International Journal of Evaluation and Research in Education (IJERE)

Vol. 8, No. 2, June 2019, pp. 201~201

ISSN: 2252-8822, DOI: 10.11591/ijere.v8i2.18273  201

Competencies of principals in ensuring sustainable education:

Teachers' views

Fatma Köybaşı Şemin

Department of Education Administration, Cumhuriyet University, Turkey

Article Info ABSTRACT

Article history: This study aimed to reveal the opinions of teachers about the competencies of
school administrators in order to ensure the sustainability of education in
Received Feb 15, 2019 schools. It was a pneumology study designed with qualitative research method.
Revised Mar 16, 2019 The study group consists of fifteen teachers from schools located in five
Accepted Apr 17, 2019 different educational zones across the center of Sivas, a city in Central Turkey.
Study data were analyzed with content analysis to determine the factors that
provide educational sustainability in schools. According to the results;
Keywords: solidarity and structured work characteristics among school administrators to
fulfill the objectives of the school affect the adequacy of education in a positive
Competency way; while institutionalism and limiting of the capacity have an opposite
Education effect. In relation to capacity building for taking the school culture to future,
Principal school administrators have a high opinion of opening up to the neighborhood
Sustainable besides school culture supply and demand. Lastly, for carrying the school into
the future, teachers expect school leaders to exhibit behaviors with emphasis
on specific themes as ethics, motivation, and awareness.
Copyright © 2019 Institute of Advanced Engineering and Science.
All rights reserved.

Corresponding Author:
Fatma Köybaşı Şemin,
Department of Education Administration,
Cumhuriyet University, 58140, Sivas, Turkey.
Email: fkoybasi@cumhuriyet.edu.tr

1. INTRODUCTION
Sustainability first emerged in 1982 in the World Charter for Nature, which was accepted by the
International Union for the Conservation of Nature (IUCN). Sustainability is based on environmental biology
and is thought to be the ability to transfer the functions and cyclical mobility of the ecological systems to the
future [1]. Although the main point of origin of sustainability is ecology, conclusions can be drawn about the
sustainability of other areas. Örücü [2] states that sustainability goes well beyond environmental concerns and
includes also social and economic conditions. Besides its social and cultural aspects, sustainability interacts
and intertwines with all relevant areas (social, environmental and economic) [3, 4].
In social terms, sustainability can be described as meeting the needs of today's human generation
without jeopardizing the ability of future generations to meet their needs [5]. Education can be discussed under
the title of social sustainability since it is a social phenomenon. The reasons for education are a social
phenomenon can be listed as following [6]; i). It is only possible through education to socialize and introduce
the child to society (social sustainability); ii). The national culture, which constitutes the national identity, can
be indoctrinated to the new generation and transferred to the people public only through education system; iii)
economic and technological development is only possible through education (economic sustainability); iv)
Selection and training of students according to their abilities is again possible through education (economic
sustainability); v). Creation of democratic and human relations is again possible through education (social
sustainability); vi). These spiritual values and disciplines necessary for the peace and security of the society
can be provided by education system only (social sustainability). So, they could be argued to contribute to
sustainability of education.

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Educational sustainability is a transformative paradigm that nourishes learning and integrates

