The Effect of Principals’ Adaptive Leadership Practice on Teachers’ Work Engagement in Secondary Schools of Central Gondar Zone

The Effect of Principals’ Adaptive Leadership Practice on Teachers’ Work Engagement in Secondary Schools of Central Gondar Zone | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Effect of Principals’ Adaptive Leadership Practice on Teachers’ Work Engagement in Secondary Schools of Central Gondar Zone Elsabet Gebeyehu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5746094/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The purpose of this study was to examine the effect of principals’ adaptive leadership practice on teachers’ work engagement in secondary schools of central Gondar zone. Explanatory sequential mixed design was employed. The size of the study population was 995. Of these, 283 teachers were selected by using simple random sampling technique while 4 school principals and 2 supervisors were purposely selected. Questionnaire and interview were used to collect the data. The data were analyzed both quantitatively and qualitatively. The result of one sample t-test and interview indicated that adaptive leadership practice and teacher work engagement were observed to some extent in the workplace. There was a statistically significant moderate relationship between adaptive leadership practice and teacher work engagement. The result of multiple regression indicated that 34.2% of the variance in work engagement was significantly predicted by the six dimensions of adaptive leadership. The result of two-way ANOVA indicated that a significant difference was not found among teachers in their perception of work engagement based on gender, educational qualification, and work experience. Resistance to change, lack of trust and collaboration among teachers and principals, lack of trained principals in leadership positions, and lack of human and financial resources were found the major challenges hindered the implementation of adaptive leadership. Therefore, it is concluded that adaptive leadership has a significant effect on work engagement. Thus, training programs need to be developed to improve the status of adaptive leadership and teachers' work engagement in the study area. Educational Philosophy and Theory Leadership Adaptive leadership Teacher work engagement Figures Figure 1 Figure 2 1. Introduction Nowadays leadership is considered as one of the key ingredients for the success of any organization. Many scholars argue that the effectiveness of all organizations including educational institutions highly depends on the quality of leadership to facilitate the changes required to maintain equitable benefits through optimizing human capital (Mahsud, Yukl and Prussia, 2010). Successful leaders motivate their followers to higher levels of productivity and lead the organization towards its objectives. Oakland and Waterworth (1995) assert that effective leadership helps to improve the competitiveness, effectiveness, and flexibility of the whole organization through planning, organizing, and allowing the participation of all members at the appropriate level. This implies that attempts to improve performance in organizations will never succeed if the quality of leadership is ignored. Leadership is a highly complex concept to define which most of the early definitions focus on the ability of an individual to influence others (Hilgert and Leonard, 2001). However, many scholars have shifted their attention from self-centered and individualized forms of leadership to follower-centered types of leadership (Northouse, 2019). Adaptive leadership is one of the leadership approaches initiated by Heifetz in 1994 which focuses on the change and adjustment of new situations (Northouse, 2019). This shows that adaptive leadership helps followers learn new ways of living to address and resolve changes that are central to their lives (Heifetz, Grashow and Linsky, 2009). This means that adaptive leadership enables people to adapt and deal with problems, challenges, and changes. According to Northouse (2019), adaptive leadership can be applied in different organizational settings including schools. It is the only leadership approach that encourages followers to deal with conflicting values that exist in workplaces. In the same way, Heifetz et al.(2009) stated that adaptive leadership is all about the practice of mobilizing people to tackle tough challenges and thrive. This signifies that adaptive leadership gives much attention to followers to adjust to change and investigate the occurrence of new values that may exist in various situations (Northouse, 2019). Those who are adaptive leaders mobilize, inspire, coordinate, orient, and concentrate the attention of others (Heifetz et al., 2009). Adaptive leadership also aims to empower individuals to embrace change and adopt new lifestyles to successfully navigate obstacles and develop personally in the process. Heifetz et al. (2009) who pioneered adaptive leadership theory realized that the single-figure, top-down leadership model is outdated and impractical. They believed that no single person can solve all of the problems, which brings in the need for adaptive leadership. Adaptive leadership focuses on building resilience, both at the individual and organizational levels (Heifetz et al., 2009). It promotes the growth of abilities like adaptability, critical thinking, and problem-solving which are necessary for prospering in ambiguous circumstances. Adaptive leaders promote experimentation and give their people the chance to gain knowledge from achievements and setbacks. Unlike trait leadership theories which focus on the characteristics of the leaders, adaptive leadership is a complex transactional event that occurs between leaders and followers. This approach stresses on the occurrence of leadership is a multifaceted interactive process comprising various dimensions. Although there is consensus among scholars on the idea of adaptive leadership, it is difficult to know how to implement it in practice (Northouse, 2021). As a result, Heifetz and Laurie (1997) have developed a conceptual framework with a range of cognitive and behavioral components to implement adaptive leadership. As described by Northouse (2021), getting on the balcony, identifying the adaptive challenges, regulating the participants' distress as the adaptive challenge is addressed, maintaining disciplined attention, giving the work back to the people, and protecting the leadership voice from below are all part of the adaptive leadership framework. Northouse (2019) outlines prescriptive ways for successfully guiding through change for each of the behaviors. This means that the approach encourages followers to confront their challenges and decision possibilities through a win-win process in which both can learn, experiment, and adapt to new ways of coexisting and achieving positive outcomes (Coldwell, Joosub and Papageorgiou, 2012). The findings of different studies indicated that the practices of leadership have an impact on the work engagement of employees. For instance, a study conducted by Mendes and Stander (2011) showed that employee work engagement is affected by leadership practice. They also argued that the extent to which leaders enhance meaningfulness of work, facilitate task accomplishment, participate in decision making, and provide autonomy would enhance employee work engagement. This shows that leadership practice affects employee work engagement. Employee work engagement is relatively conceived as a not new concept but it attracts the attention of many researchers and practitioners in the field (Welch, 2011). It is defined as the level of enthusiasm and dedication an employee feels towards his/her job. Similarly, Macey and Schneider (2008) described work engagement as having to do with the level of involvement with, commitment, enthusiasm, and passion that employees have concerning their work. According to Kahn (1990), work engagement is expressed in terms of three dimensions such as cognitive, emotional, and physical. The cognitive aspect of employee engagement is concerned with employees' beliefs about the organization, its leaders, and working conditions (Kular, Gatenby, Rees, Soane and Truss, 2008). The emotional aspect is focused on how employees feel about the organization, leaders, and working environment (Kular et al., 2008). The physical aspect of employee engagement is another dimension that is concerned with the effort exerted by employees to accomplish their duties (Kular et al., 2008). This shows that employee engagement presents when psychological and physical state that binds together the work effort, commitment, and satisfaction of employees. In the context of educational institutions, principals play a critical role in cultivating teacher engagement and a healthy work environment. The finding of Alazmi and Al-Mahdy (2022) indicated that school principals who have demonstrated adaptive leadership behaviors can boost the level of work engagement among teachers but the reverse situation does not bring the same result. School principals' leadership behavior is among the key determinants that significantly affect teachers' work engagement (Hidayat, Maitimo and Suwu, 2020)). When school principals demonstrate adaptive leadership behaviors, such as providing support, setting clear goals, promoting professional development, and involving teachers in decision-making processes, teachers are more likely to feel engaged and invested in their work (Nelson and Squires, 2017). Stukes (2021) also found a positive relationship between employee work engagement and adaptive leadership which is indeed a significant predictor of employee engagement. Based on the discussions made so far concerning adaptive leadership and work engagement as well as their interactions, the researchers have developed a new conceptual framework for this study as indicated in Figure 1. This model is mainly developed to examine the effect of adaptive leadership behaviors of school principals on teachers' work engagement. Hence, the conceptual framework considered the six dimensions of adaptive leadership such as getting on the balcony, identifying the adaptive challenges, regulating distress, maintaining disciplined attention, giving the work back to the people, and protecting the leadership voices from below as independent factors to predict teachers’ work engagement. School principals play a key role in setting the tone and culture of their schools. Research shows that teachers' work engagement and willingness to go above and beyond are strongly influenced by how empowered and supported they feel in their roles (Bakker, 2011). Adaptive leaders are able to assess the needs of their teachers and adapt their leadership style accordingly. In times of change, teachers need flexible leaders who listen deeply to understand perspectives and are solution-oriented. Several studies have been carried out on leadership styles and employee engagement, with most of them concentrating on transformational leadership styles and comparatively a few on transactional and authentic leadership styles (Maundu, 2020). Principals' leadership practice is among the key determinants that significantly affect teachers' work engagement (Hidayat et al, 2020). When principals demonstrate adaptive leadership behaviors, such as providing support, setting clear goals, promoting professional development, and involving teachers in decision-making processes, teachers are more likely to feel engaged in their work (Nelson and Squires, 2017). School principals with adaptive leadership behaviors can enhance the work engagement of teachers. According to Stukes (2021), adaptive leadership has a significant effect on employee engagement. This implies that teacher work engagement is influenced by the adaptive leadership behaviors of leaders. Nikaiin (2021) also found a positive relationship between principal adaptive leadership and teacher work engagement. They concluded that principals, who demonstrate adaptive leadership behaviors, such as fostering collaboration, supporting innovation, and providing resources, positively influence the work engagement of their employees. Adaptive leadership helps followers learn new ways of living to address and resolve change (Heifetz et al., 2009). Moreover, studies on the measurement of adaptive leadership and teacher work engagement have been carried out in Western countries (Stukes, 2021). However, there is no research conducted on principals’ adaptive leadership practice on teacher work engagement in secondary schools in the context of Ethiopia in general and Amhara region in particular. Hence, this study investigated the effect of principals' adaptive leadership practice on teachers' work engagement in secondary schools of central Gondar zone. Thus, the following objectives were formulated to: Assess the status of adaptive leadership practice and teacher work engagement in secondary schools. Examine the relationships between adaptive leadership behaviors and work engagement in secondary schools. Analyze the effects of adaptive leadership behaviors on teachers' work engagement in secondary schools. Examine if there are significant differences among teachers in their perceptions of work engagement based on gender, educational qualification, and work experience in secondary schools. Identify factors that hinder the implementation of adaptive leadership in secondary schools. 2. Research Methods 2.1 Research Design In this study, mixed research design, particularly explanatory sequential mixed design (QUAN→qual) was employed to understand the quantitative results in depth using the qualitative data. Explanatory sequential mixed design has a strong quantitative orientation in which the researcher first gathers the quantitative data analyzes the results, and then plans the qualitative phase of the study using the quantitative results (Creswell, 2014).This design capitalizes on the strengths and minimizes the limitations of quantitative and qualitative research approaches (Clark, Creswell, Green and Shope, 2008). The assumption behind using explanatory sequential mixed design is that the combination of qualitative and quantitative approaches helps to better understand the issues than using either approach alone. A simplified illustration of explanatory sequential mixed design is shown in Figure 2. 