2025

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https://escholar.umt.edu.pk/handle/123456789/18258

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Browsing 2025 by Author "Ali Raza"

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    From personality to performance: the role of leadership potential in undergraduate leadership education
    (UMT.Lahore, 2025) Kashf Zia; Shamil Shahzada; Ali Raza
    The study examined the relationships between Big Five personality traits, leadership potential, and academic performance among undergraduate students by applying the Big Five Personality Model and Trait Leadership Theory. For the purpose of investigation, data from 152 undergraduate aviation students aged 18-25 years were analysed to study the predictive effects of personality traits on leadership potential and the mediating role of leadership potential between personality characteristics and academic performance during their undergraduate education. It was found that the predictive effects of Openness to Experience, Conscientiousness, Extraversion, and Agreeableness on leadership potential were significant, while Neuroticism showed a negative influence. The analysis further reveals that leadership potential positively mediates the relationship between specific personality traits and academic performance among undergraduate students. Among the five personality dimensions, Extraversion emerged as the strongest predictor of leadership potential, while Conscientiousness showed the most significant indirect effect on academic performance through leadership potential. This outcome addresses a critical gap in educational leadership literature by focusing on undergraduate students rather than workplace settings, hence highlighting the novelty of this study in examining personality-based leadership development in educational contexts. The research provides empirical evidence for the development of personality-driven leadership programs in higher education, with significant implications for educational institutions seeking to enhance leadership development programs and improve student outcomes. Finally, study implications for variety of stakeholders in aviation education were underscored, limitations were acknowledged and recommendations for future research in personality-based leadership development were also discussed