Correlation Between Personal Traits and Leadership Skills of Senior High School Class Officers in Rogationist College SCHOOL YEAR 2019-2020

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CORRELATION BETWEEN PERSONAL TRAITS AND LEADERSHIP SKILLS

OF SENIOR HIGH SCHOOL CLASS OFFICERS IN ROGATIONIST COLLEGE
SCHOOL YEAR 2019-2020
A Research Paper
Presented to the Faculty of Senior High School Department
Rogationist College
In Partial Fulfillment
Of the Requirements in Practical Research 2
Accountancy, Business and Management
Kim Nicole V. Bautista

Julia Rose V. Francisco
Shania Kaye P. Gumapac
John Patrick H. Lisniana
Charlene Mae C. Mojica
Grade 12 – St. Catherine of Siena
October 2019
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents the Introduction, Statement of the Problem, Hypothesis,
Scope and Delimitation, Conceptual Framework, Significance of the Study and
Definition of terms regarding to a research of correlation between personal traits and
leadership skills of senior high school class officers in Rogationist College
School Year 2019-2020.
Introduction
Personality traits reflect people’s characteristic patterns of thoughts, feelings, and
behaviors. Thus, trait psychology rests on the idea that people differ from one another in
terms of where they stand on a set of basic trait dimensions that persist over time and
across situation (Diener and Lucas, 2019). And these personality traits can somehow be
related to the leadership skills where in the personality traits affect someone's skills to
lead other people. Leadership skills are the strengths and abilities individuals
demonstrate that help oversee processes, guide initiatives and steer their employees
toward the achievement of goals. Leadership skills are an essential component in
positioning executives to make thoughtful decisions about their organization's mission
and goal, and properly allocate resources to achieve those directives. Valuable leadership
skills include the ability to delegate, inspire and communicate effectively (Rouse &
McLaughlin, 2014).
As 21st century learners, students must be equipped with different skills. One of
the skills that might help them in the future is leadership skills, as they climb into the
world of their profession, these skills will come in handy. And if someone wants to aim
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into a higher position, this is certainly necessary. The respondents of the research are the
senior high school class officers of Rogationist College School Year 2019 -2020. The
respondents are the students who can already be considered as leaders since they are the
people who manage their classrooms. This research aims to know the underlying
relationship between personality traits and leadership skills so as to know what
personality traits one must possess to be an effective leader.
Statement of the Problem
The researchers aim to determine the Correlation between Personality traits and
Leadership skills of Senior High School class officers in Rogationist College.
Specifically, this study aims to answer the following questions.
1. What are the Personality Traits of Senior High School class officers in Rogationist
College in terms of:
1.1 Openness to the experience;
1.2 Conscientiousness;
1.3 Extraversion;
1.4 Agreeableness;
1.5 Neuroticism?
2. What are the Leadership skills of Senior High School class officers in Rogationist
College in terms of:
2.1 Effective Communication;
2.2 Problem Solving;
2.3 Relationship Building;

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2.4 Striving for Feedback
2.5 Trustworthiness;
2.6 Empathy for Team?
3. Are there significant relationship between Personality Traits and Leadership Skills of
the respondents?
Hypothesis
A research hypothesis is a specific, clear, and testable proposition or predictive
statement about the possible outcome of a scientific research study based on a particular
property of a population, such as presumed differences between groups on a particular
variable or relationships between variables. Specifying the research hypotheses is one of
the most important steps in planning a scientific quantitative research study. A
quantitative researcher usually states a priori expectation about the results of the study in
one or more research hypotheses before conducting the study, because the design of the
research study and the planned research design often are determined by the stated
hypotheses (Lavrakas, 2008).
In this study, two (2) possible hypotheses are made, the null hypothesis and the
alternative one. For the null hypothesis, it may come up that there is no significant
relationship between the personal traits and leadership skills of the class officers in senior
high school. While in alternative hypothesis, it may show that there is a significant
correlation between the personal traits and leadership skills of the respondents.
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Scope and Delimitation
This study will cover the correlation between personal traits and leadership skills
of senior high school class officers in Rogationist College. This study will determine how
personal traits and leadership skills are connected with each other. Furthermore, this
study would like to know what personal traits can lead into good leadership skills and a
good leader. This study will be investigated by the researchers by distributing
questionnaire to the senior high school class officers in Rogationist College. This study
will be conducted in the vicinity of Rogationist College from July 2019 to October 2019.
This study has significant delimitations to consider. This study is not responsible
for the accuracy and truthfulness of the response of the senior high school class officers.
In addition to this, the correlation between personal traits and leadership skills may be
effective or not since they have different characteristics.
Conceptual Framework of the Study
To give clear picture of the study, Figure 1 serves as the research paradigm.
Input Process Output

