Abstract:

Educational institutions have been drastically affected by the pandemic, especially in terms of human resources, specifically their well-being. In this study, transformational leadership practices are seen to be an agent that may support the teachers as they face the challenges in adapting to organizational changes. This study determined the relationship between the school administrators transformational leadership and teachers adaptive performance in providing organizational support to teachers. The study used the explanatory sequential mixed-methods study. It was participated by 36 school administrators and 137 teachers from the seven private international schools which are located in Las Piñas City, Muntinlupa City, Batangas City, and Lipa City, Philippines. Based on the summarized findings, the following are concluded. The school administrators extent of transformational leadership practice within its four dimensions is highly evident based on their self-assessment. The extent of transformational leadership practice within its four dimensions is highly evident according to teachers. The teachers level of adaptive performance within its eight dimensions is acceptable however, they need assistance in terms of dealing with uncertain or unpredictable work situations, demonstrating physically oriented adaptability, handling work stress, and handling emergencies or crisis situations. There is a significant difference in the mean transformational leadership ratings of the school administrators based on the description of the teachers. Moreover, there is no significant difference in the mean transformational leadership ratings of the school administrators as described by the teachers and school administrators. There is a positive strong relationship existing between transformational leadership and teachers adaptive performance. Furthermore, the proposed organizational support framework focuses on the implementation of transformational leadership framed within its four dimensions, which aims to develop trust, influence, and empowerment among the teachers.

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