 29

Do I conserve water?
Do I keep my surroundings clean?
Do I segregate my garbage?
Am I littering?
Do I throw garbage in canals and waterways that causes floods?
Do I plant trees?

2. Promotion of the Common Good

Do I consider the welfare of others in what I do-that I will harm no one
or disturb the peace nor deface my surroundings?
Do I help the less fortunate?
Do I go out of my way and engage in activities that will benefit others, e.g.
give food and clothing to disaster victims, etc.?
Do I engage in activities that harm others, e.g. helping out criminal
syndicates in my neighborhood pushing drugs and promoting illegal gambling?

3. Patriotism
Do I consider what is good to my country in my actions, e.g. when I
commit acts of vandalism like writing graffiti on walls, breaking street lights, etc.?
Do I patronize our native products?
Do I say or do anything that will give a bad image to my country?

4. Respect for Law and Government

Do I follow traffic rules relative to no parking, pedestrian lanes, traffic
lights, etc.?
Do I join violent street demonstrations that seek to bring down the
government?
Do I report law breakers like those engage in illegal gambling, drug
pushing, etc. especially within school premises?
Do I condone corruption by emulating persons who have enriched
themselves through corruption?

5. Equality
Do I give preferential treatment to the rich and powerful?

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 30

Do I treat everyone with respect regardless of status or position?

Do I take advantage of anyone because they are poor, ignorant or powerless?

6. Unity
Do I work with and cooperate with others?
Do I foment intrigue, dissension, distrust?
Do I help others?
Am I a team player in the family, at school and in the community?

7. Justice
Do I give everyone their due even if difficult?
Am I fair in all my dealings, especially to the poor and powerless?
Do I try to take advantage of others?
Do I try to get more than what I deserve or what is rightfully mine?

8. Truth
Am I a truthful individual?
Did I hurt somebody during the time that I’m not truthful?
Did I do something to correct my fault?
Do I value the essence of truth in my life, family, work and country?
Do I commit myself to the truth in my own dealings and defend
righteousness as a virtue?

9. Peace
Do I resolve conflict in a peaceful way?
Do I maintain a harmonious relationship with others. . . at home. . . at
work. . .in the community?
Do I help iron out misunderstandings among friends and family members?

10. Freedom
Do I respect the freedom of others?
Do I impose my will on others?
Do I use my freedom for good?

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 31

Do I exercise my freedom responsibility so that I do no harm to anyone?

Do I use coercion or intimidation to make others do what I want them to do
or be what I want them to be?

11. Love
Do I make sacrifices for the good of those I love?
Am I kind and compassionate to others?
Do I help the poor?
Do I forgive offenses against me or do I exact revenge?

12. Concern for the Family and Future Generations

Do I help household chores?
Do I have a loving relationship with all the members of my family?
Am I kind and considerate with the members of my family?
Do I have a good example to all the younger members of my family?
Am I considerate of the needs and welfare of the next generation?

13. Work
Do I go to school on time?
Do I do my homework and participate in school activities?
Do I do my best in everything I do?
Do I volunteer to help others, especially the old, the sick and small
children?

14. Order
Do I follow rules and regulations – at home, in school and in the
community?
Do I maintain cleanliness and orderliness at home and in my school?
Am I trustworthy in handling money and property that belong to others?

15. Respect for Life

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 32

Do I take care of my health?

Do I engage in unhealthy activities like drinking, taking drugs, etc.?

Am I considerate of the health of others?
Do I engage in violent fights and hurt others physically?

16. Faith in Almighty

Do I follow God’s will and commandments?
Do I turn to God in difficult times?
Do I pray?

Exercise 2.8

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

The Basic Values of the Filipinos (Good Citizenship Clusters)

These reflection exercises have been designed to help you grow in awareness of
the basic values embodied in the Philippine Constitution and to “live and share” them
in your daily life.

1. Look at the listing of the basic values in Column A below (the 4M and 16
BVs).For each basic value, list one or two words that you associate most closely with
the value. For example, for the basic value of love, you may wish to write compassion,
kindness. Use Column B for your responses.

2. Having reflected on each of these values, and having stated them in terms
you associate with each one, reflect on which three of the 16 basic values you consider
yourself as having and upholding most consistently in your daily life. Put a Check (√)
mark across these three values in the space provided in Column C. Reflect on which
three you least consider as being part of you. Put an (x) mark on these three values on
the space provided also in Column C.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 33

3. Think of five (5) negative features/situations/happenings/developments in

the Philippine society which you are most unhappy about. For example, kidnappings.
Place each of these in the space provided for in Column D across the basic value which
you consider as being most directly violated by these features/happenings. In this
example kidnappings is a violation of the basic value of respect of life.

