School Heads' Adaptive Leadership Style and Teachers' Motivation

Raquel Theresa F. Ducot, Julius N. Ubaub

Abstract: Adaptive leadership is crucial for fostering a motivated teaching staff. This study examined the relationship between school heads' adaptive leadership styles and teachers' motivation at the elementary level in Villanueva North District, School Year 2024-2025. Specifically, this study aimed to determine the school heads' adaptive leadership styles in decision-making involvement, collaborative problem-solving, recognition and empowerment, and how these factors influenced teachers' motivation. A descriptive correlational research design was used in this study. It utilized a researcher-made questionnaire administered to 124 teacher-respondents from the four schools to gather the data needed. Data analysis included mean, standard deviation, and Pearson's correlation to assess both leadership styles and teachers' motivation levels. The study revealed that teachers generally perceived their school heads as exhibiting adaptive leadership styles and reported high levels of intrinsic and extrinsic motivation. A significant positive correlation was found between adaptive leadership style and teachers' motivation. Teachers were reported feeling more motivated when school heads involved them in decision-making, fostered collaborative problem-solving, and provided them due recognition. These findings emphasized the importance of adaptive leadership in cultivating a motivated teaching workforce. The study suggests that school administrators prioritize an adaptive leadership style and foster empowerment and professional growth.

Keywords: adaptive leadership style, collaborative problem solving, recognition and empowerment, teachers' motivation

How to Cite?: Raquel Theresa F. Ducot, Julius N. Ubaub, "School Heads' Adaptive Leadership Style and Teachers' Motivation", Volume 14 Issue 5, May 2025, International Journal of Science and Research (IJSR), Pages: 1640-1642, https://www.ijsr.net/getabstract.php?paperid=SR25522064839, DOI: https://dx.doi.org/10.21275/SR25522064839