Aguas Castillo, Pedro PabloMachado Cogollo, Yordano MiguelHernández Torres, Jesús David2025-01-232025-01-232025-01-21https://repositorio.unicordoba.edu.co/handle/ucordoba/8918In fields of adaptive leadership within education, the intent of developing resilient, inclusive, and collaborative learning environments exists, but teachers face challenges when it comes to adapt to each situation. Based on Daft (2008) it is not possible to escape adaptability and empowerment for both teachers and students in leading them toward common educational objectives. By building relationships, teacher leaders can build a classroom culture promoting risk-taking, problem-solving, and continuous feedback regarding student engagement and personal growth. Another important point is that this approach will align with professional development in practice that enhances educators' adaptive capabilities to meet students' diverse needs. It calls for a culture of education oriented toward continuous improvement, professional growth, and innovation that would support language education addressing emerging needs and taking into consideration student agency and integration. The Adaptive Leadership Framework repositions educators to create a possibility for engaging students and colleagues alike to work together toward effective, quality education outcomesapplication/pdfengCopyright Universidad de Córdoba, 2025Trabajo de grado - PregradoAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessLiderazgoLiderazgo adaptativoEmpoderamientoInovación educacionalResilienciaAprendizaje colaborativoImplicamiento estudiantelMejoramiento continuoAdaptive leadershipTeacher empowermentEducational innovationResilienceCollaborative learningStudent engagementContinuous improvementUniversidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/http://purl.org/coar/access_right/c_abf2