2.2 Population, Sample Size, and Sampling Technique According to the education office of central Gondar zone (2023), there were 15 woredas in central Gondar zone. Of these woredas, the researcher randomly selected three woredas such as Wegera, Gondar Zuria, and Chilga 01. In these woredas, there were 15 secondary schools consisting of 976 teachers, 15 school principals, and 4 cluster center supervisors who were considered as the population of the study. Since the number of teachers is large, it is necessary to apply appropriate sampling techniques to select the required sample size without jeopardizing its representatives and minimize problems related to time and resource constraints. In this case, the sample sizes of teachers are determined using Yamane's (1973) formula, given: This helps to avoid the misrepresentation of some members of the population in the study. Then, 283 samples of teachers were selected using simple random sampling techniques, mainly the lottery method, with the intent of giving all teachers an equal chance to be selected in the sample. With regard to the qualitative data, 4 principals and 2 supervisors were purposively selected to collect data about the status of adaptive leadership practices. The respondents were selected because they have a better experience related to school leadership. Therefore, 283 teachers, 4 school principals, and 2 supervisors are making a total of 289 respondents. The summary of the population and sample of the study are shown in Table 1. Table 1: Summary of population and sample of the study Woredas Name of schools Teachers School principals Supervisors Number Sample Number Sample Number Sample Gondar Zuria Agene Semera 12 3 1 - - - Ambober 13 4 1 - - - Dagoma 30 9 1 - 1 - Guzara 72 21 1 - 1 - Makisegnt 162 47 1 1 1 1 Chelga 01 Antra 78 23 1 - - - Ayikel secondary school 121 35 1 - - - Ayikel Mesenado 84 25 1 1 - - Chanchock Serba 87 50 25 14 1 - - - Wogera Ambagiorgis 146 42 1 1 - - Asteriomida 16 5 1 - - - Gedebeye 65 19 1 1 1 1 Kosoye 29 8 1 - - - Trgosage 11 3 1 - - - Total 976 283 15 4 4 2 2.3 Data Gathering Instruments Quantitative and qualitative data were collected using questionnaire and interview which were presented in the following paragraphs. A closed-ended questionnaire was employed to collect the quantitative data from selected teachers. This is because it is convenient to conduct a survey and to acquire necessary information from a large number of study subjects in a short period (Kelley, Clark, Brown and Sitzia, 2003). It has three parts containing close-ended items. The first part of the questionnaire describes the respondents’ background information related to gender, academic qualifications, and work experience. The second part of the questionnaire contains 30 items developed by Northouse (2019) to measure the six dimensions of adaptive leadership behavior. Finally, the third part of the questionnaire contains nine items developed by Kahn (1990) which are organized into three dimensions to measure the levels of teachers’ work engagement. The questionnaires were prepared in Amharic so that the respondents understood the items in the questionnaires properly. Then, research respondents rated items using a five-point Likert scale ranging from 1 ( not at all ) to 5 ( to a very great extent ) to measure the status of adaptive leadership practice and the levels of teachers' work engagement in the study area. With regard to qualitative data, a semi-structured interview was conducted on the status of adaptive leadership and levels of work engagement among teachers as well as factors that hinder the implementation of adaptive leadership in the study area. 2.4 Validity and Reliability of Instruments The validity of the quantitative instrument was checked using theoretical support of relevant literature and technical evaluation of research experts concerning face and content validity. In this regard, face validity was evaluated on the appearance of the questionnaire in terms of feasibility, readability, consistency of style and formatting, and the clarity of the language used. Based on the given comments, problems related to the clarity of language, uniformity of style, and formatting of the questionnaire were improved. In addition, the content validity of the questionnaire was evaluated, and the organization of the questionnaire in measuring all aspects of the variables under investigation including the relevance, clarity, simplicity, and wording of items was adjusted based on the feedback obtained. Unlike validity in quantitative instruments, validity in qualitative tools means the accuracy of the interview from the perspectives of the researcher, the respondent, or the readers of an account (Creswell and Miller, 2000). The researcher started the interview by building trust in the participants by clarifying the purpose of the study, communicating the confidentiality of their responses as well as describing the meaning of adaptive leadership during the data collection process. This helps to get the trust of respondents and reduces possible misunderstandings between the interviewees and the researcher during the data collection process. The pilot test was conducted on 20 teachers to test the reliability of items using Cronbach’s Alpha. The reliability coefficients of items with Cronbach alpha (α) were (.898) for adaptive leadership and work engagement respectively. The reliability coefficients of items in the respective dimensions of adaptive leadership and work engagement also confirmed that all items were internally consistent to measure the variables under investigation. Items with reliability coefficients greater than .70 are considered as reliable (George and Mallery, 2019). Hence, the reliability coefficient of items in Table 2 confirmed all items in the questionnaire were found reliable to measure the variables. Table 2 : Reliability test results with Cranach’s Alpha Variables Cronobach’s Alpha Number of Items Get on the Balcony 0.716 5 Identify adaptive challenges 0.712 5 Regulate distress 0.709 5 Maintain disciplined attention 0.710 5 Give the work back to the people 0.705 5 Physical engagement 0.731 3 Emotional engagement 0.725 3 Cognitive engagement 0.724 3 Overall Cronbach 0.898 39 2.5 Data Collection Procedures Before starting to collect the data, a permission letter was granted from the University of Gondar to collect data from the research sites. Based on the given permission, the required samples were selected before starting to collect the data. Next to this, the respondents were informed about the purpose of the study and distributed the questionnaires. After the questionnaires were returned to the researcher and the data was analyzed, the interview schedule was developed using the quantitative results. Finally, the interview was conducted with each interviewee through a face-to-face approach inside the compound of the schools about the variables under investigation. 2.6 Data Analysis Techniques Both quantitative and qualitative techniques were used to analyze the data. The quantitative data collected through the questionnaires were analyzed using descriptive and inferential analysis techniques with the help of Statistical Package for Social Science (SPSS) version 25. Specifically, frequency and percentage were used to analyze the respondents’ background data. One sample t-test was used to analyze the status of adaptive leadership and levels of teachers’ work engagement (RQ1). Pearson coefficient of correlation was used to analyze the relationship between the principals’ adaptive leadership practices and teachers’ work engagement (RQ2). Multiple regression was employed to analyze the effects of adaptive leadership behaviors on the work engagement of teachers (RQ3). A two-way ANOVA was employed to examine whether there are significant differences among teachers in their work engagement based on gender, educational qualification, and work experience (RQ4). Finally, the data collected through interviews related to the challenges of adaptive leadership were analyzed through narration (RQ5). 2.7 Ethical Considerations Initially, the permission letter was granted by the University of Gondar to collect the data. Then, the researchers provided information for the participants about the purpose of the study before they were involved in the study. The respondents were also informed that their involvement in the study was totally voluntary so that they would withdraw from the research at any time. The study had no potential risks and benefits on the participants due to participation in the study and received approval from the College Review and Ethics Committee (CREC) of the College of Education at the University of Gondar, with the ethics committee approval reference CoE_CREC_022/2024. 3. Results This section presents the results of the study according to the themes of the research questions in the following subsections. 3.1 The status of adaptive leadership behaviors Table 3 One sample t-test for the behaviors of adaptive leadership Adaptive leadership behaviors N Mean Std. Deviation T Df Sig. (2 tailed) Mean difference Get on the balcony 261 3.481 .44875 17.325 260 .000 .48123 Identify adaptive challenge 261 3.616 .51996 19.142 260 .000 .61609 Regulate distress 261 3.411 .57246 11.613 260 .000 .41149 Maintain disciplined attention 261 3.492 .47081 16.881 260 .000 .49195 Give the work back to the people 261 3.250 .38417 10.537 260 .000 .25057 Protecting leadership voice from below 261 3.616 .56286 17.683 260 .000 .61609 Grand mean score 261 3.406 .35346 18.563 260 .000 .40613 Source: Own Survey 2024 The results in Table 3 indicated that the mean scores of get on the balcony (3.48), identifying adaptive challenges (3.61), regulating distress (3.41), maintaining disciplined attention (3.49), giving the work back to the people (3.25) and protecting leadership voice from below (3.61) were higher than the expected mean value ( 3 ) at (t = 17.325), (t = 19.142), (t = 11. 613), (t = 16.881) and (t = 10.537), (t = 17.683) respectively. The positive mean differences and t-values also ensure that the obtained mean scores were significantly greater than the expected mean value ( 3 ) at p < .05, df = 260. Thus, the grand mean score of adaptive leadership (3.40) was higher than the expected mean value ( 3 ) at (t = 18.563, df = 260) at p < .05. This implies that principals manifested adaptive leadership behaviors to some extent in relation to get on the balcony, identifying adaptive challenges, regulating distress, maintaining disciplined attention, giving the work back to the people and protecting leadership voice from below. To sum up, adaptive leadership was practiced to some extent in the secondary school of central Gondar zone. Similarly, the responses obtained from principals and supervisors through the interview also indicated that there were similarities among the participants in their perception of adaptive leadership practices such as getting on the balcony, identifying adaptive challenges, regulating distress, maintaining disciplined attention, giving the work back to the people and protecting leadership voice from below were observed partially based on the perception of the respondents in secondary schools of central Gondar zone. 3.2 The levels of teachers’ work engagement Table 4 One sample t-test for the dimensions of work engagement The dimensions of work engagement N Mean Std. Deviation T Df Sig. (2 tailed) Mean difference Physical engagement 261 3.4610 .54838 13.583 260 .000 .46105 Emotional engagement 261 3.4202 .59639 11.382 260 .000 .42018 Cognitive engagement 261 3.4853 .56415 13.898 260 .000 .48531 Grand mean score 261 3.4555 .38040 19.346 260 .000 .45551 Source: Own Survey 2024 The results in Table 4 indicated that the mean scores of physical engagement (3.461), emotional engagement (3.420), and cognitive engagement (3.485) were higher than the expected mean value ( 3 ) at (t = 13.583), (t = 11.382) and (t = 13.898) respectively. The positive mean differences and t-values also ensure that the obtained mean scores were significantly greater than the expected mean values ( 3 ) at p < .05, df = 260. Thus, the grand mean score of teachers' work engagement (3.455) was higher than the expected mean value ( 3 ) at (t = 19.346, df = 260) at p < .05. Similarly, the responses obtained from school principals and supervisors through interviews confirmed that teachers were physically, emotionally, and mentally engaged in carrying out their jobs. 3.3 The relationships between adaptive leadership dimensions and teachers’ work engagement Table 5 Pearson coefficient of correlations between adaptive leadership behaviors with Work engagement Dimensions of adaptive leadership Work engagement Coefficient of correlation (r) Sig (2 tailed) N Getting on balcony .416 .000 261 Identifying adaptive challenges .344 .000 261 Regulating distress .381 .000 261 Maintaining disciplined attention .456 .000 261 Giving the work back to the people .345 .000 261 Protecting leadership voice from below .160 .000 261 Source: Own Survey 2024 Pearson correlation results in Table 5 indicate that getting on the balcony, identifying the adaptive challenges, regulating distress, maintaining disciplined attention, and giving the work back to the people had a moderate positive correlation with teachers' work engagement. However, a correlation between protecting leadership voice from below and teachers' work engagement (r = 0.160) at .000 significant level has a weak correlation with teachers' work engagement compared to other dimensions. The overall score indicates that adaptive leadership is positively related to teachers' work engagement with a coefficient of correlation (r = .394) at p < .05. This implies that teachers' work engagement will increase when school principals are more likely to exercise adaptive leadership in their schools. 3.4 The effect of adaptive leadership behaviors on the work engagement of teachers Table 6: Regression of adaptive leadership behaviors on work engagement As indicated in Table 6 , the result of multiple regression indicates that 34.2% of the variance in work engagement is predicted by the six dimensions of adaptive leadership with a significant model at F (6, 254) = 23.533, p = .000, while the rest of 65.8% teachers work engagement is predicted by other variables which are not incorporated under this study. The regression coefficients of adaptive leadership behaviors are found as (.207, .128, .274 & .239 at p < .05) for getting on the balcony, regulating distress, maintaining disciplined attention, and giving the work back to the people respectively. This indicates that work engagement was significantly predicted by the four behaviors of adaptive leadership. On the contrary, the regression coefficient of adaptive leadership behaviors found as (.001, .090 at p > .05) for identifying adaptive challenges and protecting leadership voice from below were not found significant to predict work engagement. 3.5 Teachers’ variations on work engagement based on gender, Educational qualification and work experience Table 7 Two-way ANOVA for variation among teachers in work engagement based on gender, educational qualification and work experience Source Type III Sum of Squares Df Mean Square F Sig. Corrected Model 1.578 a 14 .113 .769 .702 Intercept 336.219 1 336.219 2294.681 .000 Gender .109 1 .109 .742 .390 Educational Qualification .073 2 .037 .251 .779 Work experience .149 3 .050 .340 .797 gender*educational qualification * work experience .128 2 .064 .437 .646 Error 36.044 246 .147 Total 3154.111 261 Corrected Total 37.622 260 Source: Own Survey 2024 Table 7 shows that a significant difference was not found among teachers in their perception of work engagement based on gender at F(1, 246) = .246; educational qualification at F(2, 246) = .251; and work experience at F(3, 246) = .340) respectively at p > .05. Similarly, there is no significant difference among teachers in their perception of work engagement based on the interaction effects of gender, educational qualification, and work experience. This means that teachers had the same perception of the status of their work engagement. 