Teachers’ Psychological Characteristics and Leadership Styles in Holy Trinity College of General Santos City

Abstract

This study examines the relationship between teachers’ psychological characteristics and their leadership styles at Holy Trinity College of General Santos City. Using a quantitative descriptive-correlational design, the research involved 76 junior and senior high school teachers. Data were collected through validated survey questionnaires assessing psychological characteristics (personality, temperament, intelligence, and interest) and leadership styles (transformational, servant, authoritative, participative, transactional, and delegative). Statistical analysis, including weighted mean and Pearson’s *r* correlation, revealed that teachers strongly exhibit robust personality traits (M=4.28), resilient temperament (M=4.10), high intelligence (M=4.19), and well-developed interests (M=4.23). Leadership styles were predominantly transformational (100%), followed by authoritative and servant styles (97.4%). However, correlation analysis indicated a very weak relationship (*r* = -0.037) between psychological characteristics and leadership styles, suggesting that leadership approaches are not significantly influenced by these traits. The findings recommend that teachers engage in professional development activities to further strengthen their psychological well-being and adopt adaptable leadership strategies to enhance classroom effectiveness. This study contributes to educational leadership discourse by highlighting the need for context-responsive teaching approaches in diverse academic settings