behavioural and cognitive perspectives that allow adapting in order to develop a social-ecological system with
flexibility to face the threats of the future full of ambiguity and surprises [7]. The main problem with the
education system is that it lacks a structure and operation to meet new requirements [8]. Sustainability in
education is the clarity of the policy, objectives, content, method, and process of education as well as its ability
to meet expectations of the coming generation.
In order to ensure social sustainability, support could be extended to close relationships, faith-based
social networks (belief communities and voluntary organizations), positive thinking habits and engaging
activities [9]. These factors, which are also supportive for ensuring sustainability in education as a social
phenomenon, can be valuable. Foster [10] argues that sustainability in education can be achieved by acting
together as individuals learning in the modern age and by providing education capable of imparting sufficient
knowledge, sensitivity, emotional diversity, and spiritual unity to the individual. We can conclude that the
concept of co-operation, which is suggested by Foster to ensure sustainability in education, is parallel to the
concept of close relationships that supports social sustainability. As another factor which supports social
sustainability as well as sustainability of education, the concept of belief-based social networks can be said to
unite with concepts of sensitivity and emotional diversity. One example of this factor in the sustainability of
education could be the multidimensionality of the classrooms as they include people with different ethnic,
cultural, and religious etc. backgrounds. It can also be said that the habits of positive thinking, one of Myers'
[9] supporting factors of social sustainability, and the concept of spiritual integration, which will contribute to
sustainability in education, are close to each other at certain points.
The concept of sustainability in education is discussed by another researcher [7]. He introduced the
change the culture and paradigm of education, and stated that it embraces the principles of sustainability and
being reasonable, healthy and durable: sustainability: ensuring continuation of people, public and environment;
being reasonable (reasonableness): integrative work, justice, respect and inclusion not to be contrary to ethical
principles; being healthy: living system, nourishing and showing healthy relationships; being durable: to ensure
adequacy in practice in order to continue doing something. The coexistence of these four principles can be
interpreted as a sign of sustainability in education.
Several methods have been put forward in order to provide sustainability, and the literature provides
a multitude of studies on the intermediary (key) role of education to this end [11-14]. These studies
discuss education as a kind of tool (as a training program to create a sustainable environment) to achieve
sustainability. Considering education as a social phenomenon, the concept of sustainability in education can
be examined separately.
Some researchers discuss this concept within the framework of training for a sustainable environment,
causing misunderstanding [15]. The question to be addressed for sustainability in education is: What training
and learning experiences should be taken as basis for the changing world characteristics? Many experts argue
that we need to radically change our ways of thinking in a more holistic, systematic, and unifying way [16-19].
In this matter, Walker and Salt [20] concisely base sustainability in education on thinking flexibly. Homer-
Dixon [21] explains it in connection with thinking forward. Resnick and Hall [22] indicate that sustainable
education can be achieved in learning organizations. Fagan [23] in his study on the scenario of sustainable
education, points out that flexible thinking as an element which recently refers to dynamism and activism plays
a role in sustainable education. As a key to coping with ambiguity and uncertainty in some way, key elements
of sustainability in education are social learning and flexibility [24] learning to learn, transformational learning,
continuous understanding/exploration; overcoming obstacles, and necessary creativity [7].
The fact that education has a system that can suffice to today's people and adapt itself at the level to
suffice to future generations indicates the existence of sustainability in education. In order to ensure sustainable
development, although education is known to be important and various learning methods are identified [25],
however ensuring sustainability of education is complicated and quite slow to change the perspective of
education in educational organizations [26, 27].
Sustainable education institutions should serve with social justice and environmental management
model [28]. It can be stated that there is a relationship between the management and sustainability of
educational institutions. Although studies on raising awareness of the students or teachers through training and
courses to ensure sustainable development have been sufficiently covered in the literature [29-33] studies on
how sustained the education in schools are, or about school administration competencies in this respect are
very limited, and it is important to examine the competencies of school principals in ensuring sustainability.
Educators have important roles and competiencies in providing sustainable education. The role of the
teachers is to facilitate learning and enable learning rather than transferring knowledge to students according
to [34] and [25]. In addition, manager roles and competencies require complex and high-level skills to ensure
sustainability. Kopp and Martunizzi [35], stated the management competencies required for sustainability
managers according the year of researches about the topic as shown in Table 1.

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Table 1. Sustainability competencies for sustainability managers

Topic 2009 2011 2012
Advanced comprehension of Handling of complexity Balance between local and Diversity, respect for
sustainable development global perspectives diverging perspectives

Comprehension of effects, Integrative approach Innovation and creativity Emotional intelligence

risks and opportunities and self-perception

Vision, power of persuasion, Understanding of Handling of insecurities, Perception of “shadow

organisation of transformation interdisciplinary connections ambiguities and dilemmas issues”
Systematic/holistic thinking Long-term perspectives Support in decisionmaking Learning and
through dialogue and intuition development

Based on the qualifications in the Table 1, taking into account the authority of the school
administrators in the Turkish Education System, the competencies of school administrators in providing
sustainable education can be stated as follows. School principals should be able to demonstrate focusing on
long-term perspectives for achieving school objectives, and persuading teachers and other stakeholders to
achieve sustainable development. To carry the school into the future and to improve the quality of education,
school administrators should be open to innovation and creative and should be able to decide with their own
intuition by giving importance to the views of stakeholders. By providing school administrator with systematic
and holistic thinking (to be able to realize that the events that appear to be separate and independent from each
other affect the whole system by understanding the relationship among them) and learning in a team with
teachers, principals and stakeholders, school principals should be able to create a learning organization. School
administrators should be able to identify the factors and opportunities by considering the diversity and different
perspectives according to dilemmas and uncertainties of the school climate and culture. Therefore, this study
aims to determine the competencies of school principals to ensure sustainable education.