A B C D
Basic Values of Words I Associate Three most mine Situation in the Philippines
Good Citizenship with these Basic (check) Society which Manifests
Contradiction of this Basic
Values Three least mine (X)
Value of Good Citizenship
Maka-Diyos
1. Faith in Almighty
God
2. Respect for Life
3. Order
4. Work
5. Concern for the
Family and Future
Generations
A B C D
Basic Values of Words I Associate Three most mine Situation in the Philippines
Good Citizenship with these Basic (check) Society which Manifests
Contradiction of this Basic
Values Three least mine (X)
Value of Good Citizenship
Maka-Tao
6. Love
7. Freedom
8. Peace
9. Truth
10. Justice
Maka-Bayan
11. Unity
12. Equality
13. Respect for Law
and Government
14. Patriotism
15. Promotion of the
common Good
Maka-Kalikasan

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 34

16. Concern for the

Environment

4. Think of a decision you made in the past week, any decision. For example: decided
to clean my desk and sort my files. Place this in the box below. Reflect on which of the
basic values of order.

Values Decision
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________
___________________________
____________________________

5. Look again at the (X) marks which you placed in Column C earlier. Think of which
one of these three basic values you would like to uphold more consciously henceforth.
Write down this basic value in the box below. Write also as a resolution, a specific
action which you will do in this regard.

Beginning now, I will more consciously live the basic value of ____________
will.

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________

UNIT TEST

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

The Basic Values of the Filipinos (Good Citizenship

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 35

I. Encircle the letter that corresponds to the citizenship values in each item.
1. Concern for the Environment
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-kalikasan d. Pagkamaka-Tao
2. Love
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan d. Pagkamaka-Tao
3. Faith in the Almighty
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan d. Pagkamaka-Tao
4. Respect for Life
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao
5. Order
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao
6. Freedom
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao
7. Unity
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao 8.
Equality
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao
9. Respect for the Law and Government
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao
10. Patriotism
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao
11. Concern for the Family and Future Generations
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao
12. Justice
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao
13. Truth
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao

14. Promotion of the Common Good

a. Pagkamaka-Diyos c. Pagkamaka-Bayan

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 36

b. Pagkamaka-Kalikasan e. Pagkamaka-Tao
15. Peace
a. Pagkamaka-Diyos c. Pagkamaka-Bayan
b. Pagkamaka-Kalikasan e. Pagkamaka-Tao

II. Using the legend below, supply on the space provided the good citizenship values
cluster that is described in each item.

Legend:
MD Maka-Diyos MT Maka-Tao
MK Maka-Kalikasan MB Maka-Bayan

_____1. Has a sense of oneness with everyone; to live in peace and harmony with
others; shares what he has.

_____2. Loves his country; is proud of his country; is ready to come to its defense, if
such should ever be necessary.

_____3. Believes that God is Almighty and can do all things; knows and acknowledges
his dependence on God.

_____4. Knows that work is an essential part of human being; that work is a duty;
seeks to use his talents and resources to build, to contribute to the betterment of his
own life, that of others and of society as well.

_____5. Is grateful for his life; cherishes his life and that of others; he does his best
to nurture and protect life and will not do anything that would unnecessarily endanger
life.

_____6. Knows and obeys the law pertinent to his life and work; encourages others
to obey the law; respect authority and obeys government.

_____7. Is honest in all ways s=and at all times; has integrity; knows his place; seeks
to always communicate accurately, clearly and effectively.

_____8. Gives each person his due; knows and respect his rights and the rights of
others; deals fairly with everyone.

_____9. Cherishes his freedom and is careful to preserve it; uses his freedom in his
daily life and his work with utmost responsibility.

____10. Cares for others; is willing to make sacrifice for the good of another; is
patient, kind, understanding and forgiving.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 37

____11. Respect the basic equality of human beings and their having the same dignity
as himself; does not use his position to exploit others.

____12. Has serenity based on order; has a sense of harmony with others, has no on-
going conflict with anyone; not hostile to anyone.

_____13. Loves his family and does the best for them; recognizes the family as the
foundation of the nation and seeks to strengthen it and actively promote its
development.

