Stakeholder Involvement and Leadership Practices of School Leaders in Implementing Sustainable Development Initiatives at Select Schools in Alaska, USA: Basis for Framework Development  

The study aimed to assess the stakeholder involvement and leadership practices of school leaders in implementing sustainable development initiatives at select schools in Golovin, Alaska, USA. The study utilized descriptive correlational research design since the study determines the significant relationship between the level of stakeholders’ involvement and the level of leadership practices of school leaders in implementing sustainable development initiatives. The researcher utilized a modified instrument. This instrument was used as a major tool of study. The subject of study was limited to the teachers and school leaders in selected schools in Golovin, Alaska, USA. The study used one hundred sixty (160) teacher respondents and fifty (50) school leader respondents using the purposive sampling technique. A total of two hundred ten (210) respondents participated in the study. The findings revealed that stakeholders are heavily involved in implementing sustainable development efforts, including planning, learner achievement, school programs and reforms, and monitoring and evaluation. Also, leadership in education and classroom instruction have vastly different perspectives on how to measure stakeholder participation in sustainable development project execution. Moreso, school leaders excel in implementing sustainable development programs through effective leadership and governance, curriculum and learning, accountability and continuous improvement, and resource management practices. School leaders' leadership practices in implementing sustainable development initiatives in areas such as curriculum and learning, leadership and governance, accountability and continuous improvement, and resource management are significantly different from teachers' assessments. School leaders' leadership approaches in executing sustainable development programs are significantly related to the extent of stakeholder involvement. As an outcome of the findings and the conclusions, the following recommendations were enumerated: School leaders may encourage active involvement of teachers, students, and community members in the planning and decision-making processes related to sustainability projects to ensure diverse perspectives; School leaders may implement ongoing professional development programs focused on transformational and participative leadership styles that prioritize sustainability goals; Teachers may integrate sustainability concepts across all subjects and foster a school culture that values environmental stewardship, social responsibility, and ethical practices; and Teachers may develop and regularly update systems to monitor progress, collect stakeholder feedback, and evaluate the impact of sustainability initiatives, using data to inform future actions.