2. RESEARCH METHOD
In this study, qualitative research methods were used to identify the factors that contribute to the
sustainability of schools in education and to deeply understand and analyze what these factors contribute to
schools in what aspects.The study was designed as a phenomenologic study since it is based on individuals'
experiences and help interpret and reveal experiences [36]. The study group consisted of a total of 15 teachers
who teach in schools located in five different educational regions in Sivas province centre. The demographic
data of participants who comment on the factors that affect the sustainability of schools in education are given
in Table 2.

Table2. Demographic data of participant teachers

Name Gender School Field
T1 Male High School Mathematics
T2 Female High School Turkish Lang. & Literature
T3 Female High School German
T4 Male Secondary Shool Turkish Language
T5 Male Secondary Shool Physical Education
T6 Male Secondary Shool English
T7 Female Secondary Shool Mathematics
T8 Female Primary School Classroom Teacher
T9 Female Primary School Classroom Teacher
T10 Male High School Religious Cult. & Moral Knowledge
T11 Male High School Chemistry
T12 Female High School Mathematics
T13 Male High School Turkish Lang. & Literature
T14 Female Primary School Classroom Teacher
T15 Male Primary School Classroom Teacher

Eight of the participants were males and seven were females. Seven teachers work in high schools,
four in secondary schools and the other four in primary schools. Two of the participants teach Turkish language
and literature, three teach mathematics, one German language, one chemistry, one Turkish language, one
physical education, one teaches English language, and four are classroom teachers. Teachers were named as
T1, T2... T15 according to the order of interview.

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2.1. Data collection tool and data collection

In order to collect information about the factors that affect the sustainability of education in schools,
a semi-structured interview form was developed. For the questions in the interview form, literature review was
carried out first to prepare a pool of questions. Ten questions were prepared to serve the purpose and scope of
the research. For finalizing the interview questions, two faculty members specialized in educational
administration from the Department of Educational Sciences were asked for their opinion, to reach consensus
on the questions directly related to the research purpose. As a result, six questions were included in the
interview form.
Next, a pilot study was carried out with three teachers who were not in the study group in order to
find out whether the questions were clear enough. Robson [37] states that the value of research questions is
equivalent to being a well-organized question, determining the boundaries of the research, guidingthe research,
and helping to achieve results. In this regard, since the literature on sustainability in education provides a
limited resource of theoretical and practical samples, the questions were prepared so as to reveal more
experiences than feelings and thoughts. Also attention was paid to make prepare questions which are not
guiding the respondents, are understandable and supported with probes. The questions in the draft interview
form were examined by experts and arranged until a consensus was reached. As a result, four questions were
included in the form.

2.2. Validity and reliability

Procedures for ensuring validity and reliability conditions in qualitative research include describing
and interpreting the data and describing the situation, free from errors [38]. During interviews in this study,
first of all, the participants were informed about the purpose and content of the study in order to minimize
probable mistakes. Voice recordings were made during the interview with the participants' permission. Once
the voice recordings were confirmed by the participants, the data were converted into written documents. As a
second step, as an interpretation criterion, attention was paid to convey the participants' expressions without
adding any comments.
Finally, the following points are taken into account while explaining the relevant situation: the factors
that cause the researcher to act unfairly were eliminated by checking whether the transcriptions seemed
compliant with the voice recordings. In addition, each stage of the research process (preparation of questions,
identification of the questions in the interview form, demographic data of the participants, data collection
process and analysis of the data) were reported clearly and openly. Raw data are kept in order to determine
their compliance with future research to be carried out in this area.

2.3. Data analysis

The data obtained from the participants were analyzed with content analysis to find out the factors
that provide educational sustainability in schools. Content analysis is composed of three stages as forming the
codes, categorizing the codes based on similarities, and finally data abstraction [39]. In this study, the data
were analyzed in a way to first identify subcategories, followed by general categories, and finally to elicit the
themes. The data analyzed in this were also supported with direct citations.

3. RESULTS AND DISCUSSION

To achieve findings of the study, the data collected from the participants were categorized and the
main themes were reached. The results regarding the factors that provide sustainability in education are
presented, respectively.