Gather the list of
Personality Traits class officers. Correlation between
personal traits and
Leadership Skills Distribute
questionnaires to leadership skills.
collect data.
Figure 1. Research Paradigm
The figure above shows the framework of the study, which illustrates that the
researchers identify the personality traits and leadership skills of the respondents and
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through given questionnaires will be the process to classify and recognize the correlation
between personal traits and leadership skills of senior high school class officers in
Rogationist College School Year 2019-2020 by following certain method for calculation
and computation to come up with the results.
Significance of the Study
The researchers recognize that this is beneficial to the following persons:
Class Officers. Through this research, they may know the correlation between personal
traits and leadership skills and will let them know if they have the qualities of a good
leader.
Non-Class Officers. This study may help them to know if their personal traits have the
connection with leadership skills and for them to develop those skills.
Teachers. With this study, they are able to assess the students who have the potential of
being a good leader in the future.
Students. This research will help them to develop skills as a good leader and determine if
their personal traits have something to do with their leadership skills today and for their
future.
Future Researchers. This study will benefit and help them by using it as their guide.
The study can also open further development on the topic.
Definition of Terms
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Personal Traits. Reflect people’s characteristic patterns of thoughts, feelings, and
behaviors which rest on the idea that people differ from one another in terms of where
they stand on.
Leadership skills. The strengths and abilities individuals demonstrate that help the
oversee processes, guide initiatives and steer their people toward the achievement of
goals and qualities of being a good leader.
Openness to experience. This trait measures our receptivity to new ideas and
experiences.
Conscientiousness. It is about how a person controls, regulates, and directs their impulse
and shows an awareness of the impact that their own behavior has on those around them.
Extraversion. It indicates how outgoing and social a person is and those who seek out
the company and stimulation of other people and good at handling social situations.
Agreeableness. Trait of those people who is highly agreeable exhibits pro-social forms
of behavior and has an optimistic view of human nature and get along well with others.
Neuroticism. Emotional stability refers to a person's ability to remain stable and
balanced and also measured on a continuum, ranging from emotional stability (low
neuroticism) to emotional instability (high neuroticism).
CHAPTER 2
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REVIEW OF ELATED LITERATURE
This chapter contains the related literature and studies for then research of
correlation between personal traits and leadership skills of senior high school class
officers in Rogationist College.
Personality traits
According to Diener and Lucas (2019), Personality traits is a person's
characteristic such us behaviors, thoughts, and feelings. Personality traits infer
consistenct and stability— someone who scores high in Extraversion is anticipated to be
completely amiable in every each moment. Hence, trait psychology rests on the thought
that individuals contrast from one another in terms of where they stand on a set of basic
trait dimension that continue over time and over situations. The most commonly used
system of traits is the Five-Factor Model. It is consists of five broad traits that can easily
remembered using the acronym OCEAN: Openness, Conscientiousness, Extraversion,
Agreeableness, and Neuroticism. In which, each trait can be divided into facets to give
more specific analysis of someone's personality. This Five Factors Model has been
validated internationally by being translated into different languages and applied in
different culture. This model encompasses a large portion of personality-related terms
that explains the different factors of personality traits and characteristics of a person.
(Ackerman, 2017).
The first trait in the five-factor model is the Openness and according to Leary
(2018), Openness is the first trait from the 5 big personality traits that should be
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explained as something responsiveness to being open in trying new experience and/or
being broad-minded to a new idea. People having high score in openness are more
cognitive inquisitive and very imaginative that emulates openness of gaining new ideas
than those people who attain low score from it.
Those people having this trait are less imperative or what we call dogmatic and more
humble when it comes to intellectual. They are very considerate about new ideas and do
not hold their beliefs very strongly and thinks about the world in new ways. Open people
enjoy trying novel experiences and are flexible with their behavior and they have the
willingness of trying new ways in doing things being less concerned on how we did those
things the same way before. The openness for new ideas, ways and experiences of the
people who acquires high score in this trait live somewhat less typical and ordinary lives.
They have the drive of not following and obeying social expectations. (Leary, 2018).
Openness have sub traits of openness to experience are fantasy prone, aesthetics
open to feelings, diverse behaviors, new and different ideas, various values and beliefs
(Diener & Lucas, 2019). Wherein, to base on the educational testing service website
(2012), being a fantasy prone person, you have a vivid imagination and into
daydreaming. Aesthetics or have an artistic interests, give importance to art and
positively like poetry and prose as well. Open to feelings or emotionality is experiencing
emotions intensely. Diverse behavior or adventurousness prefer variety of routine and
want changes. Having new and different ideas means one is being intellectual that likes
complex problem and philosophical discussion. For the last domain of openness is being
open to various values and belief, also known as liberism, in here someone tends to vote
for liberals and does not only rely in one true religion.
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Second is the conscientiousness, a personality trait which depicts to what extent
someone is dependable, responsible, perseverant, and achievement driven. It particularly
pertains to the individual difference in their tendency to abide by the socially prescribed
norm for impulse control, to be task and goal oriented, to be an eager planner and detain
satisfaction. According to the reports by the researchers in organizational psychology,
conscientiousness is not fully a single unitary entity, but is regard as a combination of
specific qualities and its domains. Conscientious managers or leaders are observed to
have great focus on their task, have an eminent degree of concern for legalities and
regulations, to be careful of ethics, and sees their teams in prominent ethical standards, to
be impelled for a need for structure. Experts noticed that these personality traits are not
mere behavioral summaries, but they are comparatively enduring patterns of thoughts,
feelings and behavior that are seen in events that can adapt traits (Capital, 2017).
The conscientiousness has facets of traits such as being competent, orderly,
dutiful, achievement-oriented, self-disciplined, and deliberate (Diener & Lucas, 2019).
According to educational testing service website (2012), as a competent you are self-
efficacy, wherein you can complete tasks successfully and don’t misjudge situation.
Being orderly, likes everything to be in order from the word itself and do not even want
to leave any mess. Dutifulness is to follow the set of rules and not against these. As an
oriented to achievement, you are to work hard and do not just be enough to get by. Being
self-disciplined is that you get chores done right away and do not like to waste own time.
And the last facet which is deliberated or being cautious mean you are avoiding to make
mistakes and into slowly but surely wherein he/she don’t rush into things.
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Next is the Extraversion and according to Piccolo (2010), “Extraversion is a
behavioral trait that is characterized by one’s sociability, energy, and inclination to
experience positive emotions… Popular measures of the trait note that extraverts feel
comfortable around people, make friends easily, and are skilled in handling social
situations.”
Extraversion is one of the most important part of inclusive models of personality,
many studies has been made in different platform in psychology they give their full
attention in researching this model. It has different characteristics that show external
stimulation that Extraversion covers. In this case the leadership ability and the propensity
behavior might be related to one type of extraversion but not to others (Diener & Lucas,
2001).
The sub traits of extraversion are having a perspective of being positive
emotionality, excitement-seeking, active, assertive, warm, and gregarious (Diener &
Lucas, 2019). To base on the educational testing service website (2012), having a positive
emotionality or being cheerful radiates joy and often you are amused. Excitement-seeking
means you love to feel excitement and likes to hear loud music. As an active, you tend to
be busy and don’t like to take things easy. Being an assertive one, you like to take charge
of something and don’t wait for others to lead the way. Warmth as if you’re making
friends easily and get to know them on a small span of time. Lastly, as a gregarious, you
don’t prefer to be alone and love to be present into a large party.
Then fourth is the agreeableness and According to Dean (2014), "Agreeableness
is a dimension of interpersonal tendencies. The agreeable person is one who is positive in

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outlook... He or she feels compassion for and empathy toward others and eagerness to
help them—and believe others will help them in return.”
Agreeableness is a specialized term utilized by psychologists in this context, and
it is used to portray the level of friendliness, benevolence, cooperativeness, and
neighborliness an individual dependably shows. It is part of the five traits in Big Five
personality inventory–it is often held up as the gold standard in the inventory when
inventory is not without its critics. A person proved having string leanings in agreeable is
very people-oriented. He or she will have amazing social abilities, appreciate gather
intuitive, appears fondness effectively, and discover it simple to collaborate with others.
Those individuals who score low in this characteristic will discover troublesome to
associated well with others, maintain a strategic distance from socializing in bunches,
tend to doubt others, and have destitute social aptitudes. Most individuals drop some
place between the two extremes. (Fraser-Thill, 2019).
The facets of traits for agreeableness according to Diener and Lucas (2019), are
trust, straight-forward, altruistic, complaint, modest, and tender-minded. According to
educational testing service website (2012), trust means you are putting your belief
towards others without doubt and hesitations. Being a straight forward or cooperative is
being easy to be satisfied and do not say anything unkind though clever. Altruistic in a
way you can make people feel welcome and look up other people. As a complaint,
morality would never cheat on anything and does not use flattery to get ahead of others.
Being modesty, you dislikes to be the center of attention and don’t think highly of
myself. And having the last facet which is being tender-minded, you sympathize with the
homeless or anyone who is in need and don’t believe in “eye for an eye”.
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And lastly the fifth trait is the neuroticism and according to Weed (2019),
Neuroticism is a wide-ranging personality trait facet representing the level of experiences
of a person in which they see the world as terrifying, distressing, and risky in psychology
and development. Every individual can be located somewhere on this personality aspect
in between extreme poles: absolute emotional chaos versus perfect emotional stability.
Individuals that are highly neurotic tend to be unstable, bothered, tense and unsociable.
Low in neuroticism persons tend to be confident, satisfied and steady which is later
reported to have less psychological and physical problems and fewer stress than those
individuals that are highly neurotic.
Discontentment and anxiety is connected to neuroticism. Those who are high on
the neuroticism dimension individuals are most likely to feel discontented with their lives
and self. They report minor cases of health problems and sense or experience discomfort
in wide and different situations. Individuals that are neurotic are more vulnerable to
emotions that are negative like anger, anxiety and etc. There are empirical studies that
suggest that extended and extensive distress in both neurotic persons and those who are
close to them has something to do with extremely high levels of neuroticism.
The sub traits of neuroticism are being anxious, angry, depressed, self-
consciousness, impulsive, and vulnerable (Diener & Lucas, 2019). Wherein, to base on
the educational testing service (2012) website, when you are experiencing anxiety, you
worry about things all the time and don’t get relaxed most of the time. Also you can get
angry easily and often irritated when you are in anger. You also feel depression that you
feel that you’re always in blue and don’t feel comfortable about yourself. Same as you
are self – conscious that you easily intimidated and embarrassed about what others are.
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Impulsive or being immoderate means you often eat too much and hard to resist
temptation. Lastly, as a vulnerable, you panic easily and can’t remain calm under
pressure.
Leadership Skills
Leadership skills are the capabilities and strengths of every individuals exhibit
which help to supervise operation, manage initiatives and guide their every employees
towards the attainment of the objective. Leadership skills are a vital component in setting
executives to formulate attentive decisions about the mission and aim of the
association/organization and to appropriately allocate resources to obtain those demands.
The capacity of entrusting, motivating and communicating effectively are shown and
known as valuable leadership skills (Rouse & McLaughlin, 2014). According to Sheen
(2019), it is gravely important for you to really comprehend the significance of leadership
skills. Being a good leader is not an easy task but despite this the merits are worth the
trouble. It is not about the position or the power but the skills that you possess that will
help you to think in a creative and out-of-box ways.to come forth as a true leader, you
need mastery over your specialty on skills and knowledge. At the same time, you have to
show specific significant leadership skills. Such skills will help you to create the best
work environment; command love, respect, and devotion from the team members and get
higher success rate which is not possible earlier. These six(6) traits are significant in
creating your own success and gaining respect as a strong leader. The following: effective
communication, problem solving, relationship building, striving for feedback,