____14. Considers himself as steward of the created things he has control over or can
influence in some way; strives to keep the environment healthful, neat and pollution
free.

____15. It organized in his thoughts, words, deeds, in his relationships, and in the use
of re
Leadership and Youth

Leadership is the highest potent quality of an individual to be greatly

successful in life. It is the key dynamic factor that can encourage one to actively
participate in many ventures that lead to the attainment of goals. It is also the
key force for developing teamwork to ensure completion of common goals or
purpose.

It is this premise that youth, in their role as a nation builders, must

develop leadership potentials such as knowledge, skills and positive attitude to
ensure efficiency and effectiveness in meeting their goals and develop the spirit
and ethics of service for the good of others. Hence, the need for training the
youth to be servant leaders is very essential.

Leadership Defined

Leadership is process of giving control, guidance, headship, direction and

governance to a group or organization. It is a key dynamic factor that motivates
and coordinates organizations to accomplish their objectives. Without being
inspired by a leader, the whole organization or a department might drift along
with no definite focus on key objectives such as trying to improve the worker’s
safety.

Leadership is the art of influencing and directing others to do assigned

tasks or goals, in such a way as to attain them. There is obedience, respect,
loyalty and cooperation. Leadership can be exercised by anyone irrespective of

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 38

the framework of command. Also, it is the process of guiding and directing the
behavior of the people in the work environment.

 Leadership is the ability to inspire, to build confidence and gain

support among the people to attain organizational goals.

 Leader is a Guide is one who assumes the role of a director,

organizer, mentor, guru or adviser.

 Leader is a Frontrunner is one who can spearhead, shading light,

a trailblazer, and groundbreaker.

 Leader is Head is one who can be called a chief, manager, superior,

principal, boss and superior.

Servant Leadership is a kind of servanthood and done as a sense of

vacation. It also implies stewardship of good citizenship and community. It is
means of serving others more than oneself.

April et al. (2000) support the notion of servant leadership in complex

organizations, where a major of the leader is to synthesize and develop a sense
of community in the organization, with shared power and decision-making and
group-oriented approaches. Servant leadership has a long pedigree of religion
and involves a sense of servanthood, with leadership as a state of being (a sense
of vocation). It also implies stewardship (a recognition of shared ownership and
interdependence rather than personal ownership of the organization), one
consequence of which is a sense of citizenship and community. The servant
leader facilitates the surfacing of other ideas and networks, and helps to create
their future.

Principles of Servant Leadership

According to Spears (2002), the following are the principles underpinning

servant leadership:

1. Listening. The servant leader seeks to identify the will of the group and helps
clarify that will. He or she will seek to listen receptively to what is being said.

2. Empathy. The servant leader strives to understand and empathize with

others. People need to be accepted and recognized for their special unique
spirits.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 39

3. Healing. One of the greatest strength of a servant leader is the potential of

healing one’s self and others because many people have broken spirits and
have suffered from a variety of emotional hurts.

4. Awareness. It aids one in understanding issues involving ethics and values

and view most situations from a more integrated and holistic position.

5. Persuasion. Another characteristic of a servant leader is the primary reliance

on persuasion rather than positional authority in making decisions within an
organization.

6. Conceptualization. Servant leaders seek to nurture their abilities to “dream

great dreams.” The ability to look at problems from a conceptualized
perspective means that one must think beyond today’s realities.

7. Foresight. This enables the servant leader to understand the lesson from the
past realities to the present and the likely consequence of a decision for the
future.

8. Building Community. Servant Leadership suggests that the true

community can be created among those who work in business and other
institutions.

Qualities of Servant Leaders

The following are the qualities of a servant leader.

1. Puts others ahead of his own agenda. The first mark of servanthood is
the ability to put others ahead of yourself and your personal desires.

2. Possesses the confidence to serve. The real heart of servanthood is

security. Show me someone who thinks he is important to serve and I’ll show
you someone who is basically insecure. How we treat others is really a
reflection of how we think of ourselves. Philosopher-poet Eric Hoffler
captured that thought.

The remarkable thing is that we really love our neighbor as

ourselves, we do unto others as we do unto ourselves. We hate others
when we tolerate ourselves. We forgive others when we forgive
ourselves. It is not love of self but hatred of self which is at the root of
the troubles that afflict our world.

The law of Empowerment says that only secure leaders give

power to others. It is also true that only secure leaders exhibit
servanthood.

