The Mediating Role of School Heads' Relational Leadership in the Relationship Between Teachers' Personality Traits and School Climate in Public Elementary Schools

This study examined the mediating effect of relational leadership of school heads on the relationship between teachers' personality traits and school climate in public elementary schools in Polomolok I District, South Cotabato, Philippines. Specifically, it determined the levels of teachers' personality traits, relational leadership, and school climate; examined the relationships among these variables; and investigated whether relational leadership mediates the relationship between teachers' personality traits and school climate. The study employed a quantitative, non-experimental descriptive-correlational research design with mediation analysis. Respondents consisted of school heads and teachers from seven public elementary schools. Total enumeration was used for school heads, while teacher participants were selected using Slovin's formula. Data were collected using validated questionnaires measuring teachers' personality traits, relational leadership, and school climate. Descriptive statistics, Pearson Product-Moment Correlation, and path analysis were utilized to analyze the data. Results revealed that teachers demonstrated high to very high levels of positive personality traits, with humor and collaboration obtaining the highest ratings. School climate was generally rated high, with safety receiving the highest evaluation. School heads likewise exhibited high levels of relational leadership across inclusiveness, empowerment, care, ethics, and vision. Significant positive relationships were found between teachers' personality traits and school climate, teachers' personality traits and relational leadership, and relational leadership and school climate. Mediation analysis further established that relational leadership partially mediates the relationship between teachers' personality traits and school climate, indicating that leadership strengthens the influence of teachers' positive characteristics on organizational climate. The findings emphasize the importance of integrating relational leadership development and teachers' personality enhancement into school improvement initiatives to cultivate collaborative organizational cultures, strengthen teacher engagement, and promote sustainable educational effectiveness in Philippine public schools.