<![CDATA[Purpose: This study examines the relationship between teacher leadership and students’ adaptive learning behavior in technology-integrated and curriculum-adaptive classroom environments, focusing on strategy adjustment, learning independence, and responsiveness to instructional changes. Methods: A quantitative approach with an explanatory design was used. Data were collected from 120 grade XI senior high school students in public and private schools in Sengkang City, South Sulawesi Province, using a five-point Likert-scale questionnaire. Multiple linear regression was applied to examine the predictive role of teacher leadership on adaptive learning behavior while controlling for gender and school type. Findings: The results show that teacher leadership positively and significantly predicted students’ adaptive learning behavior (B = 0.54; t = 7.62; p < 0.001). The model explained 40% of the variance in adaptive learning behavior (R² = 0.40; adjusted R² = 0.38). Students who perceived stronger teacher leadership tended to report better learning strategy adjustment, independence, and responsiveness to changing classroom conditions. Research Implications: The findings suggest that strengthening teacher leadership can support students’ learning adaptability. Teachers should provide clear instructional direction, academic support, and a supportive classroom climate to help students respond to curriculum demands and technology-integrated learning. Originality: This study contributes to educational leadership literature by examining adaptive learning behavior as a classroom-level outcome associated with teacher leadership in Indonesian senior high school contexts.]]>
