“The Art of Nurturing Followership: A Qualitative Description of Senior High School Students in Navigating the Complexities of Following”

The lack of followership among Senior High School (SHS) students is still a concern, as educational institutions focus on leadership while frequently overlooking key followership attributes, including accountability, collaboration, participation, and commitment. This study addressed the persistent concern regarding the limited understanding of followership among Senior High School (SHS) students, particularly as educational institutions often emphasize leadership while overlooking the role of followership in fostering accountability, collaboration, participation, and engagement. The study aimed to explore and describe SHS students’ experiences, perceptions, and demonstrations of followership in academic and organizational contexts using Kelley’s (1992) Model of Followership as a theoretical lens. Employing a qualitative-descriptive research design, data were gathered through focus group discussions involving 25 purposively selected SHS students from a remote-area school in Davao City, representing the five followership styles identified by Kelley: exemplary, conformist, passive, alienated, and pragmatist; the data were analyzed using Braun and Clarke’s (2006) thematic analysis framework. Findings revealed the presence of all five followership styles and highlighted distinct experiences related to engagement, critical thinking, self-doubt, conformity pressures, perceived powerlessness, and reflective decision-making. The study further extended Kelley’s framework by identifying emotional labor as a significant dimension across all followership styles and by demonstrating the influence of Filipino cultural values such as pakikisama, respeto, and bayanihan on students’ followership behaviors. Future research should examine the developmental nature of followership through longitudinal and cross-cultural studies and develop interventions that strengthen positive followership, emotional resilience, and student engagement in educational settings

Nurturing followership style, descriptive study, senior high school students, complexities of following

1. Aejaz, H., Chughtai, H. A., Khan, A., & Mushtaq, N. (2025). Quiet compromises: Mediating effects of self-silencing and social approval in mindful relationships. Social Sciences Spectrum, 4(3), 60–80. https://doi.org/10.71085/sss.04.03.318 [Google Scholar] [Crossref]

2. Ahn, M. Y., & Davis, H. H. (2020). Four domains of students’ sense of belonging to university. Studies in Higher Education, 45(3), 622–634. https://doi.org/10.1080/03075079.2018.1564902 [Google Scholar] [Crossref]

3. Al-Hawamdeh, A. M. M., Alhawamdeh, S. M., Al-Hawamdeh, R. F., Al-Omari, N. M. A., Al-Natour, M. M., AlYousef, H. M. K., & Al Jaraedah, A. R. M. (2025). Navigating conflict and dialogue: A conceptual exploration of power, politeness, and pragmatics in student-professor disagreements. Journal of Pragmatics and Discourse Studies, 4(1), 12–25. https://doi.org/10.32996/jpds [Google Scholar] [Crossref]

4. Alves, F., Figueiredo, D. V., & Vagos, P. (2022). The Prevalence of Adolescent Social Fears and Social Anxiety Disorder in School Contexts. International Journal of Environmental Research and Public Health, 19(19), 12458. https://doi.org/10.3390/ijerph191912458 [Google Scholar] [Crossref]

5. Apata, S. B., & Setlhodi, I. I. (2026). Followership for education and development: rethinking student leadership and teacher influence in the 21st century. EUREKA: Social and Humanities, (2), 54-66. https://doi.org/10.21303/2504-5571.2026.004202 [Google Scholar] [Crossref]

6. Awan, K. S. ., Gillani, S. A. ., Awan, S. ., & Ain, N. ul . (2024). Exploring the Impact of Self-Silencing on Family Functioning and Emotional Expression among Adults. Research Journal for Social Affairs, 2(4), 57 67. https://doi.org/10.71317/RJSA.002.04.0024 [Google Scholar] [Crossref]

7. Baldassarri, D., & Abascal, M. (2020). Diversity and prosocial behavior. Science, 369(6508), 1183-1187. [Google Scholar] [Crossref]

8. Bayron, A. (2023). Challenging Issues in Rural Secondary Education. Sprin Journal of Arts, Humanities and Social Sciences, 2(03), 51–61. https://doi.org/10.55559/sjahss.v2i03.95 [Google Scholar] [Crossref]

9. Benge, M. (2023). Competency needs assessment of 4-H youth development professionals. Journal of Extension, 61(2), Article 9. https://doi.org/10.34068/joe.61.02.09 [Google Scholar] [Crossref]

10. Benvenuti, M., Cangelosi, A., Weinberger, A., Mazzoni, E., Benassi, M., Barbaresi, M., & Orsoni, M. (2023). Artificial intelligence and human behavioral development: A perspective on new skills and competences acquisition for the educational context. Computers in Human Behavior, 148, 107903. [Google Scholar] [Crossref]

11. Blom, M., & Lundgren, M. (2020). The (in)voluntary follower. Leadership, 16(2), 163–179. https://doi.org/10.1177/1742715019866023 [Google Scholar] [Crossref]

12. Bocalan, B. C. G., Fermin, A. G. D., Gregorio, B. E., Urmeneta, J. A. O., & Lazaro, B. L. G. (2025). Learning under financial pressure: The impact of financial stress on senior high school academic performance. International Journal of Advanced Multidisciplinary Research and Studies, 5(2), 2102–2105. https://doi.org/10.62225/2583049X.2025.5.2.4137 [Google Scholar] [Crossref]