3. Initiates service to others. It is a way of serving without being compelled.

It manifests one’s concern to do things for others especially during crisis.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 40

You can really see the heart of someone who initiates service to others. Great
leaders see the need, seize the opportunity and serve without expecting
anything in return.

4. Is not position-conscious. Servant leaders don’t focus on rank or

position. When Colonel Norman Schwarzkopf stepped into that minefield,
rank was the last thing on his mind. He was one person trying to help
another. If anything, being the leader gave him a greater sense of obligation
to serve.

5. Serves out of love. Servanthood is not motivated by manipulation of self-

promotion. It is fueled with love (willingness to serve). In the end, the extent
of your influence depends on the depth of your concern for others. That is
why it is important for leaders to be willing to serve.

To internalize deeper meaning of servant leadership one must apply the

following process;

1. Reflecting on It. As a leader, one must reflect about himself to determine

who he is as a person and identify his inner leadership intention.

“Where is your heart when it comes to serving others? Do you desire to

become a leader for the perks and benefits? Or are you motivated by
manipulation of self-promotion?”

If you really want to become the kind of leader that people want to follow,
you will have to settle the issue of servanthood. If your attitude is to be served
rather than to serve, you may be healed for trouble. If this is an issue in your
life, then heed this advice.

a. Stop lording people, and start listening to them.

b. Role play for advancement, and what start risking your own interests for
other’s benefit.

c. Stop seeking your own way, and start serving others.

d. It is true that one who would be great must be like the least and servant of
all . . .

2. Bringing at Home. To improve your skill of servanthood, you must do the

following:

a. Perform small acts. When was the last time you performed acts of
kindness to others? Start with those closest to you: your parents, brothers
and sisters and friends. Rind ways today to do small things that show
others you care.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 41

b. Learn to walk slowly the crowd. One of the greatest lessons I learned
as young leader came from my father. I call it walking slowly through the
crowd. The next leagues, or employees, make it your goal to connect with
others by circulating among them and talking to people. Focus on each
person you meet. Learn his name. If you know it already, make your
agenda getting to know each person’s needs wants and desires. Then later
when you go home, make a note to yourself to do something beneficial for
half a dozen of those people (anecdote of a leader, anonymous).

c. Move into action. If an attitude of servanthood is conspicuously absent

from your life, the best way to acquire is to start serving. Begin serving
with your body and your heart will catch up. Sign up to serve others for
six months at your Church, a community agency of a volunteer
organization. If your heart changes then it works.

3. Daily Take–Away. Albert Schweitzer wisely stated, “I don’t know what

your destiny will be, but one thing I know. The ones among you who will be
really happy are those who have sought and found how to serve.” If you want
to lead on the highest level, be willing to serve on the lowest.

In the truest sense, servanthood is the gift of doing good for others
which someone include the exclusion of meeting personal needs. Servants
look for a way to do for others both within and beyond the congregation and
community. Servants do not choose to serve but serve from a sense of
identity and call. Gifted servants never feel put upon or taken advantage of,
but see each opportunity to do for others as a way to be true to self and in
service to others. As leaders, the need to reflect on it, bring it home and take
it away daily is a great passion for going along with one’s inner intention for
the good of others.

Seven Habits of Highly Effective People

(by Steven Covey)
Covey presents an approach to being effective in attaining goals by
aligning oneself with the principles of a character ethic that he presents as
universal and timeless.

I. Independence or Self-Mastery. The first three habits surround

moving from dependence to independence (i.e. self mastery):

Habit 1. Be Proactive. Take the initiative in life by realizing that

your decisions (and how they align with life’s principles) are primarily
determining factor for effectiveness in your life. Take responsibility
for your choices and the subsequent consequences that follow.

Habit 2. Begin with the End in Mind. Self-discover and clarify

your deeply important character values and life goals. Envision the

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 42

ideal characteristics for each of your various roles and relationships in

life.

Habit 3. Put First Thing First. Plan, prioritize, and execute your
week’s tasks based on importance rather than urgency. Evaluating if
your efforts exemplify your desired character values, propel you
towards goals, and enrich the roles and relationships that were
elaborated in habit 2.

II. Interdependence. The next three have to do with interdependence

(i.e. working with others:

Habit 4: Think Win-Win. Genuinely strive for mutual

beneficial solutions or agreements in your relationships. Valuing
and respecting people by understanding a “win” for all is
ultimately a better long term resolution than if only one person in
the situation had gotten his way.

