ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools

Mogren, Anna; Gericke, Niklas

doi:10.1080/13504622.2016.1226265

Cited by 33 publications

(42 citation statements)

References 28 publications

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“…The study described in this paper was based on prior research on the relationship between ESD-active school organizations and transformative education [9][10][11]. A school's 'organization' refers here to the day-to-day administration, staff development, routines, processes, networking and management of a school [7].…”

Section: Introductionmentioning

confidence: 99%

School Leaders’ Experiences of Implementing Education for Sustainable Development—Anchoring the Transformative Perspective

Mogren

Gericke

2019

Sustainability

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In this article, we consider the problem of ensuring that Education for Sustainable Development (ESD) is firmly embedded in a school through appropriate management and planning of the school’s activities (or characteristics of the school organization). To this end, we identify the domains of school organization that would benefit from particular structures and routines in order to embed ESD. We identify these domains by thematically analyzing responses of interviewed leaders of schools employing a transformative approach to ESD. We divided the leaders into two groups, based on the extent to which their respective schools employed a transformative approach to ESD. We analyzed the differences in responses of the two groups, enabling us to identify and compare the structures that school leaders in the respective groups believe to be important. In addition to reporting the results, we discuss their implications. We focus particularly on how structures identified by leaders of highly transformative schools could contribute to long-lasting transformative implementation of ESD, and how structures identified by leaders of the other group could be used to circumvent barriers to such implementation.

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Section: Introductionmentioning

confidence: 99%

School Leaders’ Experiences of Implementing Education for Sustainable Development—Anchoring the Transformative Perspective

Mogren

Gericke

2019

Sustainability

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“…The integration of sustainability and ESD is a long-term and sometimes laborious process that demands staying-power from all those involved [26,32]. A central task of the school management is to support motivation and commitment.…”

Section: Participation and Motivationmentioning

confidence: 99%

“…The principal's importance is substantial in assisting teachers to develop ESD pedagogical strategies and establishing the school as an environmental agent within the community [25]. Mogren and Gericke even identify proactive leadership as a key aspect of implementation [26]. Other studies have shown that a principal's personal care and commitment to environmentalism and sustainable development plays a large role in implementing ESD in school policy [27,28].…”

Section: Introductionmentioning

confidence: 99%

Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals

2020

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Education is expected to support the development of a more sustainable way of thinking, working, and living. Although there is a broad range of literature on Education for Sustainable Development (ESD), the role of principals in the implementation of sustainability and ESD in schools has rarely been taken into consideration. However, based on the results of school effectiveness research, one can assume that school principals exert a significant influence on ESD. Sustainability is a leadership issue. When a school aims at integrating sustainability and ESD, the principal plays a pivotal role. She or he has to support the endeavor wholeheartedly and credibly, organize a participative process of school development, emphasize sustainability and ESD in the daily life of the school, support teaching staff in the application of ESD, and offer students opportunities to launch their own initiatives. This article for the special issue on "Sustainability in leadership and education" is a theoretical concept paper based on a literature review and the authors' conceptual work. It offers a model and seeks to support principals in leading their schools towards sustainability. Therefore, a framework of four stages of the integration of sustainability and ESD in a school is defined. For each of these stages, a number of practical actions and management strategies are suggested and explained in detail.

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“…The principal's importance is substantial in assisting teachers to develop ESD pedagogical strategies and establishing the school as an environmental agent within the community [15]. Mogren and Gericke identify proactive leadership among the key aspects of implementation [16]. Other studies have shown that a principal's personal care and commitment to environmentalism and sustainable development plays a big role in implementing ESD in school policy [17,18].…”

Section: Sustainability and Esd As Leadership Responsibilitiesmentioning

confidence: 99%

“…1 [1] (p. 1) Studies show that it is still not possible to assume that ESD and sustainability are firmly established in schools. In Germany, a large-scale study of students (a survey of 2,564 [14][15][16][17][18][19][20][21][22][23][24] year olds) showed that under 9% of the time spent teaching and attending seminars had clear references to sustainability [7] (p. 4). Furthermore, it became apparent in the study that ESD is still predominantly committed to and focused on individuals.…”

Section: Introductionmentioning

confidence: 99%

Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals

Müller¹,

Lude²,

Hancock³

2019

Preprint

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Education is expected to support the development of a more sustainable way of thinking, working, and living. Although there is a broad range of literature on Education for Sustainable development (ESD), the role of principals in the implementation of sustainability and ESD in schools has rarely been taken into consideration. However, based on the results of school effectiveness research, one can assume that school principals exert a significant influence on ESD. Sustainability is a leadership issue. When a school aims at integrating sustainability and ESD, the principal plays a pivotal role. She or he has to support the endeavor wholeheartedly and credibly, organize a participative process of school development, push ahead sustainability and ESD in the daily life of the school, support teaching staff in the application of ESD, involve students and offer them opportunities to launch their own initiatives. This article seeks to support principals in leading their schools towards sustainability. Four stages of the integration of Sustainability and ESD in a school are defined. For each of these stages, a number of actions and management strategies are suggested and explained in detail.

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ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools

Cited by 33 publications

References 28 publications

School Leaders’ Experiences of Implementing Education for Sustainable Development—Anchoring the Transformative Perspective

School Leaders’ Experiences of Implementing Education for Sustainable Development—Anchoring the Transformative Perspective

Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals

Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals

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