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UNDERSTANDING THE ROLE OF LEADERSHIP PRACTICE IN THE IMPLEMENTATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT

Date

2023-03-29

Journal Title

Journal ISSN

Volume Title

Publisher

ORCID

0009-0002-7767-3628

Type

Thesis

Degree Level

Doctoral

Abstract

The purpose of this qualitative study was to explore the role of leadership practice in the implementation of Education for Sustainable Development (ESD). To do this, the study which was conducted in one elementary school in Western Canada utilized a theoretical framework that views leadership as a collaborative process linked with practice rather than a trait, behavior, or competencies that can be evaluated or rated. As a result, the leadership-as-practice (LAP) theory, which presents leadership as a social and material process served as the theoretical framework for this study. The study was conducted using a case study approach that was informed by a pragmatic orientation. The study’s participants, who included parents, teachers, and students associated with the ESD program in Western Canada, were chosen using purposive sampling. Relevant research data were collected through observations, semi-structured interviews, and document analysis. Insights and greater understanding of the concept and role of leadership in the implementation of ESD were produced through manual data analysis. This study was premised on the growing need to question the presumptions that traditional leadership theories are built upon. Findings from the study revealed the possibility that collective leadership may be a wise and effective form of leadership for implementing ESD in schools. The study’s findings also demonstrate that in order to achieve sustainable development, it is necessary for multiple agents to collaborate and use their creativity to enact ESD. As a result, if we are to acknowledge the value of collective leadership in schools, its development would require a different learning approach that empowers students to lead for sustainability. Conclusively, the study’s findings show that leadership for ESD requires a deep absorption into the practices that are ingrained in sociomaterial relations.

Description

Keywords

Education for sustainable development, leadership, leadership-as-practice, sociomateriality

Citation

Degree

Doctor of Philosophy (Ph.D.)

Department

Educational Administration

Program

Educational Administration

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DOI

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