Habit 5: Seek First to Understand, Then to be

Understood. Use empathetic listening to be genuinely
influenced by a person, which compels them to reciprocate the
listening and take an open mind to being influenced by you. This
create an atmosphere of caring, respect, and positive problem
solving.

Habit 6: Synergize. Combine the strengths of people through

positive teamwork, so as to achieve goals no one person could
have done alone. Get the best performance out of a group of
people through encouraging meaningful contributions, and
modeling inspirational and supportive leadership.

III. Self Renewal. The last habit relates to self-rejuvenation:

Habit 7: Sharpen the Saw. Balance and renew your resources,

energy and health to create a sustainable, long-term, effective
lifestyle.

Beatitudes for Leaders

George Kuitholil

Blessed is the leader who knows where he is going,

why he is going and how to go there.
Blessed is the leader who knows discouragement, who presents no
alibi.
Blessed is the leader whom leads for the good of the most concerned,
and not for the personal gratification of his own ideas.
Blessed is the leader who develops leader while leading.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 43

Blessed is the leader who has his head in the clouds

but his feet on the ground.
Blessed is the leader who considers criticism and opposition
as a call to improvement and challenge to prove his worth.
Blessed is the leader who considers leadership
an opportunity for service
Blessed is the leader who, in spite of being honest and sincere,
experiences hardship, misunderstanding and personal loss.
In the long run, he will find that the trouble he takes is small
compared to the sense of personal fulfillment
and achievement for the good of all.

Exercise 2.10

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

Principles of Servant Leadership

Leadership Motivation. Indicate the extent to which you agree with each of
the following statements, using the following scale: 1 = strongly disagree;
2=disagree; 3= neither agree nor disagree; 4=agree; 5= strongly agree.

____ 1. I am energized when people count on me for ideas.

____ 2. As a practice , I ask people provocative questions when we are working on

projects together.

____ 3. I take diligent in complementing people that I work with when progress is
made.

____ 4. I find it easy to be the cheerleader for others, when times are good and when
times are bad.

____ 5. Team accomplishment is more important to me than my own personal

accomplishments.

____ 6. People often take my ideas and run with them.

____ 7. When involved in group projects, building team cohesiveness is important to

me.

____ 8. When involved in group projects, coaching others is an activity that I gravitate
toward.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 44

____ 9. I find pleasure in recognizing and celebrating the accomplishments of others.

____10. When involved in group projects, my team members’ problems are my

problems.

____11. Resolving interpersonal conflict is an activity that I enjoy.

____12. When involved in group projects, I frequently find myself to be an “idea

generator.”

____13. When involved in group projects, I am inclined to let my ideas be known.

____14. I find pleasure in being a convincing person.

Scoring and interpretation. Sum your response to the 14 questions.

Your score should fall between a low of 14 and a high of 70. A tentative
interpretation of your scoring is as follows:

63 – 70 High motivation for leadership

50 – 62 Moderate motivation for leadership
35 – 49 Uncertain about your motivation for leadership
Less than 35 Low motivation for leadership

My leadership motivation (readiness) score is _____________

Source: The set of questions was constructed for this self-assessment for illustrative purpose only. Nor a prior validation work
has been conducted that enables us to address the construct validity of this assessment. This self-assessment was patterned
after that of A.J. DuBrin in Leadership: Research, Findings, Practice and skills (2nd edition) (Boston; Houghton Mifflin,
Co.,1998), pp. 10-11.

Exercise 2.11

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

Principles of Servant Leadership

Self-Assessment

Transformational and Charismatic Leadership. Think about a

situation in which you either assumed or were given a leadership role. Think
about your own behaviors within this context. To what extent does each of the
following statements characterize your leadership orientation?
Very Moderate Very
Little Amount Much