3.6 Challenges related to the Implementation of Adaptive Leadership Initially, school leaders and supervisors were asked about the factors that hinder the implementation of adaptive leadership in their schools. The majority of interviewees said that adaptive leadership has not been practiced effectively due to resistance to change, lack of trust and collaboration between teachers, lack of human and financial resources, and lack of trained leaders in leadership positions. The other respondents confirmed that resistance to change from teachers and other stockholders due to fear of trying new strategies, and lack of knowledge which can create a sense of uncertainty and discomfort among staff contributed to the low level of adaptive leadership implementation. Teachers in their schools are hesitant to embrace change, fearing the potential risks or negative consequences it may bring. Lack of trust and collaboration were also other factors that can hinder the implementation of adaptive leadership in schools. Because of these challenges, individuals may be uncertain to take risks, share information, and work collaboratively to address challenges. Adaptive leadership thrives on collaborative problem-solving, sharing of ideas, and continuous learning. Shortage of trained leaders in leadership positions is another factor that hinders the implementation of adaptive leadership. In this regard, almost all interviewees reported that implementing adaptive leadership often requires specialized knowledge and skills, such as change management, facilitation, and evidence-based decision-making ability. However, if their school lacks access to professionals with these specialized competencies, it can be challenging to build the necessary capabilities within the school. Concerning human and financial resources, more than 50% of the respondents reported that a shortage of human and financial resources can also be a significant factor that hinders the implementation of adaptive leadership in their schools. They also believed that adaptive leadership requires dedicated time and effort from school leaders, teachers, and staff to engage in collaborative problem-solving, experimentation, and continuous learning. According to their response, there was a shortage of personnel or an overload of existing responsibilities; individuals may struggle to prioritize the extra time and energy required for adaptive leadership. Due to these reasons, implementing and sustaining adaptive leadership practices requires financial resources, such as funding for professional development and technology. However, financial resource constraints can limit the ability of leaders to invest in the infrastructure, tools, and support needed for successful adaptive leadership. Though there were similarities among the respondents in their perception of the factors that hinder the implementation of adaptive leadership, the data obtained from the participants revealed that resistance to change, lack of trust and collaboration between teachers and principals, lack of human and financial resources, and lack of trained leaders in leadership positions were observed by respondents in the schools. 4. Discussions 4.1 The Status of Adaptive Leadership Practices The result of this study revealed that the grand mean of adaptive leadership dimensions (3.40) at (t = 18.563, p = < 0.05). This implies that principals manifested adaptive leadership behaviors to some extent in relation to getting on the balcony, identifying adaptive challenges, regulating distress, maintaining disciplined attention, giving the work back to the people, and protecting the leadership voice from below. Similarly, results were also obtained through the interview regarding the status of adaptive leadership. A study conducted by Nebiyu and Kassahun (2021) indicates that leaders and academic staff members of HEIs perceive that the university leadership is practicing adaptive leadership at every level, similar to the result of the current study. The results indicated that even though the leaders did not specify that they were practicing adaptive leadership deliberately, the activities that are done to identify adaptive challenges, find solutions with the collaboration of multiple stakeholders, empowerment of employees to find solutions to challenges, and provision of a holding environment designate that respondents perceive the practices of adaptive leadership in universities. In this study, getting on the balcony is the dimension of adaptive leadership. This shows that the principals of the secondary schools under the study area play a role in assessing the existing situation by viewing patterns from a distance to develop a perspective of the environment without engaging directly with the action. The finding of this study is similar to the work of Solomon (2022) that the leaders of the HEI under study area play a role in assessing the existing situation by viewing patterns from a distance to develop a perspective of the environment without engaging directly with the action. Leaders seeking to solve adaptive issues are encouraged to balance action with perspective-taking, move from the dance floor to the balcony, and reframe the problem into one that generates inquiry and collective problem-solving rather than blaming and shaming (Nicolaides and McCallum, 2013). Leaders can see the bigger picture of what is happening to take a more strategic approach (Campbell-Evans, Gray and Leggett, 2014). Concerning the dimension of identifying adaptive challenges, the finding of this study is similar to the work of Solomon (2022) indicating that leaders are trying to differentiate between adaptive and technical challenges and how to properly address each in order to work with various stakeholders to iteratively develop fundamental changes to the status quo. From this perspective, the principals of secondary schools have developed the capacity to differentiate between technical and adaptive challenges. The other dimension practiced to some extent with a significant mean value in secondary schools under study is regulating distress. The finding of this study is similar to the work of Solomon (2022) in that adaptive leadership practiced with a significant mean value in HEIs under study is regulating distress. In addition, Doyle (2017) stated that by regulating the distress leaders make opportunities for diverse groups to share practice, discuss issues and progress to create mutual support, clarify assumptions, and relieve competing perspectives. In this study, the dimension of maintaining disciplined attention is practiced to some extent. The result of this study is contradicted with the work of Solomon (2022) that the leaders of HEIs are highly practiced in maintaining disciplined attention compared to other dimensions. The members of the institutions focus on the task at hand and provide a degree of structure to the working and operation of the employees (Heifetz et al., 2009). The finding of this study in the dimension that demands that principals give the work back to the people is practiced to some extent. The findings of this study are consistent with the work of Solomon (2022) that leaders of HEIs currently rely on their employees' creativity and are only minimally engaged in giving the work to the people by giving them the freedom to come up with innovative solutions to adaptive challenges. Similarly, this result is supported by Arthur-Mensah and Zimmerman (2017) who argued that empowering employees allows them to develop innovative and creative solutions to challenging issues. The finding of this study in the dimension that demands that protecting leadership voice from below is practiced to some extent. The finding of this study is similar to the work of Solomon (2022) in that leaders are involved in listening to the voices of the members of the organization who may feel overshadowed throughout the process and may not express important views or make suggestions in the change process. In such a case the leaders encourage followers to share their views (Epitropaki, Kark, Mainemelis and Lord, 2017). Therefore, it can be concluded that the finding of the quantitative and qualitative data in this study implies that principals of central Gondar zone secondary schools practiced adaptive leadership to some extent. 4.2 The Levels of Teacher Work Engagement The result of this study ascertains that the grand mean of work engagement (3.455) at (19.346, p = < 0.05). This implies that all teachers are moderately engaged in relation to physical engagement, emotional engagement, and cognitive engagement. Similarly, results were also obtained through the interview regarding the levels of work engagement. To sum up, the levels of teachers' work engagement were observed to some extent in secondary schools of central Gondar zone. The result of this study is consistent with Stukes (2021)shows that average levels of employee engagement that demonstrate staff who hold administrative roles within organizations and student affairs professionals tend to be moderately engaged within their respective environments. 4.3 The Relationship Between Adaptive Leadership and Work Engagement The result of this study indicates that adaptive leadership has a moderate correlation with teachers' work engagement at a correlation coefficient of r = 0.394 and sig. (2-tailed) = 0.000. The result of this study is consistent with Stukes (2021), indicating that engagement and leadership were moderately correlated and the strength of the relationship across the variables can be described as suitably meeting a “best-fit line” representing the closeness of the correlation overall, employee engagement and adaptive leadership seemed to have a significant association. He also found that a healthy work atmosphere is produced by adaptable leaders who support transparent communication, promote teamwork, and give workers the freedom to own their jobs (Heifetz et al., 2009). The result of this study is also consistent with Nikaiin (2021) who found a positive relationship between principal adaptive leadership and teacher work engagement. This shows that principals who demonstrate adaptive leadership behaviors can positively influence the work engagement of teachers. 4.4 The Effect of Adaptive Leadership Dimensions on Work Engagement The result of this study indicated that 34.2% of the variance in work engagement is predicted by the six dimensions of adaptive leadership with a significant model at F (6, 254) = 23.533, p = .000. This finding is consistent with Stukes (2021), who states that regardless of participants’ characteristics, adaptive leadership was above and beyond a high predictor of employee engagement. This result demonstrates that something was interesting and important taking place with adaptive leadership as it is related to employee engagement. Considering adaptive leadership, there was a unique contribution to employee engagement, which was the relationship factor that was the strongest and most relevant in this study. A study conducted by Nelson and Squires (2017) also showed that teachers are more likely to feel engaged in their work when principals demonstrate adaptive leadership behaviors. 4.5 The variations among Teachers in Work Engagement based on Gender, Educational Qualification, and Work Experience As shown in Table 7 , significant differences were not observed among teachers in their perception of work engagement based on gender at F(1.246) = .742, P = .390. The result of this study is contradicted with the study of Shukla, Adhikari and Singh (2015) who reported female employees in the organization were more engaged in their jobs compared to their male counterparts. According to Williams, Satterwhite and Best (1999), men are rewarded for emphasizing their masculine characteristics and their differences from women, whereas women are usually penalized for their characteristics and differences from men. Additionally, the result of this study contradicts with the finding of BaniHani, Tahmassebi and Zawaideh (2021) that men can easily experience psychological safety and be more engaged than women in the workplace. As shown in Table 7 , there were no significant differences among teachers in their perception of work engagement based on educational qualification at F(2.246) = .251, P = .779.The result of this study consistence with Bibi, Siddique and Habib (2021) study on the relationship between demographic variables and employee engagement in the education sector in India. Regarding educational qualification, a significant difference was not found among teachers in the status of work engagement. However, the result of this study contradicts the study of Perrin and Gillis (2019) found the engagement level of a senior executive is higher than any other group. A possible reason as stated is that senior executive possesses those job resources that enable them to stay more engaged in terms of autonomy, challenge, information access, growth opportunities, and authority. As shown in Table 7 , there were no significant differences among teachers in their perception of work engagement based on work experience at F(3.246) = .340, P = .797. The result of this study is consistent with the work of Bibi et al. (2021) on the relationship between demographic variables and employee engagement in the education sector in India. However, the result of this study contradicts the study of Fletcher and Robinson (2013), the view that engagement varies with the length of service in the organization depending upon the kind of experiences provided by the organization. The result of this study indicates that a significant difference was not found among teachers in their perception of work engagement based on gender, educational qualification, and work experience at F(2.246) = .437, P = .646). The finding of this study is similar to Sharma and Rajput (2021) in that a significant difference was not found among teachers in their perception of work engagement based on gender, educational qualification, and work experience. 4.6 Challenges related to the Implementation of Adaptive Leadership The result of qualitative data indicated that the challenges hindering the implementation of adaptive leadership in our school are resistance to change from teachers and other stockholders. Adaptive leadership requires individuals to embrace new ideas, approaches, and ways of thinking, which can be met with resistance and reluctance to let go of established practices. Lack of trust and collaboration between teachers and principals were found as a challenge that affects the practice of adaptive leadership. The finding of this study contradicts the result of Dawit, Mathew and Hayawi (2020) which shows strong collaboration with the school community in the planning, decision-making, monitoring, and evaluation processes, the improvement initiatives were owned by all in the school and the performance of the schools was enhanced. Lack of financial and human resources were also found as challenges to hinder the practice of adaptive leadership in the study area. Without adequate resources, it can be difficult to implement innovative strategies, provide necessary support to teachers, and address the diverse needs of students. Shortage of trained principals in leadership positions was found the major factor that hinders the implementation of adaptive leadership. This result is similar to the study of Surizal, Marzolina and Marpaung (2014) who show that training has an influence on the leadership of principals and has an influence on teacher competencies. 