Adaptive Leadership Practices and School Outcomes in the Geographically Isolated Schools of Casiguran, Sorsogon: Basis for a Context-Responsive Educational Management Framework

This sequential exploratory mixed-methods study examined adaptive leadership practices and school outcomes in eleven purposively selected public elementary schools in geographically isolated areas of Casiguran, Sorsogon. Semi-structured interviews informed a researcher-developed questionnaire. Thematic analysis, descriptive statistics, Pearson correlation, and multiple regression were employed; the quantitative analysis reported 22 respondents. Interview themes emphasized resourcefulness, instructional flexibility, community collaboration, technological alternatives, and organizational continuity. All five leadership dimensions were Highly Manifested, and all four school outcomes were evident to a Great Extent. Community-responsive leadership significantly predicted teacher morale, school climate, and stakeholder support. Technological adaptability significantly predicted stakeholder support and perceived instructional effectiveness. The other dimensions had no significant unique predictive contributions. Integrated findings informed the proposed Context-Responsive Adaptive Educational Management Framework. The study identifies community engagement and appropriate technological adaptation as management priorities while interpreting the observed relationships as associations rather than causal effects.