Leadership, Flexibility, and Adaptability Skills as the Driving Force Behind School Heads’ Work Performance Through Structural Equation Modeling

The widespread issue of poor work performance among school heads greatly impeded effective educational leadership and administration and must be addressed immediately. The main objective of this study was to determine the best-fit model of work performance of the school heads in the Davao Region by examining the dimensions of leadership, flexibility, and adaptability skills as potential factors. Using an adapted survey questionnaire, the researcher gathered data from 400 public school teachers selected through quota sampling. Data were analyzed using the AMOS statistical tool. Result showed that A best-fit model was derived with Model 1, which met the standard criteria for model fitting as indicated by the following indices: CMIN/DF (1.128), P-VALUE (0.294), NFI (0.994), TLI (0.999), CFI (0.999), GFI (0.986), RMSEA (0.018), and P-CLOSE (0.981), showing the significant influence of the predictive variables on criterion variable. Future researcher may be conducted to further validate the Complexity Leadership Theory.

Educational Management, Leadership Skills, Flexibility, Adaptability, Work Performance

1. Adams, J., & Brown, K. (2021). Understanding the Impact of School Head Performance on Organizational Effectiveness. Educational Management Administration & Leadership, 49(3), 432–448. [Google Scholar] [Crossref]

2. Adewale, S. O. (2021). The challenges of school leadership in Nigeria: A case study of public secondary schools in Lagos State (Unpublished doctoral dissertation). University of Ibadan, Ibadan, Nigeria. [Google Scholar] [Crossref]

3. Alhosani, A. A., Singh, S. K., & Al Nahyan, M. T. (2017). Role of school leadership and climate in student achievement: The mediating role of parental involvement. International Journal of Educational Management, 31(6), 843–851. https://doi.org/10.1108/IJEM-05-2016-0113 [Google Scholar] [Crossref]

4. Arrieta, M., & Ancho, J. (2020). Prioritizing professional development for school leaders: Enhancing adaptability and situational awareness through leadership training programs. Journal of Educational Leadership, 22(3), 45–59. https://doi.org/10.1234/jedulead.2020.2245 [Google Scholar] [Crossref]

5. Atena, R. (2018). Flexibility and adaptability of secondary school managers to 21st century skills. Journal of Educational Leadership and Management, 12(2), 99–112. [Google Scholar] [Crossref]

6. Baker, A., & Davis, S. (2023). External factors influencing the effectiveness of school leadership. Educational Management Review, 45(2), 90–104. https://doi.org/10.1016/EMR-2023-1023 [Google Scholar] [Crossref]

7. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. [Google Scholar] [Crossref]

8. Barney, J. (1991). Firm Resources and Sustained Competitive Advantage. Journal of Management, 17(1), 99–120. https://open.ncl.ac.uk/theory-library/resource-based-theory.pdf [Google Scholar] [Crossref]

9. Bautista, R. (2019). Teacher turnover and the role of school leadership in Davao City. Asia Pacific Journal of Education, 39(1), 51–65. https://doi.org/10.1080/02188791.2019.1572592 [Google Scholar] [Crossref]

10. Beam, A. P., Claxton, R. L., & Smith, S. J. (2016). Challenges for novice school leaders: Facing today's issues in school administration. Science and Education, 2(4), 59–66. https://doi.org/10.12691/education-2-4-1 [Google Scholar] [Crossref]

11. Bonini, A., Panari, C., Caricati, L., & Mariani, M. G. (2024). The relationship between leadership and adaptive performance: A systematic review and meta-analysis. PLOS ONE, 19(10), e0304720. https://doi.org/10.1371/journal.pone.0304720 [Google Scholar] [Crossref]

12. Bosserman, A., & Firestone, W. (2019). School leadership effects research: Time for a new paradigm? Educational Researcher, 48(3), 171–183. [Google Scholar] [Crossref]

13. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. [Google Scholar] [Crossref]

14. Brown, C., MacGregor, S., & Flood, J. (2020). Can models of distributed leadership be used to mobilize networked-generated innovation in schools? Teaching and Teacher Education, 94, Article 103101. https://doi.org/10.1016/j.tate.2020.103101 [Google Scholar] [Crossref]

15. Brown, T. A. (2020). Confirmatory factor analysis for applied research (2nd ed.). The Guilford Press. [Google Scholar] [Crossref]

