Navigating VUCA in Educational Leadership

Abstract

This study explored teachers’ perceptions of the determinants related to effective decision-making and school performance in VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) environments among educators in Region VIII, Philippines, during the Academic Year 2024–2025. Utilizing a descriptive research method, data were gathered from 186 teachers across public and private schools through a structured questionnaire. Findings revealed that teachers perceived a moderately high presence of VUCA conditions, particularly regarding frequent policy shifts, unclear institutional goals, complex stakeholder relationships, and ambiguous situations requiring adaptive responses. Despite these challenges, participants reported favorable perceptions of collaborative and data-driven decision-making, characterized by stakeholder involvement and the regular use of school data in guiding actions. Strategic planning was positively viewed, especially in setting long-term goals, engaging stakeholders, and updating plans regularly. Teachers also described positive school performance outcomes, including strong student achievement, high graduation rates, and support systems that help learners reach their potential. Organizational resilience was perceived in the schools’ capacity to recover from setbacks, manage crises, and learn from experience. Lastly, innovation was seen as a strength, with schools implementing new teaching methods, promoting creativity, and seeking continuous improvement. These findings offer valuable insights into how schools in Region VIII operate within complex environments and support the development of an Adaptive Leadership Development Program tailored to the needs of educators in VUCA contexts.