Asian Journal of Education and Social Studies

Leadership roles in academic settings require students to manage responsibilities that may affect their ability to recover from role demands and make effective decisions. This study aimed to determine the relationships among leadership role workload, psychological detachment, and decision-making skills among student leaders in a private college. A quantitative descriptive-correlational research design was employed, involving 230 student leaders selected through purposive quota sampling. Data were collected using adapted standardised self-report instruments measuring leadership role workload, psychological detachment, and decision-making skills (original Cronbach’s α values of .82, .89, and .80, respectively). Ethical clearance was sought before data collection, and appropriate ethical procedures were observed throughout the study. The findings showed that student leaders frequently experienced leadership role workload, whereas psychological detachment was less consistently experienced and decision-making skills were generally demonstrated. The results indicated weak, statistically significant positive relationships between leadership role workload and decision-making skills (ρ = 0.279, p < .001) and between psychological detachment and decision-making skills (ρ = 0.225, p = .001). These findings suggest that higher reported workload and psychological detachment were associated with higher self-reported decision-making skills among participants. The study concludes that leadership workload, psychological detachment, and decision-making skills are relevant aspects of the student leadership experience. The findings highlight the importance of understanding how student leaders manage leadership demands and recovery experiences, which may inform programmes and support mechanisms for student leadership and well-being. Further research may examine these variables across different institutions and student leadership contexts.