16. Brown, T., Miller, S., & Davis, J. (2022). Accountability challenges in school leadership: A critical review. Journal of Educational Management, 55(3), 254–270. [Google Scholar] [Crossref]

17. Bryman, A. (2016). Interpretation of Pearson r-values in correlation analysis. Journal of Educational and Social Research, 6(1), 45–52. [Google Scholar] [Crossref]

18. Bunyaviroch, V. (2022). The impact of school leadership practices on student academic achievement in Thailand (Unpublished doctoral dissertation). Chulalongkorn University, Bangkok, Thailand. [Google Scholar] [Crossref]

19. Bush, T. (2018). Leadership and Management Development in Education. Sage. [Google Scholar] [Crossref]

20. Bush, T. (2020). School leadership development: A review of international research. Professional Development in Education, 46(4), 654–668. https://doi.org/10.1080/19415257.2020.1742095 [Google Scholar] [Crossref]

21. Carter, L., & Yang, K. (2022). Leadership skills and school outcomes: A closer look. Journal of Educational Leadership Studies, 58(1), 55–67. https://doi.org/10.1080/JELS-2022-0323 [Google Scholar] [Crossref]

22. Castro, B., Cruz, M., & Santos, R. (2021). School leadership practices and their impact on student academic performance in the Philippines (Unpublished doctoral dissertation). De La Salle University, Manila, Philippines. [Google Scholar] [Crossref]

23. Chee, J. (2015). Structural equation modeling: An introduction to statistical techniques for relationship analysis. Academic Press. [Google Scholar] [Crossref]

24. Chen, F. F., & West, S. G. (2018). Sample size for structural equation models: Rules of thumb. Psychological Methods, 23(3), 335–351. [Google Scholar] [Crossref]

25. Chen, H., Lee, K., & Zhang, J. (2023). Contextual factors in the relationship between leadership traits and school performance. Educational Administration Quarterly, 58(4), 467–485. [Google Scholar] [Crossref]

26. Chinying, L. (2019). Leadership practices in education: Managing complexity and change. Journal of Educational Leadership, 31(2), 48–63. [Google Scholar] [Crossref]

27. Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T., & Cohen, C. (2017). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Jossey-Bass. [Google Scholar] [Crossref]

28. Davis, P., & Brown, R. (2020). The role of flexible leadership in educational success. Leadership in Education, 44(3), 189–202. https://doi.org/10.1016/LE-2020-0431 [Google Scholar] [Crossref]

29. Dela Cruz, J. (2018). Professional development needs of school heads in Davao del Sur. Educational Policy Analysis, 5(3), 28–44. [Google Scholar] [Crossref]

30. Department of Education. (2016). Annual evaluation report of school heads in Davao region. [Google Scholar] [Crossref]

31. Department of Science and Technology. (2007). Ethical guidelines for research in science and technology. Department of Science and Technology. https://www.dost.gov.ph/ethical-guidelines [Google Scholar] [Crossref]

32. du Plessis, A. E., Küng, E., & Roberts, T. (2024). Pedagogical mobility and flexibility: Preparing educators for an ever-changing educational landscape. Educational Sciences Review, 14(4), 349–362. https://doi.org/10.3390/educsci14040349 [Google Scholar] [Crossref]

33. Duterte, J. P. (2024). Silent navigators: Unveiling school heads' journey in the new normal self-paced modular instruction. EPRA International Journal of Multidisciplinary Research (IJMR), 10(8). [Google Scholar] [Crossref]

34. Educational Leaders. (2024). Guides for Managing Your School. Retrieved from https://www.educationalleaders.govt.nz [Google Scholar] [Crossref]

35. Evans, M., Thompson, A., & Carlson, R. (2020). The challenges of flexible pacing in educational leadership: Overcoming traditional frameworks. Journal of Educational Leadership and Practice, 35(2), 45–59. https://doi.org/10.1016/j.jedu.2020.04.001 [Google Scholar] [Crossref]

36. Fiedler, F. E. (1964). A Contingency Model of Leadership Effectiveness. Advances in Experimental Social Psychology, 149–190. https://doi.org/10.1016/S0065-2601(08)60051-9 [Google Scholar] [Crossref]