5. Conclusions The purpose of this study was to examine the effect of principals’ adaptive leadership practices on teacher work engagement in secondary schools of central Gondar zone. The results of this study indicated that adaptive leadership was practiced to some extent as perceived by respondents. Work engagement was found to some extent as perceived by respondents. There was a positive and statistically significant moderate relationship between adaptive leadership and work engagement. Work engagement was significantly predicted by the six dimensions of adaptive leadership. A significant difference was not found among teachers in their perception of work engagement based on gender, educational qualification, and work experience. Resistance to change, lack of trust and collaboration among teachers and principals, lack of trained principals in leadership positions, and lack of human and financial resources were the factors that hindered the implementation of adaptive leadership. Therefore, it is concluded that principals’ adaptive leadership had a significant effect on teachers’ work engagement in secondary schools of central Gondar zone. Declarations The authors declare that they have no potential conflict of interest on this study. Funding: The authors did not get any fund to conduct this research. Acknowledgments We would like to thank Abay Milashu, Yeshinew Abebe, and Solomon Bekele for coordinating the data collection process at the research sites. We are also grateful to central Gondar zone secondary school teachers who participated in filling out the questionnaire for this study. My special thanks also go to school principals and supervisors for taking part in the interview and providing their views on the issue that has been studied. References Alazmi, A. and Al-Mahdy, Y. 2022. Principal authentic leadership and teacher engagement in Kuwait’s educational reform context. Educational Management Administration and Leadership, 50(3): 392-412. Arthur-Mensah, N. and Zimmerman, J. 2017. Changing Through Turbulent Times “Why Adaptive Leadership Matters. The Journal of Student Leadership, 1(2): 1-13. Bakker, A. B. 2011. An evidence-based model of work engagement. Current directions in psychological science, 20(4): 265-269. BaniHani, A., Tahmassebi, J., and Zawaideh, F. 2021. Maternal knowledge on early childhood caries and barriers to seeking dental treatment in Jordan. European Archives of Paediatric Dentistry, 22, 433-439. Bibi, N., Siddique, A., and Habib, M. 2021. Effect of demographics on teachers' work engagement at secondary level in Punjab. Turkish Online Journal of Qualitative Inquiry , 12 (10): 2232-2243. Campbell-Evans, G., Gray, J., and Leggett, B. 2014. Adaptive leadership in school boards in Australia: An emergent model. School Leadership and Management , 34(5): 538-552. Clark, V. L. P., Creswell, J. W., Green, D. O. N., and Shope, R. J. 2008. Mixing quantitative and qualitative approaches. Handbook of emergent methods, 363, 363-387. Coldwell, D., Joosub, T., and Papageorgiou, E. 2012. Responsible leadership in organizational crises: An analysis of the effects of public perceptions of selected SA business organizations’ reputations. Journal of Business Ethics, 109 (2):133-144. Creswell, J. W. 2014. A concise introduction to mixed methods research . Saga publications. Creswell, J. W., and Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into practice , 39(3): 124-130. Dawit, N. A., Mathew, S. S., and Hayawi, K. 2020. 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The work of leadership. Hidayat, D., Maitimo, V., and Suwu, S. 2020. Increasing Teachers’ Work Engagement Through Servant Leadership, Organizational Culture, and Job Satisfaction. Jurnal Pendidikan Dan Pengajaran, 53(1): 90-100. Hilgert, R. L., and Leonard, E. C. 2001. Supervision: Concepts and practices of management. (No Title). Kahn, W. A. 1990. Psychological conditions of personal engagement and disengagement at work. Academy of management journal, 33(4): 692-724. Kelley, K., Clark, B., Brown, V., and Sitzia, J. 2003. Good practice in the conduct and reporting of survey research. International Journal for Quality in Health Care , 15(3):261-266. Kular, S., Gatenby, M., Rees, C., Soane, E., and Truss, K. 2008. Employee engagement: A literature review. Locke, L. F., Silverman, S. J., and Spirduso, W. W. 2009. Reading and understanding research . Sage. Macey, W. H., and Schneider, B. (2008). The meaning of employee engagement. Industrial and Organizational Psychology, 1(1): 3-30. Mahsud, R., Yukl, G., and Prussia, G. 2010. Leader empathy, ethical leadership, and relations‐oriented behaviors as antecedents of leader‐member exchange quality. Journal of Managerial Psychology, 25(6): 561-577. Maundu, M. 2020. Leadership Styles and Employee Engagement: A study of Public Secondary Schools in Murang’a County, Kenya JKUAT-COHRED]. Mendes, F., and Stander, M. W. 2011. Positive organisation: The role of leader behavior in work engagement and retention. SA Journal of Industrial Psychology, 37(1): 1-13. Nelson, T., and Squires, V. 2017b. Addressing complex challenges through adaptive leadership: A promising approach to collaborative problem-solving. Journal of Leadership Education, 16(4): 111-123. Nicolaides, A., and McCallum, D. C. 2013. Inquiry in action for leadership in turbulent times: Exploring the connections between transformative learning and adaptive leadership. Journal of Transformative Education , 11(4): 246-260. Nikaiin, B. 2021. Exploring how by adopting an adaptive leadership approach, a program Chair can improve the currently insufficient faculty engagement in basic research to meet the requirements set by the accreditation body, in a collaborative nursing program in Ontario. Journal of Nursing Education and Practice, 11(11): 1-8. Northouse, P. G. 2019. Introduction to leadership: Concepts and practice. Sage Publications. Northouse, P. G. (2021). Leadership: Theory and practice. Sage publications. Oakland, J. S., and Waterworth, R. D. 1995. Total quality management training: A review and suggested framework. Total Quality Management, 6(4): 299-316. Perrin, A. J., and Gillis, A. 2019. How college makes citizens: Higher education experiences and political engagement. Socius, 5 , 2378023119859708. Sharma, U., and Rajput, B. 2021. Work engagement and demographic factors: A study among university teachers. Journal of Commerce and Accounting Research, 10(1): 25-34. Shukla, S., Adhikari, B., and Singh, V. 2015. Employee engagement-role of demographic variables and personality factors. Amity global HRM review , 5(9): 65-73. Stukes, K. S. 2021. Measuring employee engagement and adaptive leadership during higher education’s accountability and performance era. University of North Florida. Solomon, K. and Kassahun, T. 2021. The effects of adaptive leadership on organizational effectiveness at public higher education institutions of Ethiopia. International Journal of Organizational Leadership, 10 (Special Issue 2021):141-159. Solomon, K. 2022. Adaptive Leadership, Organizational Learning, and Organizational Effectiveness at Public Higher Education Institutions of the Amhara National Regional State, Ethiopia . Disseration: Bahir Dar University. Surizal, S., Marzolina, M., and Marpaung, R. 2014. Pengaruh Pelatihan dan Kepemimpinan terhadap Kompetensi Guru MTs Negeri Selat Panjang riau[Pengaruh Pelatihan dan Kepemimpinan terhadap Kompetensi Guru MTs Negeri Selat Panjang Riau]. University. Welch, M. 2011. The evolution of the employee engagement concept: communication implications. Corporate Communications: An International Journal, 16(4):328-346. Williams, J. E., Satterwhite, R. C., and Best, D. L. 1999. Pancultural gender stereotypes revisited: The five-factor model. Sex roles, 40 (7): 513-525. Yamane, S. 1973. Localization of amylase activity in digestive organs of carp determined by a substrate film method. Bulletin of the Japanese Society of Scientific Fisheries, 39(5):497-504. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5746094","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":396378742,"identity":"87c37d79-cf46-4222-8299-104d772a95ec","order_by":0,"name":"Elsabet Gebeyehu","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABBklEQVRIie3PsUrDQBjA8S98kFsuZk0I6Ct8IVAQtfcqCVkt1M3BIRK4LNU5Tj6E0Fk56JQHEG6SvkBKl2KDNKk6NukoeD+O+47j/sMBGMZfxACwmy7iK9XtwWZDCe4XgV/I+KbsEjw2oaqiNf+56eUi+1hPb5tx9h6HL5ef87MTBKteXR9O/JxHQVlRel/GaTR51KFEQP9pfjghxSFwJKXoxYtoMtNWm9jo9CRCseXW+aLU9pJiez7TYjAhhFHgZDTmXEEEG50MJp7io4tyEcUekxA+ZDqVaOW9f3GLYqmnd6dCKLemTaOvnov8rV71JL+SrNstud+z4fct8T2aox4bhmH8MzubaU0q5p8zZQAAAABJRU5ErkJggg==","orcid":"","institution":"Wolkite University","correspondingAuthor":true,"prefix":"","firstName":"Elsabet","middleName":"","lastName":"Gebeyehu","suffix":""}],"badges":[],"createdAt":"2025-01-01 12:18:49","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-5746094/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5746094/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":72864587,"identity":"a68b3deb-f02d-4df7-83b6-2eceb0062770","added_by":"auto","created_at":"2025-01-03 05:01:58","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":99071,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eThe conceptual framework of the study, Source: Own survey 2024\u003c/em\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5746094/v1/b47f58502fd976796c14706f.png"},{"id":72864588,"identity":"564a272f-946c-423d-a3bf-db3bd27a3505","added_by":"auto","created_at":"2025-01-03 05:01:58","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":93975,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eExplanatory sequential mixed design, adapted from Creswell (2014)\u003c/em\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5746094/v1/cb1c2ee1e318faeae71137af.png"},{"id":72865681,"identity":"0d047020-3ca7-4956-a1e6-d48bc5a7cad3","added_by":"auto","created_at":"2025-01-03 05:33:59","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1143242,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5746094/v1/f6f8c241-8be1-45bc-ac2c-99a73f37bc1c.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eThe Effect of Principals’ Adaptive Leadership Practice on Teachers’ Work Engagement in Secondary Schools of Central Gondar Zone\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eNowadays leadership is considered as one of the key ingredients for the success of any organization. Many scholars argue that the effectiveness of all organizations including educational institutions highly depends on the quality of leadership to facilitate the changes required to maintain equitable benefits through optimizing human capital (Mahsud, Yukl and Prussia, 2010). Successful leaders motivate their followers to higher levels of productivity and lead the organization towards its objectives. Oakland and Waterworth (1995) assert that effective leadership helps to improve the competitiveness, effectiveness, and flexibility of the whole organization through planning, organizing, and allowing the participation of all members at the appropriate level. This implies that attempts to improve performance in organizations will never succeed if the quality of leadership is ignored.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eLeadership is a highly complex concept to define which most of the early definitions focus on the ability of an individual to influence others (Hilgert and Leonard, 2001). However, many scholars have shifted their attention from self-centered and individualized forms of leadership to follower-centered types of leadership (Northouse, 2019).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAdaptive leadership is one of the leadership approaches initiated by Heifetz in 1994 which focuses on the change and adjustment of new situations (Northouse, 2019). This shows that adaptive leadership helps followers learn new ways of living to address and resolve changes that are central to their lives (Heifetz, Grashow and Linsky, 2009). This means that adaptive leadership enables people to adapt and deal with problems, challenges, and changes.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAccording to Northouse (2019), adaptive leadership can be applied in different organizational settings including schools. It is the only leadership approach that encourages followers to deal with conflicting values that exist in workplaces. In the same way, Heifetz et al.(2009) stated that\u0026nbsp;adaptive leadership is all about the practice of mobilizing people to tackle tough challenges and thrive. This signifies that adaptive leadership gives much attention to followers to adjust to change and investigate the occurrence of new values that may exist in various situations (Northouse, 2019). Those who are adaptive leaders mobilize, inspire, coordinate, orient, and concentrate the attention of others (Heifetz et al., 2009). Adaptive leadership also aims to empower individuals to embrace change and adopt new lifestyles to successfully navigate obstacles and develop personally in the process.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHeifetz et al. (2009) who pioneered adaptive leadership theory realized that the single-figure, top-down leadership model is outdated and impractical. They believed that no single person can solve all of the problems, which brings in the need for adaptive leadership. Adaptive leadership focuses on building resilience, both at the individual and organizational levels (Heifetz et al., 2009). It promotes the growth of abilities like adaptability, critical thinking, and problem-solving which are necessary for prospering in ambiguous circumstances. Adaptive leaders promote experimentation and give their people the chance to gain knowledge from achievements and setbacks.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eUnlike trait leadership theories which focus on the characteristics of the leaders, adaptive leadership is a complex transactional event that occurs between leaders and followers. This approach stresses on the occurrence of leadership is a multifaceted interactive process comprising various dimensions. Although there is consensus among scholars on the idea of adaptive leadership, it is difficult to know how to implement it in practice (Northouse, 2021). As a result, Heifetz and Laurie (1997) have developed a conceptual framework with a range of cognitive and behavioral components to implement adaptive leadership.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs described by Northouse (2021), getting on the balcony, identifying the adaptive challenges, regulating the participants\u0026apos; distress as the adaptive challenge is addressed, maintaining disciplined attention, giving the work back to the people, and protecting the leadership voice from below are all part of the adaptive leadership framework. Northouse (2019) outlines prescriptive ways for successfully guiding through change for each of the behaviors. This means that the approach encourages followers to confront their challenges and decision possibilities through a win-win process in which both can learn, experiment, and adapt to new ways of coexisting and achieving positive outcomes \u0026nbsp;(Coldwell, Joosub and Papageorgiou, 2012).\u003c/p\u003e\n\u003cp\u003eThe findings of different studies indicated that the practices of leadership have an impact on the work engagement of employees. For instance, a study conducted by Mendes and Stander (2011) showed that employee work engagement is affected by leadership practice. They also argued that the extent to which leaders enhance meaningfulness of work, facilitate task accomplishment, participate in decision making, and provide autonomy would enhance employee work engagement. This shows that leadership practice affects employee work engagement.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEmployee work engagement is relatively conceived as a not new concept but it attracts the attention of many researchers and practitioners in the field (Welch, 2011). It is defined as the level of enthusiasm and dedication an employee feels towards his/her job. Similarly,\u0026nbsp;Macey and Schneider (2008)\u0026nbsp;described work engagement as having to do with the level of involvement with, commitment, enthusiasm, and passion that employees have concerning their work.