26. Educational Leadership
Paper
Implementing ESD in Schools through Leadership: Insights from a Systematic Literature Review
Irene Lampert
Teacher University Zurich, Switzerland
Presenting Author: Lampert, Irene
Education is seen as a key instrument for overcoming global challenges and contributing to the sustainable development of society (Ibisch et al. 2018). The United Nations has also recognized the potential of education and emphasizes its relevance with Goal 4 "Quality Education" of the 2030 Agenda for Sustainable Development (UNESCO, 2021). However, the number of schools focussing on sustainability - so-called ECO schools or green schools - is only slowly increasing (Hedefalk et al., 2015).
Principals are important in achieving sustainability goals and are multipliers of sustainable development (Rieckmann, 2018). ESD is a leadership issue: School management has a key role to play in the comprehensive anchoring of ESD (Müller, Lude, & Hancock, 2020). Müller, Lude, and Hancock (2020) emphasize that despite extensive literature on ESD, the role of school leaders has been neglected to date.
Mogaji and Newton (2020) conducted an analysis revealing that school leaders frequently possess a limited comprehension of ESD, typically interpreting it primarily through environmental perspectives (Mogaji & Newton, 2020), and therefore find it difficult to implement ESD in their schools. Accordingly, the authors point out the following research gap: There is a need to investigate what specific knowledge and skills (competencies) school leaders need to implement ESD in their schools (Mogaji & Newton, 2020). The second review on the topic by Laurie, Nonoyama-Tarumi, Mckeown, and Hopkins (2016) also found similar findings. In their review, which consisted of a literature synthesis of studies from 18 countries, they discussed that 1) the implementation of ESD in the school as a whole has a positive effect on teaching, but that teachers need professional support and 2) it requires school management that has an understanding of ESD and competences in the field of sustainability management (Laurie, Nonoyama-Tarumi, Mckeown & Hopkins, 2016). Empirical studies such as the one from Bottery, Wright and James (2012) emphasize the need to rethink the understanding of leadership in educational institutions to integrate ESD. Zala-Mezö, Strauss, and Müller-Kuhn (2020) confirm that schools with distributive leadership strategies experience more effective ESD transformation processes. Leo and Wickenberg (2013), Mogren and Gericke (2019), and Verhelst, Vanhoof, and Van Petegem (2021) emphasize that specific sustainability management skills are crucial for the successful implementation of ESD.
Based on the findings of the two literature reviews (Laurie, Nonoyama-Tarumi, Mckeown & Hopkins, 2016; Mogaji and Newton, 2020) and empirical studies (Bottery, Wright & James, 2012; Leo & Wickenberg, 2013; Müller, Lude, & Hancock, 2020; Verhelst, Vanhoof & Van Petegem, 2021), there is a clear research-gap on the question of what competences school leaders need to be able to implement ESD in schools. In this context, Verhelst, Vanhoof and Van Petegem (2021) emphasizes the urgency of further developing school leadership education. Accordingly, this research project examines the role of school leaders in the implementation of ESD in schools as part of a comprehensive systematic literature review:
RQ: What sustainability-specific competencies do principals need to implement Education for Sustainable Development (ESD) in schools?
The hypothesis is that targeted promotion of knowledge and skills on the topic of ESD among school leaders will lead to improved implementation of ESD in schools. The education of school leaders plays a key role in this.
Methodology, Methods, Research Instruments or Sources UsedThe systematic literature review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, whereby individual steps are adapted according to the guidelines for a systematic review in the social sciences (Petticrew & Roberts, 2006). The systematic review is conducted using DistillerSR software (DistillerSR, 2023). The most important steps of the systematic literature review according to Page et al. (2021) and Petticrew and Roberts (2006) are summarised below:
1. Formulation of the research question and definition of the review protocol: The research question was developed based on the PRISMA criteria for systematic literature reviews. Furthermore, the PICo framework (Mogaij & Newton 2020) is used to promote an effective search.
2. Definition of inclusion and exclusion criteria: The criteria set the boundaries for the review and determine which studies are included in the analysis and which are not.
