Understanding the Adversity Quotient and Leadership Styles among School Leaders
DOI:
https://doi.org/10.48017/dj.v11i4.3961Keywords:
School leadership, adversity quotient, leadership styleAbstract
Adversity quotient (AQ) is a concept that refers to an individual's ability to navigate and thrive in the face of challenges, setbacks, and adversity. It measures resilience, adaptability, and the capacity to bounce back from difficult situations. Leadership style refers to the manner in which a leader approaches and executes their role, interacts with others, and influences and guides their team or organization. This study aimed to determine the level of adversity quotient and the school management style of school leaders. This study utilized a quantitative descriptive correlational design with 15 secondary school leaders involved in this study. The study employed quota sampling as its sampling procedure, wherein respondents were selected from different public secondary schools in Hilongos, Leyte to ensure proportional representation of school heads and department heads from each school. A total of 15 educational leaders participated in the study, meeting the predetermined quotas per school. Data were gathered using two standardized research instruments: the Adversity Quotient® Profile (ARP® Version 9.1) developed by Paul G. Stoltz, which measures respondents’ ability to deal with adversity in terms of control, ownership, reach, and endurance, and the Leadership Style Questionnaire, a 16-item tool used to determine leadership style across authoritative, democratic, facilitative, and situational dimensions. For data analysis, descriptive statistics such as frequency, percentages, mean, and standard deviation were used to describe the respondents’ profiles, leadership styles, and levels of adversity quotient. At the same time, the Pearson product–moment correlation (r) was used to determine the significant relationship between the adversity quotient and leadership style, both in total and across specific dimensions. The results showed that the school heads’ adversity quotient scores fell above-average levels, indicating an above-normal capacity for handling challenges, difficulties, setbacks, and demands. Moreover, the school heads’ leadership style is primarily facilitative. Furthermore, a low correlation was observed between total leadership skills and total adversity quotient. Hence, the findings imply that while school leaders demonstrate strong resilience and a predominantly facilitative leadership approach, leadership style alone does not significantly determine their ability to cope with adversity, suggesting that personal resilience and adaptive capacities play an equally important role in effective school leadership.
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