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAccording to Kahn (1990), work engagement is expressed in terms of three dimensions such as cognitive, emotional, and physical. The cognitive aspect of employee engagement is concerned with employees\u0026apos; beliefs about the organization, its leaders, and working conditions (Kular, Gatenby, Rees, Soane and Truss,\u0026nbsp;2008). The emotional aspect is focused on how employees feel about the organization, leaders, and working environment\u0026nbsp;(Kular et al., 2008). The physical aspect of employee engagement is another dimension that is concerned with the effort exerted by employees to accomplish their duties\u0026nbsp;(Kular et al., 2008). This shows that employee engagement presents when psychological and physical state that binds together the work effort, commitment, and satisfaction of employees.\u003c/p\u003e\n\u003cp\u003eIn the context of educational institutions, principals play a critical role in cultivating teacher engagement and a healthy work environment. The finding of Alazmi and Al-Mahdy (2022) indicated that school principals who have demonstrated adaptive leadership behaviors can boost the level of work engagement among teachers but the reverse situation does not bring the same result. School principals\u0026apos; leadership behavior is among the key determinants that significantly affect teachers\u0026apos; work engagement (Hidayat, Maitimo and Suwu, 2020)). When school principals demonstrate adaptive leadership behaviors, such as providing support, setting clear goals, promoting professional development, and involving teachers in decision-making processes, teachers are more likely to feel engaged and invested in their work (Nelson and Squires, 2017). Stukes (2021) also found\u0026nbsp;a positive relationship between employee work engagement and adaptive leadership which is indeed a significant predictor of employee engagement.\u003c/p\u003e\n\u003cp\u003eBased on the discussions made so far concerning adaptive leadership and work engagement as well as their interactions, the researchers have developed a new conceptual framework for this study as indicated in Figure 1. This model is mainly developed to examine the effect of adaptive leadership behaviors of school principals on teachers\u0026apos; work engagement. Hence, the conceptual framework considered the six dimensions of adaptive leadership such as getting on the balcony, identifying the adaptive challenges, regulating distress, maintaining disciplined attention, giving the work back to the people, and protecting the leadership voices from below as independent factors to predict teachers\u0026rsquo; work engagement. \u0026nbsp; \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSchool principals play a key role in setting the tone and culture of their schools. Research shows that teachers\u0026apos; work engagement and willingness to go above and beyond are strongly influenced by how empowered and supported they feel in their roles (Bakker, 2011). Adaptive leaders are able to assess the needs of their teachers and adapt their leadership style accordingly. In times of change, teachers need flexible leaders who listen deeply to understand perspectives and are solution-oriented.\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSeveral studies have been carried out on leadership styles and employee engagement, with most of them concentrating on transformational leadership styles and comparatively a few on transactional and authentic leadership styles (Maundu, 2020).\u0026nbsp;Principals\u0026apos; leadership practice is among the key determinants that significantly affect teachers\u0026apos; work engagement\u0026nbsp;(Hidayat et al, 2020). When principals demonstrate adaptive leadership behaviors, such as providing support, setting clear goals, promoting professional development, and involving teachers in decision-making processes, teachers are more likely to feel engaged in their work\u0026nbsp;(Nelson and Squires, 2017).\u003c/p\u003e\n\u003cp\u003eSchool principals with adaptive leadership behaviors can enhance the work engagement of teachers. According to Stukes (2021), adaptive leadership has a significant effect on employee engagement. This implies that teacher work engagement is influenced by the adaptive leadership behaviors of leaders. \u0026nbsp;Nikaiin (2021) also found a positive relationship between principal adaptive leadership and teacher work engagement. They concluded that principals, who demonstrate adaptive leadership behaviors, such as fostering collaboration, supporting innovation, and providing resources, positively influence the work engagement of their employees.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAdaptive leadership\u0026nbsp;helps followers learn new ways of living to address and resolve change (Heifetz et al., 2009). Moreover, studies on the measurement of adaptive leadership and teacher work engagement have been carried out in Western countries (Stukes, 2021). However,\u0026nbsp;there is no research conducted on principals\u0026rsquo;\u0026nbsp;adaptive leadership practice on teacher work engagement in secondary schools in the context of Ethiopia in general and Amhara region in particular. Hence, this study investigated the effect of principals\u0026apos; adaptive leadership practice on teachers\u0026apos; work engagement in secondary schools of central Gondar zone.\u003c/p\u003e\n\u003cp\u003eThus, the following objectives were formulated to: \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eAssess the status of adaptive leadership practice and teacher work engagement in secondary schools.\u003c/li\u003e\n \u003cli\u003eExamine the relationships between adaptive leadership behaviors and work engagement in secondary schools.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eAnalyze the effects of adaptive leadership behaviors on teachers\u0026apos; work engagement in secondary schools.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eExamine if there are significant differences among teachers in their perceptions of work engagement based on gender, educational qualification, and work experience in secondary schools.\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e\n\u003col start=\"5\"\u003e\n \u003cli\u003eIdentify factors that hinder the implementation of adaptive leadership in secondary schools.\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"2.\tResearch Methods","content":"\u003cp\u003e\u003cstrong\u003e2.1 Research Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn this study, mixed research design, particularly explanatory sequential mixed design (QUAN\u0026rarr;qual) was employed to understand the quantitative results in depth using the qualitative data. Explanatory sequential mixed design has a strong quantitative orientation in which the researcher first gathers the quantitative data analyzes the results, and then plans the qualitative phase of the study using the quantitative results (Creswell, 2014).This design capitalizes on the strengths and minimizes the limitations of quantitative and qualitative research approaches (Clark, Creswell, Green and Shope, 2008). The assumption behind using explanatory sequential mixed design is that the combination of qualitative and quantitative approaches helps to better understand the issues than using either approach alone. A simplified illustration of explanatory sequential mixed design is shown in Figure 2.\u003c/p\u003e\n\u003cp\u003e2.2 Population, Sample Size, and Sampling Technique\u003c/p\u003e\n\u003cp\u003eAccording to the education office of central Gondar zone (2023), there were 15 woredas in central Gondar zone.\u0026nbsp;Of these woredas, the researcher randomly selected three woredas such as Wegera, Gondar Zuria, and Chilga 01. In these woredas, there were 15 secondary schools consisting of 976 teachers, 15 school principals, and 4 cluster center supervisors who were considered as the population of the study.\u003c/p\u003e\n\u003cp\u003eSince the number of teachers is large, it is necessary to apply appropriate sampling techniques to select the required sample size without jeopardizing its representatives and minimize problems related to time and resource constraints. In this case, the sample sizes of teachers are determined using Yamane\u0026apos;s (1973) formula, given:\u003c/p\u003e\n\u003cp\u003e\u003cimg 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\"\u003e\u003c/p\u003e\n\u003cp\u003eThis helps to avoid the misrepresentation of some members of the population in the study. Then, 283 samples of teachers were selected using simple random sampling techniques, mainly the lottery method, with the intent of giving all teachers an equal chance to be selected in the sample.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWith regard to the qualitative data, 4 principals and 2 supervisors were purposively selected to collect data about the status of adaptive leadership practices. The respondents were selected because they have a better experience related to school leadership. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTherefore, 283 teachers, 4 school principals, and 2 supervisors are making a total of 289 respondents. The summary of the population and sample of the study are shown in Table 1.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTable 1: Summary of population and sample of the study\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"702\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWoredas\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eName of schools \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 155px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Teachers\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSchool principals\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 138px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSupervisors\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eGondar Zuria\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eAgene Semera\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eAmbober\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eDagoma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eGuzara\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eMakisegnt\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e162\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eChelga 01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eAntra\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eAyikel secondary school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e121\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eAyikel Mesenado\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; 84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eChanchock\u003c/p\u003e\n \u003cp\u003eSerba\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eWogera\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eAmbagiorgis\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e146\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eAsteriomida\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eGedebeye\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eKosoye\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003eTrgosage\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e-\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 89px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e976\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e283\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e15\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e2.3 Data Gathering Instruments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQuantitative and qualitative data were collected using questionnaire and interview which were presented in the following paragraphs.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eA closed-ended questionnaire was employed to collect the quantitative data from selected teachers. This is because it is convenient to conduct a survey and to acquire necessary information from a large number of study subjects in a short period\u0026nbsp;(Kelley, Clark, Brown and Sitzia, 2003). It has three parts containing close-ended items. The first part of the questionnaire describes the respondents\u0026rsquo; background information related to gender, academic qualifications, and work experience. The second part of the questionnaire contains 30 items developed by Northouse (2019) to measure the six dimensions of adaptive leadership behavior. Finally, the third part of the questionnaire contains nine items developed by Kahn (1990) which are organized into three dimensions to measure the levels of teachers\u0026rsquo; work engagement.\u003c/p\u003e\n\u003cp\u003eThe questionnaires were prepared in Amharic so that the respondents understood the items in the questionnaires properly. Then, research respondents rated items using a five-point Likert scale ranging from 1 (\u003cem\u003enot at all\u003c/em\u003e) to 5 (\u003cem\u003eto a very great extent\u003c/em\u003e) to measure the status of adaptive leadership practice and the levels of teachers\u0026apos; work engagement in the study area.\u003c/p\u003e\n\u003cp\u003eWith regard to qualitative data, a semi-structured interview was conducted on the status of adaptive leadership and levels of work engagement among teachers as well as factors that hinder the implementation of adaptive leadership in the study area.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.4 Validity\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;and Reliability of Instruments\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe validity of the quantitative instrument was checked using theoretical support of relevant literature and technical evaluation of research experts concerning face and content validity. In this regard, face validity was evaluated on the appearance of the questionnaire in terms of feasibility, readability, consistency of style and formatting, and the clarity of the language used. Based on the given comments, problems related to the clarity of language, uniformity of style, and formatting of the questionnaire were improved. In addition, the content validity of the questionnaire was evaluated, and the organization of the questionnaire in measuring all aspects of the variables under investigation including the relevance, clarity, simplicity, and wording of items was adjusted based on the feedback obtained.\u003c/p\u003e\n\u003cp\u003eUnlike validity in quantitative instruments, validity in qualitative tools means the accuracy of the interview from the perspectives of the researcher, the respondent, or the readers of an account\u0026nbsp;(Creswell and Miller, 2000). The researcher started the interview by building trust in the participants by clarifying the purpose of the study, communicating the confidentiality of their responses as well as describing the meaning of adaptive leadership during the data collection process. This helps to get the trust of respondents and reduces possible misunderstandings between the interviewees and the researcher during the data collection process.