3. Search strategy: Relevant databases (e.g., ERIC, Web of Science) were identified, followed by defining key terms in German and English (e.g., "Schulleitungen", "Education for Sustainable Development"). The strategy involves creating and implementing database-specific searches (e.g., school management AND education for sustainable development OR ESD).
4. Selection of relevant studies: The studies found are selected based on the inclusion and exclusion criteria. The selected articles are read independently by the research team and a selection is made, which is justified based on the inclusion and exclusion criteria. In the event of differences of opinion, a consensus is reached through discussion.
5. Data extraction from the selected studies: The data from the studies are extracted and recorded in the data extraction form which contains important information about the study (e.g. study design, information about the sample, results).
6. Assessment of quality, safety, and bias: The assessment of study quality in a systematic literature review is important to avoid bias and to promote the plausibility and accuracy of conclusions. We suspect that the selected studies are not randomized. For this reason, the Critical Appraisal Skills Programme (CASP) (n.d.) can be used to assess the risk of bias in non-randomized studies.
7. Analysing and interpreting the results: The studies are too heterogeneous to be statistically summarised in a meta-analysis. For this reason, a narrative synthesis of the data is made (Petticrew, & Roberts, 2006). The analysis and interpretation process is supported by the Critical Appraisal Skills Programme (CASP) to promote the accuracy and plausibility of conclusions.
Conclusions, Expected Outcomes or FindingsThe systematic literature review conducted to identify the competencies school leaders need for effective implementation of ESD reveals a complex landscape. Primary findings indicate that school leaders often possess a limited understanding of ESD, frequently interpreting it primarily through an environmental lens. However, ESD is a comprehensive educational approach that encompasses a wide range of subjects, including sociology, economics, and cultural studies. ESD aims to empower people with the essential knowledge, skills, and attitudes needed to confront global challenges, extending beyond climate change and biodiversity loss to also address critical issues like poverty and inequality. The results show that the narrow perspective of school leaders regarding the scope of ESD hinders its full integration into school curricula. Empirical studies, such as those by Bottery, Wright and James (2012), Zala-Mezö, Strauss, and Müller-Kuhn (2020) and others, highlight the necessity of rethinking leadership in educational settings to incorporate ESD successfully. The results of this study show that distributive leadership which includes teacher leadership is particularly conducive to ESD implementation. Involving teachers and distributing leadership responsibilities, appear to foster more ESD integration. Furthermore, raising awareness and understanding of sustainability topics is important for the implementation of ESD in schools. The results highlight the necessity for school leaders to be well-informed about ESD, pointing to a shortfall in existing leadership training. It underscores the importance of improved educational programs designed to equip school leaders with the competencies to be able to integrate sustainability. This review highlights the importance of school leadership in ESD implementation and identifies a gap in leaders' understanding and skills. It suggests distributive leadership for better ESD integration and stresses the need for reform in leadership education to include sustainability. Promoting ESD knowledge among leaders is essential for effective implementation, aligning with the SDGs of the United Nations' 2030 Agenda.
References- Bottery, M., Wright, N., & James, S. (2012). Personality, moral purpose, and the leadership of an education for sustainable development. Education 3-13, 40(3), 227-241.
- Critical Appraisal Skills Programme. (n.d.). CASP Checklisten. Verfügbar unter https://casp-uk.net/casp-tools-checklists/
- DistillerSR. (n.d). DistillerSR [Computer-Software]. Evidence Partners. Verfügbar unter https://www.evidencepartners.com/products/distillersr-systematic-review-software/
- Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990.
- Ibisch, P. L., Molitor, H., Conrad, A., Walk, H., Mihotovic, V., & Geyer, J. (2018). Der Mensch im globalen Ökosystem. Eine Einführung in die nachhaltige Entwicklung. München: Oekom Verlag.
- Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., & Hopkins, C. (2016). Contributions of education for sustainable development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable development, 10(2), 226-242.
- Leo, U., & Wickenberg, P. (2013). Professional norms in school leadership: Change efforts in implementation of education for sustainable development. Journal of Educational Change, 14, 403-422.