13. Bodenheimer, G., & Shuster, S. M. (2020). Emotional labour, teaching and burnout: Investigating complex relationships. Educational Research, 62(1), 63–76. https://doi.org/10.1080/00131881.2019.1705868 [Google Scholar] [Crossref]

14. Boyle, F. M., Allen, J., Rey-Conde, T., & North, J. B. (2020). Learning from regret. British Journal of Surgery, 107(4), 422–431. https://doi.org/10.1002/bjs.11452 [Google Scholar] [Crossref]

15. Braun, G., Kretschmer, M., Bokinge, M., Singer-Coudoux, K., Rosén, B.-G., & Stahre, J. (2025). Evaluating a skill management platform: Towards an upskilling system for large and small companies. In Proceedings of the 24th European Conference on e-Learning (ECEL 2025) (pp. 95–104). Academic Conferences International Limited. https://doi.org/10.34190/ecel.24.1.3949 [Google Scholar] [Crossref]

16. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref]

17. Brazier, E. (2025). Mindful awareness in coaching: The key to enhancing self-regulation, self-compassion and personal growth. https://doi.org/10.53841/bpstcp.2025.20.3.38 [Google Scholar] [Crossref]

18. Bucknell, K., Kangas, M., & Crane, M. F. (2021). Adaptive self-reflection and resilience: The moderating effects of rumination on insight as a mediator. Personality and Individual Differences, 180, Article 111234. https://doi.org/10.1016/j.paid.2021.111234 [Google Scholar] [Crossref]

19. Burić, I., & Frenzel, A. C. (2021). Teacher emotional labour, instructional strategies, and students' academic engagement: A multilevel analysis. Teachers and Teaching, 27(5), 335–352. https://doi.org/10.1080/13540602.2020.1740194 [Google Scholar] [Crossref]

20. Burnette, J. L., Knouse, L. E., Vavra, D. T., O'Boyle, E., & Brooks, M. A. (2020). Growth mindsets and psychological functioning: A meta-analysis. Psychological Bulletin, 146(7), 676–701. https://doi.org/10.1037/bul0000239 [Google Scholar] [Crossref]

21. Callahan, M. E., Solomon, J. A., Cohen, T. R., Kavalieratos, D., & Arnold, R. M. (2026). It's not about winning or losing: How consultants navigate disagreement in serious illness. Journal of Pain and Symptom Management. Advance online publication. https://doi.org/10.1016/j.jpainsymman.2026.01.027 [Google Scholar] [Crossref]

22. Carsten, M. K., Uhl-Bien, M., & Huang, L. (2018). Leader perceptions and motivation as outcomes of followership role orientation and behavior. Leadership, 14(6), 731–756. https://doi.org/10.1177/1742715017720306 [Google Scholar] [Crossref]

23. Carsten, M. K., Uhl-Bien, M., West, B. J., Patera, J. L., & McGregor, R. (2021). Exploring social constructions of followership: A qualitative study. Leadership, 17(2), 145–168. DOI:10.1016/j.leaqua.2010.03.015 [Google Scholar] [Crossref]

24. Chen, Q., Su, X., Liu, S., Miao, K., & Fang, H. (2021). The relationship between moral sensitivity and professional values and ethical decision-making in nursing students. https://doi.org/10.1016/j.nedt.2021.105056 [Google Scholar] [Crossref]

25. Cheng, K. C.-L. (2024). Self-narrative, affective identification, and personal well-being. Journal of the American Philosophical Association, 10(1), 79–95. https://doi.org/10.1017/apa.2022.39 [Google Scholar] [Crossref]

26. Chien, C. L., Hsu, S. C., & Lin, T. H. (2024). Is respect for teachers beneficial or harmful to students? The predictive effects of dual dimensions of respect-for-teachers on teacher-student relationships and academic engagement in a Confucian cultural context. Social Psychology of Education, 27(6), 2343–2366. https://doi.org/10.1007/s11218-024-09905-3 [Google Scholar] [Crossref]

27. Clarke, A., Martin, M., & Martin, D. (2025). Exploring the impact of internalized negative stereotypes on Black women’s identity development, mental health, and resilience. Humanities and Social Sciences Letters, 8(4), 420–433. https://doi.org/10.53935/2641533X.v8i4.420 [Google Scholar] [Crossref]

28. Crane, M. F., Kangas, M., Karin, E., Searle, B., & Chen, D. (2020). Leveraging the experience of stressors: The role of adaptive systematic self-reflection. Anxiety, Stress, & Coping, 33(3), 231–247. https://doi.org/10.1080/10615806.2020.1732359 [Google Scholar] [Crossref]

29. Darlingtina K Esiaka, Elizabeth Luth, Different Interpretations of “Honor Your Parents”: Implications for Obligation of Parental Caregiving, The Journals of Gerontology: Series B, Volume 78, Issue 11, November 2023, Pages 1787–1795, https://doi.org/10.1093/geronb/gbad106 [Google Scholar] [Crossref]

30. Devi, K. (2025). The role of training and development in bridging skill gaps for employee career growth. European Economic Letters, 15(3), 890–904. https://doi.org/10.52783/eel.v15i3.3484 [Google Scholar] [Crossref]

31. Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. [Google Scholar] [Crossref]

32. Esiaka, D. K., & Luth, E. (2023). Different interpretations of “honor your parents”: Implications for obligation of parental caregiving. The Journals of Gerontology: Series B, 78(11), 1787–1795. https://doi.org/10.1093/geronb/gbad106 [Google Scholar] [Crossref]

33. Española, R. P., & Ouano, J. A. (2024). Understanding motivation loss and behavioral disengagement of tertiary students in flexible learning: A self-determination theory perspective. Malaysian Journal of Learning and Instruction, 21(1), 201–231. https://doi.org/10.32890/mjli2024.21.1.8 [Google Scholar] [Crossref]

34. Fadillah, S. N., Hamid, A. I. R., & Halim, A. (2025). The influence of fear of making mistakes on students’ self-confidence and engagement in English classroom presentations at MTs Muhammadiyah 1 Samarinda. Journal of English Language Learning (JELL), 9(1). https://doi.org/10.31949/jell.v9i1.13972 [Google Scholar] [Crossref]

35. Fadillah, W. N., Hakim, A. R., & Maulidia, A. S. (2025). Enhancing self-control and peer attachment: Counseling strategies for reducing juvenile delinquency in Islamic boarding school. Bimbingan dan Konseling Terapan, 9(1), 1–11. https://doi.org/10.30598/bkt.v9i1.17106 [Google Scholar] [Crossref]

36. Fatima, F., Siddiqi, F. A., & Ali, S. (2025). Association between teachers' appreciation and students' performance: An analytical cross-sectional analysis. Frontiers in Education, 9, Article 1459979. https://doi.org/10.3389/feduc.2024.1459979 [Google Scholar] [Crossref]

37. Foulk, T. A., De Pater, I. E., Schaerer, M., du Plessis, C., Lee, R., & Erez, A. (2020). It's lonely at the bottom (too): The effects of experienced powerlessness on social closeness and disengagement. Personnel Psychology, 73(2), 363–394. https://doi.org/10.1111/peps.12358 [Google Scholar] [Crossref]

38. Galvão, A. R., Marques, C. S., Mendes, T., & Azevedo, C. (2025). How does perceived university support boost students’ entrepreneurial intentions?. Journal of the Knowledge Economy, 16(3), 12698-12726. https://doi.org/10.1007/s13132-024-02441-7 [Google Scholar] [Crossref]

39. Ghanmode, N. P. (2026). A study on role of recognition and reward in enhancing employee motivation at workplace. International Journal of Scientific Research in Engineering and Management, 10(1), 1–9. https://doi.org/10.55041/IJSREM.IBFE162 [Google Scholar] [Crossref]

40. Goh, R. Z. (2025). Regret, learning, and temptation. Philosophy and Phenomenological Research, 111(3), 974-998. [Google Scholar] [Crossref]

41. Gravett, K., & Winstone, N. E. (2022). Making connections: authenticity and alienation within students’ relationships in higher education. Higher Education Research & Development, 41(2), 360–374. https://doi.org/10.1080/07294360.2020.1842335 [Google Scholar] [Crossref]

42. Green, A. L., Ferrante, S., Boaz, T. L., Kutash, K., & Wheeldon-Reece, B. (2021). Social and emotional learning during early adolescence: Effectiveness of a classroom-based SEL program for middle school students. Psychology in the Schools, 58(6), 1056–1069. https://doi.org/10.1002/pits.22487 [Google Scholar] [Crossref]

43. Hamidi, H., Hejran, A. B., Sarwari, A., & Edigeevna, S. G. (2024). The effect of outcome-based education on behavior of students. European Journal of Theoretical and Applied Sciences, 2(2), 764–773. https://doi.org/10.59324/ejtas.2024.2(2).68 [Google Scholar] [Crossref]

44. Haryudin, A., & Syihabuddin, S. (2023). Teachers' perceptions on the use of appreciation as a communication strategy in giving feedback. PROJECT (Professional Journal of English Education), 6(5), 931–937. https://doi.org/10.22460/project.v6i5.p931-937 [Google Scholar] [Crossref]

45. Hidayanti, V., Kholid, I., & Rahmawati, I. N. (2026). Student voice and English achievement among Indonesian ninth graders: An exploratory correlational study. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 11(1). https://doi.org/10.24042/tadris.v11i1.28804 [Google Scholar] [Crossref]

46. Howard, J.R. (2023). Empathic Approaches for Supporting Black Students During Remote Learning. https://doi.org/10.1177/0042085923115341 [Google Scholar] [Crossref]

47. Huang, K., Hao, X., Guo, M., Deng, J., & Li, L. (2021). A study of Chinese college students' COVID-19-related information needs and seeking behavior. Aslib Journal of Information Management, 73(6), 932–949. https://doi.org/10.1108/AJIM-10-2020-0307 [Google Scholar] [Crossref]

48. Jeung, D. Y., Kim, C., & Chang, S. J. (2018). Emotional labor and burnout: A review of the literature. Yonsei Medical Journal, 59(2), 187–193. https://doi.org/10.3349/ymj.2018.59.2.187 [Google Scholar] [Crossref]