3.1. Teacher views regarding principals’ effects on accomplishing objectives to ensuring adequancy of
education at the school
In response first question (In the scope of adequacy of education, how do you assess the behaviours
of your school administrator to fulfil the objectives of the school?); the main categories, subcategories and
themes derived from content analysis are given in Figure 1.

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Status quoist (f=1)
Institutionalism 
(f=2)
Negative Behaviours  Not an Initiative 
regarding Adequacy of  Taker (F=1)
Education (f=4)
Capacity Building  Unqualified‐Has 
(f=2)  Shortcomings (F=2) 

Supportive (f=3)

Solidarity
Interested (f=3)
(f=9) 

Positive Behaviours  Involves Teachers in 
regarding Adequacy of  Decisions (f=3)
Education Diligent‐Hardworking
(f=15) (F=3)
Structured Work 
Characteristics A planner (f=2)
(f=6)

Disciplined (f=2)

Figure 1. School administrators' behaviours to fulfil the school objectives

According to the results, school administrators' positive behaviours' to fulfil the school objectives,
which is an aspect of adequacy of education, were often reported by teachers (f = 15), while negative behaviours
were reported only by few (f = 4). On this topic, the teachers expressed the opinion that solidarity and structured
work characteristics of the principals are positively reflected in achievement of the school objectives, which
serves to the adequacy of education. The idea of positive behaviours was divided into two main categories,
solidarity and structured work characteristics. The former had three subcategories. The teachers noted that
school managers support them and their educational works targeting at students (T1, 10); they show interest
(T1, 3, 6) and they involve teachers in executing any action or making decisions at meetings (T1, 8, 12). Under
the category of structured work characteristics, it was reported that principals work diligently (T7, 10, 11), they
are well-disciplined (T8, T4) and they plan ahead (T1, 14).
On the other hand, two categories were reported as institutionalism and capacity building categories
related to the negative behaviours of school administrators before realizing school goals in terms of adequacy
of education. In relation with the former category; two subcategories were reached that their principals just
care about maintaining the current situation, status quo, (T9) and they do not take risks-not taking initiatives
(T13). As for capacity building; there is a subcategory which indicates that school administrators are not fully
qualified to fulfil their goals and they have shortcomings (T9, 15). On the contrary, school administrators'
failure to build capacity for educational needs and institutionalist behaviours are thought to have negative
effects on fulfilment of school goals. Positive behaviours include diligence-hard work, participation in
decisions, being supportive and disciplined, and being good planners. Capacity building can be associated with
improving the professional qualifications of school administrators.
In relation with school's educational qualification (the idea of sustainability of education), principals'
behaviours such as solidarity and structured work characteristics in achieving goals are regarded as positive
actions by teachers. Castrogiovanni [40] states that the abundance of resources is effective in the realization of
the goals, which makes surviving of the school relatively easier. This might be because school administrators
are regular, apt to plan ahead, and disciplined in using resources to achieve school goals.
Another positive behaviour of school administrators to realize school purposes was found to be
participation in decisions. Research emphasizes that participation in decisions plays a facilitating role in
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achieving school goals [41, 42]. Also Copland [43] points out that participation in decisions is an effective
factor for school development to have a sustainable capacity. It can be said that participation in decision making
can affect sustainability in education. Apart from that, teacher opinions suggest that school administrators are
zealous, hardworking, and supportive in achieving school goals (demonstrating efficacy for school
administrators). In a study by Gorton and Mclntyre [44] among the characteristics of effective school
administrators were reported as diligence, commitment and being involved with students. Also Argon [45]
found out teacher opinions that supportive school administrators are hard working. In the study conducted by
Brown and Wynn [46], it was found out that school administrators seek for teachers who can adapt to the
school conditions, support them and ensure their loyalty in order to increase those teachers' willingness to
continue working in the school. It could be suggested that school administrators' behaviours such as making an
effort to fulfil their school purpose, working hard and supporting teachers are likely to have a positive effect
on sustainability of school. School administrators were also found to be influential by means of affection and
respect-oriented behaviours in fulfilling school goals. In professionalization of teachers, which is an effective
feature in realization of school objectives [47]. It was concluded that school administrators' respect for teachers
is also effective achieving the goals [48, 49]. In relation with adequacy of education, the factors that adversely
affect the sustainability of education were reported as the lack of professional administrator, rejection to take
initiative, and being status quoist in fulfilling school goals. On the other hand, school leaders' performing more
authority beyond taking initiative could lead to obstacles such as intervention by top managers, restrictions
imposed by legal texts, and uncertain legal texts [50] which in turn may hinder the school's education adequacy
and thus bring educational sustainability to a halt.