\u003c/p\u003e\n\u003cp\u003eThe pilot test was conducted on 20 teachers to test the reliability of items using Cronbach\u0026rsquo;s Alpha. The reliability coefficients of items with Cronbach alpha (\u0026alpha;) were (.898) for adaptive leadership and work engagement respectively. The reliability coefficients of items in the respective dimensions of adaptive leadership and work engagement also confirmed that all items were internally consistent to measure the variables under investigation. Items with reliability coefficients greater than .70 are considered as reliable (George and Mallery, 2019). Hence, the reliability coefficient of items in Table 2 confirmed all items in the questionnaire were found reliable to measure the variables.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTable 2\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eReliability test results with Cranach\u0026rsquo;s Alpha\u003c/em\u003e\u003cem\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 235px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 234px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCronobach\u0026rsquo;s Alpha\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 169px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of Items\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 235px;\"\u003e\n \u003cp\u003eGet on the Balcony\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 234px;\"\u003e\n \u003cp\u003e0.716\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 169px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 235px;\"\u003e\n \u003cp\u003eIdentify adaptive challenges\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 234px;\"\u003e\n \u003cp\u003e0.712\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 169px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 235px;\"\u003e\n \u003cp\u003eRegulate distress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 234px;\"\u003e\n \u003cp\u003e0.709\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 169px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 235px;\"\u003e\n \u003cp\u003eMaintain disciplined attention\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 234px;\"\u003e\n \u003cp\u003e0.710\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 169px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 235px;\"\u003e\n \u003cp\u003eGive the work back to the people\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 234px;\"\u003e\n \u003cp\u003e0.705\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 169px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 235px;\"\u003e\n \u003cp\u003ePhysical engagement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 234px;\"\u003e\n \u003cp\u003e0.731\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 169px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 235px;\"\u003e\n \u003cp\u003eEmotional engagement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 234px;\"\u003e\n \u003cp\u003e0.725\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 169px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 235px;\"\u003e\n \u003cp\u003eCognitive engagement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 234px;\"\u003e\n \u003cp\u003e0.724\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 169px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 235px;\"\u003e\n \u003cp\u003eOverall Cronbach\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 234px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.898\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 169px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e39\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e2.5 Data Collection Procedures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBefore starting to collect the data, a permission letter was granted from the University of Gondar to collect data from the research sites. Based on the given permission, the required samples were selected before starting to collect the data.\u0026nbsp;Next to this, the respondents were informed about the purpose of the study and distributed the questionnaires. After the questionnaires were returned to the researcher and the data was analyzed, the interview schedule was developed using the quantitative results. Finally, the interview was conducted with each interviewee through a face-to-face approach inside the compound of the schools about the variables under investigation.\u003c/p\u003e\n\u003ch2\u003e2.6 Data Analysis Techniques\u003c/h2\u003e\n\u003cp\u003eBoth quantitative and qualitative techniques were used to analyze the data. The quantitative data collected through the questionnaires were analyzed using descriptive and inferential analysis techniques with the help of Statistical Package for Social Science (SPSS) version 25. Specifically, frequency and percentage were used to analyze the respondents\u0026rsquo; background data. One sample t-test was used to analyze the status of adaptive leadership and levels of teachers\u0026rsquo; work engagement (RQ1). Pearson coefficient of correlation was used to analyze the relationship between the principals\u0026rsquo; adaptive leadership practices and teachers\u0026rsquo; work engagement (RQ2). Multiple regression was employed to analyze the effects of adaptive leadership behaviors on the work engagement of teachers (RQ3). A two-way ANOVA was employed to examine whether there are significant differences among teachers in their work engagement based on gender, educational qualification, and work experience (RQ4). Finally, the data collected through interviews related to the challenges of adaptive leadership were analyzed through narration (RQ5).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.7 Ethical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInitially, the permission letter was granted by the University of Gondar to collect the data. Then, the researchers provided information for the participants about the purpose of the study before they were involved in the study. The respondents were also informed that their involvement in the study was totally voluntary so that they would withdraw from the research at any time. The study had no potential risks and benefits on the participants due to participation in the study and received approval from the College Review and Ethics Committee (CREC) of the College of Education at the University of Gondar, with the ethics committee approval reference CoE_CREC_022/2024.\u003c/p\u003e"},{"header":"3. Results","content":"\u003cp\u003eThis section presents the results of the study according to the themes of the research questions in the following subsections.\u003c/p\u003e\n\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\n \u003ch2\u003e3.1 The status of adaptive leadership behaviors\u003c/h2\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eOne sample t-test for the behaviors of adaptive leadership\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"8\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eAdaptive leadership behaviors\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eStd.\u003c/p\u003e\n \u003cp\u003eDeviation\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eT\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eDf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig. (2 tailed)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean difference\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGet on the balcony\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.481\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.44875\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e17.325\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.48123\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIdentify adaptive challenge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.616\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.51996\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e19.142\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.61609\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRegulate distress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.411\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.57246\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e11.613\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.41149\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMaintain disciplined attention\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.492\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.47081\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e16.881\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.49195\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGive the work back to the people\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.250\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.38417\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e10.537\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.25057\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eProtecting leadership voice from below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.616\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.56286\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e17.683\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.61609\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGrand mean score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.406\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.35346\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e18.563\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.40613\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\"\u003e\u003cem\u003eSource: Own Survey 2024\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eThe results in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e indicated that the mean scores of get on the balcony (3.48), identifying adaptive challenges (3.61), regulating distress (3.41), maintaining disciplined attention (3.49), giving the work back to the people (3.25) and protecting leadership voice from below (3.61) were higher than the expected mean value (\u003cspan class=\"CitationRef\"\u003e3\u003c/span\u003e) at (t\u0026thinsp;=\u0026thinsp;17.325), (t\u0026thinsp;=\u0026thinsp;19.142), (t\u0026thinsp;=\u0026thinsp;11. 613), (t\u0026thinsp;=\u0026thinsp;16.881) and (t\u0026thinsp;=\u0026thinsp;10.537), (t\u0026thinsp;=\u0026thinsp;17.683) respectively. The positive mean differences and t-values also ensure that the obtained mean scores were significantly greater than the expected mean value (\u003cspan class=\"CitationRef\"\u003e3\u003c/span\u003e) at p\u0026thinsp;\u0026lt;\u0026thinsp;.05, df\u0026thinsp;=\u0026thinsp;260. Thus, the grand mean score of adaptive leadership (3.40) was higher than the expected mean value (\u003cspan class=\"CitationRef\"\u003e3\u003c/span\u003e) at (t\u0026thinsp;=\u0026thinsp;18.563, df\u0026thinsp;=\u0026thinsp;260) at p\u0026thinsp;\u0026lt;\u0026thinsp;.05. This implies that principals manifested adaptive leadership behaviors to some extent in relation to get on the balcony, identifying adaptive challenges, regulating distress, maintaining disciplined attention, giving the work back to the people and protecting leadership voice from below. To sum up, adaptive leadership was practiced to some extent in the secondary school of central Gondar zone.\u003c/p\u003e\n \u003cp\u003eSimilarly, the responses obtained from principals and supervisors through the interview also indicated that there were similarities among the participants in their perception of adaptive leadership practices such as getting on the balcony, identifying adaptive challenges, regulating distress, maintaining disciplined attention, giving the work back to the people and protecting leadership voice from below were observed partially based on the perception of the respondents in secondary schools of central Gondar zone.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\n \u003ch2\u003e3.2 The levels of teachers\u0026rsquo; work engagement\u003c/h2\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eOne sample t-test for the dimensions of work engagement\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"8\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eThe dimensions of work engagement\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eStd. Deviation\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eT\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eDf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig. (2 tailed)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean difference\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePhysical engagement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.4610\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.54838\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e13.583\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.46105\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEmotional engagement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.4202\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.59639\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e11.382\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.42018\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCognitive engagement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.4853\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.56415\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e13.898\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.48531\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGrand mean score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.4555\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.38040\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e19.346\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.45551\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\"\u003e\u003cem\u003eSource: Own Survey 2024\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eThe results in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e indicated that the mean scores of physical engagement (3.461), emotional engagement (3.420), and cognitive engagement (3.485) were higher than the expected mean value (\u003cspan class=\"CitationRef\"\u003e3\u003c/span\u003e) at (t\u0026thinsp;=\u0026thinsp;13.583), (t\u0026thinsp;=\u0026thinsp;11.382) and (t\u0026thinsp;=\u0026thinsp;13.898) respectively. The positive mean differences and t-values also ensure that the obtained mean scores were significantly greater than the expected mean values (\u003cspan class=\"CitationRef\"\u003e3\u003c/span\u003e) at p\u0026thinsp;\u0026lt;\u0026thinsp;.05, df\u0026thinsp;=\u0026thinsp;260. Thus, the grand mean score of teachers\u0026apos; work engagement (3.455) was higher than the expected mean value (\u003cspan class=\"CitationRef\"\u003e3\u003c/span\u003e) at (t\u0026thinsp;=\u0026thinsp;19.346, df\u0026thinsp;=\u0026thinsp;260) at p\u0026thinsp;\u0026lt;\u0026thinsp;.05. Similarly, the responses obtained from school principals and supervisors through interviews confirmed that teachers were physically, emotionally, and mentally engaged in carrying out their jobs.