Culturally responsive school leadership and education for sustainable development

Tuul Suvd¹, Munkhbayar Namsraijav^2*, Battsooj Sukhbayar³, Gerelt-Od Erdenebileg⁴

* Corresponding Author: Munkhbayar Namsraijav

¹Associate Professor, School of Physical Education, Mongolian National University of Education, Tuul@msue.edu.mn
²PhD in Linguistics, School of Social Sciences and Humanities, Mongolian National University of Education, munkhbayar@msue.edu.mn,
³PhD in Educational Studies, School of Fine Arts and Technology, Mongolian National University of Education, battsooj@msue.edu.mn,
⁴Associate Professor, School of Social Sciences and Humanities, Mongolian National University of Education, gereltod.erdenebileg@msue.edu.mn

Digital Object Identifier:

https://doi.org/10.53468/mifyr.2024.04.01.51

Abstract – This study aims at assessing the current status of how school leadership influences on the implementation of ideas of education for sustainable development (ESD) in actual educational practices of culturally diverse schools. In applying theories of culturally responsive school leadership and explaining principles of education for sustainable development from Mongolian perspectives, the study designed a set of criteria to assess how school leadership influences on the promotion of ideas of education for sustainable development in Mongolia. A sample of 50 culturally diverse schools comprising both eco and regular schools in Ulaanbaatar and rural districts of Mongolia were selected as key participants of the study to observe actual educational practices in the area of education for sustainable development. The school principals were assigned with the dual tasks of completion of pre-printed questionnaires to identify the major problems they face when mainstreaming ideas of education for sustainable development in different school contexts; and to determine what initiatives school leaders initiate to create school climate for promotion of education for sustainable development in culturally diverse schools.

Keywords – School leadership, Education for sustainable development, Culturally diverse school

Article History: Received 25 February 2024, Received in revised form 27 February 2024, Accepted 28 March 2024