This study aimed to explore the relationship between adaptive leadership behaviors and practices of school heads and the task motivation of teachers. Utilizing descriptive and correlational research methods, the study employed a researcher-made survey questionnaire to gather data on adaptive leadership behaviors, practices, and teacher task motivation. A total of 138 teacher-respondents from the Ambray District, Division of San Pablo City participated in the study. The findings revealed that the mean perception of respondents on adaptive leadership behaviors was interpreted as "manifested," and similarly, the mean perception of adaptive leadership practices was also interpreted as "manifested." Additionally, the level of task motivation among teachers was assessed as "motivated." The results indicated a positive and substantial association between adaptive leadership practices and task motivation. This suggests that the more adaptive leadership is practiced within the institutions, the higher the goal attainment and organizational effectiveness. The study concluded that a positive significant relationship exists between adaptive leadership behaviors and teachers' task motivation. Principals who exhibit certain adaptive leadership behaviors create a work environment that supports teacher autonomy and increases teacher motivation. The research findings further suggest that school administrators who collaborate with teachers, solicit their input, include them in decision-making processes, encourage open communication, and foster a positive school culture maintain supportive relationships with teachers. These strong relationships contribute to greater school achievement. Despite the positive associations found, the study also identified several potential negative aspects. Inconsistent implementation of adaptive leadership behaviors by some school heads may create confusion and frustration among teachers, negatively impacting their motivation. Resistance to adaptive leadership practices, especially from teachers accustomed to traditional leadership, can lead to decreased engagement. Additionally, inadequate training for school heads in adaptive leadership can result in ineffective practices and a lack of trust from teachers. Resource constraints may hinder the effective application of adaptive leadership, and an overemphasis on adaptability can cause teacher burnout. Miscommunication and unintended consequences of increased teacher autonomy, such as inconsistencies in teaching practices, can also negatively affect the school's performance and culture.

adaptive

leadership

management