ASIAN INSTITUTE OF MARITIME STUDIES

Pasay City, Philippines

CENTER FOR ADVANCED STUDIES
(Graduate School)

EMOTIONAL INTELLIGENCE AND PERSONALITY TRAITS OF FILIPINO

SEAFARERS AND THEIR ATTITUDE TOWARDS
WORK ENVIRONMENT

A Thesis Presented to
The Faculty of Asian Institute of Maritime Studies
Center for Advanced Studies Graduate School
Pasay City, Philippines

In Partial Fulfillment
Of the Requirements for the Degree
MASTER IN MARITIME ADMINISTRATION
SPECIALIZATION: SHIPPING AND SHIP MANNING BUSINESS
ADMINISTRATION

By
CEZAR M. BARRANTA JR.
2012

iii

ACKNOWLEDGMENTS

I would like to extend my profound gratitude to the following persons for

their assistance and support in the completion of this thesis:

My superiors in Magsaysay Maritime Corporation, namely, Mr. Arnold B.

Javier Vice President of Shipping; Mr. Brian T. Mayormita Fleet Director and
Mr. Hiroyuki Narushima Owners Representative of Asahi Marine Fleet; Thank
you, Sirs, for allowing me to pursue this study, while working with our company;

My adviser, Dr. Bayani U. Almaden, for his precious guidance in the

development of the conceptual framework of this paper;

Dr. Teresita Oblepias, the Dean of the Graduate School of the Asian
Institute of Maritime Studies for her unselfish encouragement and sharing of
research expertise that enabled me to learn much in the conduct of this study;

The Thesis Committee, namely; Dr. Ma. Luz Dasmarias Chairperson,

Dr/Capt. Walthor Maog Member/Critic and Dr. Josefina Guitap Member,
Research Expert, for intelligent comments and suggestion to improve the final
contents of this paper;

My other course professors at the Graduate School of Asian Institute of

Maritime Studies, namely; Prof/Dr. Alfredo Joson, Prof/Capt. Virginio Aris,
Prof/Engr. Teresa Mamisao and Prof/Atty. Lisabelle Villanueva, for sharing their
knowledge and skills in the field of maritime administration; Thank you very much
Sirs and Maams.

iv

Special gratitude also goes to the following friends and colleagues in the
maritime profession: Capt. Winnie Bandong, Chief Mate Alex Enriquez, Chief
Mate Esrael Torres, 1AE Leomer Causarin and 2nd Mate Arnold Consignado, for
their rich encouragement to finish my studies and for helping me in the
distribution of my survey questionnaires.

My heartfelt appreciations an thanks to my loving family; my parents; inlaws and my loving wife, Kathleen Joy, for their unwavering support, patience,
understanding and sacrifices to help me finished this study. To my wife, thank
you so much for being always around and continuous motivations that served as
my inspiration to finish this study.

Finally and top of everyone, I thank our Heavenly Creator for granting me
the grace of wisdom, direction and determination to pursue and finish my
masters degree study as well as for all the graces and blessings I received from
Him since birth up to the present time. To Him be the Glory.

ABSTRACT

Title

Emotional Intelligence and Personality Traits of Filipino

Seafarers and their Attitude Towards Work Environment

Author

Cezar M. Barranta, Jr.

Adviser

Dr. Bayani U. Almacen

Degree

Master in Maritime Administration, Specialization,

Shipping and Ship Manning Business Administration

School

Asian Institute of Maritime Studies Graduate School

School Year :

2011 2012

No. of Pages :

95

The study examined the relationship between the attitude of seafarers

towards work environment and their emotional intelligence as well as personality
traits. The specific questions asked in the study were as follows: (1) What is the
attitude of the seafarers towards the following work environment aboard the ship
in terms of physical setting, emotional setting and social setting? (2) How did the
seafarers describe their personality traits and emotional intelligence levels in
terms

of

personality

traits

such

as

extraversion,

agreeableness,

conscientiousness, emotional stability and openness; and emotional intelligence

level in terms of self-awareness, relationship with management and social skills?

vi

(3) Was there a significant relationship between the overall attitude of seafarers
towards work environment and their emotional intelligence and personality
traits?; and (4) Can the level of emotional intelligence and personality traits of the
seafarers predict their overall attitude towards work environment aboard the
ship?
The null hypothesis postulated in the study stated that there was no
significant relationship between the attitude of seafarers towards work
environment and their emotional intelligence and personality traits.
Findings disclosed and concluded that the Filipino seafarers had generally
high and positive attitudes towards work environment because the physical
environment aboard the ship provided them with better appreciation of standard
work performance as well as general feeling of safety and healthy working
environment.
Their emotional attitude was generally highly positive because they have a
feeling of self-confidence, calmness, and clear thinking moments. Their social
attitude was highly positive because they had less fear and inferiority complex.
The overall level of personality of the respondents was only moderately
because of the presence or combination of both negative and positive traits in
them. Filipino seafarers had high emotional intelligence level. This level was
attributed to their high relationship to management, high self-awareness level,
high social skills and high social awareness.

vii

There was no evidence to show that significant relationship existed

between attitude of the seafarers and the level of their personality. However,
there was partial and small evidence to show the existence of relationship
between attitude of seafarers and their emotional intelligence level. Emotional
intelligence was not a predictor of the attitude of the seafarers towards work
environment aboard the ship.

viii

TABLE OF CONTENTS
Page No.
Title Page
Approval Sheet

Acknowledgment
Abstract

Table of Contents
List of Tables

Chapter 1

i
ii
iii
v
viii
ix

The Problem and Its Setting

Introduction
Background of the Study
Statement of the Problem
Hypothesis
Significance of the Study
Scope and Limitation

01
04
07
08
09
10

Review of Related Literature and Studies

Foreign and Local Literature

Foreign and Local Studies

Synthesis

Conceptual Framework

Definition of Terms

12
16
19
23
24

Research Methodology
Research Design
Population, Sample Size and Technique

Instrumentation
....
Data Gathering Procedures

Statistical Instrument

29
29
34
36
37

Chapter 4

Presentation and Analysis of Data

....

39

Chapter 5

Summary of Findings, Conclusions, Recommendations

Summary of Findings

Conclusions
Recommendations

68
71
72

Bibliography .
Appendices .
Researchers Resume
.

74
85
93

Chapter 2

Chapter 3

1
Chapter 1
THE PROBLEM AND ITS SETTING

A.

Introduction

Work environment is a central component in the life of a productive human

being.

Work environment offers a number of experiences through which a

person evaluates the many years of his best life spent in working. The way a
person sees and reacts to a work environment can be associated to certain
factors. Aamodth and Raynes (2001) described that factors like heredity, external
environment and person-situation interaction influence the personality of a
person.
The relationship between personality and attitude has been a subject of
many researches and discussions in the various sectors of the society. According
to the IBS Center for Management Research (2010), an individuals personality is
the way in which he views and understands himself, as well as the way in which
he interacts with people. However, it is the persons attitude that enables him to
adapt to a given environment. From this perspective, it can be said that the
attitude of a person may have bearing on his emotional intelligence and
personality.

Pertirdes, Pita, Kokkinaki (2007) described this connection when

they pointed out that self report emotional intelligence and personality converge
because they both intend to measure personality traits.

2
The interrelationship among personality, emotional intelligence and
attitude towards work environment is often seen in many fields of occupations
and professions. It is especially present in the most difficult and unique work
environment. In the maritime industry, the field of seafaring can be considered
as one of the most difficult and hazardous occupations. Every day, a seafarer
has to deal with a unique physical work setting. He works aboard a ship amidst a
deep surface of the ocean that is so very far away from the land. The ship stays
at sea for many days and all the seafarer could see is the deep body of water
and the sky above.
Apart from this setting, the nature of a seafaring job could be one of the
most demanding and stressful ones. An average seaman works approximately
12 hours a day, under different weather conditions while the ship is traversing a
deep sea.

Aboard the ship, a seaman may be exposed to both man-made and

natural risks such as; severe weather conditions, accidents and serious untoward
incidents. On top of these, the most important risk that a seafarer has to confront
to can be either the emotional or psychological stress.
Being a human being, a seafarer can suffer emotional or psychological
disorders that might lead him to a state of desperation. Aboard the ship, he is
detached from the pleasures and comforts of own land, home and family. He
can suffer from the state of homesickness and in extreme cases, the state of
desperation, which may disrupt his ability to perform the assigned job duties and
responsibilities. This situation may lead to early repatriation resulting in the loss

3
of his earnings as well as inconvenience to the management level officers of the
ship and ultimately the employer.
According to Iversen (2009), emotional and mental status of health among
seafarers has been a growing concern of seafarers families, health workers, and
employers. The emotional and psychological disorders contribute to a host of
other physical health conditions that seafarers experienced over the last three
decades.
Roberts & Marlow (2005) reported about the deaths of 185 seafarers and
the causes of deaths were claimed to have been associated to emotional and
psychological disorders. Low (2006) also disclosed in his study that considerable
number of seafarers disappeared at sea and were believed to have had
committed suicide.
From the above-described scenarios, it becomes apparent that a
seafarers emotional intelligence and personality have to be strong enough to be
able to hurdle the difficulties of work and life aboard the ship. The relationship or
connection between the attitude of seafarers toward work environment aboard
the ship and the strength of his emotional intelligence as well as personality is an
area that needs further empirical validation. This point is crucial to stakeholders
in the shipping and ship crewing industry because of the reported number of
cases. Necessary intervention measures can be studied and proposed to
improve any future negative impact.

B.

Background of Study

The subjects of this study were the selected Filipino Officers and Crews of
Magsaysay Maritime Corporation - Asahi Marine Co. Ltd. The company is now
managing by the Magsaysay Maritime Corporation, which supplies well
competitive crew to its principal, the Asahi Marine Company Limited.
Historically, the Asahi Marine Co., Ltd. was the domestic ship management
company called AMMTEC Co., Ltd, a wholly owned subsidiary of Asahi Tanker in
2007, based in Japan.

It was re-incorporated on October 1, 2008 due to a

merger between the company and the Solar Japan Co., Ltd. (an international
ship management company), which also became a wholly owned subsidiary of
Asahi Tanker in 2007.
The foregoing setting enabled the Asahi Tanker Group to establish a
system to centrally manage its domestic and international fleet, while creating the
first ship management company capable of offering ship management services to
meet the major needs of domestic and international ship owners. The domestic
ship management department currently manages 8 ships owned by Asahi
Tanker, as well as providing management-support services (mainly for group
ships).
The international ship management department manages 6 ships,
including ships owned by Asahi Tanker and flag of convenience vessels. It also
manages 12 ships under contract by domestic ship owners. The company has a
total of 50-person management staff, including staff working at overseas offices

5
in Korea, the Philippines, and Slovenia, and Indonesia. It manages 132
Japanese and 500 foreign crewmembers.
The subject company of this study, the Magsaysay Maritime Corp - Asahi
Marine Co. Ltd., based in Manila was managing the crewing of 13 vessels at the
time this study was conducted. Aboard these 13 vessels were 15 Europeans, 5
Japanese, 7 Koreans and 7 Indonesians. A total of 256 Filipino crews were
onboard and 110 on vacation leave.
As a matter of both legal and operational policies, the average contractual
period of employment of the Filipino officers including the Master is 6 months;
while the ratings including Chief Cook and Messman are 9 months. The contract
for the crew may be extended or shortened, depending on the location of the
vessel as well as the request of the crew on board. In offering the tenure of
employment, the crew management also sometimes takes into account the
number of crews on shore who have waited for their vessel assignment for a long
time. In this case, the company does not grant any extension request from the
respective crew aboard the vessel.
As a matter of hiring policy of Human Resource Management Division, the
company assesses a seafarers capability to perform the requirements of his job
position aboard the ship. As such, the seafarer applicant is typically screened,
reviewed and validated through a battery of physical, psychological, intellectual
and aptitude tests. The supporting papers or documents are required to be
submitted together with several certifications that attest the seamens level of
work competence or proficiency.

The ship crewing management is always concerned on the attitude of the

seafarers towards work and company. As much as possible, the company wants
that each seafarer is able to complete his work contract aboard the ship within
the required period of time and return ashore at the end of contracted period with
records of good behavioral performance as well as job performance.
Since 2008 up to the time the study was conducted, the company had
minimal records of early repatriations as well as termination of contracts due to
serious cases of physical and psychological disorders. However, the Personnel
Division received reports of various cases of sick leaves due to slight or
moderate or serious physical illnesses. There are also reports of problems
concerning cases of seamens misbehavior and workers conflicts aboard the
ships.
The topic was considered important because, on the one hand, the
positive attitude of seafarers towards work and the environment where they work
can lead them to higher success in their chosen fields of work. Result of the
study was also expected to provide feedbacks on general attitude performance
of seafarers that can be used by the company in the rehiring or renewal of their
contracts.

On the other hand, an adverse attitude may have negative

consequence both to the company and the seafarers. If the number of seafarers
with this type of attitude dominates the crew pools, the future planning for a
balanced supply of good and well experienced seafarers aboard the ships of the
companys principal may likewise be adversely affected.

7
From the foregoing perspectives, the current study was pursued to
analyze whether or not significant relationship existed between the attitude
towards work environment aboard the ships of Filipino seafarers and the levels
of their emotional competence and personality so that intervention measures
can be introduced by the company to improve prevailing situation.

C.

Statement of the Problem

The study analyzed the relationship between the seafarers attitude

toward work environment aboard the ships and the level of their emotional
intelligence and personality traits. Specifically, the study sought answers the
following questions:
1. What is the attitude of the seafarers towards the following work
environment aboard the ship:

2.

1.1

Physical Setting;

1.2

Emotional Setting; and

1.3

Social Setting?

How do the seafarers describe their personality traits and emotional

intelligence level in terms of the following:

2.1

Personality Traits
2.1.1 Extraversion;
2.1.2 Agreeableness;
2.1.3 Conscientiousness;
2.1.4 Emotional Stability; and

8
2.1.5 Openness?
2.2

Emotional Intelligence
2.2.1 Self awareness;
2.2.2 Social awareness;
2.2.3 Relationship with management; and
2.2.4 Social skills?

3.

Is there a significant relationship between the overall attitude of

seafarers towards work environment and their emotional intelligence and

personality traits?
4.

Can the level of emotional intelligence and personality traits of the

seafarers predict their overall attitude towards work environment aboard the
ship?
5.

Based on the findings of the study, what intervention measure can

be proposed to the management of the crewing company to improve the attitude

of the seafarers toward work environment aboard the ship?

D.

Statement of Hypotheses
The following null hypothesis was tested at 0.05 level of significance:
Ho

There is no significant relationship between the attitude of seafarers

towards work environment and the level of their emotional intelligence and
personality traits?

E.

