Advocating Adaptive Leadership Expertise of School Heads in Times of Crises
DOI:
https://doi.org/10.5281/Keywords:
Adaptive Leadership Expertise, Crisis Management, Educational Leadership, Disaster Resilience, Organizational Design, School Governance, Quantitative Research, Spearman’s Rank Order Correlation, San Miguel District, Division of Bohol, Environmental Challenges, Geographic Vulnerability, Institutional Support, Professional DevelopmentAbstract
This study examined the adaptive leadership expertise of school heads during times of crises in San Miguel District, Bohol Division. The respondents included five public elementary and secondary school heads and seventy-five teachers, totaling eighty participants. Findings revealed that natural disasters were the most frequently encountered crises, typically experienced once or twice by both groups. Results indicated that school heads consistently demonstrated a very high level of adaptive leadership expertise across three dimensions—diagnostic capacity, mobilization capacity, and experiential learning capacity—with mobilization and experiential learning capacities slightly higher than diagnostic capacity. Challenges in exercising adaptive leadership were experienced to a moderate extent by school heads, while teachers reported moderate to great challenges, particularly in personal aspects. Correlation analysis showed no significant relationship between adaptive leadership expertise and most types of crises among school heads, except for social and political crises, which had a significant positive relationship. For teachers, operational and social-political crises showed weak negative relationships with adaptive leadership expertise. No significant relationships were found between adaptive leadership expertise and challenges among school heads. Overall, the study concludes that school heads consistently exhibit high adaptive leadership expertise, independent of crisis frequency or type. However, organizational and systemic factors continue to influence leadership practice, underscoring the importance of institutional support, adequate resources, and continuous professional development to strengthen adaptive leadership in schools.
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