49. Jones, C. & Nillas, L. (2022). Fostering a Respectful and Engaging Classroom Environment. https://digitalcommons.iwu.edu/jwprc/2022/edstudies/3/ [Google Scholar] [Crossref]

50. Jose, C. G., Lucy, R., Parker, A. M., Clere, J., Montecillo, L., & Cole, A. M. (2024). Pakikisama: Filipino patient perspectives on health care access and utilization. The Journal of the American Board of Family Medicine, 37(2), 242-250. [Google Scholar] [Crossref]

51. Journal of Theoretical and Applied Sciences, 2(2), 764-773.DOI: 10.59324/ejtas.2024.2(2).68 [Google Scholar] [Crossref]

52. K., K., & Praba, R. S. (2026). Role of recognition and appreciation in strengthening employee commitment: A study of automotive firms. International Journal of Creative and Open Research in Engineering and Management, 2(4), 1–9. https://doi.org/10.55041/ijcope.v2i4.083 [Google Scholar] [Crossref]

53. Kapur, R. (2021). Acknowledging the Significance of Development of Skills. The Journal of Social Sciences Studies and Research, 1(05), 01-09. [Google Scholar] [Crossref]

54. Kazanskaia, A. (2025). Confidence-building exercises in public speaking: Structured pathways to self-efficacy. Neya Journal of New Perspectives in Social Sciences, 4(1), 45–58. https://doi.org/10.64357/neya-gjnps-pb-sp-cn-tch-04 [Google Scholar] [Crossref]

55. Kelley, R. E. (1992). The power of followership: How to create leaders people want to follow, and followers who lead themselves. Doubleday. [Google Scholar] [Crossref]

56. Khoirot, M., & Setiyawati, E. (2024). Enhancing student collaboration in science education through outdoor learning transformation: Meningkatkan kolaborasi siswa dalam pendidikan sains melalui transformasi pembelajaran di luar kelas. Indonesian Journal of Innovation Studies, 25(2). https://doi.org/10.21070/ijins.v25i2.1102 [Google Scholar] [Crossref]

57. Kitchener, K. S., & King, P. M. (2021). The reflective judgment model: Twenty years of research on epistemic cognition. In J. Greene, W. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (2nd ed.). Routledge. [Google Scholar] [Crossref]

58. Komariah, N., & Nihayah, I. (2023). Improving the personality character of students through learning Islamic religious education. At-Tadzkir: Islamic Education Journal, 2(1), 65–77. https://doi.org/10.59373/attadzkir.v2i1.15 [Google Scholar] [Crossref]

59. Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). Sage Publications. [Google Scholar] [Crossref]

60. Kulik, L. (2025). Role conflict, enrichment, sense of balance, and well-being among working students who are parents. Journal of Family Social Work, 28(2), 86–107. https://doi.org/10.1080/10522158.2025.2468264 [Google Scholar] [Crossref]

61. Laughey, W.F., Brown, M.E.L. & Finn, G.M. ‘I’m sorry to hear that’—Empathy and Empathic Dissonance: the Perspectives of PA Students. Med.Sci.Educ. 30, 955–964 (2020). https://doi.org/10.1007/s40670-020-00979-0 [Google Scholar] [Crossref]

62. Lee, J., Chung, J., & Kim, B. (2024). Leaders need to be led: complementary followership in the context of community-driven development program. Asia Pacific Journal of Public Administration, 46(2), 159–183. https://doi.org/10.1080/23276665.2023.2214825 [Google Scholar] [Crossref]

63. Lerner, J. S., Li, Y., Valdesolo, P., & Kassam, K. S. (2021). Emotion and decision making. Annual Review of Psychology, 72, 799–823. https://doi.org/10.1146/annurev-psych-010419-050807 [Google Scholar] [Crossref]

64. Li, J., Jia, S., Wang, L., Zhang, M., & Chen, S. (2023). Relationships among inferiority feelings, fear of negative evaluation, and social anxiety in Chinese junior high school students. Frontiers in Psychology, 13, Article 1015477. https://doi.org/10.3389/fpsyg.2022.1015477 [Google Scholar] [Crossref]

65. Liang, P., Jiang, H., Wang, H., & Tang, J. (2024). Mindfulness and impulsive behavior: Exploring the mediating roles of self-reflection and coping effectiveness among high-level athletes in Central China. Frontiers in Psychology, 15, Article 1304901. https://doi.org/10.3389/fpsyg.2024.1304901 [Google Scholar] [Crossref]

66. Limeri, L. B., Carter, N. T., Choe, J., Harper, H. G., Martin, H. R., Benton, A., & Dolan, E. L. (2020). Growing a growth mindset: Characterizing how and why undergraduate students’ mindsets change. International Journal of STEM Education, 7(35), 1–19. https://doi.org/10.1186/s40594-020-00227-2 [Google Scholar] [Crossref]

67. Lopez-Zafra, E., Rodríguez-Espartal, N., & Ramos-Alvarez, M. M. (2020). Women’s and men’s role in culture of honor endorsement within families. European Journal of Women’s Studies, 27(1), 72-88. [Google Scholar] [Crossref]