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trustworthiness, empathy of a team are some tried and tested well-curated lists of
leadership skills to hone.
The first trait is effective communication, having effective communication is
important to avoid predominant problems at the work place, leaders should embody good
communication skills. Being a good listener and having proper technique to receive
information is an advantage for effective communication by this it will contribute an
effective communicating trend for that business environment (Sheen, 2019).
According to Doyle (2019), the ability to communicate effectively with superiors,
colleagues, and staff is essential, no matter what industry you work in. Workers in the
digital age must know how to effectively convey and receive messages in person as well
as via phone, email, and social media. Good communication skills will help you get
hired, land promotions, and be a success throughout your career. These are the top 10
communication skills: First is listening, one of the best ways to be an effective
communicator is to be a good listener. Next is the use of non-verbal communication
wherein nonverbal signals convey feelings or thoughts. For example, eye contact, it lets
that the listener demonstrate that he is focused to the conversation might as well to the
speaker. Before saying anything else make sure that you think about it so that when
message is speak out it is clear and direct, not too much or too little. Use of friendly tone
when communication is significant too, especially being nice and polite during the
conversation. Believing in what is being said is also important and it can be achieved if
confidence is shown throughout the interactions with others. Other thing is to listen and
understand the point of view of other person and respect their opinions. Effective
communicator enters into a conversation with a flexible understanding and open minded.
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People that take simple actions like making eye contact, active listening and calling a true
person’s name when communicating is used to express appreciation and respect to
speaker. One of the important communication skills is the ability to accept and give
appropriate feedbacks from/to everyone. Giving feedback can profoundly increase
motivation such as praise and can even encourage others to give feedbacks as well. Being
mindful and thoughtful of what topic and form of communication to be used in
conversations are more likely to be responded positively by people around you.
Second of the six facets is problem solving, the center duty of any leader is to
resolve all hierarchical issues at each level. The problem can be internal, i.e., within
various departments, employees, teams, etc. It can also be external like that with the
clients, market conditions, stiff competition, etc. The chief assignment of a leader is to
dissect the complete circumstance coherently and with a cool head. The result of this
would be a quick action-oriented decision that would work within the best intrigued of
the association and its representatives. Any leader together with problem-solving skills is
to dissect and expert pattern. It gives her heading and concepts in strategic planning
which records beneath important leadership skills as well. Due to the successful solution
in different issues, the leader can motivate his group, develop his picture, and gain
respect of all (Sheen, 2019).
According to skillsyouneed.com (2011), solving problems can be either
intuitively or systematically. Intuition as the use of common sense and experience in
order to make quick decision while systematic requires logical approach and creative
thinking to be able to solve problems. Solving and defining problems requires us to do
some research by simple search in Google or precise research projects. Team working is
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very important because with the help of other people, many problems will be solved and
are best defined. Having emotional intelligence will give you the capabilities of
recognizing yours and others’ emotions that will direct us to appropriate decisions and
solutions. Risk management is the ability of measuring risks in solving any problems and
the knowledge of assessing risk in different situations. Decision making are closely
related skills to problem solving. Making a decision is an important part in the process of
solving problem wherein diverse choice and options will be faced critically.
Next is Relationship Building where in a solid foundation of trust and
relationships with both clients and employees is managed to be created by a successful
leader. Strengthening relations internally as well as externally reap unparalleled success
to any leader who invests time, effort, and even emotion. One-on-one relationship with
every employee of the organization is not the necessary need to be build but accessibility.
An acknowledgment to works of others through small gesture can inspire feelings of
being personally mentored by the leader (Sheen, 2019).
According to Freifeld (2013), by building positive relationships with others, we
will be happier and more fulfilled and feel more supported, supportive, and connected.
One of the most profound experiences we can have in our lives is the connection we have
with other human beings. Positive and supportive relationships will help us to feel
healthier, happier, and more satisfied with our lives. So here are a few tips to help you to
develop more positive and healthy relationships in all areas of your life: In case we are all
the same, life would be very boring and, whereas we may discover at first being
effortless, the oddity of similarity would fade. So tolerating and celebrating the
differences of each other may be an awesome beginning. Active or reflective listening is

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the best valuable and vital listening ability. In active listening, we are truly curious about
interested in curious about inquisitive about understanding what the other individual is
considering, feeling, needing, or what the message implies, and we are active in
confirming out our understanding before we acknowledge our own current message.
Being there within the time you give to individuals is additionally important, so that,
when you are with them, you're really with them band not staying within the past or
stressing the future. The association we make with other individuals is the very touch
stone of our presence, and committing time, vitality, and exertion to creating and building
connections is one of the foremost important life skills. Poor workplace communication
can lead to a back-stabbing and blame culture that, in turn, can affect our stress levels,
especially if we don't know something or think that we've been misled. It can also have a
beneficial impact on morality if it works well and motivates people to want to get into
work and do an excellent job. By now, almost everyone has a mobile phone and some
have two or more there. While in an emergency they are a lifesaver and an efficient
communication tool, they can also be a full distraction when individuals have a lack of
etiquette for mobile phones. The capacity to provide helpful input to others makes a
difference for them to tap into their individual potential and can offer assistance to
produce positive and commonly beneficial relationships. It can assist you to tap into your
dazzle spot and get a diverse perspective. I have developed to get it, in any case, that trust
is tremendously vital in any relationship. No love will prolong without having respect and
trust. Empathy and understanding builds association between individuals. It could be a
state of seeing and relating to another person’s sentiments and needs without accusing,
giving exhortation, or attempting to settle the situation.

