🎓 RESEARCH TITLE DEFENSE SCRIPT
🔹 TITLE 3:
“Relationship Between Emotional Quotient and Leadership Effectiveness
among Grade-12 Students at San Jose Adventist Academy Inc.”
🧠 Research Problem:
Is there a relationship between emotional quotient and leadership
effectiveness among Grade 12 students?
The affect of emotional quotient in leadership effectiveness.
📌 Scope:
Focused on Grade 12 students with leadership roles
Measures only self-reported EQ and peer/self-rated leadership performance
🔄 Variables:
Independent Variable: Emotional Quotient
Dependent Variable: Leadership Effectiveness
📋 Instrument Used:
EQ and Leadership Effectiveness Survey using a 4-point Likert Scale
(Always, Often, Sometimes, Never)
🎯 Objectives with Sample Questionnaire Items:
✅ Objective 1: To identify emotional quotient levels
Tool: Emotional Intelligence Self-Assessment (based on Goleman’s
framework)
Sample EQ Items (4-point Likert):
1. I can recognize when I’m getting emotionally overwhelmed. (Self-
awareness)
2. I stay calm even in stressful group situations. (Self-regulation)
3. I don’t give up easily even when I fail. (Motivation)
4. I listen and try to understand others’ feelings. (Empathy)
5. I can solve conflicts without shouting or blaming. (Social skills)
✅ Objective 2: To assess leadership effectiveness
Tool: Leadership Behavior Rating Scale (Peer or Self-evaluation)
Sample Leadership Items (4-point Likert):
1. I make responsible decisions during group tasks.
2. I encourage others to work together harmoniously.
3. I take initiative and follow through with commitments.
4. I delegate tasks and manage team responsibilities well.
✅ Objective 3: To examine the relationship between EQ and leadership
effectiveness
Correlation test will be used to compare EQ scores with leadership scores.
📘 Theories:
Daniel Goleman’s Emotional Intelligence Theory
Transformational Leadership Theory
D COMMON PANELIST QUESTIONS & ANSWERS
Question Suggested Answer
What is your research design? Quantitative, descriptive-
correlational.
What tool will you use? Structured survey questionnaires using Likert
scales.
How many respondents? Based on Grade 12 ABM population; final
count via Slovin’s formula.
Why not interviews? Because our study is quantitative. We will only
use measurable data.
What is your theoretical framework? Theories were selected based
on relevance to behavior, motivation, and leadership.
What’s the uniqueness of your study? It is specific to the ABM
students of SJAAI and applies real-world data to education and
leadership.
How will you analyze the data? Using frequency, mean, ranking,
and Pearson r for correlation.
Who benefits from this study? Students, teachers, school admins,
and future researchers.
✅ FINAL TIPS FOR TITLE DEFENSE:
🔑 Know your variables – Be able to clearly state which is dependent and
which is independent.
🧠 Repeat your Likert scale type – "We used a 5-point scale from Strongly
Agree to Strongly Disagree."
📊 Mention your tools confidently – “We will be using a validated survey tool
with expert approval and pilot testing.”
Practice explaining your objective in simple terms – Don’t memorize,
understand.
📃 Bring a printed copy of your questionnaire in case the panel wants to check
it.
👀 Don’t make up answers on the spot – If unsure, say: “We will verify that
with our adviser and check standard procedures.”