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\n \u003ch2\u003e3.3 The relationships between adaptive leadership dimensions and teachers\u0026rsquo; work engagement\u003c/h2\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable id=\"Tab5\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003e\u003cem\u003ePearson coefficient of correlations between adaptive leadership behaviors with Work engagement\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"4\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003eDimensions of adaptive leadership\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003eWork engagement\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCoefficient of correlation (r)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig (2 tailed)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGetting on balcony\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.416\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIdentifying adaptive challenges\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.344\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRegulating distress\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.381\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMaintaining disciplined attention\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.456\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGiving the work back to the people\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.345\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eProtecting leadership voice from below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.160\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\"\u003e\u003cem\u003eSource: Own Survey 2024\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003ePearson correlation results in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e indicate that getting on the balcony, identifying the adaptive challenges, regulating distress, maintaining disciplined attention, and giving the work back to the people had a moderate positive correlation with teachers\u0026apos; work engagement. However, a correlation between protecting leadership voice from below and teachers\u0026apos; work engagement (r\u0026thinsp;=\u0026thinsp;0.160) at .000 significant level has a weak correlation with teachers\u0026apos; work engagement compared to other dimensions. The overall score indicates that adaptive leadership is positively related to teachers\u0026apos; work engagement with a coefficient of correlation (r\u0026thinsp;=\u0026thinsp;.394) at p\u0026thinsp;\u0026lt;\u0026thinsp;.05. This implies that teachers\u0026apos; work engagement will increase when school principals are more likely to exercise adaptive leadership in their schools.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\n \u003ch2\u003e3.4 The effect of adaptive leadership behaviors on the work engagement of teachers\u003c/h2\u003e\n \u003cp\u003e\u003cem\u003eTable 6:\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003cem\u003eRegression of adaptive leadership behaviors on work engagement\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u003cimg 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\"\u003e\u003c/em\u003e\u003cbr\u003e\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv align=\"left\" class=\"colspec\"\u003e\u003cbr\u003e\u003c/div\u003e\n \u003cdiv align=\"left\" class=\"colspec\"\u003eAs indicated in Table \u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e, the result of multiple regression indicates that 34.2% of the variance in work engagement is predicted by the six dimensions of adaptive leadership with a significant model at F (6, 254)\u0026thinsp;=\u0026thinsp;23.533, p\u0026thinsp;=\u0026thinsp;.000, while the rest of 65.8% teachers work engagement is predicted by other variables which are not incorporated under this study. The regression coefficients of adaptive leadership behaviors are found as (.207, .128, .274 \u0026amp; .239 at p\u0026thinsp;\u0026lt;\u0026thinsp;.05) for getting on the balcony, regulating distress, maintaining disciplined attention, and giving the work back to the people respectively. This indicates that work engagement was significantly predicted by the four behaviors of adaptive leadership.\u003c/div\u003e\n \u003c/div\u003e\n \u003cp\u003eOn the contrary, the regression coefficient of adaptive leadership behaviors found as (.001, .090 at p\u0026thinsp;\u0026gt;\u0026thinsp;.05) for identifying adaptive challenges and protecting leadership voice from below were not found significant to predict work engagement.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\n \u003ch2\u003e3.5 Teachers\u0026rsquo; variations on work engagement based on gender, Educational qualification and work experience\u003c/h2\u003e\n \u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable id=\"Tab7\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003e\u003cem\u003eTwo-way ANOVA for variation among teachers in work engagement based on gender, educational qualification and work experience\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003ccolgroup cols=\"6\"\u003e\u003c/colgroup\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSource\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eType III Sum of Squares\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eDf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean Square\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eF\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig.\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCorrected Model\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.578\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.113\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.769\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.702\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIntercept\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e336.219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e336.219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2294.681\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.109\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.109\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.742\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.390\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eEducational Qualification\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.073\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.037\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.251\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.779\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eWork experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.149\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.050\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.340\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.797\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003egender*educational qualification * work experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.128\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.064\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.437\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\" rowspan=\"2\"\u003e\n \u003cp\u003e.646\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eError\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e36.044\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e246\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.147\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3154.111\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eCorrected Total\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e37.622\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e260\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"6\"\u003e\u003cem\u003eSource: Own Survey 2024\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eTable\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e7\u003c/span\u003e shows that a significant difference was not found among teachers in their perception of work engagement based on gender at F(1, 246)\u0026thinsp;=\u0026thinsp;.246; educational qualification at F(2, 246)\u0026thinsp;=\u0026thinsp;.251; and work experience at F(3, 246)\u0026thinsp;=\u0026thinsp;.340) respectively at p\u0026thinsp;\u0026gt;\u0026thinsp;.05. Similarly, there is no significant difference among teachers in their perception of work engagement based on the interaction effects of gender, educational qualification, and work experience. This means that teachers had the same perception of the status of their work engagement.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\n \u003ch2\u003e3.6 Challenges related to the Implementation of Adaptive Leadership\u003c/h2\u003e\n \u003cp\u003eInitially, school leaders and supervisors were asked about the factors that hinder the implementation of adaptive leadership in their schools. The majority of interviewees said that adaptive leadership has not been practiced effectively due to resistance to change, lack of trust and collaboration between teachers, lack of human and financial resources, and lack of trained leaders in leadership positions. The other respondents confirmed that resistance to change from teachers and other stockholders due to fear of trying new strategies, and lack of knowledge which can create a sense of uncertainty and discomfort among staff contributed to the low level of adaptive leadership implementation. Teachers in their schools are hesitant to embrace change, fearing the potential risks or negative consequences it may bring.\u003c/p\u003e\n \u003cp\u003eLack of trust and collaboration were also other factors that can hinder the implementation of adaptive leadership in schools. Because of these challenges, individuals may be uncertain to take risks, share information, and work collaboratively to address challenges. Adaptive leadership thrives on collaborative problem-solving, sharing of ideas, and continuous learning. Shortage of trained leaders in leadership positions is another factor that hinders the implementation of adaptive leadership. In this regard, almost all interviewees reported that implementing adaptive leadership often requires specialized knowledge and skills, such as change management, facilitation, and evidence-based decision-making ability. However, if their school lacks access to professionals with these specialized competencies, it can be challenging to build the necessary capabilities within the school.\u003c/p\u003e\n \u003cp\u003eConcerning human and financial resources, more than 50% of the respondents reported that a shortage of human and financial resources can also be a significant factor that hinders the implementation of adaptive leadership in their schools. They also believed that adaptive leadership requires dedicated time and effort from school leaders, teachers, and staff to engage in collaborative problem-solving, experimentation, and continuous learning. According to their response, there was a shortage of personnel or an overload of existing responsibilities; individuals may struggle to prioritize the extra time and energy required for adaptive leadership. Due to these reasons, implementing and sustaining adaptive leadership practices requires financial resources, such as funding for professional development and technology. However, financial resource constraints can limit the ability of leaders to invest in the infrastructure, tools, and support needed for successful adaptive leadership.\u003c/p\u003e\n \u003cp\u003eThough there were similarities among the respondents in their perception of the factors that hinder the implementation of adaptive leadership, the data obtained from the participants revealed that resistance to change, lack of trust and collaboration between teachers and principals, lack of human and financial resources, and lack of trained leaders in leadership positions were observed by respondents in the schools.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"4. Discussions","content":"\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.1 The Status of Adaptive Leadership Practices\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe result of this study revealed that the grand mean of adaptive leadership dimensions (3.40) at (t\u0026thinsp;=\u0026thinsp;18.563, p\u0026thinsp;=\u0026thinsp;\u0026lt;\u0026thinsp;0.05). This implies that principals manifested adaptive leadership behaviors to some extent in relation to getting on the balcony, identifying adaptive challenges, regulating distress, maintaining disciplined attention, giving the work back to the people, and protecting the leadership voice from below. Similarly, results were also obtained through the interview regarding the status of adaptive leadership. A study conducted by Nebiyu and Kassahun (2021) indicates that leaders and academic staff members of HEIs perceive that the university leadership is practicing adaptive leadership at every level, similar to the result of the current study. The results indicated that even though the leaders did not specify that they were practicing adaptive leadership deliberately, the activities that are done to identify adaptive challenges, find solutions with the collaboration of multiple stakeholders, empowerment of employees to find solutions to challenges, and provision of a holding environment designate that respondents perceive the practices of adaptive leadership in universities.\u003c/p\u003e\n \u003cp\u003eIn this study, getting on the balcony is the dimension of adaptive leadership. This shows that the principals of the secondary schools under the study area play a role in assessing the existing situation by viewing patterns from a distance to develop a perspective of the environment without engaging directly with the action. The finding of this study is similar to the work of Solomon (2022) that the leaders of the HEI under study area play a role in assessing the existing situation by viewing patterns from a distance to develop a perspective of the environment without engaging directly with the action. Leaders seeking to solve adaptive issues are encouraged to balance action with perspective-taking, move from the dance floor to the balcony, and reframe the problem into one that generates inquiry and collective problem-solving rather than blaming and shaming (Nicolaides and McCallum, 2013). Leaders can see the bigger picture of what is happening to take a more strategic approach (Campbell-Evans, Gray and Leggett, 2014).\u003c/p\u003e\n \u003cp\u003eConcerning the dimension of identifying adaptive challenges, the finding of this study is similar to the work of Solomon (2022) indicating that leaders are trying to differentiate between adaptive and technical challenges and how to properly address each in order to work with various stakeholders to iteratively develop fundamental changes to the status quo. From this perspective, the principals of secondary schools have developed the capacity to differentiate between technical and adaptive challenges.\u003c/p\u003e\n \u003cp\u003eThe other dimension practiced to some extent with a significant mean value in secondary schools under study is regulating distress. The finding of this study is similar to the work of Solomon (2022) in that adaptive leadership practiced with a significant mean value in HEIs under study is regulating distress. In addition, Doyle (2017) stated that by regulating the distress leaders make opportunities for diverse groups to share practice, discuss issues and progress to create mutual support, clarify assumptions, and relieve competing perspectives.\u003c/p\u003e\n \u003cp\u003eIn this study, the dimension of maintaining disciplined attention is practiced to some extent. The result of this study is contradicted with the work of Solomon (2022) that the leaders of HEIs are highly practiced in maintaining disciplined attention compared to other dimensions. The members of the institutions focus on the task at hand and provide a degree of structure to the working and operation of the employees (Heifetz et al., 2009).