Adversity Quotient and Leadership Styles of School Heads in Relation to the Teachers Performance

AUTHOR(S)

SHEILA S. JUMAO-AS

ABSTRACT

— This study determined the significant relationship between the School Head’s Adversity Quotient & Leadership Styles in Relation to the teachers’ performance. A proposed instructional supervisory plan was be formulated based on the result of the study. A descriptive-correlational design was used in this study to examine the relationship between the School Head’s Adversity Quotient and Leadership Styles in relation to teachers’ performance. 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), which measured the levels of adversity quotient and leadership styles. Furthermore, the performance of teachers was assessed using the IPCRF. This quantitative component facilitated statistical analysis and enabled the identification of correlations and patterns among the variables. The Test of Relationship, which examines the correlation between (1) the Adversity Quotient of school heads and the teaching performance of teachers, and (2) the leadership styles of school heads and the Individual Performance Commitment and Review Form (IPCRF) ratings of teachers. The table includes the correlation coefficient (r), computed t-values, critical table value at the 0.05 level of significance, the decision on the null hypothesis (Ho), and the interpretation of the statistical relationship. In the first relationship tested—Adversity Quotient and Teaching Performance—the computed correlation coefficient with a t-value significantly exceeding the critical table value. This led to the rejection of the null hypothesis, indicating a very strong and statistically significant relationship. This suggests that school heads with higher adversity quotient scores—those more resilient and capable in facing challenges—are associated with teachers demonstrating higher teaching performance. Similarly, the second relationship—Leadership Style and IPCRF of Teachers—produced an even higher correlation coefficient of 0.88, with a computed t-value of 3.958, also surpassing the same critical value. This again led to the rejection of the null hypothesis, affirming a very strong and significant relationship. This implies that effective leadership styles—whether transformational, transactional, or laissezfaire—are positively associated with higher teacher performance ratings as reflected in their IPCRF results. The implications of these results are substantial. Both variables—Adversity Quotient and Leadership Style—were found to have very strong positive relationships with teacher performance. The average correlation coefficient which strongly implies that the better the school head’s resilience and leadership approach, the higher the level of teacher effectiveness. These findings underscore the importance of leadership quality and personal adaptability in shaping school-level performance and instructional success. Keywords — Adversity Quotient, Leadership StylesSchool Heads Teachers, Performance