68. Lorenzana, A. E. (2015). A semantic analysis of "pakikisama," a key Filipino cultural relationship concept: The NSM approach. IAMURE International Journal of Literature, Philosophy, and Religion, 7(1), 1–17. https://doi.org/10.7718/ijad.v7i1.663 [Google Scholar] [Crossref]

69. Lyreskog, D., Wilkinson, D., Atuire, C. A., Farrell, M., Francis, E., Harrison, M., Kingori, P., Savulescu, J., Singh, I., & Parker, M. J. (2025). The problem (and the value) of radical moral disagreement. Wellcome Open Research, 10, 495. https://doi.org/10.12688/wellcomeopenres.24721.1 [Google Scholar] [Crossref]

70. Ma, P., Zhang, L., Dong, H., & Yu, J. (2023). The relationships between teachers’ emotional labor and display rules, trait emotions, exhaustion, and classroom emotional climate. Frontiers in Psychology, 14, Article 957856. https://doi.org/10.3389/fpsyg.2023.957856 [Google Scholar] [Crossref]

71. Maia, R. C. M., Hauber, G., Choucair, T., & Crepalde, N. (2021). What kind of disagreement favors reason-giving? Analyzing online political discussions across the broader public sphere. Political Studies, 69(1), 108–128. https://doi.org/10.1177/0032321719894708 [Google Scholar] [Crossref]

72. Manchev, L., Hailu, G. G., Brain, M. M. C., Ratt, P., & Chertenko, T. (2026). Clinical skills development and competency assessment needs among nursing assistant students: A design and development study. Journal of Health Innovation and Environmental Education, 3(1), 85–95. https://doi.org/10.37251/jhiee.v3i1.2916 [Google Scholar] [Crossref]

73. Mänty, K., Järvenoja, H., & Törmänen, T. (2020). Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group-level emotion regulation. https://doi.org/10.1016/j.ijer.2020.101589 [Google Scholar] [Crossref]

74. Marasinghe, M. P. L. R., Kasturiratne, K. T. A. A., & Chandratilake, M. N. (2025). Information seeking behavior of medical students in Sri Lanka. Information Development, 41(1), 229–241. https://doi.org/10.1177/02666669231179398 [Google Scholar] [Crossref]

75. Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting. Educational Research, 62(1), 46–62. https://doi.org/10.1080/00131881.2020.1711790 [Google Scholar] [Crossref]

76. Markowski, M., Bower, H., Essex, R., & Yearley, C. (2021). Peer learning and collaborative placement models in health care: A systematic review and qualitative synthesis of the literature. Journal of Clinical Nursing, 30(11–12), 1519–1541. https://doi.org/10.1111/jocn.15661 [Google Scholar] [Crossref]

77. Martínez-Díaz, A., Mañas-Rodríguez, M. Á., Díaz-Fúnez, P. A., & Aguilar-Parra, J. M. (2021). Leading the challenge: Leader support modifies the effect of role ambiguity on engagement and extra-role behaviors in public employees. International Journal of Environmental Research and Public Health, 18(16), 8408. https://doi.org/10.3390/ijerph18168408 [Google Scholar] [Crossref]

78. Maryati, T. & Panduwinata, A. (2021). Influence of Leader Member Exchange and Role Conflict in Student Organization Performance with Stress as Intervening Variable. 10.2991/aer.k.210121.059 [Google Scholar] [Crossref]

79. Mattingly, M. J., & Schaefer, A. (2021). Education in rural America: Challenges and opportunities. Serving gifted students in rural settings, 53-70. [Google Scholar] [Crossref]

80. Mertens, E. C., Deković, M., van Londen, M., Reitz, E., & Prinzie, P. (2022). Parallel changes in positive youth development and self-awareness: The role of emotional self-regulation, self-esteem, and self-reflection. Prevention Science, 23(3), 502–512. https://doi.org/10.1007/s11121-022-01345-9 [Google Scholar] [Crossref]

81. Mesler, R. M., Corbin, C. M., & Martin, B. H. (2021). Teacher mindset is associated with development of students' growth mindset. Journal of applied developmental psychology, 76, 101299. https://doi.org/10.1016/j.appdev.2021.101299 [Google Scholar] [Crossref]

82. Metz, R. (2025). (Don't) fear the bad leader: Three influential myths about bad leadership. Frontiers in Political Science, 7, Article 1589496. https://doi.org/10.3389/fpos.2025.1589496 [Google Scholar] [Crossref]

83. Ming, X., & Huang, Y. (2024). The determinants influencing resilience in teachers: A comprehensive analysis. Educational Psychology Review, 36(1), 112–135. [Google Scholar] [Crossref]

84. Mitra, R. S. (2022). Exploring leadership challenges and ideal followership of university student organizations. Spicer Adventist University Research Articles Journal, 1(1), 47–57. https://doi.org/10.56934/sauraj.v1i1.66 [Google Scholar] [Crossref]

85. Mitra, T., & Mitra, D. (2026). A multi-factor assessment of study habits among senior secondary students: Analysis of the most influential shaping force. Journal of Multidisciplinary Management Research, 1(1), 57–69. https://doi.org/10.63665/jmmr.v1i1.07 [Google Scholar] [Crossref]

