Adaptive Leadership Strategies on Transforming Teacher Attributes and School Performance

This research was entitled "Adaptive Leadership Strategies in Transforming Teacher Attributes and School Performance". The purpose of this study was to determine the possible relationship between adaptive leadership strategies in transforming teacher attributes and school performance of 296 teachers and 17 School heads in the Division of Laguna. The researcher attempted to determine the level of adaptive leadership in terms of emotional intelligence, organizational justice, character, innovativeness, resilience sustainability, communication, and transparency. The researcher also asked to answer the level of teachers attributes in terms of technology integration, adaptability, collaboration, advocacy, self-reflective, and flexibility. The level of school performance in terms of cohort survival rate, completion rate, drop-out rate, participation rate, retention rate, achievement rate, promotion rate, repetition rate, graduation rate, and school-based management (SBM). Lastly, the researcher identified the significant relationship between adaptive leadership and teachers attributes, the significant relationship between adaptive leadership and school performance, and the significant relationship in predictors of teacher attributes and adaptive leadership in singly or in combination. The study found that the level of adaptive leadership and teachers attributes were highly evident, indicating a positive performance in terms of completion, retention, promotion, and graduation rates. However, the achievement rate was relatively lower, suggesting that there is room for improvement. The drop-out rate was minimal, which is a positive sign. The SBM scores suggested moderate autonomy in school management. The study also revealed that there was a significant relationship between adaptive leadership and teachers attributes. However, there was no significant relationship between adaptive leadership and school performance. The researcher concluded that the hypothesis stating that There is no significant relationship between adaptive leadership and teachers attributes was rejected. On the other hand, the hypothesis stating that There is no significant relationship between adaptive leadership and school performance was accepted. The null hypothesis that Singly, teachers attributes are significant predictors of adaptive leadership was accepted, which means that there is no significant effect between them. However, the hypothesis that In combination, teachers attributes are significant predictors of adaptive leadership was rejected, indicating a significant effect between them. Based on the findings and conclusions, the study recommends that school supervisors provide technical assistance to school heads facing difficulties in challenging environments and monitor the performance of teachers and students. School leaders are encouraged to improve their adaptive leadership strategies to enhance their schools performance. Lastly, researchers may expand this study and investigate different approaches and methodologies to understand better the connection between student achievement and adaptive leadership.