A Study on the Educational Implications of Sustainable Leadership

This study aims to explore the educational implications of sustainable leadership for school sites. This study analyzes the Korean education scene based on the seven principles of sustainable leadership and five principles of action proposed by A. Hargreaves and D. Fink(2006, 2022) based on years of research on the education scene and explores the implications for establishing a plan for the successful sustainable development of Korean education. To this end, this study first examines previous studies on sustainable development at home and abroad, analyzes and diagnoses the current Korean education scene in terms of the principles of sustainable leadership and explores the educational implications of sustainable leadership on the Korean education scene. In terms of the implications of sustainable leadership for school sites derived from this study, the ‘Depth’ dimension suggests avoiding narrow and superficial standardization policies and strengthening policies for holistic education that can foster multiple intelligences; the ‘Length’ dimension suggests establishing a long-term, strategic, and systematic succession program; the ‘Breadth’ dimension suggests distributed leadership among members and strengthening teachers’ leadership competencies; the ‘Justice’ dimension suggests sharing resources and joint growth through solidarity; and the ‘Diversity’ dimension suggests building learning networks and strengthening cohesion among members. In addition, the ‘Resourcefulness’ dimension suggests adjusting education policies through on-site communication and establishing systematic regeneration programs, and the ‘Conservation’ dimension suggests systematic evaluation of past policies and inheritance of excellent ones.