Significance of the Study

Filipino Seafarers They will benefit from this study because the
contents and findings would reveal the actual reactions of the seafarers towards
a given situation aboard the ship. From the situations, the seafarers can compare
and validate their own experiences and reactions and be able to assess the logic
of their decisions relative to the pursuance of their career.
Magsaysay Maritime Corporation - Asahi Marine Co. Ltd. The
Company will be highly benefited from this study, because the main respondents
of the questionnaires are their own seafarers. From the data gathered and
presented in the study, the company can obtain vital information about the
attitude of the seafarers towards the job dimensional factors accorded to them
aboard the ships. From the inputs, the company can develop future courses of
actions that will be mutually beneficial to seafarers and the employer.
Ship Manning/Crewing Agencies They can obtain good ideas on how
the reactions and behavior of seafarers to a given set of physical, emotional and
social setting accorded by shipping company to their seafarers. From the inputs,
they can assess their own weaknesses and strengths and develop the
appropriate measures for improvement.
Shipping Companies They will know the problems being encountered
by ship-crewing companies who are providing the manning or crewing needs of
their fleets of ships. They can better understand the influence of good physical,

10
emotional and social settings aboard the ships over the physical and mental
fitness of the seafarers.
Human Resource Practitioners They will gain ideas on what policies
and directions are needed by the management relative to the physical, social and
emotional needs of the seafarers . It can serve as a key towards development
of better management-labor relationship.
Maritime Training Centers They will know the extent to which the
seafarers need training programs relating to socio-emotional upliftment.
Maritime Schools The schools can develop programs for enhancement
of subjects towards building up the emotional and social strengths of the cadets
or maritime students. It will improve the level of knowledge and skills of the
students.
Future Researchers There are rare studies and researches in the
Philippines concerning the psychological impact of work environment on attitude
of seafarers. The future researchers can explore from the results of this study
and develop topics for further studies or investigations in order to provide more
bases towards development of future actions on the problems disclosed in this
study.

F.

Scope and Delimitations

The study included only the determination and analysis of the magnitude

and significance of relationship between the attitudes of seafarers towards work

environment aboard the ships in terms of variables such as: physical, emotional

11
and social settings and their personality traits and emotional intelligence. The
personality traits indicators were limited to the five top dimensions of personality
such as extraversion, agreeableness, conscientiousness, emotional stability and
openness adopted by John (1999); De Raad (2000) and Zimbardo (2002).
The emotional intelligence level covered only the indicators such as: self
awareness, social awareness, relationship with management and social skills, as
adopted by Daniel Goleman (1998). The study involved only the 154 Filipino
crews and officers aboard the ships of the Magsaysay Maritime Corporation Asahi Marine Co. Ltd, operating in Manila Office, who actually and voluntarily
participated in the study.
January 2012.

The study was conducted from August 2011 until

12

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

In this Chapter, the literature and studies deemed related to the current
research are presented. The topics included those pertaining to seafarers attitude
towards work environment aboard the ships and the influence of their personality
traits and emotional intelligence on this attitude.

A.

Review of Related Literature (Foreign and Local)

Concepts and theories about attitude and traits of a person have been the

subjects of many discussions and views of previous authors. According to Daniel

Goleman ( 1998) emotional intelligence or EQ or EI is a collection of skills which
fall into four quadrants such as follow: (1) self awareness , which comprised
emotional self-awareness, accurate self-assessment and self confidence; (2) selfmanagement, which comprised self-control, trustworthiness, conscientiousness,
adaptability, achievement orientation and initiative; (3) other awareness, which
comprised empathy, organizational awareness and service orientation; and (4)
social skills, which comprised teamwork and collaboration, developing others,
influence, communication leadership, and conflict management.
Golemans (1998) theory was described by Goldsmith (2009). She explained
that emotional intelligence refers to that ability of a person to recognize his owns
emotion and to understand what's causing them, and reflect on them for the sake of

13
emotional and intellectual growth. The idea is that people who are emotionally
intelligent are able to maintain positive mental states because of their ability to
manage their emotions. The research disclosed that high performers had stronger
relationship skills than average performers.
A person's attitude represents how they feel or their state of mind about
something. Many features of working in an organization can cause a person to have
a poor attitude about their jobs and organizations. Some people adopt a poor
attitude because they often resent their environment no matter what is going on
around them. Some people feel poorly about themselves, which affects their attitude
about their environment, as well. In contrast, some people work hard to keep a
positive attitude. These people often have better overall health and can effectively
address

major

challenges

in

the

workplace,

as

well

(retrieved

from

http://managementhelp.org/personalwellness/improving-attitude.htm, July 2007).

The tolerance of a person to a stressor depends on how he reacts to it. This
means that some stressors may bring serious implications to one person but not
necessarily to others. Thus, individuals appear to differ in the extent to which they
are susceptible or tolerant to stress. At work, a person may encounter stress due to
conflicting role in a given assignment, ambiguity or instructions, overloading, work
environment, changes and relationship with others ((Villaluz and Oblepias, 2008).
Peak performance at work is achieved if stress is managed effectively and
adverse impacts are reduced Prominent stressors in the workplace include factors
such as overload, time pressure, organizational and personal change, technology,
career challenges and conflict. Stress arising from overload occurs in two forms;

14
one is in the form of excessive amount of work and the other is when an individual is
ill-prepared for work (Mark,1997, as cited by Villaluz, et.al , 2008).
Different jobs vary greatly in the amount of stress they generate. People also
differ in what causes them to experience stress. Both qualitative and quantitative
overloading are usually the causes of stress in a workplace. In addition, stress
causes may include responsibility for others, lack of participation in decisions,
performance evaluations of appraisals, working conditions and change within an
organization. Some people experience stress because they are detached from the
world around them; they lack warm interpersonal relationships. (Stoner and
Freeman, 1989; Stoner, 1997; and Newstrom and Davis, 2002).
Personal sources of stress arise from non-work and work-related factors. The
non-work issues are family and intimate relationships, marriage, divorce, health
issues, financial problems, raising children and even sexual orientation. Angry
people or people with difficult personalities are also sources of stress because of the
conflict they cause in a persons work and life. Changes can be enormously source
of stress. Change for most people can be from moving to a new home, to a new
relationship or changing themselves. (Aamodth and Raynes, 2001).
A cultured people refer to a change in employees values, norms, attitudes,
beliefs and behavior. Changes in culture and people pertain to how employees think;
these are changes in the mindset. Two specific tools for changing people and culture
are training and development programs and organizational development (Daft,
2005).

15
People are generally more willing to adapt when they want to please others,
gain approval and learn about their work environment. Many of the approaches help
shaped the attitude, thoughts and behavior of employees. The broad environment
that people live in is their social culture. People need to accept and appreciates the
value that a diversity of cultural background (Newstrom and Davis, 2002).
In a team or groups perspective, Lassiter (2004) felt that the team needs to
create emotionally intelligent norms, that refer to the attitudes and behaviors that
eventually become habits. This kind of attitude supports behaviors for building trust,
group identity and group efficacy. When people feel good, they work better, are
more creative, and are more productive. Good feelings are like lubrication for the
brain. It means that mental efficiency goes up, memory is sharpened, and people
can understand directions and make better decisions.
Problems of seafarers aboard the ship are varied. Cultural differences could
be one of these. Deale and James (2008) described that cultural differences often
result in the confrontation and clash of cultures and nationalities aboard ship. Certain
nationalities should never be put together on the same ship because racism and
abuse are prevalent on many open registry ships today.
The Philippine Online Chronicles (POC, 2011) reported that the Overseas
Filipino Workers (OFWs) are very much prone to mental illnesses given the
psychological stresses of their life abroad as they work away from their families for
prolonged period of time. Among the groups, the Filipino seafarers especially those
working in cargo ships and tankers and isolated out at sea for many months are
highly vulnerable or prone to mental illness.

16
The plight of seafarers has been the concerned of relevant organization. The
International Committee on Seafarers Welfare (ICSW), released a booklet entitled
Guidelines for Mental Care Onboard Merchant Ships (ICSW 2009) that describes
that stress, harassment and bullying, anxiety, fatigue, disruptive thinking and
behavior and addiction to alcohol and drugs are the common causes of mental
illnesses of seafarers.

B.

Review of Related Studies (Foreign and Local)

The positive nature of a committed attitude of people to work is also

supported by the correlation between enjoyment of work and enjoyment of life and
existence in general. Without relating them to other aspects of life such as family
and leisure, it is evident that a great number of people show a strong sense of
commitment to their work. Many people give precedence to things outside work,
such as family, relatives and friends (Eriksson, 1998).
Emotional intelligence and self-efficacy to work attitudes of 475 secondary
school teachers in southwestern Nigeria have significant relationship. Emotional
intelligence and self-efficacy of the teachers should be enhanced to improve their
work attitudes (Salami, 2007).
Affective characteristics such as personality traits and emotional intelligence
serve as vehicle through which the teachers professional skills and qualifications
could work to produce effective outcomes on their schools (Adepoju, 2001).
It is more useful and interesting to consider how emotional intelligence
contributes to effective performance at work, the unique contributions of emotional

17
intelligence and self-efficacy to important work-related attitudes, behavior and
outcomes have not received much empirical attention and support (Cherniss, 2000).
The big five dimensions of personality can facilitate organizational change at
an individual level by exploring relationship between attributes and attitudes towards
organizational change. Relationship existed between personality traits and
employees attitudes towards change (Vakola, Tsaousis, & Nikolaou, 2004).
Deaths aboard merchant ships by depression leading to suicide have been
widely reported. This resulted in the damage to the seafarers, their families and ship
owners. It strongly demonstrates the need for everybody connected with the
international maritime shipping industry to do something about it (Iversen, 2009).
Physical factor in work environment as well as job dimensional factors has
positive, but low and negligible relationship with organizational effectiveness
indicators such as physical security, social contact, symbolic identification, task
instrumentality, pleasure and growth (Lorayes, 2002).
There were no sufficient evidences to show significant relationship between
the academic grades and personal attributes of the groups of maritime students.
The personality factors and emotional competence factors were not predictors of
their academic grade performance of these two groups of students (Relucio, 2011).
When exposed to the four major types of stressors such as personal
problems, job requirements, organizational requirements and interrelationships,
faculty members of a university were most affected by their personal problems
because they felt that these concerned their own familys financial, health, and
routine problems. They were least affected by interpersonal relationships stressors

18
because they can avoid these types of stressors if they knew how to set the limits of
their relationships with their peers, superiors, students and other people they deal
with while at work (Villaluz and Oblepias, 2010).
Filipino seafarers in all levels working aboard the ship shared the same
feeling that economic factors, behavioral factors and physical factors hindered their
career development except for the social factors. The support level groups felt that
social factors hindered the seafarers desire for career growth. They were easily
affected by homesickness; the foods served aboardship as well as the presence of
different nationalities to work with (Anacta, 2011).
The demands of the job; the level of control seafarers have over their work;
the support received from management and colleagues; relationships at work; the
seafarers role in the organization; change and how it is managed are the six key
areas or risk factors that can cause work related stress to seafarers. When under
severe stress, a seafarer fails to take clear-cut decisions, reevaluate and reassesses
priorities and lifestyles, and ultimately tends to fall into unproductive distractions
(ICSW, 2009).
Other factors that add to psychological or mental illnesses of seafarers
include loneliness, short ship turnaround times, lack of shore leave, separation from
spouses and families, job retention, and long working hours (Iversen, 2006).
Working conditions aboard the ships of seafarers differed by country but did
not reflect working conditions in general. Further studies are necessary to describe
more closely the influence of work schedules on the health and social life of
seafarers. (Jensen, Sorensen, Thomas, Canals, Nikolic and Hu, 2006).

19
Cross cultural tolerance was evident with minor degree of social distance
frequently existing between members of different cultures of officers and ratings.
Social isolation correlated more strongly with company policies and the on board
practice of senior officers. Use of first languages rather than a common language
fostered suspicion amongst multilingual crews. The impact of seafarers absences
on community and family life is considerable. (Kahveci, E., Lane, T, Sampson, H.
(2001).

C.

Synthesis of the Related Literature and Studies

People who are emotionally intelligent are able to maintain positive mental

states because of their ability to manage their emotions (Golemans 1998; as cited
by Goldsmith, 2009) A person's attitude represents how they feel or their state of
mind about something ( http://managementhelp.org/personalwellness/improvingattitude.htm, July 2007) The tolerance of a person to a stressor depends on how he
reacts to it (Villaluz and Oblepias, 2010). Stress, harassment and bullying, anxiety,
fatigue, disruptive thinking and behavior and addiction to alcohol and drugs are the
common causes of mental illnesses of seafarers (ICSW 2009).
Stress arising from overload occurs in two forms; one is in the form of
excessive amount of work and the other is when an individual is ill-prepared for work
(Mark,1997, as cited by Villaluz, et.al, 2010).

Some people experience stress

because they are detached from the world around them; they lack warm
interpersonal relationships (Stoner and Freeman, 1989; Stoner, 1997; and
Newstrom and Davis, 2002). The non-work issues are family and intimate

20
relationships, marriage, divorce, health issues, financial problems, raising children
and even sexual orientation (Aamodth and Raynes (2001)
A cultured people refer to a change in employees values, norms, attitudes,
beliefs and behavior (Daft, 2005). Many of the approaches help shaped the attitude,
thoughts and behavior of employees. People need to accept and appreciates the
value that a diversity of cultural background (Newstrom and Davis, 2002). Team
needs to create emotionally intelligent norms, that refer to the attitudes and
behaviors that eventually become habits (Lassiter, 2004).
Certain nationalities should never be put together on the same ship because
racism and abuse are prevalent on many open registry ships today (Dreele and
James, 2008). Filipino seafarers especially those working in cargo ships and tankers
who are isolated out at sea for many months are highly vulnerable or prone to
mental illness (POC, 2011).
Many people give precedence to things outside work, such as family, relatives
and friends (Eriksson, 1998). Emotional intelligence and self-efficacy of the teachers
should be enhanced to improve their work attitudes (Salami, 2007). Personality traits
and emotional intelligence serve as vehicle through which the teachers professional
skills and qualifications could work to produce effective outcomes on their schools
(Adepoju, 2001). It is more useful and interesting to consider how emotional
intelligence contributes to effective performance at work (Cherniss, 2000).
Relationship existed between personality traits and employees attitudes towards
change (Vakola, Tsaousis, & Nikolaou, 2004).

