Variations in the attitudes of student government officers towards corruption

Abstract

The five most espoused instrumental values of the respondents were being: ambitious, responsible, broadminded, intellectual, and honest. Most of the first- half of the 18 values that they ranked were competence values. On the other hand, the five most espoused terminal values were: family security, a world at peace, equality, a comfortable life and freedom. These values are utopian in nature. The instrumental values of the respondents when grouped according to economic status significantly vary in two values namely: being intellectual and polite. The value of being intellectual is given more importance by those in the higher economic status than those in the lower economic status; whereas, those in the lower economic status espoused the value of being polite more than those in the higher economic status. Generally however, their instrumental values were similar. On the other hand, there is no significant variation in the terminal values of the respondents when they were grouped according to their economic status; hence, their terminal values are similar. The instrumental values of the respondents when grouped according to ethnicity significantly vary in three instrumental values namely: being intellectual, logical, and loving. The lowlanders attached more importance to the values of being intellectual and logical than highlanders. On the other hand, the highlanders put more important to the value of loving than the lowlanders. Overall however, the instrumental values of the respondents when grouped according to ethnicity are similar. Six (6) significant variations are indicated in the terminal values of the respondents when grouped according to ethnicity. The highlanders put more importance to the terminal values of an exciting life, a world at peace, and a world of beauty than the lowlanders. On the other hand, the lowlanders put more importance on the values of self-respect, social recognition and wisdom than the highlanders. Generally, the terminal values of the respondents when grouped according to ethnicity are similar. There is a significant variation in the attitudes towards corruption of the respondents when grouped according to economic status. Those in the lower economic status are more likely to favor corruption than those in the higher economic status. There is no significant variation in the attitudes towards corruption of the respondents when grouped according to ethnicity. Majority in both ethnic groups showed a favorable attitude towards corruption. There is a significant moderate correlation in the instrumental_ values between those who showed favorable and unfavorable attitudes toward corruption. Therefore, their instrumental values are more or less similar. Likewise, there is a significant moderate correlation in the terminal values between those who showed favorable and unfavorable attitudes toward corruption. Therefore, their instrumental values are more or less similar. The following conclusions were drawn based on the findings of the study: 1. In their instrumental values, the student government officers put high premium on competence values than on moral values, while on their terminal values; they put more importance on social values than personal values. 2. The economic status and ethnic groupings of the respondents do not influence their instrumental and terminal values. 3. The economic status of the respondents does influence their attitudes towards corruption; whereas, their ethnic grouping does not influence their attitudes towards corruption. 4. The instrumental and terminal values of the respondents do not influence or determine their attitudes towards corruption. In view of the findings and conclusions, the following recommendations are offered. 1. So that the idealism of the student government officers will be put into good use and their combined competence values and social values be actualized into a worthy civic action, they are earnestly encouraged to be trained to monitor graft and corruption in the government in coordination with non-governmental organizations. With this, they will actively participate in the fight against corruption and also their awareness of corruption will be enhanced. 2. With the combined effort of the student government officers, school administrators, and faculty members, cooperative and continuous programs and activities that promote and enhance the values of national pride and patriotism should be undertaken. This will help the students love their country as much as they love their families. 3. Public fora and discussions on "culture sensitivity" be initiated by student government organizations to make both highlanders and lowlanders be aware of their cultural uniqueness and that prejudices will be avoided. 4. To promote better knowledge and awareness about corruption, the faculty members of social sciences should find ways to include in their syllabus the concepts - laws, definitions, consequences, implications and the like- of graft and corruption. Also, with the initiative of student government officers and in coordination with school administrators a "Corruption Awareness Week" should be established as a yearly activity in the school campuses. 5. The student government officers, through their legislative bodies, should create a committee that will check the student leaders' activities and cash disbursement. 6. A replication of this study can be conducted by determining not only the preferred values but also the practiced values of prospective respondents. 7. A replication of the study can be conducted with government employees or public officials of Baguio City or any other political institutions as the respondents by adopting the same methodology used in this study or modifying it to avoid difficulties. Using the Philippine Value Orientation Inventory (PVOI) is of great help in identifying the social, political, moral, economic, interpersonal, and professional values of prospective respondents. The PVOI can be correlated with the perceptions or attitudes towards scenarios or problems related to corruption. In addition, the variables of age, gender, years in service, educational attainment, type of government agency, kind of work, and other variables can be included in the investigation.