Solita Utoh-Asim Jemsy, Nilo Jayoma Castulo, Almira Amilbangsa Hadji, Zeda Sangkula, Russel Bradecina Reyes, Pattra Sakib Ugis, Shernaiza Hajad, Nadzmin Jalani Dugasan, Kharsum Mohammad, Radzmalyn Abdurahman Akmad, Radzmal Soriano Abbani, Al-Sabrie Sahijuan, Ajilma Majid Tambihasan, Alsadjaik Ytang Sabdul, Darwisa Sali Ondo
Introduction Instructional leadership is central to school improvement, yet it remains underexplored in geographically isolated schools where principals face chronic resource scarcity, weak infrastructure, and cultural isolation. This study examines how elementary school principals in Tawi-Tawi, one of the Philippines' most remote provinces, exercise adaptive instructional leadership to sustain teaching and learning under extreme constraints. Methods Guided by Adaptive Leadership Theory (ALT), this qualitative case study analyzed the experiences of seven purposively selected elementary school principals. Data were collected through semi-structured interviews and thematically coded using ATLAS.ti version 25. Credibility and dependability were ensured through member checking and audit trail maintenance. Findings Five interrelated themes emerged: community engagement and cultural responsiveness, resourcefulness in instructional leadership, building a positive learning environment, focus on professional development, and adaptive leadership in response to challenges. Principals built holding environments that sustained teacher morale, maintained disciplined attention to professional growth, and cultivated adaptive capacities within their schools. Key challenges included limited resources and infrastructure, geographic isolation, teacher recruitment and retention issues, administrative burden, and cultural constraints. In response, principals employed adaptive strategies such as localized curriculum development, mentoring and peer support, community collaboration, and flexible leadership. Implications This study extends Adaptive Leadership Theory by contextualizing leadership resilience within last-mile schools, showing how cultural understanding and collaborative adaptation enable learning continuity despite systemic inequities. Findings suggest that empowering school–community partnerships, strengthening targeted resource support systems, and institutionalizing mentoring can promote educational equity in geographically isolated and disadvantaged areas. Policy reforms must ground support mechanisms in the lived realities of remote school leaders to sustain quality education for all learners.