21
Deaths aboard merchant ships by depression leading to suicide demonstrate
the need for everybody connected with the international maritime shipping industry
to do something about it (Iversen, 2009). Physical factor in work environment as well
as job dimensional factors has positive, but low and negligible relationship with
organizational effectiveness (Lorayes, 2002). The personality factors and emotional
competence factors were not predictors of their academic grade performance of
these two groups of students (Relucio, 2011).
When exposed to the four major types of stressors such as personal
problems, faculty members were least affected by interpersonal relationships
stressors because they can avoid these types of stressors. (Villaluz and Oblepias,
2008).
Filipino seafarers in support level positions were easily affected by
homesickness; the foods served aboardship as well as the presence of different
nationalities to work with (Anacta, 2011). When under severe stress, a seafarer fails
to take clear-cut decisions, reevaluate and reassesses priorities and lifestyles, and
ultimately tends to fall into unproductive distractions (ICSW, 2009).
Factors that add to psychological or mental illnesses of seafarers include
loneliness, short ship turnaround times, lack of shore leave, separation from
spouses and families, job retention, and long working hours (Iversen, 2006).
Further studies are necessary to describe more closely the influence of work
schedules on the health and social life of seafarers (Jensen, Sorensen, Thomas,
Canals, Nikolic and Hu (2006).

22
Cross cultural tolerance was evident with minor degree of social distance
frequently existing between members of different cultures. The impact of seafarers
absences on community and family life is considerable. (Kahveci, E., Lane, T,
Sampson, H., 2001).

D.

Theoretical and Conceptual Framework

This study used the theoretical finding of Iversen (2006), who described that

factors such as psychological or mental illnesses of seafarers include loneliness,

short ship turnaround times, lack of shore leave, separation from spouses and
families, job retention, and long working hours.
It further utilized the theories established by previous authors mentioned or
discussed under the reviewed literature and studies such as: Anacta (2011); ICSW
(2009) ; and very essentially those postulated by Goleman (1998) on the use of the
four variables or indicators of emotional intelligence as well as those described by
De Raad (2000), on the criterion for personality traits. It added the theories of
Petrides, K.V., Pita, R., Kokkinaki, F.( 2007).
The current study postulated that attitude of seafarers towards work
environment can be influenced by their emotional intelligence level and personality
traits. The interrelationship among the variables can be seen in Figure No. 1. It
showed that the major dependent variable was the attitude of seafarers towards
work environmental factors. The major dependent variable was composed of attitude
towards three factors such as: physical setting, emotional setting and social setting
aboard the ships.

23

Filipino Seafarer

Dependent Variables

Work Environment
Physical setting
Emotional setting
Social setting

Independent Variables

Emotional Intelligence
Self awareness
Self- management
Relationship with
management
Social skills

Personality Traits (positive or

negative)
Extraversion or introversion
Agreeableness or antagonism
Conscientiousness or lack of
direction
Emotional stability or neuroticism
Openness and closed to experience

Figure 1
Conceptual Framework

24

The major independent variables were reflected

in another frame. The

emotional intelligence level indicators were: self-awareness, self-management,

social skills and relationship with management.
The other frame contained the personality variables, represented by the top
five personality traits such as the positive and negative traits: extraversion or
introversion, agreeableness or antagonism, conscientiousness or lack of direction,
emotional stability or neuroticism and openness or closed to experience.

The

linkages, as illustrated, clearly outlined the connections between or among the

variables measured in the study.

E.

Definition of Terms

The following terms, words and phrases are operationally used in this
research:
Antagonism It is a negative personal trait and the opposite of
agreeableness. It pertains to a persons state of being rough, cold and unfriendly,
impersonal, unsympathetic, unkind, hard and rigid, inconsiderate and rude; impolite,
insensitive and unaffectionate, demanding and selfish; ill-tempered and shrewd,
ruthless and coarse,
Agreeableness It refers to a positive personal traits such as; being happy
and cheerful, obliging, sympathetic, kind and warm, helpful, considerate, pleasant
and tolerant, genial, affectionate and sensitive, soft-hearted.

25

Attitude- It refers to the definition IBS Center for Management Research

(2010), which means individuals personality is the way in which he views and
understands himself, and the way in which he interacts with people. However, it is
the persons attitude that enables him to adapt to a given environment.
Attitude towards work environment - It refers to the behavior of seafarers
aboard the ships measured in terms of indicators such as physical setting, emotional
setting and social setting.
AME It is an abbreviation for Associate in Marine Engineering, a two-year
ladderized course leading to BSME (Bachelor of Science in Marine Engineering)
(please see BSME). This course is now obsolete and was change to BSME.
BSCS It is an abbreviation for Bachelor of Science in Computer Science, a
program of study which aims to provide skills and knowledge to students in
experimentation, and engineering that form the basis for the design and use of
computers. This is classified as Others in the Educational Attainment.
BSME It is an abbreviation for Bachelor of Science in Marine Engineering.
This program of study provides knowledge and skills to students on the
fundamentals of the operation of the ships main engine, adjunct and auxiliary
machinery and the safe operation and maintenance of the ships electrical and
refrigeration machines. It aims to produce graduates who are able to work in the
marine industry.

26
BSMeE It refers to Bachelor of Science in Mechanical Engineering, a
program which provides skills and knowledge to students in design, production, and
use of machinery and tools, as well as the generation and transmission of heat and
mechanical power. This is classified as Others in the Educational Attainment.
BSMT It refers to Bachelor of Science in Marine Transportation. This
program is designed to provide knowledge and skills to students in marine
transportation and the different navigational techniques necessary to become a
competent shipman..
Conscientiousness- It

is a positive personal trait which pertains to a

persons being alert and ambitious, firm, careful and cautious, responsible and
dependable, stern and strict, deliberate, organized, neat and orderly, steady and
consistent, industrious and perfectionist, sophisticated/.
Emotional Intelligence Level- It comprised of measures to determine the
extent of emotional understanding of seafarers about him comprised of factors such
as self awareness, social awareness, relationship with management and social
skills.
Emotional setting It refers to the environmental factors aboard the ship
which stimulates response to individual person in terms of emotions such as
satisfaction and pleasure, motivation, personal enjoyment,
Emotional stability- It

is a positive personality trait which pertains to a

persons state of being indefatigable; weariless, unselfconscious, patient, relaxed,

undemanding, unemotional, informal; unenvious, imperturbable.

27
Extraversion It is a positive personal trait pertaining to gregariousness or
being sociable, warmth or outgoing, active or energetic, assertive or forceful,
enthusiastic confident and bold, persistent and competitive
Introversion It is a negative personal trait of a person such as: shyness,
quietness,

timidity,

ingressiveness,

submissiveness,

restrained,

unsociable,

seclusive and uncommunicative, cowardly- passive and inner directed.

Lack of direction It is a negative personal trait of an individual person
which refers to being reckless, unruly, impulsiveness, irresponsible, disorganized,
careless, unstable, inefficient, and indecisive.
Neuroticism It is a negative personal trait; excitable, self-pitying, emotional,
irritable, temperamental, compulsive, possessive and jealous, meddlesome, nosey
Openness It is a positive personal trait which refers to state of being openminded, imaginative, curious, cultured, meditative, deep , analytical, intellectual, and
philosophical
Personality- As defined by the IBS Center for Management Research (2010)
and used in this study, it refers to the way in which the seafarer views and
understands himself, and the way in which he interacts with people and situation.
Personality traits - As those defined by De Raad (2000) and used in this
study, it pertains to positive and negative qualities and characteristics of seafarers.
These include the five traits such as extraversion and it opposite (introversion);
agreeableness and its opposite (antagonism); conscientiousness and its opposite
(lack of direction); emotional stability and its opposite (neuroticism) and openness
and its opposite (closed to experience).

28

Physical setting- It is an environmental factor aboard the ship that stimulates

or triggers seafarers attitudinal response. It comprised factors such as job schedule
or time, tasks involved in the job, safety and security, health and sanitation condition,
job policies and systems, food and accommodation.
Relationship with Management - It is an emotional intelligence factor that
pertains to an emotional intelligence indicator comprised of level of empathy,
organizational awareness, service orientation.
Self-Awareness It is an emotional intelligence indicator that pertains to
emotional awareness on owns degree of emotions, accuracy of self assessment,
self confidence
Self-Management It is an emotional intelligence indicator that pertains to
self

control,

trustworthiness,

conscientiousness,

adaptability,

achievement

orientation and initiative

Social Skills - It is the ability to develop others, leadership skills, influence,
communication skills, state of being a change catalyst, ability to confront
management, ability to build bonds, and cooperation or teamwork ability.
SRC It is an abbreviation for Seafarers Rating Course, a one-year course
that covers basic study on Deck and Stewardship duties, functions and
responsibilities.

29

Chapter 3
RESEARCH METHODOLOGY

In this chapter, the methods used in the conduct of the study are
presented. The methods include the following: research design, sampling design,
instrumentation, and validation of instrument, procedure and statistical tools.

A. Research Design
The study utilized the descriptive design because all situations and data
pertain to the present time. Qualitative and quantitative data were also used to
discuss and present the analysis and

meet the objective of this research.

Qualitative discussions were done in providing information regarding historical

background of the Subject Company and respondents of the study. The
quantitative discussions were made on the interpretation of the presented data
and findings of the study. Both descriptive and inferential methods of statistical
treatments were incorporated in the design.

B. Population, Sample Size and Sampling Technique

Population and Samples of Respondents of Study
The respondents of the study were the officers and crews aboard the
ships of Asahi Marine Fleet Company of the Magsaysay Maritime Corporation.
The entire population of the officers and non-officers aboard was 366.

30

All of them were targeted as respondents of the study and therefore given
a survey questionnaire to participate as key informant. However, from the 366
total, only 154 actually responded and returned the written survey. Below is the
table that provides information about the number of actual respondents of the
study, as grouped according to the work station or department to which they
belong.

Table 3.1
Frequency and Percentage Distribution of Respondents of the Study Grouped by
their Work Station/Department Groups
Frequency
(No. of
Respondents)

Percentage from Total

(%)

Deck Department

96

62.30 %

Engine Department

58

37.70%

Total

154

100.00 %

Work Station On Board

As revealed in Table 3.1, the total respondents were 154. A total of 96 or

about 62.30% came from Deck Department and 58 represented the Engine
Department.

31

Profile of Respondents
The series of tables presented below revealed the data concerning profile
of key informants or respondents of the study in terms of years of work
experience aboard the ship, years of service with current company, age bracket,
and family status.

Table 3.2
Frequency and Percentage Distribution of Respondents of the Study according to
their Years of Work Experience On Board

Years of Experience On Board

Frequency
(No. of
Respondents)

Percentage
(%)

2 Years and below

31

20.10 %

Between 3 and 6 years

37

24.00%

Between 7 and 9 years

16

10.40 %

Between 10 years and above

70

45.50%

Total

154

100.00 %

A total of 70 or 40.50% out of 154 respondents have between 10 years

experience and above.
experience.
years.

Roughly 20% have only two years and below

Only 16 seafarers or about 10.40% clustered between 7 and 9

32
Table 3.3
Frequency and Percentage Distribution of Respondents of the Study According
to their Years of Work in Service To Company

Length of Service in
the Company

Frequency
(No. of
Respondents)

Percentage
(%)

3 Years and below

61

39.60 %

Between 4 and 6 years

63

40.90%

Between 7 and10 years

13

8.40%

More than 10 years

17

11.00%

Total

154

100.00%

Approximately 40.90% acquired between 4 and 6 years length of service

with the company. They were followed by 61 personnel with only 3 years and
less service and comprised about 39.60%.
The lowest group was composed of 13 crews and officers or about 8.40%
who served the company between 7 and 10 years. A total of 17 respondents
reached more than 10 years of service with the company.

33

Table 3.4
Frequency and Percentage Distribution of Respondents of the Study
According to Their Age Bracket

Age Bracket

Frequency
(No. of
Respondents)

Percentage
(%)

30 Years and below

48

31.20%

Between 31 and 35 Years

34

22.10%

Between 36 and 40 Years

34

22.10%

Between 40 Years and above

38

24.70%

Total

154

100.00%

By age bracket, a total of 48 or about 31.20% belonged to the bracket of

30 years and below. Approximately 38 or 24.70% comprised those between 40
years and above; while 34 each belonged to the groups of 31-35 years old and
36 and 40 years old.

Table 3.5
Frequency and Percentage Distribution of Respondents of the Study
According to their Family Status

With and Without Children

Frequency
(No. of
Respondents)

Percentage
(%)

No Answer

38

24.7

Yes Answer

116

75.3

Total

154

100.0

34
In terms of number of respondents who answered the question if they
have children, a total of 38 or about 24.7% said No or None. The very great
majority or a total of 116 that comprised about 75.3% responded Yes.

Table 3.6
Frequency and Percentage Distribution of Respondents of the Study
According to their Family Status

Breadwinner and NonBreadwinner

Frequency
(No. of
Respondents)

Percentage
(%)

No Answer

41

26.6

Yes Answer

113

73.4

Total

154

100.0

Finally, respondents who responded that they were breadwinners in the

family or those who said Yes composed of 113 or about 73.40%. Those who
responded No comprised of 41 respondents or about 26.60%.

C. Instrumentation
The researcher utilized written survey questionnaires as the main
instrument. The written survey questionnaire has four important parts. The first
part asked questions about the profile of the respondents. The second part asked
about the attitude of respondents towards their work environment aboard the
ships. The third part asked questions about their emotional intelligence level. The
final or fourth part asked about their personality.
The first and second parts of the questionnaire were constructed,
developed and validated by the researcher with the help of my adviser. These

35
twin portions were about the profile of respondents and attitude towards
environmental factors.
The third part of the questionnaire asked questions about the emotional
intelligence factors. The questionnaire utilized the emotional intelligence
variables designed by the Goleman (1998). However, the questionnaire and
measurement of the intelligence level redesigned and constructed to suit the
objective of this study and the setting of the work environment.
The fourth and final set of questionnaire was designed using the five top
personality traits factors introduced by De Raad (2000). The measurement of
personality traits was, as well, constructed by the researcher and validated.
For the questions regarding attitude towards environmental factors, the
following Likert five-point rating scale and interpretation was applied. The set of
questionnaires had undergone validation. It was first shown to the adviser and
statisticians. Later, the questionnaires were subjected to the approval of the
Thesis Panel. The five-point scale was used in measuring the response of the
respondents to the questions asked in the survey on attitude of respondents.
Table 3.7 laid down the options, interval range and verbal interpretations
of the five-point scale used in the study.

36
Table 3.7
Option, Interval Range and Verbal Interpretation Used in Measuring the
Response of Key Informants to Question Rose in the Survey

Option

Interval Range

Verbal Interpretations

4.51 5.00

Strongly Agree/Very High

3.51 4.50

Agree/High

2.51 3.50

Uncertain/Moderate

1.51 2.50

Disagree/Low

1.00 1.50

Strongly Disagree/Very Low

For the personality and emotional intelligence level, the same five-point
scale was applied, though a different interpretation was used. The samples of the
questionnaire were appended to this paper.