3.2. Teacher views regarding principals’ effects transferring the school culture to next generations
For the question "In the scope of building the school's educational capacity, what does your school
manager do to carry the school's cultural value to future?" the subcategories, categories and themes determined
through content analysis are given in Figure 2.

Theme of School Culture Theme of Opening to

Theme of School Culture Demand neighbours
Supply
(Intra‐institutional relation (Commun. relation
(Social Activities Category)
category) Category)
•Dining Events (f=6) • Commun. with teachers •Social media use(f=3)
•Social assist.(f=5) (f=3) •Seminars(f=3)
•Visits (f=2) • Regular meetings(f=3)

Figure 2. Activities undertaken by school administrators to carry the school culture (values) into future

According to the teachers' views, the activities that the school administrators carry out to take the
school culture into future as a part of building the school capacity are combined under the themes of school
culture supply, school culture demand, and openness to the neighbourhood.
There are social activities (f = 13) under the theme of school culture supply, intra-institutional relations
(f = 6) under school culture demand, and community relations (f = 6) under the theme of openness to the
neighbourhood. As subcategories of social activities; the teachers reported that meals are organized for saying
goodbye to some teachers or welcome newcomers (Ö1, Ö8) and on special occasions (T1, 2, 8, 12, 14, and 15).
Also other subcategories were found under the same theme: as a part of social assistance; money funds (T2),
clubs (T4), associations (T12) and material and moral support is extended to the persons in need (T4, 10, 15).
As another theme, school culture demand was seen to branch out into two categories. Under intra-
institutional relationships, the teachers as subcategories that school managers frequently hold interviews on
important issues (Ö3) and they are in constant communication with the teachers (T11, 12). As for regular
meetings; it was found out that evaluations are made on school achievement and student behaviours (T3, 8).
The last theme, openness to the neighbourhood, consists of the category called community relations.
According to the teacher views, three different subcategories were found. Principals share school events on the
social media (T2, 11, 12), graduates of the school who are now professionals give seminars in the same school
from time to time (T3, 4).

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With regard to creating the school's educational capacity (the idea of sustainability of education); the
activities of school administrators to bring the school culture (value) to future were collected under the themes
of school culture supply, school culture demand and openness to the neighbourhood. It was found out that
intra-institutional relations which strengthen communication with teachers as well as involvement of school
stakeholders in social activities are employed in preserving the school culture. It was seen that in connection
with school-environment relations, school culture is transferred by giving seminars and using the social media.
Encouraging school culture and emphasizing relations with the surrounding community have been seen in the
research results that play an important role for the sustainability of education. According to Çelik [51] parents
protect the school culture at the extent they know about it. In this regard, school administrators can benefit
from environment-community relations to develop school cultures. In his study, Özdemir [52] found out that
for enhancing the school culture, teachers expect school principals to hold traditional ceremonies and cultural
and sporting events (the supply of school culture). I think that teachers' expectations such as traditional
ceremonies and cultural and sporting events may be possible through organization of social events and
maintaining strong internal and environmental relations by school administrators. In the study conducted by
Aslan, Özer and Bakır [53] it was revealed that the values shared in schools for transferring the school culture
are often carried through intra-organizational communication or organizational socialization (school culture
demand). The closeness of intra-organizational communication and intra-organizational communication can
be explained by the fact organizational stakeholders own the ability to keep communication channels open. It
was understood that social activities, one of the channels of organizational socialization that allow school
stakeholders to relate and facilitate their adaptation to their schools, is also as an effective factor in protection
of the school culture. Lunenburg and Ornstein [42] states that maintenance of school cultures could be possible
with celebrations and building good relationships for school stakeholders to integrate into common values. It
can be said that schools with negative school cultures may be insufficient in conveying the culture they have.
Bilir, Ay and Gürbüz [54] found out that teachers' negative views on school cultures were rooted in a strict
control of school cultures. In maintaining school culture, social activities (dining organizations, co-operation
and visits) and intra-institutional relations (continuity of teacher-manager communication) can be possible with
voluntary and comfortable participation of stakeholders. It is observed that the findings related to transferring
the school culture (values) into future in the research overlap with the research results in the literature. In other
words, it may be plausible to propose that school culture cannot afford strict control for transfer of school
culture to future. I could argue that perceptions regarding school culture and school administrators' behaviours
in this respect may be influential in the context of educational capacity and sustainability of education.

