<![CDATA[Climate change has increased the frequency of flood-related disruptions, challenging educational continuity in disaster-prone regions. While previous studies have examined general school resilience, limited attention has been given to how school leaders enact adaptive leadership during recurrent flooding. This study explores how school leaders respond to recurring floods, identifies emerging adaptive leadership practices, and examines their contribution to educational resilience. Employing a qualitative multiple-case study design, data were gathered from six purposively selected flood-prone schools through semi-structured interviews, document analysis, and field observations involving key educational stakeholders, and analyzed using Reflexive Thematic Analysis guided by Adaptive Leadership Theory and Organizational Resilience Theory. The findings reveal that school leaders respond through proactive preparedness, flexible decision-making, and stakeholder coordination, enacting five core adaptive leadership practices—adaptive sensemaking, learning reconfiguration, resource mobilization, relational leadership, and organizational learning—which foster four resilience outcomes: learning continuity, recovery capacity, adaptive capacity, and community trust. Ultimately, this study demonstrates that educational resilience is a leadership-mediated process, culminating in the proposed Adaptive School Leadership for Educational Resilience (ASLER) Model as a framework for managing recurrent climate disruptions.]]>