D. Data gathering Procedures

Ethics was highly observed in the gathering of data. The endorsement of
the Dean of AIMS-Graduate School was secured to strengthen the request. After
the approval of the Vise President of Shipping (MMC) of the request to conduct a
survey on the approved topic of the study, questionnaires were administered to
the said subjects of the said fleet with the help of my colleagues in the Office,
members of the family and friends.

37
E. Statistical Treatment Data
The following descriptive statistics were used in the treatment of the
collected and classified data:
Percentage - It was applied to determine the value of a segment of a part
from the whole of the data. It was determined by dividing the total number of
responses in each item given by the respondent and the quotient was multiplied
by 100. The percentage was used in almost all data showing the profiles of the
respondent seafarers.
Frequency Distribution It was applied to present each of the variable
under study such as the personal profile of the respondents as well as the survey
of their personal response concerning given statements.
Ranking It was applied to measure the positional distance of the
percentage and the computed mean values.
Mean or Arithmetic Mean It was used to determine the average of the
set of scores obtained by the respondents which measured the central tendency
of each set of data.
Weighted Mean- It was used to measure the responses from options of
qualitative values or descriptions. The formula will be appended in the final
paper.
Pearson r Correlation coefficient It was used to determine the
existence of a relationship between the sets of x and y variables and the choice
of type of correlation for the calculation of dependent variables and whether the

38
data gathered was linear or curvilinear. The interpretation used for results of
correlation is shown in the Table below:
Table 3.8
Interpretation of Pearson r (correlation coefficient) Results
0.00

to 0.20

Very low/weak, negligible correlation

0.21 to 0.40

Definite but low/weak correlation

0.42 to 0.50

Substantial correlation

0.51 to 0.80

Marked correlation

0.81 to 1.00

Very high/ very strong to perfect

correlation

Coefficients are either negative or positive but not to exceed 1.00

t - Test for the significance of Pearson r It was applied for testing the
significance of the correlation coefficient.
r - Square (Coefficient of Determination) It was applied to determine
the percentage in the variations of the dependent variables as a result of change
in the independent variable.
Linear Regression It was applied to determine the predictive capability
of the independent variables.

The PH Statistical Package 2, Microsoft Excel Program and SPSS 17.0

were used in the treatment of the statistical data gathered for this study.

39

Chapter 4
PRESENTATION AND ANALYSIS OF THE DATA

In this Chapter, the data gathered are presented, analyzed and discussed.
The order of data presentation is parallel to the order of presented sub-problems in
Chapter 1 of this paper. Based on the stated sub-problems, three areas were
investigated in this study. These comprised the following: attitude of seafarers
towards work environment, level of their emotional intelligence as well as personality
traits, and the relationship between or among attitude, emotional intelligence and
personality traits. The results and discussions are presented below.

1. Attitude of Seafarers Towards Work Environment Aboard the Ship

The first sub-problem in this study pertains to the assessment of the attitude
of respondent seafarers towards work environment aboard the ship. The attitude
was measured in terms of three key indicators. These were three variables used in
determining the attitude of respondents towards work environment. These were the
physical setting, emotional setting and social setting.

2.1

Physical Setting
The attitude of respondents towards work environment aboard the ship in

terms of physical setting was measured in terms of 10 indicators, as shown in Table

4.1 of this chapter.

40

Table 4.1
Attitude of Respondents towards Physical Setting Aboard the Ship
Statements/Indicators
1. Provides me with less rigid elements on
physical arrangement
2. Encourages quality of work and promotes
work efficiency
3. Helps me better appreciate standard work
performance
4. Allows me to see things work smoothly
5. Provides me reasonable working hours
6. Provides me with safe and healthy working
environment
7. Promotes enthusiasm and interest to work
8. Allows me to observe how the system and
processes work
9. Gives me protection from physical stress
10. Gives me opportunity to manipulate the
needed change
Overall

Weighted
Mean

Verbal
Interpretation

Ranking

3.88

Agree

10

4.19

Agree

4.31

Agree

4.19
4.12
4.24

Agree
Agree
Agree

4
7
2

4.21
4.13

Agree
Agree

3
6

3.95
3.97

Agree
Agree

9
8

4.12

Agree

Legend: 1.00 1.50 Strongly Disagree (SD); 1.51-2.50 Disagree (D); 2.51-3.50 Uncertain (UN); 3.51-4.50 Agree
(A); 4.51-5.00 Strongly Agree (SA).

The response of the seafarers to each of the 10 statements in the survey fell
within the interval scale of 3.51-4.50 with verbal interpretation agree. The intensity
of their agreement to each statement, however, differed based on the numerical
values of the response. The highest degree of agreement was given to Item No. 3,
(ranked number 1) in which the respondents felt that their work environment aboard
the ship in terms of physical setting helped them to better appreciate standard work
performance. The mean clustered towards 4.31 (agree). This response may be
attributed to the fact that in all aspects of work activities aboard the ship, they are
given guidance on the required standards of quality and quantity of output.

41

The positive attitude towards physical setting was continuously sustained with
the respondents agreement that work environment aboard the ship provided them
with a feeling of healthy and safe environment. This can be seen in Item No. 6 with a
mean of 4.24 (agree, ranked 2). As such, they felt that the environment promoted
their enthusiasm or interest to work (Item No.7). The mean was 4.21 (ranked 3). The
seven remaining responses to statements in the survey projected highly positive
attitude towards physical setting of the work environment aboard the ship.

The

lowest mean of 3.88 (ranked 10) still fell within the verbal description of agree. As
such they agreed that aboard the ship, the physical environment provided them with
less rigid elements on physical arrangement and even protection from physical
stress (Item 9, ranked 9), with a mean of 3.95.
The overall mean of 4.12 obviously reflected the general highly positive
attitude of the respondents towards physical setting of the work environment aboard
the ship. This result suggests that the seafarers love the physical environment
aboard the ship and such feeling has been attributed to the 10 key factors laid down
in the table.

2.2

Emotional Setting
Emotional setting, as defined in Chapter 2 of this paper, refers to the

environmental factors aboard the ship which stimulate response to individual person
in terms of emotions such as, for instance, satisfaction and pleasure, motivation,
personal enjoyment and similar factors. In determining the attitude, the respondents

42
were asked in the written survey to express their degree of agreement or
disagreement to a total of 10 settings which create emotions reflecting emotional
setting. Table 4.2 showed the results of the survey.

Table 4.2
Attitude of Respondents Towards Emotional Setting Aboard the Ship
Statements/Indicators
1. Stimulates new thoughts and feeling
2. Encourages me to positively react to
situations
3. Promotes individual control of my
environment
4. Allows me to experience the joy of
solitude
5. Helps me to combat loneliness and
homesickness
6. Gives a more confident feeling about
myself
7. Makes me a calm and clear thinking
person
8. Gives me a feeling of security and
calmness
9. Protects me from psychological
stress and disorders
10. Decrease my fear and inferiority
complex
Overall

Weighted
Mean

Verbal
Interpretation

Ranking

3.95
4.06

Agree
Agree

9
4

3.98

Agree

3.92

Agree

10

4.03

Agree

4.19

Agree

4.08

Agree

4.01

Agree

3.98

Agree

4.08

Agree

4.03

Agree

Legend: 1.00 1.50 Strongly Disagree (SD); 1.51-2.50 Disagree (D); 2.51-3.50 Uncertain (UN); 3.51-4.50
Agree (A); 4.51-5.00 Strongly Agree (SA).

Each of the 10 statements obtained a mean within the interval range of 3.514.50 with a verbal interpretation of agree. It indicates positive emotions on the work
environment aboard the ship. Among others, the results revealed that respondents
had the highest degree of agreement in regard to Item No. 6, which pertains to self

43
confidence. The mean of 4.19 (agree, ranked one) conveyed that environment
aboard the ship gave them a more confident feeling about themselves. This was
followed by Items No. 7 and 8 with the same mean of 4.08 (agree, ranked 2). As
such, the environment gave them an emotion of calmness which enabled them to
think clearly as persons. Such emotion decreased their fear and inferiority complex.
This encouraged the respondents to act positively on given situations as indicated in
Item 2 with a mean of 4.06 (ranked 4). It helped them combat loneliness and
homesickness as manifested in Item 5, with a mean of 4.03 (ranked 5).
The remaining 6 items subjected to assessment of attitude provided all
positive reflections of attitude towards emotional settings aboard the ship. The
environment provided them with an emotion of calmness and clarity of thinking
(Item 8, ranked 6), with a mean of 4.01 (agree). They agreed (mean, 3.98) that it
promoted their emotion of individual control over their environment (Item 3, ranked
7) and protected them from psychological stress and disorders (mean, 3.98, ranked
7). The lowest rating of 3.92 (agree) was given to Item No.4 (ranked 10), which
manifested their agreement that they experienced the joy of solitude aboard the
ship. The overall mean of 4.03 (agree) strongly suggests a positive attitude of the
seafarers towards emotional setting aboard the ship.

2.3

Social Setting
The attitude of seafarers towards social setting aboard the ship also

encompassed a total of 10 key statements .The results were shown in Table number
4.3.

44
Table 4.3
Attitude of Respondents Towards Social Setting Aboard the Ship
Statements/Indicators
1. Promotes social interaction of
individuals
2. Encourages problem solving and
group action
3. Promotes pleasant and
harmonious relationship with
people
4. Allows people to grow socially
5. Promotes group dynamics and
fosters group interaction
6. Allows to adjust myself with multicultured co-workers
7. Builds up my confidence in dealing
with superiors and peers
8. Fosters good social relations and
increase my cross cultural
tolerance
9. Builds up my language and
communication skills
10. Decrease my fear and inferiority
complex
Overall

Weighted
Mean

Verbal
Interpretati
on

Ranking

4.08

Agree

4.10

Agree

4.22

Agree

4.05
4.04

Agree
Agree

9
10

4.16

Agree

4.18

Agree

4.10

Agree

4.17

Agree

4.23

Agree

4.03

Agree

Legend: 1.00 1.50 Strongly Disagree (SD); 1.51-2.50 Disagree (D); 2.51-3.50 Uncertain (UN);
3.51-4.50 Agree (A); 4.51-5.00 Strongly Agree (SA).

Among the 10 statements given in the table, the highest mean of 4.23 (agree)
was given to Item No.10 (ranked 1). It pertains to the reduction in the feeling of fear
and inferiority complex. It suggests that aboard the ship, the interaction or mingling
of seafarers among peers, superiors and even subordinates provided them with a
comfortable feeling of belongingness.

45
This was manifested further in Item No. 7 with a mean of 4.18 (ranked 3) in
which they said that social setting built up their confidence in dealing with superiors
and peers. Such setting, allowed them to adjust themselves with multi-cultured coworkers, as reflected in Item No. 6 with a mean of 4.16 (ranked 4).
The respondents agreed (mean, 4.17) that social setting aboard the ship built
up their language and communication skills (Item 9, ranked 5). The remaining
statements on social setting were all indicative of positive attitude of the seafarers
towards social setting. The lowest mean of 4.04 (agree) which refers to Item 5
(ranked 10) manifested their agreement that social setting promoted group dynamics
and fostered group interaction. Overall, the mean of 4.03 (agree) indicated the
respondents positive attitude towards social setting aboard the ship.

2.4

Summary Table on Attitude Towards Work Environment

Table 4.4 provides a holistic view of the overall results of the assessment of

attitude towards work environment along three areas, namely, physical setting,
emotional setting and social setting.

Table 4.4
Summary Table on Attitude of Filipino Seafarers Towards Work Environment
Aboard Ship
Weighted Mean
Verbal
Ranking
Indicators
Interpretation

1. Physical Setting
2. Emotional Setting
3. Social Setting
Grand Mean

4.12
4.03
4.13
4.09

Agree
Agree
Agree
Agree

2
3
1

Legend: 1.00 1.50 Strongly Disagree (SD); 1.51-2.50 Disagree (D); 2.51-3.50 Uncertain (UN); 3.51-4.50 Agree
(A); 4.51-5.00 Strongly Agree (SA).

46

The highest overall positive attitude was given by the respondents to social
setting with a mean of 4.13 (agree, ranked 1). It was followed by physical setting
with a mean of 4.12 (agree, ranked 2). Lastly, the table showed the emotional setting
result with a mean of4.03 ( ranked 3). The grand mean clustered towards 4.09
(agree).

2. Personality Traits and Emotional Intelligence Level of Seafarers

As mentioned earlier on this chapter, the second problem examined in this
study pertains to the assessment of personality traits and emotional intelligence
levels of the respondent seafarers. The results and discussions are presented
below.

2.1

Personality Traits
The personality traits of seafarers were measured in terms of five key factors

and these include the following: extraversion, agreeableness, conscientiousness,

emotional stability and openness.

2.1.1 Extraversion
Table 4.5 revealed the survey on the personality traits of seafarers as
respondents in terms of extraversion.

47
Table 4.5
Personality Traits of Seafarers In Terms of Extraversion
Indicators
1.
2.
3.
4.
5.
6.

Energetic and enthusiastic

Socially adaptable and assertive
Bold and self-confident
Shy and quiet
Timid and unaggressive
Reserved and restrained
Overall

Weighted
Mean

Verbal
Interpretation

Ranking

3.96
3.81
3.83
2.98
2.91
3.51
3.44

High
High
High
Moderate
Moderate
High
Moderate

1
4
3
5
6
2

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H); 4.51-5.00
Very High (VH)

Extraversion pertains to positive personality traits of a person that comprised

of gregariousness or being sociable, warmth, outgoingness, being active or
energetic, assertive or forceful, enthusiastic and confident, bold, persistent and
competitive. The top three extraversion traits disclosed in the table which obtained a
rating within the interval range of 3.51-4.50 or high were: energetic and enthusiastic
(ranked 1); reserved and restrained (ranked 2) and bold and self-confident (ranked
3). Except for the trait of being reserve and restrained, the other two top traits
manifested positive extraversion traits. The lowest mean of 2.91 (moderate, ranked
6) pertains to the traits of timidity and unaggresiveness and followed by shy and
quiet trait with a mean of 2.98 (moderate, ranked 5).
The overall mean clustered towards 3.44 (moderate level). The result
indicated that respondent seafarers described themselves to be more positively
extraverts rather than being negative. The dominance of positive traits in terms of
extraversion may be attributed to the nature of their work aboard the ship. They
need to be always physically strong, energetic and in good physical condition to

48
carry out tedious work. They have to be socially adaptable and assertive in their
work because of their co-workers are oftentimes multi-nationals. They need to be
bold and confident to protect them from being trampled upon.
However, despite their positive extraversion traits, they also possessed some
degrees of opposite traits such as shyness, timidity, and unaggresiveness and
restrained. The presence of these negative traits mitigated the high level of their
positive extraversion traits resulting in the overall rating under the moderate level.
Thus, the respondent seafarers were categorized to be moderately extraverts.