3.3. Teachers views regarding their expectations from principals to carry the school into future
Teachers' answers for the question "What behaviours do you expect from your principal to carry your
school to future?" were analyzed yielding the following subcategories, categories and themes
in Figure 3.

Taking 
Responsibility 
(f=4)
Ethical Behaviours 
(f=6) 
Fairness (f=2)

Cooperation (f=3)
School administrators' behaviours 
to carry the school into the future  Motivation (f=5)
(f=15) 
Organizing (f=2)

Being consciouss 
(f=2)
Awareness (f=4) 
Evaluation 
meetings (f=2)

Figure 3. School administrators' behaviours to carry the school into future

The behaviours expected from school administrators for transferring the school culture into future are
gathered under the themes of ethical behaviours, motivation and awareness. The first theme consists
of subcategories of taking responsibility (T1, 9, 11, 14) and fairness of behaviours (T8, 15). Under the next

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theme, tendency to cooperate (T3, 5, 6) and organizing (T7, 13) were found. Lastly, awareness is seen to have
two subcategories as holding meetings in order to evaluate the physical, social and academic aspects of the
school (T8, 12).
Another dimension of sustainability in education is transferring the school culture. School
administrators' responsibility for bringing the school into future were found to consist of ethical behaviours,
motivation and awareness. Firstly, teachers emphasized that school administrators should take responsibility
for ethical behaviours to this end. Walden [55] points out that the characteristics of future schools are not fully
known; still, desired characteristics always include architectural features and equipment of schools. He also
predicts that the search of quality for schools will continue and that schools will work to ensure participation
of stakeholders and the community as well as sociological and psychological conditions. Since school
administrators are responsible for arranging the school landscape, it is not surprising at all that they are expected
to work to this end. Fairness of school administrators as ethical behaviours were found as positive factors in
future transfer of the school. According to Interstate School Leaders Licensure Consortuim (ISSCL) [56]
standards, a school leader must exhibit fair and consistent behaviours, which seems to be in parallel with our
study findings. Balyer [57] states that meeting of teachers' expectations for fair behaviours from school
administrators [58] is effective in managing school change by school leaders. In the scope of sustainability of
education, management of change can allow future transfer of schools. Thus, it is an expected behaviour that
school administrators act in a fair way as a part of their competenciess in for sustainable education. Motivation
by school administrators plays a role in for bringing the school into future. This finding seems to coincide with
Kocabaş and Karaköse [59], who say that motivation is a driving force used by managers to keep employees
constantly moving in the direction of individual and organizational goals, and that school principals must be
trained in motivation [60]. As another result of our study, awareness of school administrators about school
education in order to move the school to the future is among the competencies supposed to be assumed by
school administrators in sustainability of education. As understood from reports from dysfunctional schools,
the lack of awareness of school administrators' regarding the expectations is influential on the status of the
school [61]. In addition, it was seen that conscious school administrators make a difference in school success
[62]. As also supported by the literature, it can be argued that positive reflection of school administrators'
awareness regarding (consciousness) about the school education on the education activities of the school can
also show itself in improved sustainability of the education.

3.4. Teacher views regarding principals’ effects on making a learning school for the purpose of
ensuring sustainable education at school
In response to the query whether theirs is a learning school or not, only two teachers have a positive
response. As a result of analysis of those teachers' opinions; the subcategories, categories and themes are given
in Figure 4.

