Leadership Adaptability A Correlate of Change Management in Public Elementary Schools in the Division of San Pedro City, Laguna, Philippines

Abstract

Educational reforms, technological advancements, and evolving stakeholder expectations require school leaders to demonstrate high levels of adaptability in managing organizational change. Leadership adaptability has become an essential competency that enables school heads to respond effectively to dynamic educational environments while sustaining school improvement initiatives. This study examined the relationship between leadership adaptability and change management in public elementary schools in the Division of San Pedro City, Laguna. Specifically, it assessed leadership adaptability in terms of contextual diagnostic skills, communication versatility, stakeholder engagement, conflict management dexterity, willingness to innovate and experiment, resource reallocation flexibility, resilience and stress regulation, visionary alignment with change, and empowerment and distributed leadership. Likewise, it evaluated change management practices across instructional leadership, resource mobilization, school culture, teacher collaboration, curriculum alignment, stakeholder involvement, student achievement outcomes, and teacher efficacy and retention. Using a quantitative descriptive-correlational research design, data were collected from 326 respondents, including school heads, teachers, and non-teaching personnel, from 20 public elementary schools. Statistical analyses included frequencies, percentages, weighted means, Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation. Findings revealed that leadership adaptability and change management were assessed at high levels, indicating that school leaders consistently demonstrated adaptive leadership behaviors and effectively implemented change initiatives. Significant positive relationships were found between leadership adaptability and change management, suggesting that adaptive leadership contributes substantially to successful organizational change. The study concludes that strengthening adaptive leadership competencies through continuous professional development and collaborative school governance may further enhance the effectiveness of change management and organizational performance in public elementary schools.