In this study, it was aimed to examine the perceptions of Turkish teachers about school administrators' sustainable educational leadership behaviors in terms of various variables. The research population consists of 793 teachers working in high schools in the Sarıyer district of Istanbul, the most populous city in Turkey with the highest number of teachers, in the 2024-2025 academic year. The sample consists of 155 teachers determined by simple random sampling method from this population. Reliability analysis was performed for the “Sustainable Leadership Scale in Schools” used in the study and it was observed that the overall scale and its sub-dimensions were reliable and the distributions were normal. In the study, it was determined that the “Environmental Social Responsibility” sub-dimension of the scale had the highest mean. It was revealed that school administrators should make more efforts in the areas of “encouraging teachers to participate in professional development activities” and “supporting deep learning”. The findings of the study showed that the perceptions in the areas of “communicating with teachers”, “building trust” and “involving teachers in decision-making processes” were at a medium level. In addition, perceptions about “social responsibility projects” and “environmental cleaning” were found to be more positive. Among the demographic variables, gender and age did not create a significant difference in the perception of sustainable leadership, but the variables of years of service, working time with current administrators and education level were found to create significant differences in some sub-dimensions. In the study, it was emphasised that professional development activities should be increased, teachers should be more involved in leadership processes, and strategies should be developed to support deep learning and social responsibility projects. It was also suggested that successful practices in environmental responsibility and resource management should be disseminated. The results show that school administrators' sustainable leadership behaviours are effective in some areas, but there is a need for improvement in some areas. It is thought that this study, which deals with the effects of sustainable leadership concept on school management practices and teacher perceptions, will make important contributions to the literature.
Sustainability, Sustainable Educational Leadership, High School Teachers, School Administrators.