Adaptive Leadership Behaviors in Secondary schools: A Systematic Review of Practices, Challenges, Outcomes, and Implications

Abstract

This systematic review examined adaptive leadership practices in secondary schools worldwide, focusing on their implementation, challenges, and outcomes. A comprehensive search of peer‑reviewed studies published between 2000 and 2025 was conducted across major databases and institutional repositories, yielding 15 eligible articles from diverse contexts including Ethiopia, Indonesia, the Philippines, Malaysia, Palestine, and New Zealand. Thematic synthesis indicated that principals utilized adaptive practices such as contextual problem‑solving, collaboration, digital transformation, and stakeholder engagement to address complex educational challenges. Despite persistent constraints including bureaucratic rigidity, resource limitations, and cultural resistance, findings revealed positive links between adaptive leadership practices and teachers’ engagement, motivation, performance, curriculum innovation, and equity outcomes. The review concludes that adaptive leadership provides a flexible and globally relevant framework for boosting resilient, inclusive, and future‑ready secondary schools, while stressing the significance of contextual adaptation to local traditions and systemic constraints.