- Mogaji, I. M. & Newton, P. (2020). School leadership for sustainable development: A scoping review. Journal of Sustainable Development, 13(5), 15-30.
- Mogren, A., & Gericke, N. (2019). School leaders’ experiences of implementing education for sustainable development: Anchoring the transformative perspective. Sustainability, 11, 1-21. https://doi.org/10.3390/su11123343
- Müller, U., Lude, A., & Hancock, D. R. (2020). Leading schools towards sustainability. Fields of action and management strategies for principals. Sustainability, 12(7), 3031.
- Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
- Petticrew, M. & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Malden, MA: Blackwell Publishing.
- Rieckmann, M. (2018). Learning to transform the world: Key competencies in Education for Sustainable Development. In A. Leicht, J. Heiss, & W. J. Byun (Hrsg.), Issues and trends in Education for Sustainable Development. (S. 39-60). Paris: UNESCO.
- UNESCO (2021). Bildung für nachhaltige Entwicklung. Eine Roadmap. Paris: UNESCO.
- Verhelst, D., Vanhoof, J., & Van Petegem, P. (2021). School effectiveness for education for sustainable development (ESD): What characterizes an ESD-effective school organization?. Educational Management Administration & Leadership, 51(2), 502-525.
- Zala-Mezö, E., Bormann, I., Strauss, N. C., & Müller-Kuhn, D. (2020). Distributed leadership practice in Swiss “eco-schools” and its influence on school improvement. Leadership and Policy in Schools, 19(4), 673-695.
26. Educational Leadership
Paper
Sustainable School Leadership: Researching the Recruitment, Training and Retention of School Leaders in UK
Pat Thomson1, Mike Collins1, Toby Greany1, Thomas Perry2
1University of Nottingham, United Kingdom; 2University of Warwick, United Kingdom
Presenting Author: Collins, Mike
Leading schools has become more challenging in recent years as the role of headteacher or principal has evolved and unprecedented challenges have arisen. Research in England, during and after the lockdowns in response to the COVID-19 pandemic, revealed the intensity of the experience for headteachers and the longer-term impact on their well-being and career intentions (Thomson et al., 2023, Greany et al., 2022). The research brought the sustainability of school leadership into sharp focus.
This paper draws on early findings from an ongoing, comparative study of sustainable school leadership across the UK, which seeks a deeper understanding of i) how the UK nations recruit, train and retain school leaders, ii) how well these approaches take account of individual, local and systemic needs and sustainability.
The focus of this paper is to introduce the conceptual framework for the study. We show how we are exploring leadership sustainability alongside the ideas of identity and place, by highlighting each of these aspects with early findings from the first locality case studies we have conducted in Northern Ireland, Scotland and England.
We approach the study recognising that the way leadership and leadership development are defined reflect understandings of what education is ‘for’. We see leadership as culturally situated and context specific (Torrance and Angelle, 2019), distributed, and a process of influence geared towards the achievement of shared goals (Northouse, 2021). Leadership development we understand as a process of individual career-long growth involving the development of knowledge, understanding and abilities as well as shifts in aspirations, beliefs, values and/or identity.
We thus see the sustainability of school leadership as multi-dimensional and plans for realising it as reflective of values and ethics (Hargreaves and Fink, 2006). An understanding of supply is required but also consideration of diversity, equity, quality and fitness for the future, reflecting understandings of the purpose of education.
Seeing leadership as context-specific means considering place. We take place-related issues – e.g. school catchment, history, staffing and community resources – to mean that every school is unique, and requiring specific leaders/leadership. While the local can be understood as a boundaried place, place is also a site of power, which exists in time/space, through which information, people, things, and discourses flow. Place operates at different scales - national, regional, local – which intersect and interact.
Identity is the third aspect of the conceptual framework. While individual identities are important, we also recognise collective identities that can be organisational and/or place-based. We thus understand professional identities as dynamic and changing over time - shaped by individual, school, local, national and global dimensions. Identities are individual and collective, socially constructed, and influenced by multiple factors (biography, history, culture, emotions, and professional norms). Identities are negotiated at micro and macro levels (e.g. school and policy), and bound up with values, power and legitimacy.
