Strategic School Management Practices in Implementing Education for Sustainable Development: Insights from Public Elementary Schools in Surigao del Sur

Abstract

This study examined the extent to which school management practices influence the implementation of Education for Sustainable Development (ESD) in public elementary schools in Surigao del Sur. Six dimensions of school management were analyzed: Leadership and Administrative Support & Vision, Curriculum Integration and Pedagogical Practices, Teacher Training and Professional Development, Resource Allocation, Stakeholder Engagement, and Policy Enforcement and Compliance Monitoring. Data were collected from school heads and teachers using validated self-made instruments. Results indicated that leadership, curriculum integration, and stakeholder engagement were implemented to a high extent, forming a strong foundation for ESD. In contrast, teacher training, resource allocation, and policy enforcement demonstrated moderate implementation, highlighting gaps between administrative intent and classroom-level practice. Notably, policy enforcement exhibited the widest disparity, with school heads perceiving high compliance while teachers reported only moderate adherence. These findings underscore the importance of continuous leadership support, structured professional development, and equitable resource distribution to strengthen the institutionalization of sustainability practices. The study proposes actionable strategies to bridge administrative-policy gaps and enhance the efficacy of ESD initiatives in elementary education.