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 45

1. Have a clear understanding of where we are going. 1 2 3 4 5 6 7

2. Paint an interesting picture of the future for my group. 1 2 3 4 5 6 7
3. Am always seeking new opportunities for the 1 2 3 4 5 6 7
organization/group.
4. Inspire others with my plans for the future. 1 2 3 4 5 6 7
5. Am able to get others to be committed to my dreams. 1 2 3 4 5 6 7
6. Lead by “doing,” rather than simply by “telling..” 1 2 3 4 5 6 7
7. Provide a good model for others to follow. 1 2 3 4 5 6 7
8. Lead by example. 1 2 3 4 5 6 7
9. Foster collaboration among group members. 1 2 3 4 5 6 7
10. Encourage employees to be “team players.” 1 2 3 4 5 6 7
11. Get the group to work together for the same goal. 1 2 3 4 5 6 7
12. Develop a team attitude And spirit among employees. 1 2 3 4 5 6 7
13. Show that I expect a lot from others. 1 2 3 4 5 6 7
14. Insist on only the best performance. 1 2 3 4 5 6 7
15. Will not settle for second best. 1 2 3 4 5 6 7
16. Act without considering the feelings of others. 1 2 3 4 5 6 7
17. Show respect for the personal feelings of others. 1 2 3 4 5 6 7
18. Behave in a manner thoughtful of the personal needs of 1 2 3 4 5 6 7
others.
19. Treat others without considering their personal feelings 1 2 3 4 5 6 7
20. Challenge others to think about old problems in new ways. 1 2 3 4 5 6 7
21. Ask questions that prompt others to think. 1 2 3 4 5 6 7
22. Stimulate others to rethink the way they do things. 1 2 3 4 5 6 7
Have ideas that challenge others to reexamine some of their
23. 1 2 3 4 5 6 7
basic assumptions about work.
24. Always give positive feedback when others perform well. 1 2 3 4 5 6 7
25. Give special recognition when others’ work is very good. 1 2 3 4 5 6 7
26. Commend others when they do a better-than-average job. 1 2 3 4 5 6 7
27. Personally compliment others when they do outstanding 1 2 3 4 5 6 7
work.
28. Frequently do not acknowledge the good performance of 1 2 3 4 5 6 7
others.

Scoring: Subtract your response to questions 16, 19 and 28 from 8. There are
seven dimension scores to be computed. Articulate vision – Sum your responses to
questions 1 through 5 and divide by 5. Provide appropriate model – Sum your
responses to questions 6 through 8 and divide by 3. Foster acceptance of goals –
Sum your responses to questions 9 through 12 and divide by 4. High performance
expectations – Sum your responses to questions 13 through 15 and divide by 3.
Individual support – Sum your responses to question 16 through 19 and divide by
4. Intellectual stimulation – Sum your responses to questions 20 through 23 and
divide by 4. Transactional leader behavior – Sum your responses to questions 24
through 28 and divide by 5.

My scores are:

Articulate vision: _____ Role model: _____

Foster goal acceptance: _____ Performance

expectations:____

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 46

Individual support: _____ Intellectual stimulation:

_____

Transactional leader behavior: _____

Interpretation: Six basic dimensions of the transformational leader are profiled

by this self-assessment: articulate vision, provide appropriate model, foster
acceptance of goals, high-performance expectations, individual support, and
intellectual stimulation. A high score (5.5 and greater) reflects a relatively high
behavioral orientation to engage in each of these behaviors. The sevenths
leadership dimension profiled here reflects your tendency to engage in behavior
characteristics of the transactional leader. It also reflects a relatively strong
behavioral orientation to give something to your followers in exchange for their
giving something to as a leader you want (expect).

Source: O.M. Podsakoff, R.H. Moorman, and R. Fetter, “Transformational Leader Behaviors and Their Effects on
Followers’ Trust in Leader, Satisfaction and Organizational Citizenship Behaviors,” Leadership Quarterly 1, No. 2
(1990), pp. 107-42.

Exercise 2.11

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

Principles of Servant Leadership

The “Where Am I” tree exercise serves as a guide in determining one’s level as

a leader. To choose one desired position will mean how he/she works in order to
become very effective in the implementation of a certain duty. Your location in the
tree may help you realize that your potentials may be enhanced or improved.

As a servant leader, select and color one number that best describe your
position. Explain in one or two sentences why you choose such. Discuss your
answer.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 47

UNIT TEST

Name:_______________________________________
Course________
Date:______________________________________
Rating__________

Nationalism and Patriotism

I. Identification. Identify what is being asked in the statement. Write your

answer on the space provided before the number.

________ 1. The primary symbol of the Philippines

______ 2. The Philippine National Anthem
______ 3. Composer of the Philippine National Anthem
______ 4. Law which provides for the basis of the national flag and heraldic
code
______ 5. The attitude that members of a nation have which includes thr
concept of national identity such as common origin, ethnicity and
cultural ties
______ 6. The term that refers to the love and/or devotion to one’s country

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 48

______ 7. The date of the celebration of the national flag day

______ 8. The language in which the pledge must be recited
______ 9. It is what is indicated when the Philippine flag’s red field is
displayed on top or on the observer’s left when the flag is
displayed vertically, with the white equilateral triangle at the top
end
_____ 10. The Philippine flag flown at half-mast signifies what?