2.1.2 Agreeableness
Table 4.6 contains the data on personality traits of respondents in terms of
agreeableness.
Table 4.6
Personality Traits of Seafarers In Terms of Agreeableness
Indicators
1.
2.
3.
4.
5.
6.

Merry and cheerful

Soft-hearted and agreeable
Kind, warm and sympathetic
Cold and unfriendly
Hard and rigid
Unsympathetic and harsh
Overall

Weighted Mean

Verbal
Interpretation

Ranking

3.88
3.71
3.65
2.45
2.72
2.52
3.15

High
High
High
Low
Moderate
Moderate
Moderate

1
2
3
6
4
5

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H);
4.51-5.00 Very High (VH)

49
Agreeableness refers to a positive personal trait of a person, which comprised
of qualities of being happy or cheerful, obliging, sympathetic, kind and warm, helpful,
considerate, pleasant and tolerant, genial, affectionate and sensitive as well as softhearted.
As shown in the table, the top three personality traits in terms of
agreeableness garnered a mean within the interval range of 3.51-4.50 and with
verbal interpretation of high. These three agreeableness traits were: being merry
and cheerful, with a mean of 3.88 (high, ranked 1); soft-hearted and agreeable with
a mean of 3.71 (high, ranked 2) and kind or warm and sympathetic, with a mean of
3.65 (high, ranked 3).
Noticeably, respondents rated the three remaining negative rates within the
interval range of 2.51-3.50 or under the verbal description of moderate level. The
result indicated the high regard of the respondents to their positive personality traits,
as far as agreeableness was concerned. The results of negative traits mitigated the
twin positive agreeableness traits. Therefore, the overall agreeableness trait reached
only a mean of 3.15 or moderate level. Hence, the respondents achieved moderate
level of agreeableness as part of their personality traits.

2.1.3 Conscientiousness
Table 4.7 bears the results of personality traits concerning conscientiousness.

50
Table 4.7
Personality Traits of Seafarers In Terms of Conscientiousness
Indicators
1.
2.
3.
4.
5.
6.

Alert and ambitious

Careful and cautious
Stern and Strict
Reckless and unruly
Unreliable and negligent
Haphazard and illogical
Overall

Weighted
Mean

Verbal
Interpretation

Ranking

3.93
3.93
3.20
2.29
2.18
2.25
2.96

High
High
Moderate
Low
Low
Low
Moderate

1
1
3
4
6
5

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H);
4.51-5.00 Very High (VH)

Conscientiousness is a positive personal trait of a person which pertains to

his being alert and ambitious, firm, careful and cautious, responsible and
dependable, stern and strict, deliberate, organized, neat and orderly, steady and
consistent, industrious and perfectionist and sophisticated. The table disclosed that
the

respondents

rated

themselves

high

in

terms

positive

traits

under

conscientiousness. Traits such as, being alert and ambitious as well as being careful
and cautious both obtained a mean of 3.93 (high) and ranked in the same position,
as number one.
Negative traits pertains to traits which opposed the conscientiousness
qualities, such as being stern and strict, reckless and unruly, unreliable and
negligent, haphazard and illogical, were all given rating that fell within the lower
level or with verbal description from moderate to low levels. The impact of negative
traits over the positive conscientiousness traits resulted in the overall mean of 2.96.
Thus, the respondents were only moderately conscientious.

51

2.1.4 Emotional Stability

Table 4.8 presents the results concerning personality traits of respondent
seafarers in terms of emotional stability.

Table 4.8
Personality Traits of Seafarers In Terms of Emotional Stability
Indicators
1. Unselfconsciousness and
unexcitable
2. Unenvious and unassuming
3. Weariless and indefatigable
4. Excitable and meddlesome
5. Emotional and irritable
6. Defensive and temperamental
Overall

Weighted
Mean

Verbal
Interpretation

Ranking

2.73

Moderate

2.86
2.90
2.99
2.59
2.66
2.79

Moderate
Moderate
Moderate
Moderate
Moderate
Moderate

3
2
1
6
5

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H);
4.51-5.00 Very High (VH)

The tabular data interestingly showed that each of the rating given by the key
informants of the study was within the interval range of 2.51-3.50 (moderate level).
The highest mean of 2.99 (moderate, ranked 1) was given to the negative trait of
being excitable and meddlesome. It was followed by the positive trait of weariless
and indefatigable, with a mean of 2.90 (moderate, ranked 2), and ranked 3, another
positive trait of unenvious and unassuming, with a mean of 2.86. The lowest mean
of 2.59 (moderate, ranked 6) pertains to the trait of emotional and irritable. The
overall mean of 2.79 indicated that the respondent seafarers achieved moderate
emotional stability.

52

2.1.5 Openness
The traits of respondent seafarers in terms of openness, as part of their
personality traits can be seen in the next table.

Table 4.9
Personality Traits of Seafarers In Terms of Openness
Indicators
1.
2.
3.
4.
5.
6.

Theatrical and eloquent

Meditative and contemplating
Analytical and perceptive
Unimaginative and inarticulate
Shallow and terse
Unreflective and ignorant
Overall

Weighted
Mean

Verbal
Interpretation

Ranking

3.18
2.61
3.34
2.52
2.46
2.19
2.72

Moderate
Moderate
Moderate
Moderate
Low
Low
Moderate

2
3
1
4
5
6

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H);
4.51-5.00 Very High (VH)

Openness is a personality trait which refers to the state of being openminded, imaginative, curious, cultured, meditative, deep, analytical, intellectual and
philosophical. Obviously, the ratings given by the respondents to each of the trait
listed in the table, ranged from the lowest interval of 1.51 up to the maximum of 3.50.
Thus, verbal descriptions fell from low to moderate levels only.
The top three ratings under openness traits revealed in the table included the
following: analytical and perceptive, with a mean of 3.34 (moderate, ranked 1);
theatrical and eloquent, with a mean of 3.18 (moderate, ranked 2); and meditative
and contemplating, with a mean of 2.61 (moderate, ranked 3). The remaining traits
were rated by the respondents with much lower mean values and indicated their low

53
to moderate levels of negative openness traits. Overall, the openness trait of the
respondents clustered towards a mean of 2.72 and suggestive of their moderate
traits.

2.1.6 Summary Table of Personality Traits

In summary, the personality traits of the respondents are shown in Table 4.10

Table 4.10
Summary Table of Personality Traits
Indicators
1.
2.
3.
4.
5.

Extraversion
Agreeableness
Conscientiousness
Emotional Stability
Openness
Overall

Weighted
Mean

Verbal
Interpretation

Ranking

3.44
3.15
2.96
2.79
2.72
3.01

Moderate
Moderate
Moderate
Moderate
Moderate
Moderate

1
2
3
4
5

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H);
4.51-5.00 Very High (VH)

Among the personality traits of the respondents, ranked number or the trait
with the highest mean was extraversion with a mean of 3.44. Ranked second was
agreeableness, with a mean of 3.15. It was followed by conscientiousness, with a
mean of 2.96; then, by emotional stability, with a mean of 2.79. The last in the
ranking (number 5) pertains to openness, with a mean of 2.72. Grand mean was
3.01 with a verbal description of moderate level.

54

2.2

Emotional Intelligence

Emotional intelligence of seafarers was measured in terms of factors such as;

self awareness, social awareness, relationship management and social skills. Below
are the results and corresponding discussions.

2.2.1 Self-Awareness
Indicators of self-awareness comprised of three key elements such as:
emotional awareness level, accuracy of self-assessment and self confidence. Table
4.11 shows the results.

Table 4.11
Emotional Intelligence Level of Seafarers In Terms of Self Awareness
Indicators
1. Emotional awareness
2. Accuracy of self assessment
3. Self-confidence
Overall

Weighted Mean

Verbal
Interpretation

Ranking

3.86
3.87
4.08
3.94

High
High
High
High

3
2
1

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H);
4.51-5.00 Very High (VH)

The highest mean of 4.08 (high, ranked 1) was given by the respondents to
self-confidence, which indicated their high level of regard to themselves as persons.
They were highly aware about the certainty of assessing themselves, as manifested
with a mean of 3.87 (high, ranked 2). The respondents were emotionally aware on
the degree of their emotions. This was also manifested in the high level based on
the mean of 3.86 (high, ranked 3). Overall, the mean of 3.94 was reflective of the

55
respondents high level of emotional awareness and likewise suggestive of their
high emotional intelligence.

2.2.2 Social Awareness

The level of social awareness comprised of three indicators namely; empathy,
organizational awareness and service orientation. The results can be seen in Table
4.12.

Table 4.12
Emotional Intelligence Level of Seafarers In Terms of Social Awareness
Indicators

Weighted
Mean

Verbal
Interpretation

Ranking

1. Empathy
2. Organizational awareness
3. Service orientation
Overall

3.80
3.75
3.78
3.78

High
High
High
High

1
3
2

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H);
4.51-5.00 Very High (VH)

Clearly, in terms of empathy, organizational awareness and service

orientation, the respondents got high social awareness level. The highest mean of
3.80 pertains to empathy (high, ranked 1) or degree of sympathy or compassion to
other people. It was followed by service orientation, with a mean of 3.78 (high,
ranked 2), and manifested their degree of desire to serve others. The lowest mean
of 3.75 was given to organizational awareness (ranked 3) and projected the degree
to which they knew their organizations. Overall, the social awareness level of the
respondents clustered towards a mean of 3.78 and indicative of a high level of
emotional intelligence.

56

2.2.3 Relationship with Management

Relationship with management was measured in terms of six indicators,
namely; self control, trustworthiness, conscientiousness, adaptability, achievement
orientation and initiative. Table 4.13 bears the results.

Table 4.13
Emotional Intelligence Level of Seafarers In Terms of Relationship to
Management
Weighted
Verbal
Ranking
Indicators
1.
2.
3.
4.
5.
6.

Self control
Trustworthiness
Conscientiousness
Adaptability
Achievement orientation
Initiative
Overall

Mean

Interpretation

3.99
4.05
3.99
4.00
4.03
4.03
4.01

High
High
High
High
High
High
High

5
1
5
4
2
2

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H); 4.51-5.00
Very High (VH)

Relationship with management pertains to an emotional intelligence factor

that

involves

self

control,

trustworthiness,

conscientiousness,

adaptability,

achievement orientation and initiative. Remarkably, each item listed on the table got
a mean within the interval range of 3.51-4.50 and with verbal interpretation of high.
However, trustworthiness got the highest mean of 4.05 (high, ranked 1). This
indicated the ability of the seafarers to keep their promises to others and perform
their commitment as well.
Trustworthiness was followed by achievement orientation and initiative,
which both obtained a rating of 4.03 (high). As such, both were placed in the same

57
position or ranked number 2 in the criteria listed on the table. These twin areas
indicated respondents sensitivity to accomplish things that should be done and
introduce actions even without being told to do so. In the last position were self
control and conscientiousness, with the same mean of 3.99.

They were both

placed in the same ranked (number 5).

These twin areas reflected the respondents high ability to control their
feelings .They were meticulous in all aspects of their emotions. The overall mean
clustered towards 4.01 and projected the high level of emotional intelligence of the
respondents in terms of relating themselves with management of the work
organization.

2.2.4 Social Skills

Social skills were measured along eight key areas and these included the
following: developing others, leadership ability, influence, communication skills,
change catalyst skill, confront management, building bonds, and teamwork culture.

58
Table 4.14
Emotional Intelligence Level of Seafarers In Terms of Social Skills
Indicators
1.
2.
3.
4.
5.
6.
7.
8.

Developing others
Leadership
Influence
Communication
Change catalyst
Confront management
Building bonds
Teamwork culture
Overall

Weighted
Mean

Verbal
Interpretation

Ranking

4.04
3.95
3.61
3.82
3.66
3.71
3.83
4.01
3.83

High
High
High
High
High
High
High
High
High

1
3
8
5
7
6
4
2

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H);
4.51-5.00 Very High (VH)

Each indicator of social skills was given by the respondents with a rating
within the interval range of 3.51-4.50, or under the verbal interpretation of high.
Among the eight indicators, the highest mean of 4.04 (high, ranked 1) was given to
the skill of developing other people. This indicated the high ability of the
respondents to extend their help or assistance to other people.
It was followed by the teamwork culture, based on the mean of 4.01 (high,
ranked 2). Apparently, the respondents had high ability to cooperate with people
whom they deal with. Leadership was ranked as number 3, based on the mean of
3.95 (high) and indicative of their ability to guide or direct others.
Aside from the top three high social skills, the respondents also gave
themselves high rating in building bonds or ability to build ties with other people,
communication or ability to exchange message both in oral or written with other
people; confront management or ability to face up with higher authorities or peers;
change catalyst or ability to introduce innovations; and influence or ability to sway or

59
manipulate others. The overall mean of 3.83 suggests that respondents obtained
high social skills as vital parts of their high emotional intelligence level.

2.2.5 Summary Table

Table 4.15 shows the summary table on emotional intelligence levels of the
respondents of the study.

Table 4.15
Summary Table on Emotional Intelligence Level of Filipino Seafarers
Indicators
1. Self Awareness Level
2. Social Awareness Level
3. Relationship with
Management Level
4. Social Skills Level
Grand Mean

Weighted
Mean

Verbal
Interpretation

Ranking

3.94
3.78
4.01

High
High
High

2
4
1

3.83
4.09

High
High

Legend: 1.00-1.50 Very Low (VL); 1.51-2.50 Low (L); 2.51-3.50 Moderate (M); 3.51-4.50 High (H); 4.51-5.00
Very High (VH)

As revealed in the table, relationship with management level obtained the

highest mean of 4.01 (high, ranked 1). It was followed by self awareness level,
based on the mean of 3.94 (high, ranked 2); then by social skills level, with a mean
of 3.83 (high, ranked 3); and social awareness level, with a mean of 3.78 (high,
ranked 4). The grand mean clustered towards 4.09 (high).

60
3.

Relationship Among Attitude, Personality Traits and Emotional

Intelligence of Seafarers
Table 4.16 showed the results of the computation regarding magnitude or

strength of relationship between attitude of seafarers and their personality traits as

well as attitude and their emotional intelligence levels. The results of tests of
significant relationship between variables can also be seen in the same table.
In terms of relationship between physical settings aboard the ship emotional
intelligence level of the respondent seafarers, the coefficient of correlation (r) came
out to be 0.239. This indicates low but definite relationship between the two
variables. The explained variations (r-square) were 5.73% or quite small. It means
that roughly 94% of the attitude of seafarers towards physical setting of the work
environment aboard the ships was attributed to factors other than the level of their
emotional intelligence. Thus, the only proportion that can be related to emotional
intelligence level of the respondents was about 5.73%.

