Quality education depends on effective school leadership, particularly as educational systems face increasing complexity and post-pandemic recovery demands. While teacher quality is essential, substantive educational improvement requires adaptive school heads who can navigate change and foster resilience. Limited research exists on adaptive leadership practices in Philippine public secondary schools, particularly regarding their relationship with learner performance. This study assessed adaptive leadership and school performance in selected secondary schools in the Division of Cavite as the basis for an intervention plan. Specifically, it examined stakeholder evaluations of school heads' adaptive leadership across six dimensions, investigated perceptual differences among respondent groups, analyzed the relationship between adaptive leadership and school performance, and proposed an intervention plan. Utilizing a descriptive-correlational research design, data were collected from 249 respondents comprising supervisors, teachers, and SPTA officers across five public junior high schools. Researcher-made questionnaires structured on a 5-point Likert scale were employed, with data analyzed using percentage, weighted mean, One-Way ANOVA, and Pearson r correlation. School heads were perceived as highly effective in adaptive leadership (CM=4.80), with Empowerment and Support Staff ranking highest (CM=4.82). Significant perceptual differences emerged among stakeholder groups in Leadership Behavior (F=7.718, p<.001), Change Management (F=14.248, p<.001), and Accountability and Self-Reflection (F=17.314, p<.001). School performance data showed high graduation (94.98-97.12%) and promotion rates (92.55-98.64%), though dropout rates varied considerably (2.43-8.16%). A weak but significant positive correlation emerged between adaptive leadership and learner performance (r=0.177, p=.005). The proposed Project SIDLÁK-DASMARIÑAS intervention plan, validated as highly acceptable (WM=4.58), addresses leadership development, collaborative problem-solving, and stakeholder engagement. Findings confirm adaptive leadership as a significant predictor of learner outcomes, though its modest impact suggests the need for comprehensive, integrated approaches to school improvement.
adaptive leadership, School performance, Stakeholder perceptions, Intervention plan.
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