Investigating the Influence of Girl Scout Activities on Elementary Learners' Engagement in School Governance Leadership: A Mixed Study of Teachers' Perceptions

This study employed an explanatory sequential mixed-methods design to examine the influence of Girl Scout participation on learners’ engagement in school governance leadership. The quantitative phase involved descriptive, correlational, and regression analyses administered to 156 elementary learners, focusing on four domains of participation: frequency, leadership training, community service, and teamwork. Results revealed that participation and engagement were both generally extensive, with teamwork and collaboration rated the highest. However, correlation analysis showed no statistically significant relationship between overall Girl Scout participation and governance leadership engagement (r= 0.162, p = 0.049), and regression results indicated that only teamwork and collaboration significantly predicted governance leadership (p = 0.034).The qualitative phase elaborated on these findings, revealing that students and program coordinators viewed Girl Scout experiences as valuable in developing leadership readiness, initiative, and collaboration. Nevertheless, participants emphasized the critical role of teacher facilitation and school-based structures in linking these skills to formal governance roles. The study concludes that while Girl Scout participation supports leadership development, its influence on governance engagement depends on contextual and instructional integration. Recommendations include strengthening institutional linkages, promoting reflective practice, and enhancing mentorship mechanisms.