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Followed by striving for feedback which means of giving an inspiring and
positive feedback to the members of the team often appear as defining line of an
employee’s prosperity and failure. The capability of accepting comments is a top-notch
skill that is important to leadership necessary in any leader hence every one of them
should work hard on it. There’s always room for development even though you are
already good. It will certainly make you as a better and finer leader if you master the
soliciting of feedbacks about one self and act on it positively. An intelligent leader
recognizes it as the ideal way of optimizing his/her behavior for the team and brand.
Receiving response from the team and working with it will not degrade you but elevate
and improve your attitude to all. This inspired traits are all exceptional such as loyalty,
admiration/respect, and devotion and the most significant leadership skills to refine and
pursue (Sheen, 2019).
According to the University of waterloo (ND), We are continually receiving and
giving feedback. Whether explicit through oral or written language, or implicit in
gestures or tone of voice, feedback conveys information about behaviors and offers an
evaluation of the quality of those behaviors. While it is easy to take feedback personally,
strive to perceive it as a learning opportunity. Feedback can reinforce existing strengths,
keep goal-directed behavior on course, clarify the effects of behavior, and increase
recipients’ abilities to detect and remedy errors on their own. To receive and give
feedback effectively you should listen to the given feedback, aware of your responses,
open, understands the message, reflect and decide what to do, and follow up on
feedbacks. Listening to the person who is talking is a must when getting a feedback.
Allow the person to give their perspective and opinion in a specific matter, focus on the
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information that the person is giving and understand it very well. Non-communication
skills will help in delivering a message, through body language we can interpret our
response to the person, showing body movements can deliver negative or positive
meaning to the person. Being open to other person’s ideas and perspective can enhance
one’s viewpoint. It will improve the learnings of a person. Having extensive
understanding in listening other’s feedback can help in having good communication,
Review the viewpoints of the feedback and interpret it correctly, Active listening and
being responsive in feedbacks are important. Calculate and measure the feedback and
decide what to do, look for beneath details and ask for someone’s opinion. Follow up
feedback in applying the proposition given to a person can be useful in a situation,
discuss the follow up feedback and look for other details.
Then trustworthiness that among the numbers of significant leadership skills to
work hard for, trustworthiness has risen to become as gravely important a skill as
confidence or competence. With the corporate world moving from vertical to horizontal,
the major success factor shifts from ‘power’ to ‘power of trust.’ In the current digital age,
the degree to how much you seem to be an honest and trustworthy leader will predict
your path of success. Showing traits like honesty and integrity will promote team-
building, boost communication, and build up trust and respect at all levels. The center of
trustworthiness is integrity and truthfulness. It is the central quality for any success of the
business (Sheen, 2019).
According to Conley (2016), Very few people are unequivocally trustworthy or
untrustworthy in every aspect of their behavior. We all make mistakes and act in ways
that erode other’s trust, but by and large, I think most people strive to be trustworthy the
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majority of the time. The definitive way to judge someone’s trustworthiness is to observe
their behavior over time. When examining a person’s behavior to assess their
trustworthiness, there are four factors to consider: A person must be diplomatic in
planning, good in problem-solving and executive in decision-making, should embodied
this capability in doing the job, also consider to be expertise and competent in different
platforms of the job. A person is considered to be believable when they act with integrity
and they not just all talk; they do what they ought to be doing. They are honest, credible
and know how to take responsibility for their mistakes and they deal with people fairly
and equitably not breaking the rules by playing favorites. A person can be said to be
connected when they show their trustworthiness through being someone who is
compassionate and cares about people and their well-being. They are also good in terms
of communication, shares information readily; open for feedbacks and good listeners
building good relations promoting a sense of connection and harmony. A trustworthy
person should be dependable who honors their commitments by being reliable and doing
things that they said they would. They build trust by being someone others can rely on
then when leading others, they also know how to rely on their team members and they
know how to respond to several situations.
Lastly, Empathy of a Team a leader should embody sympathy to his/her people,
have extensive understanding, and have the courage to guide and support his/her people
with compassion. It’s important to have empathy as a leader, being sensitive in different
situation can help to improve the performance of the employee it will result to people’s
satisfaction, better productivity and profitability (Sheen, 2019).

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Buist (2017) stated being empathetic is about sensing what is being transmitted
without being vocalized. Sensing the feelings of others is having the competency to be in
touch with the feelings of another person through ones’ own feelings. We sense people’s
feelings by having registered in our lives that certain vocal tones, facial expressions, body
language, and mannerisms, indicate particular feelings. Taking the emotional temperature
informs us to be watchful, discreet, cautious, but not timid of recognizing if others are
cool towards an idea, or hot about it. We may not know the reason for the feelings, or
even be too sure exactly what those feelings are, but we have taken the temperature. We
discern a change and can tell if it is of a positive or negative nature. Empathetic people
recognize discomfort and sensitivity within others over issues and situations. They
respond accordingly and show thoughtfulness about what they say, how their remarks are
framed, and the degree of gravity or humor that is appropriate. This is more than simply
wanting to avoid offence: it is based on a true assessment of the feelings, values, and
attitudes of another, leading to deliberate choices and behaviors. Being genuinely
interested., empathetic people appears to be genuinely interested and completely centered
on them during interactions, making a point of recollecting their issues, inquiring
questions around what keeps them wakeful and where the torment is in their working
day. By listening carefully, watching completely, and recollecting precisely, the
empathizer will go beyond recording the client’s thoughts and inclinations. It implies that
we perceive the affect those perspectives have on the issue at hand and are subsequently
able to require them into consideration. Empathy is communicated by being steady,
empowering, asserting, comprehensive and up building. Indeed when we significantly
oppose this idea, there's an sympathetic way of doing so that will give the other party
23
with a stately way of giving up their perspective. Empathy lets us see through the plans
and schemes behind peoples actions but we should use this appropriately and not be
accusative and suspicious. For empathetic people, it's not enough to just know the
motives, they also want to let others achieve their objectives. They don't force their ideas
to others, instead they bring out their own dreams and goal and helping them in thinking
of ways to succeed in doing these. Empathy involves putting yourself in other people's
situation knowing their feelings, motives, longings and thinking. It requires proper
communication and great attention because sometimes the smallest gestures may hold
great meanings. Emphathetic skills are important in dealing with other groups of people
in the future, being aware and able to identify and understand the difficulties in once
issues is about knowing the different situation or events that may happen by just knowing
the person’s knowledge and interpersonal. Sensitivity is needed when it comes in dealing
with other people, A person need to adjust himself/herself sometimes, it indicate comfort,
encouragement and direction to others. Every person is multifaceted they need to act
based on the situation and circumstances. Empathy is far more than feeling what another
feels, because this skill is not about the abandonment of the thought processes. It is about
the full deployment of cognitive reasoning allied to emotional intelligence and good
observational skills. Empathy is not just about knowing how other feels but it’s about
how a person could help one another by just being emotional intelligent and good
observer.
In addition to all of this, showing the relationship between leadership and
personality traits, Kaya(2016) states that the moral measurement of executive
leadership is thought to be interestingly vital since of the executive's potential to