61
Table 4.16
Magnitude of Relationship and Results of Tests of Significant Relationship
Between Attitude and Personality Traits; and Attitude and
Emotional Intelligence

Physical
Setting and
Emotional
Intelligence
Level
Physical
Setting and
Personality
Traits
Emotional
Setting and
Emotional
Intelligence
Level
Emotional
Setting and
Personality
Traits
Social
Setting and
Emotional
Intelligence
Level
Social
Setting and
Personality
Traits

Correlation r-square
Coefficient
(r)
0.239
5.73%
Low but
definite

p-value

t-stat

Decision

Interpretation

0.002

3.039

Reject Ho

Significant*

0.014
Very low
and
negligible
0.255
Low but
definite

0.02%

0.861

0.174

Retain or
Accept Ho

Not
Significant

6.53%

0.001

3.260

Reject
Ho

Significant *

0.051
Very low
and
negligible
0.258
Low but
definite

0.26%

0.528

0.631

Retain or
Accept
Ho

Not
Significant

6.67%

0.001

3.298

Reject
Ho

Significant*

0.009
Very low
and
negligible

0.0098%

0.902

0.122

Retain or
Accept
Ho

Not
Significant

*Significant at 0.05 alpha level; degrees of freedom 155-2=153

62
The test of significant relationship disclosed a p-value of 0.002 or much lower
than the 0.05 level of significant. Therefore, the null hypothesis was rejected. There
was evidence to show that despite low or weak relationship, such relationship
between physical setting aboard the ship and the level of emotional intelligence of
the seafarers was significant. Therefore, the percentage of variations in physical
setting attitude was definite and attributable to the emotional intelligence level of the
respondents.
When the attitude of respondents physical setting was measured in terms
overall level of personality traits, the obtained coefficient or r was 0.014 described or
within very low or almost negligible level. The explained variations or r-square was
merely 0.02% or too low. It means that approximately 98.98% of the attitude of
seafarers toward physical setting factor was not caused or influenced by their
personality. Other factors influenced their attitude.
Hence, the test of significant relationship resulted in the p-value of 0.861 or
higher than 0.05 level of significance. Therefore, the null hypothesis was retained or
accepted. There was no evidence to show that significant relationship existed
between the physical setting attitude of seafarers and the level of their personality.
With regard to relationship between emotional setting and level of emotional
intelligence, the computed coefficient correlation or r was 0.255 and described as
low or weak but definite relationship.

63
The explained variations or r-square was 6.53% or small. It means that
approximately 94.47% of the emotional setting attitude of respondents was
influenced by other factors and roughly 6.53% attributed to their emotional
intelligence level.
The test of significant relationship came out with a p-value of 0.001 or less
than the 0.05 level of significance. Therefore, the null hypothesis was rejected.
There was evidence to show that relationship existed between emotional setting
attitude and level of emotional intelligence of the respondents. It further means that
although the relationship was low or weak such relationship was definite and
significant.
In terms of relationship between emotional setting and personality traits of the
respondents, the computed correlation coefficient or r was 0.051 and described as
low, weak and almost negligible relationship. The explained variations or r-square
reached a total of approximately 0.26%, or very small. It means that less than one
percent of the attitude of respondents towards emotional setting was not influenced
by their personality level. Their emotional attitude was very strongly influenced by
other factors.
In the test of significant relationship, the computed p-Value was 0.528 or
higher than the 0.05 level of significance. Therefore, the null hypothesis was
retained or accepted. There was no evidence to show the existence of relationship
between emotional setting attitude of the respondents and their level of personality.
As far as relationship between social setting attitude of seafarers and their
emotional intelligence level was concerned, the computed correlation coefficient

64
resulted in a total of 0.258 and described as low, weak but definite. The explained
variations or r-squared totaled to 6.67% or small. It means that about 93.33% of the
social setting attitude of the respondent seafarers was not influenced by the level of
their emotional intelligence. Thus, only about 6.67% of such social setting attitude
was affected by their emotional intelligence, and the rest can be attributed to other
factors.
The computed p-value resulted in 0.001 or less than the 0.05 level of
significance. Therefore, the null hypothesis was rejected. There was evidence to
show that despite small or weak relationship, such relationship was definite and
significant.
Finally, when social setting attitude was measured vis--vis the level of
personality of the respondent seafarers, the computed correlation coefficient
resulted in 0.009 or very small, very weak and negligible relationship. The explained
variations or r-square was almost nil at 0.00098%.
The test of significant relationship came out with 0.902 or very much higher
than the 0.05 level of significance. Therefore, the null hypothesis was retained or
accepted. There was no evidence to show that significant relationship existed
between the social setting attitude of the respondents and the level of their
personality.

65
4.

Predictors of Attitude Towards Work Environment

In order to analyze if emotional intelligence and personality traits can predict

the attitude of seafarers, Table 4.17 is shown below.

Table 4.17
Significant Relationship Between Seafarers Attitude Towards Work
Environment and Emotional Intelligence
R

rsquare
5.73%

p-value t-stat

Decision Interpretation

Physical
0.239
0.002
3.039
Reject
Significant*
Setting and Low but
Ho
Emotional
definite
Intelligence
Level
Emotional
0.255
6.53%
0.001
3.260
Reject
Significant *
Setting and Low but
Ho
Emotional
definite
Intelligence
Level
Social
0.258
6.67%
0.001
3.298
Reject
Significant*
Setting and Low but
Ho
Emotional
definite
Intelligence
Level
*Significant at 0.05 alpha level; degrees of freedom 155-2=153

Recall that based on earlier presented Table 4.16, only the variables shown in
Table 4.17 divulged significant relationship. The bivariate relationship was between
the following:

physical setting and emotional intelligence; emotional setting and

emotional intelligence; and social setting and emotional intelligence.

66
The very small value of correlation of coefficient between each of the pair
and the less than 10 points computed explained variations of each pair are clearly
not strong enough to substantially establish that emotional intelligence can predict
the attitude of the seafarers towards work environment aboard the ship.
In other words, it can be said that, despite the evidence of relationship
between the emotional intelligence level and attitude of seafarers, such amount of
relationship was too small to conclude that emotional intelligence predicted
seafarers attitude. What has been established in this study was the fact that
emotional intelligence had very small influence over the attitude of the seafarers
towards work environment. The very large proportion of the attitude, therefore, can
be attributed to factors outside of the emotional intelligence areas.

5.

Intervention Measures
The foregoing facts, figures and analyses imply that intervention measures

may be developed by the concerned company to improve the attitude of seafarers

toward work environment. The intervention measures may be along the areas of
personality traits and emotional level improvement as well as factors outside of
these areas.

67

Chapter 5
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

In

this

Chapter,

the

summary

of

findings,

conclusions

and

recommendations of the study are presented. The study examined the

relationship between the attitude of seafarers towards work environment and
their emotional intelligence as well as personality traits. The specific questions
asked in the study were as follows: (1) What was the attitude of the seafarers
towards the following work environment aboard the ship in terms of physical
setting, emotional setting and social setting? (2) How did the seafarers describe
their personality traits and emotional intelligence levels in terms of personality
traits such as extraversion, agreeableness, conscientiousness, emotional stability
and openness; and emotional intelligence level in terms of self-awareness, social
awareness, relationship with management and social skills? (3) Was there a
significant relationship between the overall attitude of seafarers towards work
environment and their emotional intelligence and personality traits?; and (4) Can
the level of emotional intelligence and personality traits of the seafarers predict
their overall attitude towards work environment aboard the ship?
The null hypothesis postulated in the study stated that there was no
significant relationship between the attitude of seafarers towards work
environment and their emotional intelligence and personality traits.

68
A. Summary of Findings
The following are the findings of the study:
1. Attitude of Seafarers Towards Work Environment Aboard the Ship
1.1 The seafarers attitude towards work environment in terms of
physical setting obtained a mean of 4.12 (agree) and reflective of highly positive
attitude.
1.2 Their attitude towards emotional setting got a mean of 4.03 (agree)
and also projected highly positive attitude .
1.3 The attitude towards social setting reached a mean of 4.03 (agree)
and reflective of highly positive attitude.
1.4 The highest overall positive attitude was given by the respondents
to social setting with a mean of 4.13 (agree, ranked 1). It is followed by physical
setting with a mean of 4.12 (agree, ranked 2) and lastly emotional setting (mean,
4.03, ranked 3). The grand mean clustered towards 4.09 (agree).
2. Personality Traits and Emotional Intelligence Level of Seafarers
2.1 Among the personality traits of the respondents, ranked number or
the trait with the highest mean was extraversion with a mean of 3.44. Ranked
second was agreeableness, with a mean of 3.15. It was followed by
conscientiousness, with a mean of 2.96; then, by emotional stability, with a mean
of 2.79. The last in the ranking (number 5) was openness, with a mean of 2.72.
Grand mean was 3.01 with a verbal description of moderate level.

69
2.2 In terms of emotional intelligence, the relationship with
management obtained the highest mean of 4.01 (high, ranked 1). It was followed
by self awareness level, based on the mean of 3.94 (high, ranked 2); then by
social skills level, with a mean of 3.83 (high, ranked 3); and social awareness
level, with a mean of 3.78 (high, ranked 4). The grand mean clustered towards
4.09 (high).
3. Relationship Among Attitude, Personality Traits and Emotional
Intelligence of Seafarers
3.1

The relationship between physical settings aboard the ship

emotional intelligence level of the respondent seafarers obtained a coefficient

0.239 or low but definite relationship.

The test of significant relationship

disclosed a p-value of 0.002 or much lower than the 0.05 level of significant. The
null hypothesis was rejected. There was significant relationship between physical
setting attitude and the level of emotional intelligence of the seafarers.
3.2

The relationship between physical setting and personality trait

obtained a coefficient of 0.014, or within very low or almost negligible level. The
test of significant relationship resulted in the p-value of 0.861 or higher than 0.05
level of significance. The null hypothesis was retained or accepted. There was no
significant relationship between the two variables.
3.3

The relationship between emotional setting and level of emotional

intelligence got a coefficient of 0.255 or low and weak but definite relationship.
The test of significant relationship came out with a p-value of 0.001 or less than

70
the 0.05 level of significance. The null hypothesis was rejected. There was
significant relationship between the two variables.
3.4

The relationship between emotional setting and personality traits of

the respondents reached a coefficient of 0.051 and described as low, weak and
almost negligible relationship.

The test of significant relationship obtained a

computed p-Value of 0.528 or higher than the 0.05 level of significance.

Therefore, the null hypothesis was retained or accepted. The relationship was
not significant.
3.5

The relationship between social setting attitude of seafarers and

their emotional intelligence obtained a coefficient of 0.258 and described as low,

weak but definite. The computed p-value resulted in 0.001 or less than the 0.05
level of significance. Therefore, the null hypothesis was rejected. There was
significant relationship between the two variables.
3.6

The relationship between social setting and personality of the

respondent seafarers got a coefficient of 0.009 or very small, very weak and
negligible relationship. The test of significant relationship came out with 0.902 or
very much higher than the 0.05 level of significance. Therefore, the null
hypothesis was retained or accepted. The relationship was not significant.

4. Predictors of Attitude Towards Work Environment

Partial and small bivariate relationship was found between the following:
physical setting and emotional intelligence; emotional setting and emotional
intelligence; and social setting and emotional intelligence. The degree of

71
relationship was very small and cannot predict the attitude of the seafarers
towards work environment aboard the ship.

B. Conclusions
From the findings of the study, the following are concluded:
1. The Filipino seafarers have generally high and positive attitude towards
work environment because the physical environment aboard the ship provides
them with better appreciation of standard work performance as well as general
feeling of safety and healthy working environment. Their emotional attitude is
generally highly positive because they have the feeling of self-confidence,
calmness and clear thinking moments. Their social attitude is highly positive
because they have less fear and inferiority complex .They believe that the work
environment promotes pleasant and harmonious relationship with people.

2. On the one hand, the overall level of personality of the respondents was
only moderate because of the presence or combination of both negative and
positive traits in them. They are generally moderately extravert, agreeable,
conscientiousness, emotionally stable and open. This moderate personality is
attributed to their being energetic and enthusiastic but also reserved and
restrained. They are cheerful but can also be harsh. They are alert or careful but
can be also haphazard and illogical. Their unselfconsciousness and unexcitable
traits are mitigated by their being excitable and meddlesome. They are analytical
and perceptive but have tendencies to be shallow and unimaginative. On the

72
other hand, the Filipino seafarers have high emotional intelligence level. This
level is attributed to their high relationship to management, high self awareness
level, high social skills and high social awareness.

3. There is no evidence to show that significant relationship exists between

attitude of the seafarers and the level of their personality. However, there is
partial and small evidence to show the existence of relationship between attitude
of seafarers and their emotional intelligence level.

4. The very small amount of relationship established between the attitude of

seafarers towards work environment and their emotional intelligence level cannot
safely put forward that emotional intelligence is a predictor of the attitude of the
seafarers towards work environment aboard the ship. There are other vital and
stronger factors that influence the attitude of the seafarers.

73
C.

Recommendations
Based on the findings and conclusions of the study, the following are

recommended:
1.

The

Filipino seafarers should be commended for

appreciating their

positive attitude towards their work environment and should be motivated and
inspired more to continue this kind of mood and climate on ships, to promote
harmonious relationship with people on board. This will contribute to more
productivity and meaningful employment of seafarers.

2. Since there is a presence of both negative and positive traits, measures

have to taken in order to make the negative traits positive. Assertiveness
program can be proposed to develop their openness and more social functions
could be held to familiarize themselves with the people they work with. They can
also be taught how to control their emotions and handle conflicts.

3. The areas for attitudes and emotional intelligence level could also be
attended by more enhancement programs and exposure to foster positive
attitudes and emotional maturity. This may make them more responsible
seafarers not only for themselves but also for co-workers on and off ships.

4. Other factors that contribute that influence the attitudes of the seafarers
could also be considered in order for the seafarers to become more comfortable
in their work environment. Some of these factors may emanate from their family

74
or personal problems and need to be addressed. Programs for family members
could also be held to involve them in the development of the seafarers and feel
comfortable in their work.

5. All of the above specific programs can be developed by the company as

intervention measures to improve the attitude of seafarers towards work
environment and enhance their emotional intelligence and personality levels.