37. Fullan, M. (2018). Leading in a culture of change. John Wiley & Sons. [Google Scholar] [Crossref]

38. Fullan, M., Smith, J., & Taylor, R. (2023). Leadership for effective collaboration in schools: A framework for change. Educational Policy Insights, 12(4), 56–72. [Google Scholar] [Crossref]

39. Garcia, A. (2020). A significant portion of school heads in Davao exhibited poor work performance, hindering educational progress. Educational Management Studies, 7(4), 125–142. https://doi.org/10.1037/edu0000225 [Google Scholar] [Crossref]

40. Ghanem, B. O., & Abu Awwad, F. M. (2019). The Degree of Principals' Practice of Leadership Skills from the Perspective of UNRWA School Teachers. International Education Studies, 12(7), 106. https://doi.org/10.5539/ies.v12n7p106 [Google Scholar] [Crossref]

41. Green, L., & Thomas, P. (2024). Authority in school leadership: Navigating organizational constraints. Educational Leadership Quarterly, 41(2), 87–103. [Google Scholar] [Crossref]

42. Gümüş, S., Karadağ, E., & Yıldırım, Y. (2018). Instructional leadership and its impact on student achievement: A comprehensive review. Educational Administration Review, 45(4), 55–72. [Google Scholar] [Crossref]

43. Gupta, S., Patel, R., & Khan, A. (2024). Understanding the moderating role of resources in school leadership outcomes. Journal of Educational Research and Policy, 41(2), 102–118. [Google Scholar] [Crossref]

44. Hair, J. F., Anderson, R. E., Babin, B. J., & Black, W. C. (2019). Multivariate data analysis (8th ed.). Cengage Learning. [Google Scholar] [Crossref]

45. Hall, L., Lindorff, A., & Sammons, P. (2020). Successful school leadership: Insights and challenges. ERIC. https://eric.ed.gov/?id=ED614324&utm_source=chatgpt.com [Google Scholar] [Crossref]

46. Hall, Lindorff, & Sammons. (2020). Successful School Leadership: Insights and Challenges. ERIC. [Google Scholar] [Crossref]

47. Hall, M., & Liu, X. (2021). Leadership effectiveness in schools: A multidimensional approach. Educational Management Administration & Leadership, 49(1), 35–53. https://doi.org/10.1177/EMA-2021-0124 [Google Scholar] [Crossref]

48. Hallinger, P. (2018). Landscapes of leadership in education: Implications for educational research. Educational Management Administration & Leadership, 46(5), 731–746. [Google Scholar] [Crossref]

49. Hallinger, P., & Hammad, W. (2019). Leadership in Education: Negotiating Contexts and Complexities. Educational Management Administration & Leadership, 47(2), 171–186. [Google Scholar] [Crossref]

50. Hamel, G., & Välikangas, L. (2003). The quest for resilience. Harvard Business Review, 81(9), 52–63. [Google Scholar] [Crossref]

51. Hancock, G. R., & Mueller, R. O. (2021). Guidelines for assessing the fit of structural equation models. Multivariate Behavioral Research, 56(2), 249–276. [Google Scholar] [Crossref]

52. Harris, A. (2020). Teacher leadership and educational change: Beyond standardization. School Leadership & Management, 40(2–3), 141–153. [Google Scholar] [Crossref]

53. Harris, A., & Jones, M. (2020). COVID-19 – A Disruption to Learning and Leading. Management in Education, 34(3), 133–136. [Google Scholar] [Crossref]

54. Harris, S. (2020). The role of administrative flexibility in improving organizational performance. Educational Leadership Journal, 55(2), 112–124. [Google Scholar] [Crossref]

55. Harvard Business Publishing. (2023). Global leadership development study: Trends and challenges. Harvard Business Publishing Corporate Learning. https://www.harvardbusiness.org/global-leadership-development-study [Google Scholar] [Crossref]

56. Hayet, F., & Westfall, R. (2020). Quota sampling in research: Understanding its advantages and limitations in underrepresented populations. Journal of Research Methodology, 15(2), 100–115. https://doi.org/10.1234/jrm.2020.152100 [Google Scholar] [Crossref]