24
influence employee and organizational behavior. We ought to analyze the interface
between five factor personality traits, identity traits and ethical leadership. Neuroticism,
Extraversion, Openness to Experience, Agreeableness and Conscientiousness are the
factors to predict ethical leadership. The study find out that Neuroticism have negative
effect in ethical leadership. While result on extraversion doesn't shows any relationship in
ethical leadership. Lastly, the results found out that Openness to experience,
Agreeableness, and Conscientiousness are the most important factor in ethical leadership.
According to Lebowitz (2016), nothing can predict whether you will be the
president of United States. But research recommends different personality traits that are
more likely to lead you in leadership position in you company, government, or school.
Judge looked at the importance of each in "Big Five" personality traits — openness to
experience, conscientiousness, extroversion, agreeableness, and neuroticism — among
the types of a leader. Among his findings: the stronger predictor of leadership is the
extroversion while the least one is the agreeableness.
Synthesis
According to Diener and Lucas (2019), Personality traits is a person's
characteristic such us behaviors, thoughts, and feelings. The most commonly used system
25
of traits is the Five-Factor Model. It is consists of five broad traits that can easily
remember using the acronym OCEAN: Openness, Conscientiousness, Extraversion,
Agreeableness, and Neuroticism. In which, each trait can be divided into facets to give
more detailed examination and study about the personality traits of a person.
Capability and strengths of every individual reflects Leadership skills which
exhibit to help supervise operation, manage initiatives and guide their every employees
towards the attainment of the objective. According to Sheen (2019), it is gravely
important for you to really comprehend the significance of leadership skills. The
following: effective communication, problem solving, relationship building, striving for
feedback, trustworthiness, empathy of a team are some tried and tested well-curated lists
of leadership skills to hone.
Judge looked at the importance of each in "Big Five" personality traits —
openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism
— among the types of a leader. Among his findings: the stronger predictor of leadership
is the extraversion while the least one is the agreeableness (Lebowitz, 2016).
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research procedures which will be used in the study. The
research procedures are presented as follows: (a) Research Design, (b) Respondents of
26
the Study, (c) Research Locale, (d) Instrumentation, (e) Procedure, and (f) Statistical
Treatment of Data.
Research Design
This study uses Quantitative Research design which make(s) use of
computational, statistical and mathematical tools in deriving results. According to Babbie
(2010), datas are collected through questionnaires, surveys and by manipulating pre-
existing statistical data using computational techniques. This research focuses on
gathering numerical data and theorizing it across large number of people or to explain
particular phenomenon. This research was conducted in a non-experimental design and
correlational approach. Non-experimental research lacks manipulation of an independent
variable and it simply measure variables as they naturally occur which means that you are
describing situation or phenomenon simply as it stands. Non- experimental research
concerns about the validity of the measurements instead of the validity of effects. This
study also utilized Correlational approach which establish relationship between two
groups or variables and helps to determine how one impacts the other and looks for the
changes based on the observation. The researchers will use this kind of research design
because the study aims to know the Correlation between personal traits and leadership
skills of senior high school class officers in Rogationist College School year 2019-2020.
Respondents of the Study
The primary sources of information for the study were the class officers of the Senior
High School Department of Rogationist College. Among the Senior High School
27
students, 163 of them were chosen to be the respondents of the study This group of
students were selected by the researchers as the respondent because they are mostly
leading specific classes or groups. Another reason is this study will also serve as their
guide in leading their own classes or different groups they are handling.
The sampling method that the researchers will use is purposive sampling because the
samples are selected based on the characteristics and objective of the study.
Research Locale
The study will be conducted in Rogationist College Senior High School
Department of School Year 2019-2020 in Silang, Cavite. The researchers chose to
conduct the study on Rogationist College in order to gain a deeper understanding about
the Correlation between Personal Traits and Leadership Skills of Senior High School
Class Officers . Moreover, the variables in the study are focused on the Personal Traits
and Leadership Skills of Senior High School Class Officers in Rogationist College so it is
only appropriate to perform a study on an educational institution such as Rogationist
College.
Instrumentation
In determining the personal traits and leadership skills of the Senior High School
class officers in Rogationist College, the researcher used a questionnaire that has two (2)
parts. For the first part, it is for personal traits that is consist of five (5) categories. While,
the second part is made up of six (6) facets of leadership skills.
Procedure
28
In gathering the data and determining the relationship of personality traits and the
leadership skills of the senior high school students, the researchers followed the
following procedures.
The researchers first coordinated with their Practical Research 2 teacher and the
senior high school principal for them to be allowed to conduct the study regarding the
senior high school students. Then when the permission was given, the researcher
formulated the questionnaires, the questionnaires were validated by the guidance
counselor and the statistician. Next, third is the researchers conducted a pre-survey to
determine the class officers in each section. Fourth is after getting the list of officers, the
questionnaires were distributed to them to gather the necessary data. Then after gathering
all the data, the researchers tabulated and treated them statistically to get the relationship
between the variables.
Statistical Treatment
In order to determine the correlation between personal traits and leadership skills
of the Senior High School Class Officers in Rogationist College, the researchers used
three statistical techniques: correlation, mean and mode.
Correlation. Correlation is used to determine whether the two variables are
connected or related. In this study, the Spearman’s Rank- Order Correalation will be
used.
6 ∑ d 2i
ρ=1−
n3−n
29
Where:
n = number of cases
di = difference in paired ranks
The researchers used the Spearman’s Rank- Order Correlation because it
measures the strengths of association between two variables. It also measures the strength
and direction of monotomic relationship between two variables.
Mean. The mean, the same as average, is the number you obtain after adding all
the numbers and divide it up by the total number in this set.
∑x
x́=
n
Where:
x= scores
n= number of scores
The researchers compute for the mean to determine the center of the numerical
data.
30
Chapter 4
RESULTS AND DISCUSSION
This chapter shows and discusses the data gathered by the researchers that deal
with determining the relationship between the personal traits and leadership skills among
31
the chosen students. Specifically, the data was obtained from the 159 chosen respondents
which were the Senior High School class officers of Rogationist College. Moreover, the
process of analyzing the data collected was also presented in this section.
Problem 1. What are the Personal Traits of Senior High School class officers in
Rogationist College in terms of: (a) Openness to the experience
(b) Conscientiousness (c) Extraversion (d) Agreeableness and
(e) Neuroticism?
Table 5. Scores of the personal trait - openness to the experience of the respondents.
OPENNESS TO THE STANDARD VERBAL
MEAN
EXPERIENCE DEVIATION INTERPRETATION
I day dreaming and have vivid High Positive Personal
2.94 0.70
imagination. Traits
I give importance and interest to High Positive Personal
3.21 0.73
arts. Traits
High Positive Personal
I experience emotions intensely. 3.03 0.78
Traits
I prefer to have a variety of High Positive Personal
3.10 0.66
routine and want changes. Traits
I like complex problem and High Positive Personal
3.03 0.74
philosophical discussion. Traits
I vote for liberals and do not only Moderate Positive
2.69 0.89
rely in one true religion. Personal Traits
HIGH POSITIVE
OVERALL MEAN 3.00 0.75
PERSONAL TRAITS
Legends:1.00-1.60 – very low positive personal traits, 1.61-2.20 – low positive personal
traits, 2.21-2.80 – moderate positive personal traits, 2.81-3.40 – high positive personal
traits, and 3.41-4.00 – very high positive personal traits.
Table 5 shows the openness to the experience and the questions under it, the
mean, the standard deviation and the verbal interpretation. From the results above,
question 1 have a mean of 2.94 and a standard deviation of 0.70 and interpreted as having
high positive personal traits, question 2 have a mean of 3.21 and a standard deviation of
32
0.73 and interpreted as having high positive personal traits, question 3 have a mean of
3.03 and a standard deviation of 0.78 and interpreted as having high positive personal
traits, question 4 have a mean of 3.10 and a standard deviation of 0.66 and interpreted as
having high positive personal traits, question 5 have a mean of 3.03 and a standard
deviation of 0.74 and interpreted as having high positive personal traits, abs question 6
have a mean of 2.69 and a standard deviation of 0.89 and interpreted as having moderate
positive personal traits.
And also from the results above, the overall mean for the openness to the
experience is 3.00 with a standard deviation of 0.75 and with this result it can be said that
overall respondents have a high positive personal traits.
Table 6. Scores of the personal trait - conscientiousness of the respondents.

STANDARD VERBAL
CONSCIENTIOUSNESS MEAN
DEVIATION INTERPRETATION
I complete tasks successfully and High Positive Personal
3.09 0.61
don’t misjudge situation. Traits
I like everything to be in order High Positive Personal
3.40 0.68
and don’t want to leave any mess. Traits
I follow the set of rules and not 3.20 0.60 High Positive Personal
33
against these. Traits

I work hard and do not just be High Positive Personal
3.28 0.64
enough to get by. Traits
I get chores done right away and High Positive Personal
2.99 0.77
don’t like to waste own time. Traits
I avoid making mistakes and do High Positive Personal
3.06 0.66
not rush into things. Traits
OVERALL MEAN 3.17 0.66 HIGH POSITIVE
PERSONAL TRAITS
Table 6 shows the conscientiousness of the respondents and the questions under
it, the mean, the standard deviation and the verbal interpretation. From the results above,
traits, question 4 have a mean of 3.28 and a standard deviation of 0.64 and interpreted as
having high positive personal traits, question 5 have a mean of 2.99 and a standard
deviation of 0.77 and interpreted as having high positive personal traits, and question 6
have a mean of 3.06 and a standard deviation of 0.66 and interpreted as having high
positive personal traits.
And also from the results above, the overall mean for the conscientiousness is
3.17 with a standard deviation of 0.66 and with this result it can be said that overall
respondents have a high positive personal traits.
Table 7. Scores of the personal trait - extraversion of the respondents.

34
STANDARD VERBAL
EXTRAVERSION MEAN
I radiate joy and often amused. 3.14 0.69
Traits
I love to feel excitement and to High Positive Personal
3.23 0.70
hear loud music. Traits
I tend to be busy and don’t like High Positive Personal
2.93 0.76
take things easy. Traits
I like to take charge of
Moderate Positive
something and don’t wait for 2.78 0.68
Personal Traits
others to lead.
I make friends easily and get to
know them on a small span of 3.06 0.73
Traits
time.
I don’t prefer to be alone and Moderate Positive
2.75 0.90
love to be present into a party. Personal Traits
HIGH POSITIVE
PERSONAL TRAITS
Table 7 shows the extraversion and the statements under it, the mean, the standard
deviation and the verbal interpretation. From the results above, statement 2 have a mean
of 3.23 and a standard deviation of 0.70 and interpreted as having high positive personal
traits, statement 1 have a mean of 3.14 and a standard deviation of 0.69, and interpreted
as having high positive personal traits, statement 5 have a mean of 3.06 and a standard
deviation of 0.73, and interpreted as having high positive personal traits, statement 3 have
a mean of 2.93 and a standard deviation of 0.76, and interpreted as having high positive
personal traits, statement 4 have a mean of 2.78 and a standard deviation of 0.68, and
interpreted as having moderate positive personal traits, and statement 6 have a mean of
2.75 and a standard deviation of 0.90, and interpreted as having moderate positive
personal traits.
35
And also from the results above, the overall mean for the extraversion is 2.98 with
a standard deviation of 0.75 and with this result it can be said that overall respondents
have a high positive personal skills.
Table 8. Score of the personal trait – agreeableness of the respondents.

