Effective leadership is a critical non-technical competency in the high-risk maritime industry, indispensable for ensuring safety, fostering teamwork, and mitigating operational hazards. This study evaluated the leadership skills and shipboard preparedness of third-year maritime students at the Asian Institute of Maritime Studies (AIMS) and examined the predictive relationship between these variables. Employing a quantitative descriptive-correlational design, data were collected from 200 students via a validated, structured survey using convenience sampling. The study measured leadership across administrative, interpersonal, and conceptual domains, alongside physical, social, psychological, and emotional preparedness. Results indicated that students possess a well-rounded and "evident" foundation of leadership competencies (Administrative M=4.18, Interpersonal M=4.16, Conceptual M=4.15). Furthermore, respondents demonstrated a "very high" level of holistic readiness for shipboard responsibilities across all dimensions. Multiple regression analysis revealed a robust and statistically significant model (R² = .566), indicating that combined leadership competencies explain 56.6% of the variance in overall preparedness. Notably, interpersonal skills (β = .396) and conceptual skills (β = .329) emerged as the primary, highly significant drivers of readiness, underscoring the critical role of human interaction and cognitive adaptability under pressure. Conversely, administrative proficiency, while necessary, was not a statistically significant independent predictor. The study concludes that the transition from student to shipboard officer heavily relies on cognitive and social leadership competencies. To maximize operational readiness, maritime education should prioritize scenario-based interpersonal simulations and critical thinking exercises to holistically equip future mariners for the global maritime sector.
Leon et al. (2026) studied this question.