75
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ICSW. (2009) Guidelines for mental care onboard merchant ships. International
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78

SAMPLE OF SURVEY QUESTIONNAIRE

==================================================================
Statement of Voluntary Consent
To participate as a subject in the study described below:
Date: 10 September 2011
Name of Study: FILIPINO SEAFARERS WORK ENVIRONMENT: Relationship to
their Emotional Intelligence and Personal Traits
Purpose of Study: To analyze the relationship between Filipino Seafarers attitude
toward work environment aboard ships and the level of their Emotional Intelligence and
Personality Traits. To identify measures that can be proposed to the management of
Magsaysay Maritime Corporation Asahi Marine Fleet to improve the attitude of the
seafarers toward work environment aboard the ship.
Primary Researcher: 2M Cezar M. Barranta Jr. [Fleet HR Officer, Asahi Marine Fleet;
MIS Alumni, Member; AIMS Alumni, Vice President; AIMS Graduate Studies Student
Council, Vice President; Red Cross Cavite City Chapter, Volunteer]
Contact Information: Office Phone: (02) 5269620; Mobile Phone: (0917) 5080601;
Office Address: Magsaysay Maritime Corporation, 7th Floor, Magsaysay Bldg, T.M.
Kalaw Street, Ermita, Manila
As a volunteer participant in the above mentioned research, I understand that I will be
asked to complete a survey that will ask questions related to my work experience and
college grades. The survey typically takes about 20 minutes to complete although this
time can vary depending on each subject. I also understand that I may consider some of
the questions personal in nature but that the information I provide will be used
exclusively for this project and will in no way be associated with my name, address, ID
or any other identifiable information.
As a participant in this study I am aware that the questions on the research survey may
cause anxiety or stress depending on my personal situation but that most find the
experience harmless and even enjoyable. As a participant, I am aware that the
responses I provide may assist future college students at this Institution and perhaps
other colleges across the country.
By signing below, I state that I have read this consent form in its entirety and that all of
my questions have been answered. I understand that I may withdraw from this study at
any time and that my participation or lack of participation will in no way affect my status
as a crew.
Subject Signature ________________________ Date ____________________
Witness Signature ________________________ Date ___________________

79
PERSONAL INFORMATION-PART 1
INSTRUCTIONS: Please supply the necessary information asked below
by filling out the blank portion or putting a check ( / ) mark in the
appropriate open close parenthesis
1. Name

: ___________________________(optional)

2. Name of Vessel (in case on vacation, the last vessel you boarded: ________
3. Work Station On Board the Ship ( ) Deck ( ) Engine
4. How long have you been working onboard the ship?
a. ( ) 2 years and below
b. ( ) 3- 6 years
c. ( ) 7-10 years
d. ( ) More than 10 years
5. Age Bracket
a. ( ) 30 years and below
b. ( ) 31-35 years old
c. ( ) 36-40 years old
d. ( ) 40 years and above
6. Civil Status :

( ) Single

7. Do you have children : (

( ) Married (
) Yes

8. Are you the breadwinner in the family? (

) Widow

) Separated

) None
) Yes

) No

9. Length of Service in Current Company

a. ( ) 3 years and below
b. ( ) 4- 6 years
c. ( ) 7- 10 years
d. ( ) Over 10 years
10. Highest Educational Attainment
a. ( ) BS Marine Transportation (BSMT) Graduate
b. ( ) BS Marine Engineering (BSME) Graduate
c. ( ) Seafarers Rating Course
d. ( ) With Masters Degree
e. ( ) With Units in Masters Degree
f. ( ) Others: please specify:_________________

80
PART 2
SURVEY QUESTIONS ON ATTITUDE TOWARDS WORK ENVIRONMENT
ABOARD THE SHIP
Direction: Please Use the following as your guide :
Response/Rating
5
4
3
2

Interpretations of Response Rating and Abbreviations

Strongly Agree (SA) means that you fully agree to the
statement
Agree (A) means that you agree to the statement but to a
lesser extent that fully agree
Uncertain (UN) means you are not sure whether or not the
statement holds true to you
Disagree (D) means that you do not agree to the statement
because there are certain things or factors to consider, which
only you know
Strongly Disagree (SD) means that you fully disagree to the
statement because personally you believe that it does not
hold true to you.

Questions/Statements
A. Key Statement: The physical setting aboard the 1
ship
SD
1. Provides me with less rigid elements on physical
arrangement
2. Encourages quality of work and promotes work
efficiency
3. Helps
me
better appreciate standard work
performance
4. Allows me to see things work smoothly
5. Provides me reasonable working hours
6. Provides me with safe and healthy working
environment
7. Promotes enthusiasm and interest to work
8. Allows me to observe how the system and
processes work
9. Gives me protection from physical stress
10. Gives me opportunity to manipulate the needed
change

2
D

3
UN

4
A

5
SA

81
Questions/Statements
B. Key Statement: The emotional setting aboard the 1
ship
SD
1. Stimulates new thoughts and feelings
2. Encourages me to positively react to situations
3. Promotes individual control of my environment
4. Allows me to experience the joy of solitude
5. Helps me to combat loneliness and homesickness
6. Gives me a more confident feeling about myself
7. Makes me a calm and clear-thinking person
8. Gives me a feeling of security and calmness
9. Protects me from psychological stress and disorders
10. Decrease my fear and inferiority complex

Questions/Statements
C. Key Statement: The social setting aboard the 1
ship
SD
1. Promotes social interaction of individuals
2. Encourages problem solving and group action
3. Promotes pleasant and harmonious relationship with
people
4. Allows people to grow socially
5. Promotes group dynamics and fosters group
interaction
6. Allows to adjust myself with multi-cultured coworkers
7. Builds up my confidence in dealing with superiors
and peers
8. Fosters good social relations and increase my cross
cultural tolerance
9. Builds up my language and communication skills
10. Helps me to bring out my leadership abilities

2
D

3
UN

4
A

5
SA

2
D

3
UN

4
A

5
SA

82

SURVEY QUESTIONNAIRE- PART 3 (EMOTIONAL INTELLIGENCE)

================================================================
DIRECTIONS: Do not write your name nor identify on this paper. Please answer
each of the question/statement given in the matrix shown below by putting a check
() in the cell under your chosen option. Use the following as your guide.
Option
Verbal description
Abbreviation
5

Very High

(VH)

High

(H)

Moderate

( M)

Low

(L)

Very Low

(VL)

Given below are factors that comprised the emotional intelligence of 5

4 3 2 1
a person. Examine yourself and HONESTY indicate in the
VH H M L VL
appropriate cell your own degree of emotional intelligence.
Self Awareness Level
1. Emotional Awareness (how you know about your own degree of
emotions)
2. Accuracy of self assessment (how sure or certain are you about
assessment of yourself)
3. Self-Confidence (degree to which you believe in yourself)
Social Awareness Level
4. Empathy (degree of sympathy or compassion to other people)
5. Organizational awareness (degree to which you know about
organization :e.g. school
6. Service orientation (degree to which you desire to serve or
outreach others)
Relationship to Management Level
7. Self Control (ability to control your feelings such as: anger or
anxiety or sadness or sorrow, )
8. Trustworthiness (ability to keep your promises to others and to
perform your commitments)
9. Conscientiousness (your ability to be careful, prudent or

83

meticulous)
10. Adaptability (degree to which you can be flexible or can adjust to
a given situation )
11. Achievement orientation (sensitivity to finish or accomplish things
that should be done)
12. Initiative ( sensitivity to introduce action without being told to do
so)
Social Skills Level
13. Developing others (ability to extend help or assistance to other
people )
14. Leadership (ability to extend direct or guide other people)
15. Influence (ability to sway or manipulate other people)
16. Communication (ability to exchange verbal or written message
with others)
17. Change catalyst (ability to introduce innovations or changes)
18. Confront management (ability to face up higher authority or
peers)
19. Building bonds (ability to construct or builds ties with other
people)
20. Teamwork culture (ability to cooperate with people whom you
deal with: e.g. Co-students, co-family)

84

SURVEY QUESTIONNAIRE- PART 4 (PERSONALITY TRAITS)

================================================================
DIRECTIONS: Do not write your name nor identify on this paper. Please answer
each of the question/statement given in the matrix shown below by putting a check
() in the cell under your chosen option. Use the following as your guide.
Option
Verbal description
Abbreviation
5

Very High

(VH)

High

(H)

Moderate

( M)

Low

(L)

Very Low

(VL)

Given below are factors that comprised the PERSONALITY

TRAITS OF A person. Examine yourself and HONESTY indicate in
the appropriate cell your own description of personality traits.
Extraversion
1. Energetic and enthusiastic
2. Socially adaptable and assertive
3. Bold and self confident
4. Shy and quiet
5. Timid and unaggressive
6. Reserved and restrained
Agreeableness
7. Merry and cheerful
8. Soft-hearted and agreeable
9. Kind, warm and sympathetic
10. Cold and unfriendly
11. Hard and rigid
12. unsympathetic and harsh
Conscientiousness
13. Alert and ambitious
14. Careful and cautious
15. Stern and Strict

2 1

VH H M L VL

85

16. Reckless and unruly

17. Unreliable and negligent
18. Haphazard and illogical
Emotional Stability
19. Unselfconsciousness and unexcitable
20. Unenvious and unassuming
21. Weariless and indefatigable
22. Excitable and Meddlesome
23. Emotional and Irritable
24. Defensive and temperamental
Openness
25. Theatrical and Eloquent
26. Meditative and Contemplating
27. Analytical and Perceptive
28. Unimaginative and Inarticulate
29. Shallow and Terse
30. Unreflective and Ignorant

