Vision, Understanding, Competencies, and Actions (VUCA) Leadership Skills and Management Practices of the Seasoned Principals and Teachers’ Competence and Adaptability in Region 12

Crises often expose the vulnerabilities of institutions and leadership, yet some leaders demonstrate resilience and adaptability in the face of uncertainty. Despite the increasing relevance of leadership models in volatile educational environments, a research gap remains in understanding how positive leadership traits, particularly those framed within a reinterpreted VUCA framework (Vision, Understanding, Competencies, and Actions), relate to teacher performance and adaptability in the Philippine public school system. This study aimed to assess the VUCA leadership skills and management practices of seasoned principals and determine their correlation with teachers’ competence and adaptability in DepEd Region 12. A correlational research design was employed. The study involved 316 public school teachers, 15 seasoned school principals, and 30 School Governing Council (SGC) officers as respondents. Findings revealed that seasoned principals generally demonstrated strong VUCA leadership traits and effective management practices. Teachers reported high levels of competence, as reflected in their Individual Performance Commitment and Review Form (IPCRF) ratings, as well as notable adaptability to change. However, the results indicated that VUCA leadership skills were weak predictors of teacher competence, suggesting that other factors may contribute more significantly to teacher performance. While a positive correlation was found between VUCA leadership and teacher adaptability, this relationship was not statistically significant. In contrast, principals’ management practices showed a highly significant positive correlation with teacher adaptability but did not significantly predict teacher competence. These findings underscore the importance of school leaders considering a broader range of organizational, professional, and personal factors that impact teaching effectiveness. It is recommended that initiatives aimed at fostering teacher well-being and promoting collaborative and adaptive school cultures be integrated into leadership development frameworks to better support educators in complex educational settings.