86. Murray, L., Jaffe, N. M., Tierney, A. O., Pidvirny, K., Balkind, E. G., Abbasi, B. S., Brown, M., & Webb, C. A. (2024). Brain mechanisms of rumination and negative self-referential processing in adolescent depression. Journal of Affective Disorders, 366, 359–368. https://doi.org/10.1016/j.jad.2024.08.114 [Google Scholar] [Crossref]

87. Naparan, G. B., & Balimbingan, N. A. (2020). Challenges and coping mechanisms of Muslim students in a Catholic higher education institution. Social Sciences & Humanities Open, 2(1), 100021. [Google Scholar] [Crossref]

88. Nashwan, A., & Ahmed, S. (2025). From rejection to redirection: Reimagining the culture of academic publishing. Research Evaluation. Advance online publication. https://doi.org/10.1093/reseval/rvaf025 [Google Scholar] [Crossref]

89. Nunez, A. L. (2024). Cultural values in leadership practices of Filipino teacher-leaders in South Central Maryland: Input for transformational leadership framework. AIDE Interdisciplinary Research Journal, 10(1), 1–24. https://doi.org/10.56648/aide-irj.v10i1.150 [Google Scholar] [Crossref]

90. Owens, D. C., Sadler, T. D., Barlow, A. T., & Smith-Walters, C. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education, 50(1), 253–277. https://doi.org/10.1007/s11165-017-9688-1 [Google Scholar] [Crossref]

91. Paller, G., & Quirap, M. (2024). Resilience and pedagogical effectiveness: A correlational study of teachers' adaptive capacity. Journal of Educational Research and Practice, 14(2), 89–107. [Google Scholar] [Crossref]

92. Paoletti, P., & Ben-Soussan, T. D. (2021). Emotional intelligence, identification, and self-awareness according to the sphere model of consciousness. In The Science of Emotional Intelligence. IntechOpen. https://doi.org/10.5772/intechopen.98209 [Google Scholar] [Crossref]

93. Patintingan, M., Todingallo, K., & Salo, E. S. (2025). Addressing hyperactivity in primary education. Journal of Social and Agricultural Research (JOSAR), 10(1), 1–10. https://doi.org/10.35457/josar.v10i1.4353 [Google Scholar] [Crossref]

94. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage Publications. [Google Scholar] [Crossref]

95. Pedrini, L., Meloni, S., Lanfredi, M., & Rossi, R. (2022). School-based interventions to improve emotional regulation skills in adolescent students: A systematic review. Journal of Adolescence, 94, 1051–1067. https://doi.org/10.1002/jad.12090 [Google Scholar] [Crossref]

96. Pizarro-Campagna, E., Terrett, G., Jovev, M., Rendell, P. G., Henry, J. D., & Chanen, A. M. (2023). Cognitive reappraisal impairs negative affect regulation in the context of social rejection for youth with early-stage borderline personality disorder. Journal of Personality Disorders, 37(2), 156–176. https://doi.org/10.1521/pedi.2023.37.2.156 [Google Scholar] [Crossref]

97. Pondang, K. A., Madulid, A., Lotilla, J., Agot, K., Rufil, G., Cabalhin, J., & Agustin, L. (2025). The relationship between learning environment and self-efficacy among senior high school students. International Journal of Research and Innovation in Social Science, 9(2), 1819–1832. https://doi.org/10.47772/IJRISS.2025.9020148 [Google Scholar] [Crossref]

98. Ponmozhi, D., & Thenmozhi, A. (2017). Difficulties faced by the rural students in learning English at high school level. IOSR Journal of Humanities and Social Science, 22(6), 31–34. https://doi.org/10.9790/0837-2206133134 [Google Scholar] [Crossref]

99. Pope, E. M., & Paulus, T. M. (2023). Agree to disagree? Allowing for ideological difference during interfaith dialogue following scriptural reasoning. Journal of Ecumenical Studies, 58(1), 31–59. https://doi.org/10.1353/ecu.2023.0002 [Google Scholar] [Crossref]

100. Pranavi, C. S. N., & Malleswari, T. N. (2025). Importance of rewards and recognition on employee motivation: A systematic review of literature. Journal of Business and Accounting Bulletin, 4(3), 47–57. https://doi.org/10.46632/jbab/4/3/6 [Google Scholar] [Crossref]

101. Purnamasari, L., Herlina, K., Distrik, I. W., & Andra, D. (2021). Students’ digital literacy and collaboration abilities: An analysis in senior high school students. International Journal of Science and Mathematics Education, 4(1), 48–57. https://doi.org/10.24042/ijsme.v4i1.8452 [Google Scholar] [Crossref]

102. Qian, J., Lin, X., & Chen, Z. G. (2018). When and how subordinate's perceived favoritism leads to voice: The roles of perceived trust and gender. Frontiers in Psychology, 9, Article 2079. https://doi.org/10.3389/fpsyg.2018.02079 [Google Scholar] [Crossref]

103. Rahim, M.A. (2023). Managing Conflict in Organizations (5th ed.). Routledge. https://doi.org/10.4324/9781003285861 [Google Scholar] [Crossref]

