This study examined the effects of leadership roles on the academic performance of Accounting Information System student leaders in Laguna using a mixed-method design. The quantitative phase analyzed relationships between academic performance and leadership-related factors, while the qualitative phase explored student leaders' experiences.

Results showed that 73.91% of respondents improved their GWA after assuming leadership roles, 10.87% declined, and 15.22% remained the same. Correlation analysis revealed task-specific effects: in oral recitations, skills development had a moderate effect, time management and academic pressure were weakly significant, and stress had no effect; quizzes were significantly influenced by all factors, with time management strongest; reports were moderately affected by time management and skills development, weakly by academic pressure, and not by stress; periodical exams were weakly affected only by time management.

Qualitative findings confirmed that student leaders balanced academic and organizational tasks through strategic time management, prioritization, and planning. Leadership roles enhanced communication, confidence, organizational skills, and critical thinking, improving performance in recitations, quizzes, and reports. While students experienced pressure and stress, coping strategies helped prevent negative impacts.

Overall, leadership involvement strengthened students' time management and essential soft skills, contributing to their academic growth. While pressure and stress existed, these were managed through coping strategies, making leadership roles beneficial for both personal and academic development.