We illustrate each of these aspects with data from one of the locality case studies we have conducted, providing insights into the current experience of leadership in specific contexts in each country.
We conclude by drawing out themes and issues that arise from applying our understanding of sustainable leadership, place and identity to the cases. In so doing we contribute to the conference theme by exploring and characterising current reality and beginning to draw out implications and indications for future development.
Methodology, Methods, Research Instruments or Sources UsedCase Studies
The larger mixed methods study includes seven locality case studies – two each in Northern Ireland and Scotland, and three in England in total. In this paper we will draw on 3 of these, one each from each country.
Each locality case study includes:
i. documentary and data analysis to develop a picture of the locality based on publicly available sources,
ii. local leader interviews with formal system leaders and providers of leadership development to develop an understanding of local succession/development priorities, approaches and issues;
iii. employer interviews with individuals involved in recruiting and performance managing heads to understand approaches and issues;
iv. serving and potential heads; extended interviews probing leaders’ careers, work, well-being, aspirations, identities and development experiences;
v. Where possible, observations of training sessions, recruitment panels, and/or network meetings to build a rich picture of local norms and practices;
vi. Where possible, focus groups to explore recruitment, training and retention with a wider sample.
This is a comparative study and the approach we take is to consider each case not simply as a pre-defined entity which we describe, compare and contrast, but also to pay attention to ongoing processes. We attend to three ‘axes’ in our comparison (Bartlett and Vavrus, 2017): horizontal (across a case), vertical (levels of influence), and transversal (change over time).
Conclusions, Expected Outcomes or FindingsThe early findings from this comparative study in the UK nations show the current reality and intense pressure of leadership in an individual school, the way this is manifested differently in the various contexts and the relevance of considering place and identity in an exploration of sustainable leadership. Some common trends are evident, the increased care role of schools for instance and a changing relationship with parents and families. The comparative approach also demonstrates the way different histories, cultures and contexts generate unique manifestations of the trends.
ReferencesBARTLETT, L. & VAVRUS, F. 2017. Comparative Case Studies: An Innovative Approach. Nordic Journal of Comparative and International Education (NJCIE), 1.
GREANY, T., THOMSON, P., COUSIN, S. & MARTINDALE, N. 2022. Leading in Lockdown: Final Report. Nottingham: University of Nottingham.
HARGREAVES, A. & FINK, D. 2006. Sustainable leadership, San Francisco, Jossey-Bass.
NORTHOUSE, P. G. 2021. Leadership: Theory and practice, Sage Publications.
THOMSON, P., GREANY, T., COUSIN, S. & MARTINDALE, N. 2023. Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences. Journal of Educational Administration and History, 55, 215-230.
TORRANCE, D. & ANGELLE, P. S. 2019. The Influence of Global Contexts in the Enactment of Social Justice. In: ANGELLE, P. S. & TORRANCE, D. (eds.) Cultures of Social Justice Leadership: An Intercultural Context of Schools. Cham: Springer International Publishing.
26. Educational Leadership
Paper
The knowledge of educational leaders on the Sustainable Development Goals
Gladys Merma-Molina, María José Hernández-Amorós, Diego Gavilán-Martín, Mayra Urrea-Solano
University of Alicante, Spain
Presenting Author: Hernández-Amorós, María José;
Gavilán-Martín, Diego
There is a persistent debate on the meaning of management and leadership, as it is assumed that people in management positions are leaders, but not all managers lead (Bush, 2020). The truth is that management and leadership are distinct but entirely complementary actions. While leadership is concerned with managing change and nurturing shared vision, management deals with complexity and advocates for stability and preserving established routines (Leal-Filho et al., 2020; Mogren et al., 2019) (e.g. it is concerned with organisation and staffing).
Leadership for sustainability refers to the processes that leaders, policymakers and academics undertake to implement sustainable development policies and other initiatives within their organisations. It, therefore, encompasses systemic approaches, methods and solutions to solve problems and drive institutional policy towards a more sustainable organisation. In leadership for sustainable development, the aim is to create current and future benefits while improving the lives of stakeholders (Verhelst et al., 2023; Broman et al., 2017).