104. Rahman, M. A., Devnath, R. K., Niloy, S. B., Mehedi, C. M., Chowdhury, T. H., & Jabed, M. I. K. (2026). A stacking ensemble framework for predicting employee turnover: Explainable AI with SHAP. In 2025 IEEE 2nd International Conference on Computing, Applications and Systems (COMPAS). IEEE. https://doi.org/10.1109/COMPAS67506.2025.11381730 [Google Scholar] [Crossref]

105. Risanatul, R., & Junaidi, J. (2022). Penyebab peserta didik tidak berpartisipasi aktif dalam pembelajaran sosiologi di kelas XI IPS 1 SMAN 4 Merangin Jambi. Naradidik: Journal of Education and Pedagogy, 1(3), 302–308. https://doi.org/10.24036/nara.v1i3.74 [Google Scholar] [Crossref]

106. Rungduin, T. T. (2014). Relationships in the Filipino workplace: Implications for management. Philippine Management Review, 21, 79–96. [Google Scholar] [Crossref]

107. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 [Google Scholar] [Crossref]

108. Sagiv, L., & Schwartz, S. H. (2022). Personal values across cultures. Annual review of psychology, 73, 517-546. [Google Scholar] [Crossref]

109. Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240X(200008)23:4%3C334::AID-NUR9%3E3.0.CO;2-G [Google Scholar] [Crossref]

110. Sarvinoz, Z. (2025). Psychological factors influencing underachievement in primary school students. American Journal of Social Science and Human Resources, 5(12), 1–5. https://doi.org/10.37547/ajsshr/volume05issue12-01 [Google Scholar] [Crossref]

111. Setiyaningsih, I., & Sujarwo. (2023). The STAD learning model supported by scientific student worksheets on learning outcomes and collaboration skills of elementary school students. International Journal of Elementary Education, 7(1), 154–161. https://doi.org/10.23887/ijee.v7i1.57964 [Google Scholar] [Crossref]

112. Shaheen, N., Ahmad, N., & Shah, R. (2020). Quality University Education Through Conducive Classroom Learning Environment. DOI: https://doi.org/10.36902/rjsser-vol1-iss1-2020(76-84) [Google Scholar] [Crossref]

113. Sinha, T. (2025). Improving cognition and perception towards failure: A conceptual replication study. Frontiers in Psychology, 16, Article 1650136. https://doi.org/10.3389/fpsyg.2025.1650136 [Google Scholar] [Crossref]

114. Sohail, A., & Akram, H. (2025). The Role of Self-Awareness and Reflection in Academic Achievement: A Psychological and Bayesian Analysis. Pedagogical Research, 10(1). [Google Scholar] [Crossref]

115. Sun, X., Nancekivell, S., Gelman, S. A., & Heyman, G. D. (2021). Growth mindset and academic outcomes: A comparison of US and Chinese students. npj Science of Learning, 6(21), 1–9. https://doi.org/10.1038/s41539-021-00100-z [Google Scholar] [Crossref]

116. Tasyarasita, A. Z., Djatmika, D., & Yulianti, W. (2024). Polite disagreement: How sellers manage conflict in social media sales. Studies in Media and Communication, 13(1), 241–254. https://doi.org/10.11114/smc.v13i1.7239 [Google Scholar] [Crossref]

117. Toharudin, U., Rahmat, A., & Kurniawan, I. S. (2019). The important of self-efficacy and self-regulation in learning: How should a student be?. In Journal of Physics: Conference Series (Vol. 1157, No. 2, p. 022074). IOP Publishing. DOI 10.1088/1742-6596/1157/2/022074 [Google Scholar] [Crossref]

118. Tormey, R. (2021). Rethinking student–teacher relationships in higher education: A multidimensional approach. Higher Education, 82(5), 993–1011. https://doi.org/10.1007/s10734-021-00711-w [Google Scholar] [Crossref]

119. Tuazon, V. F., & Clemente, J. A. (2022). Cultural values and mental health help-seeking among Filipino college students. Asian Journal of Psychiatry, 68, Article 102963. https://doi.org/10.1016/j.ajp.2021.102963 [Google Scholar] [Crossref]

120. Turner, C. (2024). Breath-focused one-to-one singing sessions as a means of developing authentic voice in females with anxiety: An exploratory multiple-case study grounded in aspects of compassion focused therapy and polyvagal theory. Australian Voice, 25, 30–56. https://doi.org/10.56307/JBKJ9968 [Google Scholar] [Crossref]

121. Uhl-Bien, M., Riggio, R. E., Lowe, K. B., & Carsten, M. K. (2014a). Followership theory: A review and synthesis. Journal of Management, 40(1), 83–109. https://doi.org/10.1177/0149206313493487 [Google Scholar] [Crossref]

122. Uhl-Bien, M., Riggio, R. E., Lowe, K. B., & Carsten, M. K. (2014b). Followership theory: A review and research agenda. The Leadership Quarterly, 25(1), 83–104. https://doi.org/10.1016/j.leaqua.2013.11.007 [Google Scholar] [Crossref]

