This study examined the relationship between personality traits, leadership styles, and leadership self-efficacy among college student leaders. Guided by the Big Five personality framework and leadership theory, the research investigated whether personality traits significantly predict leadership styles and self-efficacy within an educational context. A quantitative correlational design was employed involving 111 college student leaders selected through purposive sampling. Standardized self-report instruments were used to measure Big Five personality traits, leadership styles (authoritarian, democratic, and laissez-faire), and leadership self-efficacy. Data were analyzed using descriptive statistics and multiple linear regression at a .05 significance level. Results indicated that openness demonstrated a moderate positive relationship with democratic leadership and leadership self-efficacy, suggesting that leaders who are more open to experience tend to exhibit participative leadership behaviors and stronger confidence in their leadership abilities. It also demonstrated a low positive relationship with authoritarian leadership. Agreeableness showed weak to moderate negative relationships with authoritarian leadership and democratic leadership, indicating higher agreeableness was associated with lower endorsement of these leadership styles in this sample. Conscientiousness exhibited a weak positive relationship with laissez-faire leadership. Overall, the personality traits revealed approximately 15% to 17% of the variance in leadership outcomes, including moderate explanatory power, while extraversion and neuroticism were not significant predictors. These findings suggest that certain personality traits contribute meaningfully, but modestly to leadership styles and leadership self-efficacy among student leaders, highlighting the need for leadership programs that develop self-awareness and adaptive leadership among student leaders.
Macalnas et al. (Sun,) studied this question.