Academia has identified the importance of leadership of management teams in education for successfully implementing the 2030 Agenda (Kuzmina et al., 2020; Mogren & Gericke, 2019; Persaud & Murphy, 2019). Integrating the Sustainable Development Goals (SDGs) in education depends critically on their knowledge and skills (Abidin et al., 2023). It is, therefore, a priority that the people who are part of these teams have a deep understanding of sustainability. However, research on this specific training of school leadership teams has not received much attention.
The breadth of the SDGs, their targets and indicators, as well as the lack of specificity and clarity in the definition of Education for Sustainable Development (ESD), continue to deter school leaders from understanding and implementing this pedagogical approach in schools (Hadjichambis et al., 2020; Rieckmann, 2017). Mahat et al. (2016) attribute this lack of interest of these school leaders to their low level of knowledge about the SDGs and ESD. Fullan (2005) also recognised the complexity of being a sustainable leader and identified some attributes needed for sustainable leadership, including persistence, knowledge of sustainability, emotional intelligence, receptiveness to new visions and concepts, commitment to working collaboratively and the ability to transform the school. In addition, Müller et al. (2022) highlight the communication skills, change management, and in-depth knowledge of the staff working at the centre. Abidin et al. (2023) point to the importance of lifelong learning and optimising the use of resources.
Against this background, leadership training on the SDGs and ESD should not only be based on educational legislation, as has been the case so far but on how to transform schools and the lives of children and young people. The issues facing Europe and the world today call for more pragmatic, realistic leadership that addresses local and global challenges. Knowing and understanding the training needs of management teams could offer alternatives to effectively manage and implement ESD in the initial training of future teachers and their professional development. Based on this framework, the following research question is posed:
- What knowledge do the leadership teams have about the SDGs?
- What kind of specific training have the management teams received?
In order to address these questions, the study has the following objectives:
- To analyse school management teams' knowledge of the SDGs.
- To identify the type of training school management teams have received on the SDGs.
Methodology, Methods, Research Instruments or Sources UsedIn order to achieve the objectives set out, a quantitative methodological approach was adopted, and an exploratory-descriptive study was carried out. The sample was configured using non-probabilistic purposive sampling. Specifically, 152 members of the management teams of public pre-schools and primary schools in Alicante (Spain) participated in the study. Of these, 69.7% were women. About age, 81.5% were between 35 and 56, and there were no participants under 24 years of age. Regarding their education, 48% had a Diploma, 25% had a Bachelor's Degree, 15.1% had a Master's Degree, and only four participants (2.6%) had a Doctorate. Regarding years of experience, 41.4% were between 11 and 20 years old, and 40.1% were between 21 and 30. Only 9.9% had between 31 and 40 years of experience and 8.6% between 0 and 10 years. Most of the participants (83.3%) belonged to public schools.
The instrument used for data collection was the Questionnaire on Educational Leadership for Sustainable Development (CLEDS). It consisted of 13 questions, which revolved around the following dimensions:
1. Training of management teams for the integration of the SDGs in schools,
2. Training needs and preferences of school leaders about the SDGs,
3. Strategies and actions developed to promote the achievement of the SDGs and
4. Proposals to promote the action of management teams.
This study analysed the first dimension (training of school leadership teams). It consisted of (1) an assessment of the degree of knowledge of school leadership teams about the SDGs (eight items), (2) the agents responsible for this training (eight items), and (3) the nature of the training (theoretical, practical or theoretical-practical). Responses were constructed on a Likert scale, from 1=strongly disagree to agree 5=strongly.
The research team members initially contacted the schools by telephone to explain the study's objectives to the school management. After obtaining their consent to participate in the study, the questionnaire designed in Google Forms was sent out. The estimated response time was 15-20 minutes. The results were analysed using simple descriptive statistics with the help of SPSS v. 26 software.