123. Untalan, A. M., Abanes, A. A., Bambao Jr, N. T., Baon, L. J., Barrientos, J. C. M., Carenan, J. C. C., ... & Mangarin, J. A. (2024). THE DIARY OF BIDA-BIDA: UNDERSTANDING THE CONSEQUENCES OF'SMART SHAMING'AMONG SENIOR HIGH SCHOOL STUDENT LEADERS. [Google Scholar] [Crossref]

124. Vestad, L., & Bru, E. (2024). Teachers’ support for growth mindset and its links with students’ growth mindset, academic engagement, and achievements in lower secondary school. Social Psychology of Education, 27(4), 1431–1454. https://doi.org/10.1007/s11218-023-09859-y [Google Scholar] [Crossref]

125. Villegas, A. L., De Mata, L. C. S., Menente, R. G., & Pastoral, A. A. (2024). English language as smart-shaming in the classrooms. Globus-An International Journal of Management and IT, 15(2), 41-50. [Google Scholar] [Crossref]

126. Vlachopoulos, P., Jan, S. K., & Buckton, R. (2021). A Case for Team-Based Learning as an Effective Collaborative Learning Methodology in Higher Education. College Teaching, 69(2), 69–77. https://doi.org/10.1080/87567555.2020.1816889 [Google Scholar] [Crossref]

127. Wang, F., Hauseman, C. & Pollock, K. “I am here for the students”: principals’ perception of accountability amid work intensification. Educ Asse Eval Acc 34, 33–56 (2022). https://doi.org/10.1007/s11092-021-09368-6 [Google Scholar] [Crossref]

128. Wang, H., Hall, N. C., & King, R. B. (2021). A longitudinal investigation of teachers’ emotional labor, well-being, and perceived student engagement. Educational Psychology, 41(10), 1319–1336. https://doi.org/10.1080/01443410.2021.1988060 [Google Scholar] [Crossref]

129. Warikoo, N., Chin, M., Zillmer, N. and Luthar, S. (2020), The Influence of Parent Expectations and Parent-Child Relationships on Mental Health in Asian American and White American Families. Sociol Forum, 35: 275-296. https://doi.org/10.1111/socf.12583 [Google Scholar] [Crossref]

130. Warnock-Parkes, E., Wild, J., Thew, G., Kerr, A., Grey, N., & Clark, M. D. (2022). 'I'm unlikeable, boring, weird, foolish, inferior, inadequate': How to address the persistent negative self-evaluations that are central to social anxiety disorder with cognitive therapy. Cognitive Behaviour Therapy, 15, Article e56. https://doi.org/10.1017/S1754470X22000496 [Google Scholar] [Crossref]

131. Warsah, I., Morganna, R., Uyun, M., Afandi, M., & Hamengkubuwono, H. (2021). The impact of collaborative learning on learners’ critical thinking skills. International Journal of Instruction, 14(2), 443–460. https://doi.org/10.29333/iji.2021.14225a [Google Scholar] [Crossref]

132. Wijaya, K., & Mbato, C. L. (2020). English language education students’ perceptions of self-efficacy in public speaking class. Journal of English Language Teaching and Linguistics, 5(1), 31–43. https://doi.org/10.21462/jeltl.v5i1.379 [Google Scholar] [Crossref]

133. Wróbel, M. (2013). Can empathy lead to emotional exhaustion in teachers? The mediating role of emotional labor. International Journal of Occupational Medicine and Environmental Health, 26(4), 581–592. https://doi.org/10.2478/s13382-013-0123-1 [Google Scholar] [Crossref]

134. Xie, D., Lu, J., & Xie, Z. (2023). Emotion experience and regulation in undergraduates following social rejection: A daily diary study. Social Behavior and Personality: An International Journal, 51(10), Article e12609. https://doi.org/10.2224/sbp.12609 [Google Scholar] [Crossref]

135. Yang, F., Yang, X., Xu, M., & Stefaniak, J. (2024). An exploration of how students prioritize help-seeking sources in online learning environments. TechTrends, 68(3), 456-468. https://doi.org/10.1007/s11528-024-00944-3 [Google Scholar] [Crossref]

136. Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794 [Google Scholar] [Crossref]

137. Yin, H., Huang, S., & Wang, W. (2018). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. International Journal of Environmental Research and Public Health, 15(5), Article 907. https://doi.org/10.3390/ijerph15050907 [Google Scholar] [Crossref]

138. Yin, R. K. (2017). Case study research and applications: Design and methods (6th ed.). Sage Publications. [Google Scholar] [Crossref]

139. Zeng, W., Chen, H., & colleagues. (2023). The effect of follower identity on followership. Behavioral Sciences, 13(6), 482. https://doi.org/10.3390/bs13060482 [Google Scholar] [Crossref]

• The Dynamic of Religious Pluralism and Cultural Identity in Rongmei Naga (Kabui) Society
• Effects of Social-Economic Empowerment of Teenage Mothers and Nurture Care. A Case of Kimbilio Hope Centre, Machakos, Kenya
• Gendering Caste and Casteing Gender: A Study of Social Sickness in Uma Chakravarti’s Gendering Caste: Through a Feminist Lens
• Counselling as Social Work for Women Empowerment in Akwa Ibom State: A Case Study of Ibiono Ibom Local Government Area. Implications for Counsellors
• Motherhood: Inclusion and Containment, A Case Study