Head Teachers' Perspectives and Implementation of Green Leadership in Pakistani Secondary Schools

Abstract

This qualitative study was conducted to determine how secondary school head teachers in Punjab Pakistan perceive and carry out green leadership practices. Fifteen head teachers from secondary schools in a district of Punjab were selected using purposive sampling and data was collected through semi-structured interviews. For data analysis, thematic analysis was used with the facilitation of NVivo 15. Four main themes were explored: conceptual understanding of green leadership, implementation strategies and practices, challenges and resource constraints, and motivational and cultural influences. The findings revealed the multiplicity of green leadership, ranging from mere environmentally friendly actions to complete leadership tactics. Implementation strategies encouraged collaborative approaches and engaging stakeholders, while participants discussed curricular and co-curricular activities. Financial constraints, limited infrastructure, and varying support by the stakeholders were identified as major implementation challenges, and religious and cultural values were identified as important motivators of environmental initiatives. Despite these constraints, head teachers developed innovative ways of finding local solutions and quite often, cultural and religious values were mobilized to reinforce environmental initiatives. The findings disseminate knowledge of green leadership implementation in the context of developing countries’ educational sectors and yield evidence-based suggestions for Pakistan’s policymakers and educational administrators focusing on the importance of structured professional development and organized resource support.