Adaptive leadership in education requires resilience, ethical decision-making, and self-actualization, yet limited research has explored how self-actualization traits predict adaptability in school leadership. This study examines the relationship between self-actualization and adaptive leadership among 66 private school leaders in Cagayan de Oro City using a descriptive correlational research design. Data were collected through the Characteristics of Self-Actualization Scale (CSAS) and the Adaptive Leadership Questionnaire (ALQ) to determine which traits most strongly influence leadership adaptability. Results indicate that Good Moral Intuition (M = 3.60, SD = 0.65) and Purpose (M = 3.55, SD = 0.61) are the most dominant self-actualization traits among respondents. Correlation analysis reveals that Good Moral Intuition significantly predicts adaptive leadership (r = 1.7757, p < 0.05, β = 1.7757), highlighting the role of ethical reasoning and moral decision-making in leadership adaptability. These findings suggest that leadership development programs should integrate moral reasoning and purpose-driven decision-making to enhance adaptive leadership skills in educational institutions. Future research should explore comparative studies across different school settings and examine the impact of institutional policies on leadership self-actualization to strengthen leadership adaptability in dynamic educational environments.