Abstract
This study explores the emergence of teacher leadership in advancing sustainable education through outdoor learning in township schools in Tshwane South Education District, South Africa. Grounded in the interpretivist paradigm, the research investigates the experiences of teacher leaders in leading outdoor learning for sustainable education using school food gardens. Teacher leadership has become increasingly recognised as central to promoting collaboration, innovation, and shared responsibility in schools, particularly in under resourced schools where hierarchical leadership models often limit collective agency. Drawing on Grant’s Teacher Leadership Model, the study examines how educators create opportunities for experiential learning, environmental stewardship, and community engagement through outdoor learning initiatives in the school food garden (SFG).
A qualitative case study design was employed, involving six teacher leaders from six under resourced township primary schools with established permaculture food gardens. Data was generated through semi-structured individual interviews. I followed the six steps stipulated by Peel (2020) in the thematic analysis of data generated from individual semi-structured interviews. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, and reflexive journaling.
Findings highlight that teacher leadership in outdoor learning is enacted through both formal and informal zones of influence where agency, responsibility, and collaboration meet to drive sustainability education in under resourced schools. Teacher leaders viewed leadership as service and moral responsibility rather than positional authority, often initiating and modelling sustainable practices despite challenges. Outdoor learning, particularly through school food gardens, served as a bridge between classroom knowledge and real-life sustainability issues, fostering learner engagement, ecological awareness, and community involvement. Despite limited resources and institutional support, teacher leaders demonstrated resilience and innovation through indigenous knowledge, partnerships, and shared vision. The study concludes that recognising and empowering teacher leaders as key agents in outdoor learning strengthens collaboration, places sustainability in pedagogy, and advances transformative education for sustainable futures.