II. Enumeration: Enumerate the following:

A. Provinces that are represented by the eight rays of the sun in the National
Flag.
1._________________________
5.___________________________
2. _________________________ 6.
__________________________
3. _________________________ 7.
___________________________
4. _________________________ 8.
__________________________
B. They were the ones who had sewn the National Flag in Hong Kong
9._____________________
10._____________________
11. _____________________
C. The dates when the national flag is being raised by private buildings
12._____________________ 14. _______________________
13. _____________________ 15. _______________________
III. Fill-in-the-Blanks. Supply on the space provided the word or phrase that is
missing in the following.
A. The Philippine National Anthem

1. ____________________________
Tittle
Bayang magiliw

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 49

2. ____________________________
Alab ng puso
Sa dibdib mo’y buhay
3. ____________________________
Duyan ka ng magiting
4. ____________________________
Sa dagat at bundok
5.____________________________
May dilag ang tula
6. ___________________________
Ang kislap ng Watawat mo’y
7.___________________________
Ang bituin at araw niya
8. __________________________
9. __________________________
Buhay ay langit sa piling mo
10. _________________________
Ang mamatay ng dahil sa iyo
B. The Pledge of Allegiance to the Philippine Flag

Ako ay Pilipino
Buong katapatang nanunumpa
11. _________________________
At sa bansang kanyang sinasagisag
12._________________________
Na pinakikilos ng sambayanang
13. _________________________
Maka-tao
14._________________________
15. _________________________

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 50

References

Be Smart… Start and manage your own Business. By Mario Sanchez. 2000

Doria, J.P., Gonzales, M.C., Sedilla, L., Cagulang, J., “Physical Education &
Health Learner’s Material” Vibal Group, Inc

Entrepreneurship Evolution in the First Century: Key to Economic Growth, by

DTI Undersecretary Vincent S., Forex

First Aid and Emergency Care Prevention and Protection of Injuries, 2nd Edition
by James E. Aaron., Frank Bridges, Dale O. Rirzel,

and Larry B. Lindauer. Copyright 1979. Mcmillan Publishing Co, Inc.

How to start your Business. The Development Academy of the Philippines By

Jimeno Damaso.

Implementing Rules and Regulations (IRR) of the National Service Training

Programs (NSTP)

Padilla, Reynaldo, A., Civic Welfare Service. Rex Printing Co., Inc., 1999

Pamphlets from the Dangerous Drug Board. Rep Of the Philippines.

Philippine Panorama, Manila Bulletin, 21 October, 2001

Physical Education, Health and Music Textbook, Rex Printing Co., Inc. 1997

Republic Act No. 9163 otherwise known as the National Service Training
Program (NSTP) Act of 2001.

Safety Procedures in Case of Fire. Bureau of fire protection. 2000

Senora, Liduvica R., Global Community Education; A Philippine Model. Teachers

Handbook. National Research and Development Centre for

Teachers Education. MECS, 1981.

Textbook of the Philippine Constitution by De Leon, Hector, S. 1999 Ed .

The comprehensive Dangerous Drug Act 2002 (RA 9165)

Tradio, Cirilo M., Fundamentals of Criminology. 1983

Universal Declaration of Human Rights. Adopted and Proclaimed by General

Assembly Resolution 217 A (III) of 10 December, 1948

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 51

Congratulations for completing this module!

Privacy Notice for Module

For this Module, we collect your name, program, year and section, contact number,
email address, Facebook and messenger account when you submit your printed
module for purposes of coordination and communication.

All personal information collected will be stored in a secure location and only
authorized staff will have access to them.

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 52

Student’s Information

Name:
Program:
Year and Section:
Contact No.:
E-mail address:
Facebook Account:
Messenger Account:

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

 53

Vision 2020
WPU: the leading knowledge center for sustainable
development of West Philippines and beyond.

Mission
WPU commits to develop quality human resource and green
technologies for a dynamic economy and sustainable
development through relevant instruction,
research and extension services.

Core Values (3CT)

Culture of Excellence
Commitment
Creativity
Teamwork

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)