STANDARD VERBAL
AGREEABLENESS MEAN
I put belief toward others High Positive Personal
2.95 0.70
without doubt and hesitation. Traits
I easily get satisfied and do not
say anything unkind though 2.95 0.72
Traits
clever.
I make people feel welcome High Positive Personal
3.37 0.65
and look up to other people. Traits
I don’t use flattery words to get High Positive Personal
3.06 0.70
ahead of others. Traits
I dislike to be the center of
attention and don’t think highly 3.33 0.73
Traits
of myself.
I sympathize with the homeless High Positive Personal
3.39 0.65
or anyone who is in need. Traits
HIGH POSITIVE
PERSONAL TRAITS
Table 8 shows the agreeableness and the statements under it, the mean, the
standard deviation and the verbal interpretation. From the results above, statement 6
positive personal traits, statement 3 have a mean of 3.37 and a standard deviation of 0.65,
and interpreted as having high positive personal traits, statement 5 have a mean of 3.33
and a standard deviation of 0.73, and interpreted as having high positive personal traits,
statement 4 have a mean of 3.06 and a standard deviation of 0.70, and interpreted as
having high positive personal traits, statement 5 and statement 6 have the same mean of
36
2.95 and a standard deviation of 0.70 and 0.72, and interpreted as having high positive
personal traits.
And also from the results above, the overall mean for the agreeableness is 3.18
with a standard deviation of 0.69 and with this result it can be said that overall
respondents have a high positive personal traits.
Table 9. Score of the personal trait – neuroticism of the respondents.

STANDARD VERBAL
NEUROTICISM MEAN
I don’t worry about things all the Moderate Positive
2.54 0.79
time and don’t get relaxed. Personal Traits
I don’t get easily angry and often Moderate Positive
2.79 0.86
irritated. Personal Traits
I am not feeling blue and feel Moderate Positive
2.58 0.77
comfortable at all. Personal Traits
I don’t easily intimidate and
embarrassed about what others 2.84 0.75
Traits
are.
I don’t eat too much and hard to Moderate Positive
2.60 0.82
resist temptation. Personal Traits
I don’t easily panic and can’t Moderate Positive
2.71 0.86
remain calm under pressure. Personal Traits
HIGH POSITIVE
PERSONAL TRAITS
Table 9 shows the neuroticism and the statements under it, the mean, the standard
deviation and the verbal interpretation. From the results above, statement 1 have a mean
of 2.54 and a standard deviation of 0.79 and interpreted as having moderate positive
personal traits, statement 2 have a mean of 2.79 and a standard deviation of 0.86, and
interpreted as having moderate positive personal traits, statement 3 have a mean of 2.58
and a standard deviation of 0.77, and interpreted as having moderate positive personal
37
traits, statement 4 have a mean of 2.84 and a standard deviation of 0.75, and interpreted
as having high positive personal traits, statement 5 have a mean of 2.60 and a standard
deviation of 0.82, and interpreted as having moderate positive personal traits, and
statement 6 have a mean of 2.71 and a standard deviation of 0.86, and interpreted as
having moderate positive personal traits.
And also from the results above, the overall mean for the effective
communication is 3.06 with a standard deviation of 0.79 and with this result it can be said
that overall respondents have a high leadership skills.
Problem 2. What are the Leadership skills of Senior High School class officers in
Rogationist College in terms of: (a) Effective Communication (b)
Problem Solving (c) Relationship Building (d) Striving for Feedback
(e) Trustworthiness and (f) Empathy for Team?
Table 10. Scores of the leadership skill – effective communication of the respondents.
VERBAL
EFFECTIVE STANDARD
MEAN INTERPRETATIO
COMMUNICATION DEVIATION
N
I am active good listener in other Very High Positive
3.53 0.50
people’s perspective. Leadership Skills
I can use nonverbal signals while High Positive
3.31 0.61
communicating. Leadership Skills
I can clearly and directly convey High Positive
3.20 0.61
my message. Leadership Skills
I am nice, polite, flexible and open High Positive
3.31 0.63
minded communicator. Leadership Skills
I am confident in interacting with High Positive
3.10 0.76
other people. Leadership Skills
I can listen and show respect to Very High Positive
3.55 0.57
other person and their opinion. Leadership Skills
I can show respect to my listener Very High Positive
3.53 0.55
and to their ideas. Leadership Skills
I am able to appropriately give and High Positive
3.34 0.60
receive feedback. Leadership Skills
38
I am aware of the topic I’m High Positive

3.36 0.56
choosing when communicating. Leadership Skills
HIGH POSITIVE
OVERALL MEAN 3.36 0.60 LEADERSHIP
SKILLS
Legends:1.00-1.60 – very low leadership skills, 1.61-2.20 – low leadership skills, 2.21-
2.80 – moderate leadership skills, 2.81-3.40 – high leadership skills, and 3.41-4.00 –
very high leadership skills.
Table 10 shows the effective communication and the questions under it, the mean,
the standard deviation and the verbal interpretation. From the results above, question 1
have a mean of 3.54 and a standard deviation of 0.50 and interpreted as having very high
positive personal traits, question 2 have a mean of 3.31 and a standard deviation of 0.61
and interpreted as having high positive personal traits, question 3 have a mean of 3.20
and a standard deviation of 0.61 and interpreted as having high positive personal traits,
3.55 and a standard deviation of 0.57 and interpreted as having very high positive
personal traits, question 7 have a mean of 3.53 and a standard deviation of 0.55 and
interpreted as having very high positive personal traits, question 8 have a mean of 3.34
and a standard deviation of 0.60 and interpreted as having high positive personal traits,
and question 9 have a mean of 3.36 and a standard deviation of 0.56 and interpreted as
having high positive personal traits.
that overall respondents have a high leadership skills.

39
Table 11. Scores of the leadership skill – problem solving of the respondents.
STANDARD VERBAL
PROBLEM SOVING MEAN
I do research to conduct High Positive
3.19 0.64
effective ideas. Leadership Skills
I incorporate team work in High Positive
3.38 0.61
solving problems. Leadership Skills
I can recognize the emotions of High Positive
3.20 0.69
myself and others easily. Leadership Skills
I can measure certain amount of
High Positive
risk to be solve either intuitively 3.18 0.59
Leadership Skills
or systematically.
I can make decision critically High Positive
3.15 0.56
and way up issues. Leadership Skills
HIGH POSITIVE
SKILLS
Table 11 shows the problem solving of the respondents and the questions under it,
the mean, the standard deviation and the verbal interpretation. From the results above,
high positive leadership skills, question 2 have a mean of 3.38 and a standard deviation of
0.61 and interpreted as having high positive leadership skills, question 3 have a mean of
3.20 and a standard deviation of 0.69 and interpreted as having high positive leadership
skills, question 4 have a mean of 3.18 and a standard deviation of 0.59 and interpreted as
having high positive leadership skills, question 5 have a mean of 3.15 and a standard
deviation of 0.56 and interpreted as having high positive leadership skills.
And also from the results above, the overall mean for the problem solving is 3.22
respondents have a high leadership skills.

