Abstract
Global issues including poverty, food security, climate change and global warming continue to be a problem in today’s world. Principals as head of schools play a very crucial role in ensuring that learners, as future leaders, are equipped with the essential skills knowledge and values which they can use to come up with creative strategies to solve complex environmental, economic and social issues. This study looks into the role of principals as instructional leaders in leading education for sustainable futures while they use the School Food Garden (SFG) as a learning space. This study explores instructional leadership methods used by principals to enhance the implementation of Education for Sustainable Futures (ESF) using SFGs.
This qualitative study employed Participatory Action Learning and Action Research (PALAR) as the chosen methodology. Five primary school and one secondary school principals actively took part in this study of whom had functional school gardens. Research unfolded over two cycles, with five main themes emerging from the cycles. The findings revealed that principals had a clear understanding of ESFs as an approach towards a just and fair society. They saw instructional leadership as supportive empowerment rather than a way of policing educators. Their active involvement on the SFG was evident, which included their effort to integrate the garden into learning and using the garden as a way of fundraising for the school. The findings attest to the learning and development of principals on many levels which indicated the power of PALAR. The PALAR process facilitated learning and collaboration among school principals which enhanced the execution of education for sustainable futures through the use of school food gardens while emphasising the pivotal role of instructional leadership in leading sustainable educational practices. The findings can be used by school principals who are striving to promote a sustainable future.
This study recommended that school principals as instructional leaders should effectively communicate a shared vision to all stakeholders, they need to work together to influence the school district to support school food gardens and sustainability initiatives. Additionally, they should form a strong partnership with the community by providing support and workshops for them. Furthermore, this study recommended that principals should encourage the integration of ESF and SFGs into the curriculum.