<![CDATA[This study explores how school principals employ adaptive leadership to enhance organizational culture and achieve excellent accreditation, motivated by the imperative for a leadership paradigm responsive to evolving educational policies, accreditation standards, and quality dynamics. Using a qualitative case study approach, data from interviews, observations, and document analysis reveal four interrelated factors: adaptive reflection in change management, participatory collaboration, transformation of quality values and culture, and program innovation addressing accreditation demands. Together, these dimensions constitute an organizational learning cycle that supports a resilient quality culture and bolsters institutional responsiveness to external pressures. The findings underscore adaptive leadership’s critical role in fostering reflective, collaborative, and innovative educational environments. Conceptually, the study enriches leadership literature by affirming the nexus among adaptability, collaboration, and cultural transformation. Practically, it offers school principals a framework to formulate quality improvement strategies grounded in organizational learning, with potential applicability across diverse educational contexts to elevate quality culture and accreditation performance.]]>
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