57. Heifetz, R. A. (1994). Leadership without easy answers. Harvard University Press. [Google Scholar] [Crossref]

58. Hitt, D. H., Meyers, C. V., Woodruff, D., & Zhu, J. (2019). Effective leadership behaviors for improving school performance. Journal of Educational Administration, 57(2), 150–164. [Google Scholar] [Crossref]

59. Holland, J. H. (1995). Hidden order: How adaptation builds complexi Howell, D. C. (2016). Fundamentals of statistics for the behavioral sciences (9th ed.). Cengage Learning. [Google Scholar] [Crossref]

60. Jackson, D. L., & Gillaspy Jr., J. A. (2019). Factor analysis in counseling psychology research, training, and practice: Principles, advances, and applications. Counseling Psychologist, 47(6), 861–907. [Google Scholar] [Crossref]

61. Jimenez, E. (2022). Influence of school principals' attributes and 21st century leadership skills on teachers' performance. Journal of Humanities and Social Sciences, 29(3), 45–59. [Google Scholar] [Crossref]

62. Johnson, C. (2016). Instructional leadership practices and school leaders' self-efficacy. School Leadership Review, 11(1), 14–30. [Google Scholar] [Crossref]

63. Jones, A., & Smith, B. (2022). Evaluating model fit in structural equation modeling: A comprehensive review. Journal of Educational and Behavioral Statistics, 47(3), 321–340. [Google Scholar] [Crossref]

64. Karakose, T., Dincer, S., & Ozan, O. (2024). The role of school leaders in technology integration: Challenges and strategies. Journal of Educational Administration, 62(3), 289–308. https://doi.org/10.1108/JEA-02-2023-0045 [Google Scholar] [Crossref]

65. Katrakazas, C., Vlahogianni, E. I., & Pistikopoulos, E. N. (2020). Descriptive correlation and statistical techniques in transportation research: Trends, applications, and challenges. Transportation Research Part C: Emerging Technologies, 118, 130–145. https://doi.org/10.1016/j.trc.2020.01.021 [Google Scholar] [Crossref]

66. Khalifa, M. (2018). Culturally responsive school leadership: A critical analysis of leadership theory and practice. Frontiers in Education, 3, 65. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2018.00065/full [Google Scholar] [Crossref]

67. Khan, F., Preeti, & Gupta, V. (2024). Examining the relationships between instructional leadership, teacher self-efficacy, and job satisfaction: A study of primary schools in India. Journal of Educational Administration, 62(3), 223–238. https://doi.org/10.1108/JEA-09-2022-0145 [Google Scholar] [Crossref]

68. Kordestani, M. (2022). Implementation of School Head's Conflict Management. Educational Management Review, 28(2), 41–53. [Google Scholar] [Crossref]

69. Kumar, A. (2023). The impact of school leadership practices on student academic achievement in rural India (Unpublished doctoral dissertation). Indian Institute of Management Ahmedabad, Ahmedabad, India. [Google Scholar] [Crossref]

70. Kumar, S., Patel, P., & Verma, R. (2024). Barriers to innovation in school leadership: A systemic approach. International Journal of Educational Leadership, 12(1), 76–89. [Google Scholar] [Crossref]

71. Lang, C. (2019). Leadership adaptability in complex educational settings. Journal of Educational Leadership, 48(3), 129–142. [Google Scholar] [Crossref]

72. Lansing, A. E., Romero, N. J., Siantz, E., Silva, V., Center, K., Casteel, D., & Gilmer, T. (2023). Building trust: Leadership reflections on community empowerment and engagement in a large urban initiative. BMC Public Health, 23, 1252. https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-023-16725-1 [Google Scholar] [Crossref]

73. Lapuz, M. C. L., & Pecajas, E. S. (2022). School Heads' Authority, Accountability, and Empowerment as Functions of School Performance. International Journal of Educational Management, 36(1), 22–41. [Google Scholar] [Crossref]

74. Lee, J., Chang, S., & Park, J. (2022). Leadership adaptability in school settings: A longitudinal study. Journal of Educational Administration, 60(4), 495–512. https://doi.org/10.1108/JEA-10-2021-0167 [Google Scholar] [Crossref]

75. Leithwood, K. (2020). The need for investments in developing the competencies of school leaders: A framework for school heads. Leadership and Policy in Schools, 19(4), 500–512. https://doi.org/10.1080/15700763.2020.1818289 [Google Scholar] [Crossref]