Conclusions, Expected Outcomes or FindingsThe main findings show that 68.4% of the education leaders knew by when (what date) the SDGs are set to be achieved (X̅=4.43), and 67.1% of them indicated that they knew the meaning of the SDGs (X̅=4.45). On the other hand, 47% said they knew the background of the SDGs (X̅=3.38), and 46.7% indicated that they knew the number of SDGs that exist (X̅=4.01). 39.5% indicated that they were able to recognise the issues that the SDGs are about (X̅=4.02), and the same percentage of participants indicated that they could explain their purpose (X̅=3.94), followed by 38.2% who felt able to propose a definition of the SDGs (X̅=3.63). On the other hand, it is noteworthy that 46.7% stated that they had yet to receive training on the 2030 Agenda and the SDGs.
Regarding the type of training received, 66.3% of participants stated that they had taken training courses offered by the Training and Educational Resources Centre of the Valencian Community (Spain), 46.1% stated that they had self-trained using bibliographic material, social networks and the media, and 30.3% stated that they had received peer-to-peer training in their educational institution. Regarding the nature of this training, 61.4% stated that it was theoretical-practical and 33.7% that it was eminently theoretical.
Based on the analysis of the findings, the training of management teams is still insufficient, as more than half of the participants in the study had fundamental and scarce knowledge of the SDGs. In addition, a considerable group of academic leaders have yet to have access to in-depth training. Bearing that the lack of specific training is a barrier to implementing Education for Sustainable Development in schools (Abidin et al., 2023), educational administrations and universities must promote training programmes aimed at training management teams to exercise leadership for sustainable development.
ReferencesAbidin, M. S. Z., Mokhtar, M., & Arsat, M. (2023). School leaders’ challenges in education for sustainable development: A scoping review. International Journal of Academic Research in Progressive Education and Development, 12(1), 401–420.
Broman, G., Robèrt, K. H., Collins, T. J., Basile, G., Baumgartner, R. J., Larsson, T., & Huisingh, D. (2017).
Science in support of systematic leadership towards sustainability. Journal of Cleaner Production, 140, 1-9.
Bush, T. (2020). Theories of educational leadership and management. Sage.
Fullan, M. (2005). Leadership and sustainability. Corwin Press.
Hadjichambis, A. C., P. Reis, D. Paraskeva-Hadjichambi, J. Činčera, J. Boeve-de Pauw, N. Gericke, & M. C. Knippels (2020). Conceptualizing environmental citizenship for 21st Century Education, 261. Springer Nature.
Kuzmina, K., Trimingham, R., & Bhamra, T. (2020). Organisational strategies for implementing education for sustainable development in the UK primary schools: A service innovation perspective. Sustainability, 12(22), 1–16. https://doi.org/10.3390/su12229549
Leal-Filho, W., Eustachio, J. H., Caldana, A. C., Will, M., Lange-Salvia, A., Rampasso, I. S., ... & Kovaleva, M. (2020). Sustainability leadership in higher education institutions: An overview of challenges. Sustainability, 12(9), 3761.
Mahat, H., Saleh, Y., Hashim, M., & Nayan, N. (2016). Model Development on Awareness of Education for Sustainable Schools Development in Malaysia. Indonesian Journal of Geography, 48(1), 39–48. https://doi.org/10.22146/indo.j.geog,12446
Mogren, A., & Gericke, N. (2017). ESD implementation at the school organization level, part 1—Investigating the quality criteria guiding school leaders’ work at recognized ESD schools. Environmental Education Research, 23, 972–992.
Mogren, A., Gericke, N., & Scherp, H. Å. (2019). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental Education Research, 25(4), 508-531.
Müller, U., Hancock, D. R., Wang, C., Stricker, T., Cui, T., & Lambert, M. (2022). School leadership, education for sustainable development (ESD), and the impact of the Covid-19 pandemic: Perspectives of principals in China, Germany, and the USA. Education Sciences, 12(12), 853. https://doi.org/10.3390/educsci12120853
Persaud, A., & Murphy, Y. G. (2019). School leadership and education diplomacy. Childhood Education, 95(2), 20-28.
Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.
Verhelst, D., Vanhoof, J., & Van Petegem, P. (2023). School effectiveness for education for sustainable development (ESD): What characterizes an ESD-effective school organization?. Educational Management Administration & Leadership, 51(2), 502-525.
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