40
Table 12. Scores of the leadership skill – relationship building of the respondents.
STANDARD VERBAL
RELATIONSHIP BUILDING MEAN
I can accept differences of one Very High Positive
3.53 0.55
another. Leadership Skills
I can manage my time High Positive
2.95 0.77
effectively. Leadership Skills
High Positive
I can motivate other people. 3.31 0.69
Leadership Skills
I can manage the use of
High Positive
communication tool (mobile 3.33 0.68
Leadership Skills
phones and etc.) effectively.
I can provide constructive
High Positive
opinion to others to achieve 3.36 0.58
Leadership Skills
their dreams.
I develop the trust is High Positive
3.33 0.60
tremendously vital. Leadership Skills
I can interpret other people’s High Positive
3.10 0.75
emotion easily. Leadership Skills
HIGH POSITIVE
SKILLS
Table 12 shows the relationship building and the statements under it, the mean,
the standard deviation and the verbal interpretation. From the results above, statement 1
have a mean of 3.53 and a standard deviation of 0.55 and interpreted as having very high
positive leadership skills, statement 5 have a mean of 3.36 and a standard deviation of
0.58, and interpreted as having high positive leadership skills, statement 4 and 6 have the
same mean of 3.33 and a standard deviation of 0.60 and 0.68, and interpreted as having
high positive leadership skills, statement 3 have a mean of 3.31 and a standard deviation
of 0.69, and interpreted as having high positive leadership skills, statement 7 have a
mean of 3.10 and a standard deviation of 0.75, and interpreted as having high positive
41
leadership skills, and statement 2 have a mean of 2.95 and a standard deviation of 0.77,
and interpreted as having high positive leadership skills..
that overall respondents have a high positive leadership skills.
Table 13. Scores of the leadership skill – striving for feedbacks of the respondents.
STRIVING FOR STANDARD VERBAL
MEAN
FEEDBACK DEVIATION INTERPRETATION
I am aware of my body
High Positive
language and tone of my voice 3.16 0.72
Leadership Skills
when communicating.
I can understand the message High Positive
3.25 0.56
effectively. Leadership Skills
I can assess and reflect the High Positive
3.23 0.60
value of the feedback easily. Leadership Skills
I can implement questions and High Positive
3.35 0.61
suggestions. Leadership Skills
HIGH POSITIVE
SKILLS
Table 13 shows the strive for feedback and the statements under it, the mean, the
positive leadership skills, statement 2 have a mean of 3.25 and a standard deviation of
0.56, and interpreted as having high positive leadership skills, statement 3 have a mean of
3.23 and a standard deviation of 0.60, and interpreted as having high positive leadership
42
skills, statement 1 have a mean of 3.16 and a standard deviation of 0.72, and interpreted
as having high positive leadership skills.
And also from the results above, the overall mean for the striving for feedback is
3.25 with a standard deviation of 0.62 and with this result it can be said that overall
respondents have a high positive leadership skills.
Table 14. Scores of the leadership skill – trustworthiness of the respondents.

STANDARD VERBAL
TRUSTWORTHINESS MEAN
I have skills in leading as I act High Positive
3.23 0.59
with integrity. Leadership Skills
I am kind, compassionate and High Positive
3.38 0.62
concerned of others. Leadership Skills
I am reliable and doing what I High Positive
3.35 0.68
say. Leadership Skills
High Positive
Leadership Skills
Table 14 shows the trustworthiness and the statements under it, the mean, the
positive personal traits, and statement 2 have a mean of 3.38 and a standard deviation of
0.62 and interpreted as having high positive personal traits and statement 3 have a mean
traits.
And also from the results above, the overall mean for the trustworthiness is 3.32
respondents have a high leadership skills.

43
Table 15. Scores of the leadership skill – empathy for team of the respondents.
STANDARD VERBAL
EMPATHY FOR TEAM MEAN
I can easily sense the feelings High Positive
3.33 0.63
and needs of others. Leadership Skills
I am totally focus on what I am Very High Positive
3.53 0.60
genuinely interested in. Leadership Skills
Very High Positive
Leadership Skills
Table 15 shows the effective communication and the questions under it, the mean,
the standard deviation and the verbal interpretation. From the results above, question 1
positive personal traits, and question 2 have a mean of 3.53 and a standard deviation of
0.60 and interpreted as having very high positive personal traits.
that overall respondents have a very high leadership skills.
Problem 3. Are there significant relationship between Personality Traits and
Leadership Skills of the respondents?
Table 16. Spearman rho correlation on openness and leadership skills

Variables Spearman Rho r p-value Description Decision
Openness and Reject the null
effective 0.401 0.000 Significant hypothesis
communicatio
n
44
Reject the null

Openness and 0.446 0.000 Significant hypothesis
problem
solving
Reject the null
relationship
building
Reject the null
striving for
feedback
0.429 0.000 Significant Reject the null
Openness and hypothesis
trustworthiness
Empathy
overall
leadership
skills
Legends: p-value > 0.05 – significant and p-value < 0.05
Table 16 shows the variable comparing the personality trait openness to the other
facets of the leadership skills, the spearman rho score, the p-value, the description and the
decision whether to accept or reject the null hypothesis. From the result above all of them
have significant relationship with openness with rho score of 0.446 with problem solving,
0.429 with trustworthiness, 0.408 with striving for feedback, 0.401 with effective
communication, 0.338 with relationship building, 0.315 with empathy and then 0.481
with its overall relation to the leadership skills. And also from the result all of the p-value
is 0.000 resulting into the decision of rejecting the null hypothesis.
Table 17. Spearman rho correlation on conscientiousness and leadership skills

45

conscientiousnes Reject the null
s and effective 0.539 0.000 Significant hypothesis
communication

s and problem 0.538 0.000 Significant hypothesis
solving

s and relationship 0.501 0.000 Significant hypothesis
building

s and striving for 0.504 0.000 Significant hypothesis
feedback
conscientiousnes
s and 0.537 0.000 Significant Reject the null
trustworthiness hypothesis
conscientiousnes 0.480 0.000 Significant Reject the null

s and Empathy hypothesis
conscientiousnes 0.638 0.000 Significant Reject the null

s and overall hypothesis
leadership skills
Table 17 shows the variable comparing the personality trait conscientiousness to
the other facets of the leadership skills, the spearman rho score, the p-value, the
description and the decision whether to accept or reject the null hypothesis. From the
result above all of them have significant relationship with conscientiousness with rho
score of 0.539 with effective communication, 0.538 with problem solving, 0.501 with
relationship building, 0.504 with striving for feedback, 0.537 with trustworthiness, 0.480
with empathy and then 0.638 with its overall relation to the leadership skills. And also
46
from the result all of the p-value is 0.000 resulting into the decision of rejecting the null
hypothesis.
Table 18. Spearman rho correlation on extraversion and leadership skills

extraversion Reject the null
and effective 0.518 0.000 Significant hypothesis
communicatio
n
Reject the null
extraversion 0.399 0.000 Significant hypothesis
and problem
solving
extraversion 0.431 0.000 Significant Reject the null

and hypothesis
relationship
building
extraversion hypothesis
and striving for
feedback
and
trustworthiness
and Empathy
and overall
leadership
skills
Table 18 shows the variable comparing the personality trait extraversion to the
other facets of the leadership skills, the spearman rho score, the p-value, the description
47
and the decision whether to accept or reject the null hypothesis. From the result above all
of them have significant relationship with extraversion with rho score of 0.518 with
effective communication, 0.480 with problem trustworthiness, 0.431 with relationship
building, 0.399 with problem solving, 0.395 with striving for feedback, 0.363 with
empathy and then 0.552 with its overall relation to the leadership skills. And also from
the result all of the p-value is 0.000 resulting into the decision of rejecting the null
hypothesis.
Table 19. Spearman rho correlation on Agreeableness and leadership skills

agreeableness Reject the null
and effective 0.463 0.000 Significant hypothesis
communicatio
n
Reject the null
agreeableness 0.451 0.000 Significant hypothesis
and problem
solving
agreeableness 0.422 0.000 Significant Reject the null

and hypothesis
relationship
building
agreeableness hypothesis
and striving for
feedback
and
trustworthiness
and Empathy
and overall
48
leadership
skills
Table 15 shows the variable comparing the personality trait agreeableness to the
other facets of the leadership skills, the spearman rho score, the p-value, the description
and the decision whether to accept or reject the null hypothesis. From the result above all
of them have significant relationship with agreeableness with rho score of 0.505 with
trustworthiness, 0.463 with effective communication and striving for feedback, 0.451
with problem solving, 0.433 with empathy, 0.422 with relationship building, and then
0.537 with its overall relation to the leadership skills. And also from the result all of the
p-value is 0.000 resulting into the decision of rejecting the null hypothesis.
Table 20. Spearman rho correlation on neuroticism and leadership skills

neuroticism Accept the null
and effective 0.079 0.323 Not significant hypothesis
communicatio
n
Accept the null
neuroticism 0.061 0.447 Not significant hypothesis
and problem
solving
neuroticism 0.099 0.214 Not significant Accept the null

and hypothesis
relationship
building
0.110 0.167 Not significant Accept the null
neuroticism hypothesis
and striving for
feedback
49
and
trustworthiness
and Empathy
and overall
leadership
skills