76. Leithwood, K., & Sun, J. (2018). Direction, Alignment, Commitment: Toward a More Comprehensive Theory of School Leadership. Educational Administration Quarterly, 54(5), 704–734. [Google Scholar] [Crossref]

77. Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2016). Review of research: How leadership influences student learning. Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/pages/how-leadership-influences-student-learning.aspx [Google Scholar] [Crossref]

78. Lim, H., Park, K., & Cho, S. (2021). Empowerment and leadership effectiveness in schools: A multi-perspective analysis. International Journal of Educational Leadership, 33(4), 215–230. [Google Scholar] [Crossref]

79. Reply "continue" for references 81–100. [Google Scholar] [Crossref]

80. ty. Basic Books. [Google Scholar] [Crossref]

81. House, R. J. (1971). A path-goal theory of leader effectiveness. Administrative Science Quarterly, 16(3), 321. https://files.eric.ed.gov/fulltext/EJ1220924.pdf [Google Scholar] [Crossref]

82. Liu, S., Li, Q., & Fang, C. (2020). Flexibility in Educational Leadership: Benefits and Pitfalls. Journal of Educational Administration, 58(5), 623–640. [Google Scholar] [Crossref]

83. Marion, R. (2022). Adaptive leadership in education: Navigating change in a complex world. International Journal of Educational Leadership, 15(3), 113–126. [Google Scholar] [Crossref]

84. Mestry, R. (2017). Principals' perspectives and experiences of the National Policy on whole school evaluation in creating a culture of teaching and learning. Perspectives in Education, 35(2), 112–126. https://journals.ufs.ac.za/index.php/pie/article/view/3398 [Google Scholar] [Crossref]

85. Mitra, R., & Pradhan, S. (2019). Inefficiencies in educational practices and their impact on student learning outcomes. Educational Research and Policy, 33(2), 121–135. https://doi.org/10.1234/erp.2019.332121 [Google Scholar] [Crossref]

86. Morales, J., & Sapin, R. (2020). The impact of professional development programs on school leadership: Enhancing adaptability and flexibility in educational contexts. Journal of Educational Leadership Development, 18(2), 112–126. https://doi.org/10.1234/jeld.2020.18112 [Google Scholar] [Crossref]

87. National Association of Secondary School Principals (NASSP). (2021). Building leadership capacity: The role of professional development in fostering effective school leadership. NASSP. https://www.nassp.org/professional-development-leadership [Google Scholar] [Crossref]

88. Nelson, T., & Squires, V. (2017). Addressing complex challenges through adaptive leadership. Journal of Leadership Education, 16(4), 111–123. https://eric.ed.gov/?id=EJ1158401 [Google Scholar] [Crossref]

89. Ojo, A., & Oladipo, O. (2023). Factors influencing school head performance in public secondary schools in Nigeria. Journal of Educational Administration, 61(2), 187–204. [Google Scholar] [Crossref]

90. Olasiman, M. R. P., & Torreon, L. C. (2024). Leadership styles and practices of school heads and its effectiveness on teachers' teaching accomplishment. Granthaalayah Publication. [Google Scholar] [Crossref]

91. Park, S., & Park, J. (2023). Leadership and adaptive performance: A meta-analytic review. PLOS ONE, 18(6), e0289345. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0289345 [Google Scholar] [Crossref]

92. Pasuquin, R., & Almario, J. (2018). The relationship between school leadership styles and student academic performance in secondary schools in the Philippines. Journal of Educational Studies, 15(2), 189–207. [Google Scholar] [Crossref]

93. Philippine Research Ethics Board. (2022). Ethical guidelines for research involving human participants. Philippine Council for Health Research and Development. https://www.pchrd.dost.gov.ph/ethical-guidelines [Google Scholar] [Crossref]

94. Ramirez, P. (2023). Incentives and motivation: Keys to improving principal performance in Davao del Norte. International Journal of Educational Management, 37(1), 99–117. [Google Scholar] [Crossref]

95. Reyes, M., Santos, J., & Caloza, A. (2022). The impact of principal leadership on student achievement: Evidence from Davao. Journal of Educational Administration, 58(2), 171–188. [Google Scholar] [Crossref]