\u003c/p\u003e\n \u003cp\u003eThe finding of this study in the dimension that demands that principals give the work back to the people is practiced to some extent. The findings of this study are consistent with the work of Solomon (2022) that leaders of HEIs currently rely on their employees\u0026apos; creativity and are only minimally engaged in giving the work to the people by giving them the freedom to come up with innovative solutions to adaptive challenges. Similarly, this result is supported by Arthur-Mensah and Zimmerman (2017) who argued that empowering employees allows them to develop innovative and creative solutions to challenging issues.\u003c/p\u003e\n \u003cp\u003eThe finding of this study in the dimension that demands that protecting leadership voice from below is practiced to some extent. The finding of this study is similar to the work of Solomon (2022) in that leaders are involved in listening to the voices of the members of the organization who may feel overshadowed throughout the process and may not express important views or make suggestions in the change process. In such a case the leaders encourage followers to share their views (Epitropaki, Kark, Mainemelis and Lord, 2017).\u003c/p\u003e\n \u003cp\u003eTherefore, it can be concluded that the finding of the quantitative and qualitative data in this study implies that principals of central Gondar zone secondary schools practiced adaptive leadership to some extent.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.2 The Levels of Teacher Work Engagement\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe result of this study ascertains that the grand mean of work engagement (3.455) at (19.346, p\u0026thinsp;=\u0026thinsp;\u0026lt;\u0026thinsp;0.05). This implies that all teachers are moderately engaged in relation to physical engagement, emotional engagement, and cognitive engagement. Similarly, results were also obtained through the interview regarding the levels of work engagement. To sum up, the levels of teachers\u0026apos; work engagement were observed to some extent in secondary schools of central Gondar zone. The result of this study is consistent with Stukes (2021)shows that average levels of employee engagement that demonstrate staff who hold administrative roles within organizations and student affairs professionals tend to be moderately engaged within their respective environments.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.3 The Relationship Between Adaptive Leadership and Work Engagement\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe result of this study indicates that adaptive leadership has a moderate correlation with teachers\u0026apos; work engagement at a correlation coefficient of r\u0026thinsp;=\u0026thinsp;0.394 and sig. (2-tailed)\u0026thinsp;=\u0026thinsp;0.000. The result of this study is consistent with Stukes (2021), indicating that engagement and leadership were moderately correlated and the strength of the relationship across the variables can be described as suitably meeting a \u0026ldquo;best-fit line\u0026rdquo; representing the closeness of the correlation overall, employee engagement and adaptive leadership seemed to have a significant association. He also found that a healthy work atmosphere is produced by adaptable leaders who support transparent communication, promote teamwork, and give workers the freedom to own their jobs (Heifetz et al., 2009). The result of this study is also consistent with Nikaiin (2021) who found a positive relationship between principal adaptive leadership and teacher work engagement. This shows that principals who demonstrate adaptive leadership behaviors can positively influence the work engagement of teachers.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.4 The Effect of Adaptive Leadership Dimensions on Work Engagement\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe result of this study indicated that 34.2% of the variance in work engagement is predicted by the six dimensions of adaptive leadership with a significant model at F (6, 254)\u0026thinsp;=\u0026thinsp;23.533, p\u0026thinsp;=\u0026thinsp;.000. This finding is consistent with Stukes (2021), who states that regardless of participants\u0026rsquo; characteristics, adaptive leadership was above and beyond a high predictor of employee engagement. This result demonstrates that something was interesting and important taking place with adaptive leadership as it is related to employee engagement. Considering adaptive leadership, there was a unique contribution to employee engagement, which was the relationship factor that was the strongest and most relevant in this study. A study conducted by Nelson and Squires (2017) also showed that teachers are more likely to feel engaged in their work when principals demonstrate adaptive leadership behaviors.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.5 The variations among Teachers in Work Engagement based on Gender, Educational Qualification, and Work Experience\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e7\u003c/span\u003e, significant differences were not observed among teachers in their perception of work engagement based on gender at F(1.246)\u0026thinsp;=\u0026thinsp;.742, P\u0026thinsp;=\u0026thinsp;.390. The result of this study is contradicted with the study of Shukla, Adhikari and Singh (2015) who reported female employees in the organization were more engaged in their jobs compared to their male counterparts. According to Williams, Satterwhite and Best (1999), men are rewarded for emphasizing their masculine characteristics and their differences from women, whereas women are usually penalized for their characteristics and differences from men. Additionally, the result of this study contradicts with the finding of BaniHani, Tahmassebi and Zawaideh (2021) that men can easily experience psychological safety and be more engaged than women in the workplace.\u003c/p\u003e\n \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e7\u003c/span\u003e, there were no significant differences among teachers in their perception of work engagement based on educational qualification at F(2.246)\u0026thinsp;=\u0026thinsp;.251, P\u0026thinsp;=\u0026thinsp;.779.The result of this study consistence with Bibi, Siddique and Habib (2021) study on the relationship between demographic variables and employee engagement in the education sector in India. Regarding educational qualification, a significant difference was not found among teachers in the status of work engagement. However, the result of this study contradicts the study of Perrin and Gillis (2019) found the engagement level of a senior executive is higher than any other group. A possible reason as stated is that senior executive possesses those job resources that enable them to stay more engaged in terms of autonomy, challenge, information access, growth opportunities, and authority.\u003c/p\u003e\n \u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e7\u003c/span\u003e, there were no significant differences among teachers in their perception of work engagement based on work experience at F(3.246)\u0026thinsp;=\u0026thinsp;.340, P\u0026thinsp;=\u0026thinsp;.797. The result of this study is consistent with the work of Bibi et al. (2021) on the relationship between demographic variables and employee engagement in the education sector in India. However, the result of this study contradicts the study of Fletcher and Robinson (2013), the view that engagement varies with the length of service in the organization depending upon the kind of experiences provided by the organization.\u003c/p\u003e\n \u003cp\u003eThe result of this study indicates that a significant difference was not found among teachers in their perception of work engagement based on gender, educational qualification, and work experience at F(2.246)\u0026thinsp;=\u0026thinsp;.437, P\u0026thinsp;=\u0026thinsp;.646). The finding of this study is similar to Sharma and Rajput (2021) in that a significant difference was not found among teachers in their perception of work engagement based on gender, educational qualification, and work experience.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.6 Challenges related to the Implementation of Adaptive Leadership\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003eThe result of qualitative data indicated that the challenges hindering the implementation of adaptive leadership in our school are resistance to change from teachers and other stockholders. Adaptive leadership requires individuals to embrace new ideas, approaches, and ways of thinking, which can be met with resistance and reluctance to let go of established practices. Lack of trust and collaboration between teachers and principals were found as a challenge that affects the practice of adaptive leadership. The finding of this study contradicts the result of Dawit, Mathew and Hayawi (2020) which shows strong collaboration with the school community in the planning, decision-making, monitoring, and evaluation processes, the improvement initiatives were owned by all in the school and the performance of the schools was enhanced. Lack of financial and human resources were also found as challenges to hinder the practice of adaptive leadership in the study area. Without adequate resources, it can be difficult to implement innovative strategies, provide necessary support to teachers, and address the diverse needs of students. Shortage of trained principals in leadership positions was found the major factor that hinders the implementation of adaptive leadership. This result is similar to the study of Surizal, Marzolina and Marpaung (2014) who show that training has an influence on the leadership of principals and has an influence on teacher competencies.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"5. Conclusions","content":"\u003cp\u003eThe purpose of this study was to examine the effect of principals\u0026rsquo; adaptive leadership practices on teacher work engagement in secondary schools of central Gondar zone. The results of this study indicated that adaptive leadership was practiced to some extent as perceived by respondents. Work engagement was found to some extent as perceived by respondents. There was a positive and statistically significant moderate relationship between adaptive leadership and work engagement. Work engagement was significantly predicted by the six dimensions of adaptive leadership. A significant difference was not found among teachers in their perception of work engagement based on gender, educational qualification, and work experience. Resistance to change, lack of trust and collaboration among teachers and principals, lack of trained principals in leadership positions, and lack of human and financial resources were the factors that hindered the implementation of adaptive leadership. Therefore, it is concluded that principals\u0026rsquo; adaptive leadership had a significant effect on teachers\u0026rsquo; work engagement in secondary schools of central Gondar zone.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eThe authors declare that they have no potential conflict of interest on this study. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThe authors did not get any fund to conduct this research.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe would like to thank Abay Milashu, Yeshinew Abebe, and Solomon Bekele for coordinating the data collection process at the research sites. We are also grateful to central Gondar zone secondary school teachers who participated in filling out the questionnaire for this study. My special thanks also go to school principals and supervisors for taking part in the interview and providing their views on the issue that has been studied.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAlazmi, A. and Al-Mahdy, Y. 2022. Principal authentic leadership and teacher engagement in Kuwait\u0026rsquo;s educational reform context. \u003cem\u003eEducational Management Administration and Leadership,\u0026nbsp;\u003c/em\u003e50(3): 392-412.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eArthur-Mensah, N. and Zimmerman, J. 2017. Changing Through Turbulent Times \u0026ldquo;Why Adaptive Leadership Matters. \u003cem\u003eThe Journal of Student Leadership,\u0026nbsp;\u003c/em\u003e1(2): 1-13.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eBakker, A. B. 2011. 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Localization of amylase activity in digestive organs of carp determined by a substrate film method. \u003cem\u003eBulletin of the Japanese Society of Scientific Fisheries,\u0026nbsp;\u003c/em\u003e39(5):497-504.\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Wolkite University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Leadership, Adaptive leadership, Teacher work engagement","lastPublishedDoi":"10.21203/rs.3.rs-5746094/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5746094/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe purpose of this study was to examine the effect of principals\u0026rsquo; adaptive leadership practice on teachers\u0026rsquo; work engagement in secondary schools of central Gondar zone. Explanatory sequential mixed design was employed. The size of the study population was 995. Of these, 283 teachers were selected by using simple random sampling technique while 4 school principals and 2 supervisors were purposely selected. Questionnaire and interview were used to collect the data. The data were analyzed both quantitatively and qualitatively. The result of one sample t-test and interview indicated that adaptive leadership practice and teacher work engagement were observed to some extent in the workplace. There was a statistically significant moderate relationship between adaptive leadership practice and teacher work engagement. The result of multiple regression indicated that 34.2% of the variance in work engagement was significantly predicted by the six dimensions of adaptive leadership. The result of two-way ANOVA indicated that a significant difference was not found among teachers in their perception of work engagement based on gender, educational qualification, and work experience. Resistance to change, lack of trust and collaboration among teachers and principals, lack of trained principals in leadership positions, and lack of human and financial resources were found the major challenges hindered the implementation of adaptive leadership. Therefore, it is concluded that adaptive leadership has a significant effect on work engagement. Thus, training programs need to be developed to improve the status of adaptive leadership and teachers' work engagement in the study area.\u003c/p\u003e","manuscriptTitle":"The Effect of Principals’ Adaptive Leadership Practice on Teachers’ Work Engagement in Secondary Schools of Central Gondar Zone","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-01-03 05:01:53","doi":"10.21203/rs.3.rs-5746094/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"fe088fc2-3339-480a-af2f-3c201e368679","owner":[],"postedDate":"January 3rd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":42231966,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2025-01-03T05:01:54+00:00","versionOfRecord":[],"versionCreatedAt":"2025-01-03 05:01:53","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5746094","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5746094","identity":"rs-5746094","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}