Table 20 shows the variable comparing the personality trait - neuroticism to every
have significant relationship with neuroticism with rho score of 0.079 with effective
communication, 0.061 with problem solving, 0.099 with relationship building, 0.110
with striving for feedback, 0.052 with trustworthiness, 0.085 with empathy and then
0.109 with its overall relation to the leadership skills. And also from the result of p-value,
0.323 with effective communication, 0.447 with problem solving, 0.167 with relationship
building, 0.517 with trustworthiness, 0.287 with empathy and 0.172 for overall resulting
into the decision of rejecting the null hypothesis.
Table 21. Spearman rho correlation on overall personal traits and leadership skills

Overall Reject the null
personal traits 0.609 0.000 Significant hypothesis
and effective
communicatio
n
Overall 0.587 0.000 Significant Reject the null

personal traits hypothesis
and problem
solving
50
Overall
personal traits 0.557 0.000 Significant Reject the null
and hypothesis
relationship
building

and striving for
feedback

and
trustworthiness

and Empathy
Overall
personal traits 0.713 0.000 Significant Reject the null
and overall hypothesis
leadership
skills
Table 21 shows the variable comparing the overall personality trait to the other
have significant relationship with the overall personality traits with rho score of 0.618
with trustworthiness, 0.609 with effective communication, 0.587 with problem solving,
0.583 with striving for feedback, 0.557 with relationship building, 0.500 with empathy
and then 0.713 with its overall relation to the leadership skills. And also from the result
all of the p-value is 0.000 resulting into the decision of rejecting the null hypothesis.
51
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter provided the overall findings of the research. Specifically, it contains
the summary of the conducted study, the conclusions revealed from the results and
discussion section, and the recommendations which highlights the key concepts and ideas
that could help in the improvement and more in depth understanding of the study.
Summary of Findings
This study is a correlational research with the objective of determining the
correlation between personat traits and leadership skills of Senior High School Class
officers of Rogationist College. The research questions were as follows: a.) What are
personal traits of the respondents in terms of: Openness to Experience,
Conscientiousness, Extraversion, Agreeableness and Neuroticism? b.) What is the
leadership skills of the respondents in terms of: Effective Communication, Problem
Solving, Relationship Building, Striving for Feedback, Trustworthiness and Empathy for
Team? c.) Is there a significant relationship between personal traits and leadership skills?
The data to be used for the study were collected through questionnaire. The
questionnaire is consisting of 30 personal traits questions and 30 leadership skills
questions which helped to determine the correlation of these two from our respondents.
The questionnaires were distributed to 159 respondents who are Senior High School
Class Officers in Rogationist College.
Both the personal traits and leadership skills were determined using mean and
standard deviation. Lastly, the researchers used analysis of verbal interpretation to
determine the scores of thr personal traits and leadership skills.

52
Conclusions
Based from the foregoing results, the following conclusions were hereby indicated:
• The average score of the participants in mean is 3.60 which shows very high personal
positive traits and the total standard variation is 3. 56 which also shows very high
leadership skills.
• The participants answer the questionnaire very well to know if theirs significant
relationship between personality traits and leadership skills.
• There is significant relationship between personality traits and leader ship skills.
Recommendations
The researchers wanted to improve their current study in the future through the
different organizations and people involved. A well thought out set of recommendations
would lead to the successful implementation of the research, thus the researchers
indicated different suggestions addressed to different sectors or target people of the study
mentioned as follows:
Students. The students will be well-informed about the correlation of personality traits
and leadership skills. Therefore, they can create ways to improve their personality traits
in order to have good leadership skills. Also, they can generate solutions whenever there
53
is a problem about their leading strategies. Moreover, it is recommended for students to
know these things for them to develop skills as a good leader.
Teachers. Teachers nowadays is the best example of being a leader. They always lead
the group or the class. With this study, they can know further on what personality traits
can affect his/her leading styles. Also, based on the data gathered, it is recommended for
the teachers to guide those aspiring leaders who have the skills and potentials.
Future researchers. Based on the data gathered and the conclusion of the study, the
following topics and areas for additional research are recommended. Focus more on what
consequences may occur if a person doesn’t have personality traits that are related in their
leadership skills. Moreover, the researchers can conduct a study to determine other
factors that affect the leadership skills of a person.

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1

CORRELATION BETWEEN PERSONAL TRAITS AND LEADERSHIP SKILLS

Kim Nicole V. Bautista

Grade 12 – St. Catherine of Siena

This chapter presents the Introduction, Statement of the Problem, Hypothesis,

Scope and Delimitation, Conceptual Framework, Significance of the Study and

Definition of terms regarding to a research of correlation between personal traits and

leadership skills of senior high school class officers in Rogationist College

School Year 2019-2020.

Personality traits reflect people’s characteristic patterns of thoughts, feelings, and

toward the achievement of goals. Leadership skills are an essential component in

positioning executives to make thoughtful decisions about their organization's mission

relationship between personality traits and leadership skills so as to know what

personality traits one must possess to be an effective leader.

Statement of the Problem

Leadership skills of Senior High School class officers in Rogationist College.

Specifically, this study aims to answer the following questions.

College in terms of:

1.1 Openness to the experience;

College in terms of:

2.1 Effective Communication;

2.2 Problem Solving;

2.3 Relationship Building;

2.4 Striving for Feedback

2.6 Empathy for Team?

A research hypothesis is a specific, clear, and testable proposition or predictive

property of a population, such as presumed differences between groups on a particular

variable or relationships between variables. Specifying the research hypotheses is one of

the most important steps in planning a scientific quantitative research study. A

hypotheses (Lavrakas, 2008).

Scope and Delimitation

good leader. This study will be investigated by the researchers by distributing

effective or not since they have different characteristics.

Conceptual Framework of the Study

Input Process Output

Figure 1. Research Paradigm

and computation to come up with the results.

Significance of the Study

The researchers recognize that this is beneficial to the following persons:

being a good leader in the future.

The study can also open further development on the topic.

Personal Traits. Reflect people’s characteristic patterns of thoughts, feelings, and

they stand on.

goals and qualities of being a good leader.

Neuroticism. Emotional stability refers to a person's ability to remain stable and

balanced and also measured on a continuum, ranging from emotional stability (low

neuroticism) to emotional instability (high neuroticism).

REVIEW OF ELATED LITERATURE

officers in Rogationist College.

According to Diener and Lucas (2019), Personality traits is a person's

characteristic such us behaviors, thoughts, and feelings. Personality traits infer

consistenct and stability— someone who scores high in Extraversion is anticipated to be

remembered using the acronym OCEAN: Openness, Conscientiousness, Extraversion,

validated internationally by being translated into different languages and applied in

different culture. This model encompasses a large portion of personality-related terms

explained as something responsiveness to being open in trying new experience and/or

than those people who attain low score from it.

daydreaming. Aesthetics or have an artistic interests, give importance to art and

emotions intensely. Diverse behavior or adventurousness prefer variety of routine and

Second is the conscientiousness, a personality trait which depicts to what extent

someone is dependable, responsible, perseverant, and achievement driven. It particularly

satisfaction. According to the reports by the researchers in organizational psychology,