86
STATISTICAL APPENDICES- COMPUTATION SAMPLES
DESCRIPTIVE STATISTICS
Physical

Emotional

Social

Emotional Intelligence

Personality Traits

3.80

4.00

4.10

3.00

2.89

3.50

3.60

3.60

3.20

2.56

4.00

4.00

4.00

3.80

3.00

4.30

4.20

4.10

4.00

3.78

4.00

3.60

4.00

3.50

3.67

4.50

5.00

4.90

4.30

2.78

4.00

4.10

4.00

3.90

3.22

5.00

5.00

5.00

4.00

2.00

4.20

3.80

4.20

3.60

2.78

4.20

4.30

4.20

3.80

3.00

4.40

4.40

4.20

3.10

2.11

4.40

4.40

4.20

3.10

2.11

4.80

4.50

4.20

3.20

2.00

4.80

4.50

4.20

3.20

2.00

4.10

4.00

4.00

4.00

3.00

3.80

3.80

4.10

4.00

3.56

3.90

4.00

4.00

4.00

4.00

3.90

3.90

4.00

3.60

2.78

3.90

3.90

4.00

3.60

2.78

3.90

4.70

4.90

4.50

2.44

3.80

1.60

1.40

4.10

2.67

3.90

3.90

4.00

3.60

2.78

3.90

3.90

4.00

3.60

2.78

3.90

2.60

4.30

4.30

2.33

4.50

4.70

5.00

4.00

2.89

5.00

5.00

5.00

3.30

3.33

4.10

4.20

4.30

4.20

3.56

3.90

4.00

4.00

3.80

1.33

4.10

4.10

4.30

4.10

3.00

4.00

4.00

4.00

4.00

4.00

4.00

4.00

4.00

3.80

3.00

3.80

3.80

3.90

4.40

2.89

3.60

3.70

4.80

4.10

2.11

4.00

4.20

4.00

3.90

3.00

4.00

4.00

4.00

4.00

3.00

4.00

4.30

4.00

3.40

3.00

4.00

3.00

4.00

4.00

4.00

87
Physical

Emotional

Social

Emotional Intelligence

Personality Traits

4.60

3.70

4.30

2.70

2.78

4.00

3.00

4.00

4.00

4.00

4.30

4.80

5.00

4.20

1.78

4.40

4.00

4.00

4.00

2.67

4.00

4.00

4.00

3.80

2.00

4.70

4.60

4.40

3.60

2.78

4.00

4.00

4.00

3.90

2.44

4.00

4.00

4.00

3.90

2.44

4.80

4.70

4.70

3.30

2.44

2.00

2.00

2.00

4.00

3.00

4.70

4.10

4.00

3.00

3.00

3.90

3.90

4.00

3.60

2.78

4.20

4.10

4.10

3.70

3.00

4.10

4.20

4.30

3.70

2.89

4.30

4.80

4.20

4.50

3.00

4.30

4.80

4.20

4.50

3.00

2.90

3.00

2.80

3.90

2.78

4.00

4.00

4.00

4.90

2.56

4.00

4.00

4.00

4.90

2.56

4.00

3.80

4.00

4.20

1.78

3.90

3.90

4.00

3.60

2.78

3.50

3.20

3.40

3.60

3.44

5.00

5.00

5.00

5.00

2.56

4.00

4.00

4.00

4.00

2.33

4.00

4.00

4.00

4.00

2.33

4.10

4.20

4.30

3.70

2.89

4.80

4.60

4.90

4.30

2.11

4.00

4.00

4.00

4.00

3.56

4.20

4.00

4.40

3.70

2.22

4.00

4.00

4.00

3.50

3.00

3.40

3.50

4.40

4.30

2.44

4.00

5.00

5.00

3.70

2.67

5.00

5.00

5.00

4.00

2.56

4.90

5.00

4.70

4.80

2.56

4.00

4.10

4.00

4.20

3.67

88

Physical

Emotional

Social

Emotional Intelligence

Personality Traits

4.00

4.10

4.00

4.20

3.67

4.00

4.00

4.00

4.00

2.44

4.50

4.20

5.00

3.60

2.44

5.00

5.00

5.00

4.20

5.00

5.00

5.00

5.00

4.20

5.00

4.00

4.00

4.90

4.00

2.56

3.70

3.20

4.00

4.10

1.78

3.70

3.20

4.00

4.10

1.78

3.40

3.20

3.70

2.50

3.67

3.50

2.50

3.30

3.80

2.44

4.00

4.00

4.20

4.00

2.56

4.00

4.00

4.20

4.00

2.56

3.80

3.90

3.60

4.50

2.89

3.80

3.90

3.60

4.50

2.89

5.00

4.80

4.90

4.00

4.00

4.30

3.90

4.10

3.40

2.33

4.30

3.90

4.10

3.40

2.33

5.00

5.00

5.00

5.00

2.56

5.00

5.00

5.00

5.00

2.56

3.50

2.80

3.70

3.80

2.33

3.10

2.20

3.60

3.60

2.33

4.00

3.80

4.00

4.10

2.11

3.80

3.00

3.90

3.70

2.11

4.80

4.80

4.60

4.50

2.00

4.80

4.80

4.60

4.50

2.00

4.80

4.50

4.50

4.30

2.33

4.80

4.44

4.50

4.30

2.33

4.00

4.00

4.00

4.00

2.67

3.30

3.20

3.00

2.80

3.00

3.30

3.20

3.00

2.80

3.00

4.00

4.00

4.00

4.00

4.00

4.50

4.30

4.10

4.40

2.78

4.50

4.30

4.10

4.40

2.78

3.20

3.00

3.00

4.00

3.00

4.00

4.00

4.10

5.00

4.00

4.50

3.80

4.60

4.20

3.00

4.50

4.40

4.50

3.70

2.78

3.80

3.70

3.70

4.00

3.00

3.80

3.70

3.70

4.00

3.00

4.00

4.00

4.00

3.00

3.00

89
Physical

Emotional

Social

Emotional Intelligence

Personality Traits

3.60

4.00

4.00

3.80

2.67

3.60

4.00

4.00

3.80

2.67

4.50

4.50

4.70

4.00

3.00

4.50

4.50

4.70

4.00

3.00

4.30

3.40

4.10

3.30

2.78

3.90

4.00

4.00

3.90

4.00

3.90

4.00

4.00

2.70

2.56

3.90

4.00

4.00

2.70

2.56

5.00

5.00

5.00

4.00

2.11

4.00

3.90

3.70

2.90

2.56

3.80

3.40

3.70

1.20

1.33

4.00

4.00

4.00

4.00

4.00

4.00

3.90

4.30

4.00

2.33

4.00

4.00

4.00

3.00

3.00

4.00

4.00

4.00

4.00

4.00

4.00

4.00

4.00

4.00

4.00

3.90

4.00

4.10

4.80

4.00

3.70

3.40

4.00

4.30

2.33

4.00

4.00

4.00

3.80

3.00

4.00

4.00

4.00

3.80

3.00

4.50

4.40

4.70

4.50

4.22

4.00

3.90

4.30

3.80

2.00

4.00

3.90

4.30

3.80

2.00

3.40

3.33

3.50

2.80

2.56

3.40

3.40

3.50

2.80

2.56

4.00

3.70

3.80

3.60

3.00

4.00

4.00

4.00

3.50

3.00

4.80

5.00

4.80

4.10

2.89

4.80

5.00

4.80

4.10

2.89

4.40

4.40

4.90

3.50

4.00

3.30

3.30

2.10

3.70

2.00

4.70

4.20

4.10

4.50

2.78

5.00

5.00

5.00

4.00

2.56

4.00

4.00

4.00

5.00

2.78

4.00

4.00

4.00

3.70

1.89

4.00

4.00

4.00

5.00

2.78

4.00

4.00

4.00

4.00

2.33

4.70

4.20

4.10

4.50

2.78

4.70

4.50

4.80

4.20

1.67

4.00

4.00

4.00

3.60

2.22

90
Physical

Emotional

Social

Emotional Intelligence

Personality Traits

4.20

4.30

3.80

3.50

2.67

4.20

4.30

3.80

3.50

2.67

4.11

4.02

4.13

3.87

2.80

Overall

INFERENTIAL STATISTICS REGRESSION AND SIMPLE AND MULTIPLE CORRELATIONS

Regression Statistics: PHYSICAL SETTING VS EMOTIONAL INTELLIGENCE
0.239402
Multiple R
R Square

0.057313

Adjusted R Square

0.051111

Standard Error

0.465428

Observations

5.73%

154

ANOVA
df

SS

MS

2.001867

2.001867

9.241247

Significance
F
0.002787

Residual

152

32.9267

0.216623

Total

153

34.92857

Coefficients

t Stat

P-value

Lower 95%

12.58025

2.53E-25

3.039942

0.002787

Regression

Intercept

3.320137

Standard
Error
0.263917

EmIntel

0.205199

0.067501

2.798719

Upper
95%
3.841556

Lower
95.0%
2.798719

Upper
95.0%
3.841556

0.071838

0.338561

0.071838

0.338561

Lower
95.0%
3.743141

Upper
95.0%
4.426622

-0.10852

0.12953

Regression Statistics: PHYSICAL SETTING VS PERSONALITY TRAITS

0.014144
Multiple R
R Square

0.0002

Adjusted R Square

-0.00638

Standard Error

0.47932

Observations

0.02%

154

ANOVA
df

SS

MS

F
0.030414

Significance
F
0.861786

0.006988

0.006988

Residual

152

34.92158

0.229747

Total

153

34.92857

Regression

Intercept

4.084882

Standard
Error
0.172972

Personal

0.010506

0.060244

Coefficients

t Stat

P-value

Lower 95%

23.61581

1E-52

3.743141

Upper
95%
4.426622

0.174396

0.861786

-0.10852

0.12953

91

Regression Statistics PHYSICAL SETTING VS EMOTIONAL INTELLIGENCE AND PERSONALITY TRAITS

Multiple R

0.240045

R Square

0.057621

Adjusted R Square

0.04514

Standard Error

0.46689

Observations

154

ANOVA
df

SS

MS

2.012635

1.006318

4.616425

Significance
F
0.011324

Residual

151

32.91594

0.217986

Total

153

34.92857

Regression

Intercept

3.349217

Standard
Error
0.295312

EmIntel

0.2072

0.068309

3.033281

0.002849

0.072235

0.342165

0.072235

0.342165

Personal

-0.01316

0.059198

-0.22226

0.824413

-0.13012

0.103806

-0.13012

0.103806

Lower
95.0%
2.295614

Upper
95.0%
3.606204

0.108971

0.444176

Coefficients

2.76574

Upper
95%
3.932694

Lower
95.0%
2.76574

Upper
95.0%
3.932694

t Stat

P-value

Lower 95%

11.34129

5.93E-22

Regression Statistics- EMOTIONAL SETTING VS EMOTIONAL INTELLIGENCE

Multiple R

0.255652

R Square

0.065358

Adjusted R Square

0.059209

Standard Error

0.584929

Observations

6.53%

154

ANOVA
df

SS

MS

3.636669

3.636669

10.62913

Significance
F
0.001374

Residual

152

52.00554

0.342142

Total

153

55.64221

Regression

Intercept

2.950909

Standard
Error
0.331679

EmIntel

0.276573

0.084832

Coefficients

t Stat

P-value

Lower 95%

8.896896

1.59E-15

2.295614

Upper
95%
3.606204

3.260235

0.001374

0.108971

0.444176

92

Regression Statistics: EMOTIONAL SETTING VS PERSONALITY TRAITS

Multiple R

0.051182

R Square

0.00262

Adjusted R Square

-0.00394

Standard Error

0.604242

Observations

0.26%

154

ANOVA
df

SS

MS

0.145759

0.145759

0.39922

Significance
F
0.528441

Residual

152

55.49645

0.365108

Total

153

55.64221

Regression

Intercept

3.886989

Standard
Error
0.218053

Personal

0.047985

0.075945

Coefficients

3.456183

Upper
95%
4.317795

Lower
95.0%
3.456183

Upper
95.0%
4.317795

-0.10206

0.198029

-0.10206

0.198029

t Stat

P-value

Lower 95%

17.82588

4.48E-39

0.631839

0.528441

Regression Statistics: EMOTIONAL SETTING VS EMOTIONAL INTELLIGENCE AND PERSONALITY TRAITS

Multiple R

0.256261

R Square

0.065669

Adjusted R Square

0.053294

Standard Error

0.586765

Observations

154

ANOVA

Regression

df

SS

MS

3.653993

1.826997

5.306519

Significance
F
0.005926

0.344293

Residual

151

51.98822

Total

153

55.64221

Intercept

2.914025

Standard
Error
0.371134

EmIntel

0.274036

0.085847

3.192128

0.001719

0.104419

0.443653

0.104419

0.443653

Personal

0.016688

0.074397

0.224315

0.822815

-0.13031

0.163682

-0.13031

0.163682

Coefficients

2.180739

Upper
95%
3.64731

Lower
95.0%
2.180739

Upper
95.0%
3.64731

t Stat

P-value

Lower 95%

7.851688

7.05E-13

93
Regression Statistics: SOCIAL SETTING VS EMOTIONAL INTELLIGENCE
Multiple R

0.258455

R Square

0.066799

Adjusted R Square

0.06066

Standard Error

0.534631

Observations

6.67%

154

ANOVA
Df

SS

MS

3.109905

3.109905

10.88025

Significance
F
0.001211

Residual

152

43.4462

0.28583

Total

153

Regression

46.5561

Intercept

3.136151

Standard
Error
0.303158

EmIntel

0.25576

0.077538

Coefficients

2.537204

Upper
95%
3.735097

Lower
95.0%
2.537204

Upper
95.0%
3.735097

0.102569

0.40895

0.102569

0.40895

Lower
95.0%
3.707602

Upper
95.0%
4.496728

-0.12891

0.145928

t Stat

P-value

Lower 95%

10.34495

2.54E-19

3.298523

0.001211

Regression Statistics: SOCIAL SETTING VS PERSONALITY TRAITS

Multiple R

0.00992

R Square

9.84E-05

Adjusted R Square

-0.00648

Standard Error

0.553408

Observations

154

0.0098%

ANOVA
Df

SS

MS

Regression

0.004581

0.004581

0.014959

Significance
F
0.902817

Residual

152

46.55152

0.30626

Total

153

46.5561

Intercept

4.102165

Standard
Error
0.199709

Personal

0.008507

0.069556

Coefficients

t Stat

P-value

Lower 95%

20.54076

1.06E-45

3.707602

Upper
95%
4.496728

0.122307

0.902817

-0.12891

0.145928

94

Regression Statistics: SOCIAL SETTING VS EMOTIONAL INTELLIGENCE AND PERSONALITY TRAITS

Multiple R

0.2596

R Square

0.067392

Adjusted R Square

0.05504

Standard Error

0.536228

Observations

154

ANOVA
df

SS

MS

3.137515

1.568757

5.455782

Significance
F
0.005156

Residual

151

43.41859

0.28754

Total

153

Regression

46.5561

Intercept

3.182715

Standard
Error
0.339169

EmIntel

0.258963

0.078453

3.300853

0.001203

0.103955

0.413972

0.103955

0.413972

Personal

-0.02107

0.067989

-0.30987

0.757085

-0.1554

0.113265

-0.1554

0.113265

Coefficients

2.512586

Upper
95%
3.852844

Lower
95.0%
2.512586

Upper
95.0%
3.852844

t Stat

P-value

Lower 95%

9.383874

9.11E-17

RESEARCHERS RESUME
CEZAR MARQUINEZ BARRANTA JR.

Residence

Date/Place of Birth : 27 October 1979, Manila, Philippines

Languages Spoken : Filipino, English, Spanish (novice)

ACADEMIC BACKGROUND

Master in Maritime Administration with Specialization in Shipping and Ship

Manning Business Administration (MARAD), Asian Institute of Maritime
Studies, currently enrolled

Bachelor of Science in Marine Transportation, Asian Institute of Maritime

Studies, Pasay City (1998-2001)

COMPLETED RELEVANT TRAINING

Certificate: Training Course for Instructors (IMO Model Course 6.09),

National Maritime Polytechnic, Makati City

Certificate: Ship Security Officer (IMO Model Course 3.19), Maritime

Technological and Allied Services, Inc. (MARITAS), Sta. Cruz, Manila

Certificate: Ship Stability and Trim, Keel Marine Technologies, Inc.,

Malate, Manila.

Certificate: Completed in-house training on personal development

(Principles of Effective People) at Magsaysay Training Center, Ermita,
Manila.

Certificate: Officer Candidate Course, Magsaysay Institute of Shipping,

Dasmarias, Cavite.

Certificate: Collision Regulations (COLREG) Workshop, Magsaysay

Institute of Shipping, Dasmarias, Cavite.

Certificate: Safety and Familiarization, Magsaysay Institute of Shipping,

Dasmarias, Cavite.

Certificate: Voyage Planning, Magsaysay Institute of Shipping,

Dasmarias, Cavite.

Certificate: Sigma Coating Paint Seminar, Magsaysay Institute of

Shipping, Dasmarias, Cavite.

Certificate: Shipboard Waste Management & Marine Pollution Prevention,

Magsaysay Training Center, Ermita, Manila.

Certificate: Radar Navigation, Plotting and Use of ARPA, Magsaysay

Training Center, Ermita, Manila.

Certificate: Radar Simulator, Magsaysay Training Center, Ermita, Manila.

Certificate: MARPOL 73/78 Annex VI, Magsaysay Training Center, Ermita,

Manila.

Certificate: Basic Safety Course, Magsaysay Training Center, Ermita,

Manila.

Certificate: Medical First Aid, National Maritime Polytechnic, Malate,

Manila.

Certificate: Cargo Handling and Care of Cargoes, National Maritime

Polytechnic, Malate, Manila.

Certificate: Ship Simulator and Bridge Teamwork with Bridge Resource

Management, New Simulator Center of the Philippines, Inc., Makati City.

Certificate: MARPOL 73/78 Annex I, Maritime Technological and Allied

Services, Inc., Sta. Cruz, Manila.

Certificate: MARPOL 73/78 Annex II, Maritime Technological and Allied

Services, Inc., Sta. Cruz, Manila.

Certificate: Ships Restricted Radiotelephone Operators, Maritime

Technological and Allied Services, Inc., Sta. Cruz, Manila.

Certificate: International Maritime Satellite Communication, Maritime

Technological and Allied Services, Inc., Sta. Cruz, Manila.

Certificate: General Operators Certificate for Global Maritime Distress and

Safety System, Maritime Technological and Allied Services, Inc., Sta.
Cruz, Manila.

Certificate: Proficiency in Survival Craft and Rescue Boats (Other than

Fast Rescue Boats), Southern Institute of Maritime Studies, Bacoor,
Cavite.

Certificate: Advance Training in Fire Fighting, Southern Institute of

Maritime Studies, Bacoor, Cavite.

Certificate: Electronic Chart Display and Information Display, Excellence

and Competency Training Center, Manila.

TEACHING/LECTURING EXPERIENCE

Instructor, Marine Transportation Department, Meteorology, Seamanship,

Asian Institute of Maritime Studies, Pasay City, Philippines

WORK EXPERIENCE (INDUSTRY)

Fleet HR Officer, Magsaysay Maritime Corporation, 2010 present

Seafarer, Aboitiz Jebsens, 2009 2010

Seafarer, Magsaysay Maritime Corporation, 2002 2009

ASSOCIATION MEMBERSHIP

Vice President, AIMS Association

Member, Magsaysay Institute of Shipping Alumni Association Inc.

Vice-President, Graduate Student Council, AIMS Graduate School

Volunteer, Red Cross, Cavite City Chapter

OTHER KNOWLEDGE AND SKILLS

Have knowledge in Strategic Planning, Research and Statistics and

Financial Accounting

Practicing Research Studies on particular topics.

Computer Skills (Microsoft Excel, Microsoft Word, Microsoft Powerpoint,

Microsoft Access, Adobe Photoshop and Paint (includes automated
payroll, forms, mail merge, inventory, vessel accounting, photo editing)

Reads widely. Able to identify strategies and teach myself new skills.