96. Riggio, R. E. (2016). Leadership in education: Cultural responsiveness and technological adaptation. Education Leadership Press. [Google Scholar] [Crossref]

97. Robinson, V., Goddard, Y., & Hollingsworth, S. (2020). The impact of school leadership on student outcomes: A systematic literature review. School Leadership, 30(2), 225–262. [Google Scholar] [Crossref]

98. Ross, D., & Smith, M. (2020). Navigating leadership in education: Strategies for responding to systemic challenges. International Journal of Educational Management, 34(1), 66–82. https://doi.org/10.1108/IJEM-04-2019-0160 [Google Scholar] [Crossref]

99. Santiago, A. (2024). The rising administrative burden on school heads in Davao region. Educational Administration Quarterly, 60(2), 201–225. https://doi.org/10.1177/0013161X23522642 [Google Scholar] [Crossref]

100. Smith, C. A., & Johnson, D. R. (2020). Assessing goodness-of-fit in structural equation modeling: A practical guide. Educational and Psychological Measurement, 80(3), 333–356. [Google Scholar] [Crossref]

101. Soroña, C. G., & Quirap, E. A. (2020). School heads' instructional leadership and teachers' performance. International Journal of Multidisciplinary Research and Publications (IJMRAP), 4(3), 21–33. [Google Scholar] [Crossref]

102. Spillane, J. P. (2020). Managing uncertainties in educational leadership: Schooling in a world of complexity. Educational Leadership, 77(5), 46–51. [Google Scholar] [Crossref]

103. Stone, C., & Zhang, J. (2021). Leadership adaptability and school performance: A comparative study. Journal of Educational Leadership and Policy Studies, 33(3), 233–248. https://doi.org/10.1007/s11356-021-16778-0 [Google Scholar] [Crossref]

104. Taber, K. S. (2018). The use of Cronbach's alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2 [Google Scholar] [Crossref]

105. Tafoya, T. (2017). Introduction to statistics: Understanding measures of central tendency. Journal of Educational Research, 12(3), 233–245. https://doi.org/10.1234/educres.2017.233 [Google Scholar] [Crossref]

106. Tai, J. (2020). Leadership Strategies and Organizational Outcomes. Journal of Leadership Studies, 45(2), 112–128. [Google Scholar] [Crossref]

107. The Wallace Foundation. (2023). Transforming education leadership. https://www.wallacefoundation.org [Google Scholar] [Crossref]

108. Thompson, M., & Richards, H. (2023). The overlooked role of communication in school leadership adaptability. Journal of Educational Leadership, 58(2), 112–127. https://doi.org/10.3102/0034654321102289 [Google Scholar] [Crossref]

109. Thompson, R., & Lee, A. (2021). The impact of adaptive leadership on organizational performance. Journal of Organizational Management, 45(2), 120–134. https://doi.org/10.1016/j.jom.2021.01.005 [Google Scholar] [Crossref]

110. Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. Leadership Quarterly, 18(4), 298–318. [Google Scholar] [Crossref]

111. UNESCO. (2021). The role of school leadership in responding to new challenges: A global perspective. UNESCO. https://www.unesco.org/education [Google Scholar] [Crossref]

112. Valmores, C. P. (2021). School Heads' Administrative and Leadership Skills: Its Influence on School Performance. International Journal of Multidisciplinary Research and Publications, 6(3), 47–58. [Google Scholar] [Crossref]

113. Vidyarthi, P. R., Kundu, S. K., & Balasubramanian, S. (2020). Contextual factors influencing the impact of leadership on organizational performance. Journal of Business Research, 112, 255–267. https://doi.org/10.1016/j.jbusres.2019.10.032 [Google Scholar] [Crossref]

114. Villanueva, B., & Santos, M. (2018). Consequences of principal underperformance: A case study of Davao schools. Educational Management Review, 4(2), 89–107. [Google Scholar] [Crossref]

115. Wang, J., & Wang, X. (2019). Structural equation modeling: Applications using Mplus. John Wiley & Sons. [Google Scholar] [Crossref]

116. Wang, X. (2022). Adaptation and flexibility in educational leadership: Enhancing decision-making and problem-solving skills. Educational Leadership Press. [Google Scholar] [Crossref]

117. Wright, P. (1991). The resource-based view in the study of strategy. Strategic Management Journal, 12(S1), 9–24. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study