School Heads’ Strategic Adaptation, Leadership Resiliency and Practices Towards Organizational Change
DOI:
https://doi.org/10.5281/zenodo.20405566Keywords:
school heads, strategic adaptation, leadership resiliency, organizational change, educational leadership, school improvementAbstract
This mixed-methods study examined school heads’ strategic adaptation, leadership resiliency, and organizational change practices in the District of San Luis. Specifically, it described respondents’ profile, assessed strategic adaptation in terms of strategic flexibility and planning, stakeholder-driven adaptation, and data-driven and reflective adaptation, examined leadership resiliency in personal, emotional, interpersonal, cognitive, and strategic dimensions, and determined the relationships between strategic adaptation, resiliency, and organizational change practices. Using an explanatory sequential design, data were gathered from 23 school heads and 26 master teachers or teachers holding the highest position through total enumeration. Quantitative data were analyzed using frequency, percentage, median, and Spearman’s rank correlation, while qualitative responses were interpreted thematically to clarify and support the statistical patterns. Findings showed that respondents were generally mid-career, well-educated, and professionally experienced educators. School heads demonstrated strong strategic adaptation, high leadership resiliency, and highly evident organizational change practices. Significant relationships were found between strategic flexibility planning and emotional resilience, between strategic flexibility planning and interpersonal resilience, between data-driven and reflective adaptation and interpersonal resilience, between stakeholder-driven adaptation and internal and external stakeholder participation, and between data-driven and reflective adaptation and school leadership. However, some correlations were weak or nonsignificant, indicating that organizational change is shaped not only by flexibility but also by stakeholder engagement, data use, reflective leadership, and institutional context. The study concludes that resilient, participatory, and data-informed leadership strengthens schools’ capacity to manage organizational change. It recommends leadership development programs focusing on resilience, stakeholder co-creation, reflective action research, innovation, resource mobilization, and mentoring.
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