Adversity Quotient and Leadership Styles of School Leaders in Relation to The Performance of Teachers

AUTHOR(S)

KAREN G. LAURENTE

ABSTRACT

— This study was conducted to determine the significant relationship Adversity Quotient and Leadership Style of School head in relation to the performance of the teachers based on the classroom observation tool (COT). A proposed instructional supervisory plan will be formulated based on the result of the study. The findings of the study were the bases for the proposed Intervention Plan. A descriptive-correlational design was used in this study to examine the relationship between Adversity Quotient and the Leadership Style of school heads in relation to the academic performance of Key Stage 2 learners in English, Science, and Mathematics subjects. This design combined both quantitative and qualitative methodologies to provide a comprehensive understanding of the phenomena under investigation. Quantitative data were collected through validated instruments such as the Adversity Quotient Profile (AQP) and the Multifactor Leadership Questionnaire (MLQ), allowing for the measurement of AQ and leadership styles. Additionally, to identify the performance of the teachers, IPCRF tool was used. Statistical test exploring the relationships between the Adversity Quotient (AQ) and the Individual Performance Commitment and Review Form (IPCRF), as well as the relationship between the leadership style of school heads and teachers’ IPCRF performance. The analysis aimed to determine whether these factors were significantly correlated with teacher performance. The results revealed that there was no significant relationship between the AQ of school heads and the teachers’ IPCRF performance. This suggests that the ability of school heads to manage adversity did not have a meaningful impact on how teachers performed, as measured by the IPCRF. While AQ remains an important leadership trait, other factors may play a more substantial role in shaping teacher performance. Similarly, the relationship between the leadership style of school heads and teachers’ IPCRF performance also showed no significant correlation. Whether the leadership style was transformational, transactional, or laissez-faire, it did not appear to directly influence the teachers’ performance. These findings imply that neither the Adversity Quotient nor the leadership style of school heads significantly impacts teachers’ performance, as assessed through the IPCRF. It suggests that additional factors, such as school culture, professional development opportunities, and institutional support, may be more critical in influencing teacher outcomes. Keywords — Adversity Quotient Leadership Styles Performance Teachers