Adaptive leadership practices and their relationship to the performance of school teachers in the West Bank - Palestine

Leadership is one of the crucial matters that determine the work of educational institutions. As it provides a good framework for principals to improve teachers’ performance. The study aim is to Examining the relationship between adaptive leadership practices and the performance of school teachers in Palestine. mixed method was used. 245 questionnaires were distributed, answered by 245 male and female teachers in the West Bank using a simple random sample. In addition, semi-structured interviews were conducted with 15 school principals and 15 teachers using a purposive sample. The results showed that adaptive leadership behaviors that affect teacher performance in schools are poor, with the average response for the overall score of 2.56. The results were indicated that there are positive adaptive leadership practices that have an impact on teacher performance, such as (supporting teacher professional development, encouraging teamwork and cooperation among teachers, and emphasizing empathy). It was also found that the performance of school teachers was average, the average total response was 3.095, and a statistically significant positive relationship was found between adaptive leadership and the job performance of school teachers in Palestine (r = 0.63; p ≥ 0.01). This study has practical implications for educational policymakers and school leaders, emphasizing the importance of developing adaptive leadership competencies to improve teacher effectiveness and, by extension, student results.