Figure 4. School administrators' effect on making schools learning organizations

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From the teachers' views, the main theme of instructional leadership was obtained regarding
responsibilities of school administrators for creating learning schools. It was divided into three categories as
dynamism (f = 10), administrative (f = 10) and human relations (3). The first category led to the subcategories
as providing opportunities and chances (T1, 8, 10, 12, 15), making connection with neighbouring groups of
artisans and charities that contribute to the school (T1, 4, 12) and sharing their successes (T5, 6, 14). Under the
second category, the subcategories of meeting the physical needs of the school (T1, 4, 11, 14), being a leader
in implementing the decisions and innovations (T1, 5, 12, 15) and ensuring order and discipline (T3, 14) were
reached. Lastly, human relations were supplemented with subcategories that school administrators support
teachers (T11, 13) and value teachers (T2).
In this study, the competencies of principals in creating learning schools were discussed for
sustainable education. It was found out that school administrators' competencies in this regard are combined
under the theme of instructional leadership. The study also demonstrates that educators especially school
administrators, who provide support for making learning schools, for making learning schools have a role to
play and assume leadership to this end. Instructional leadership competencies were determined to be related
with dynamism, managerial and human relations according to the teachers. Providing equality of opportunities
and chances in the category of dynamism is considered as an effective factor in making sustainable education
in the school. Hoy and Miskel [41] state that teaching and learning processes should be supported continuously
for being a learning school. It can be associated with the finding of dynamism. Also, DuFour [63] indicates the
importance of professional development to ensure continuity of learning organizations and emphasized the
need for financial means open to teachers. The responsibility of managers to offer equal opportunities and
chances to teachers also includes provision of financial opportunities. Departing from that, it can be said that
school administrators' responsibility for providing equal opportunities and chances plays an important role in
turning their school into a learning organization. Considering learning organization as a sub-dimension to make
education sustainable, it can be acknowledged that provision of equality of opportunities and chances by school
managers will bring positive results for sustainability in education. From dynamism point of view, it was seen
that school administrators have a role to play in establishing external environmental ties in order to become a
learning organization. Fullan [64] stresses that teachers and school administrators should continuously increase
their knowledge and capacities in the learning organization. Information exchange within the framework of
continuous information and capacity building may be possible by creating external environmental links. Hence,
school administrators' establishing external environmental ties can play an important role in increasing the
knowledge and capacity of schools to become learning organizations. Also present study revealed that school
administrators have a role in creating external environmental ties to ensure learning organizations as one of the
characteristics of sustainable education. In relation with dynamism, it was seen that school administrators also
have role of success sharing for creating a learning organization. Korkmaz [65] concluded that open
communication, sharing of thoughts and transfer of knowledge have strong influence in characteristics
embodied in learning organizations. According to our study findings, it can be stated that school administrators'
role of success sharing is effective in being an organization that learns due to the fact that it is some kind of
thought or knowledge transfer. Success sharing can also be interpreted as a sign of professional development.
Silins, Mulford and Zarins [66] classified one of the dimensions of learning organizations as professional
development. Therefore, success sharing by teachers and school administrators for professional development
can create a synergy among colleagues. Sharing of achievements in sustainability of education can also bring
about the continuity of achievements; thus, the steps taken to become a school where there is constant
development can mediate a step towards sustainability in education.
Present study demonstrates that school administrators' competencies for becoming learning
organizations are under the roof of managerial affairs including establishing the physical structure, leadership
and order-discipline. Establishing the physical structure, leadership and order-discipline are among the school
administrator's qualifications. The qualification in these areas also has been found to be effective in the school
being a learning organization. Banoğlu and Peker [67] noted that school administrators who had
received managerial training had a more positive perception in taking the school as a learning
organization than those who had not received the training. It can be said that school administrators' proficiency
in educational administration (having mastery of managerial skills) may be effective in turning schools into
learning organizations.
Another compentency explored in this study is that school administrators have a compentency of
human relations in creating a learning organization. The school's management/design team is the catalyst for
transforming the school into a learning organization and improving it [68]. Sullivan and Harper [69] believe
that the leaders who have a broad perspective, are capable of leading a learning organization, and who can take
the human dimension to the center of the organization will be needed by organizations in the future.
Furthermore, it is noted in the literature that school administrators who have attended team work have a more
positive perception of their school as a learning organization in comparison to those who have not attended

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[67]. This finding seems to be similar to our result that attachment of importance by school administrators on
human relations has a constructive effect on turning schools into learning organizations. Today's school
manager's motivation to learn and lifelong learning [70] may indicate that there may be learning associations.
The activities in which school administrators play a role in making learning organizations can be listed as
providing dynamism, mastery of managerial skills, and a human-oriented management approach.

4. CONCLUSION
Ensuring sustainability in education involves keeping of a school itself alive, meeting the needs of
students and parents with the services it provides, and educating students to adapt to the conditions of life in
the future. The multidimensional nature of sustainability outputs in education implies that there is more than
one factor that affects sustainability in education. In order to disclose the factors affecting sustainability in
education, teachers' views were obtained regarding; i) the school administrators' behaviours to fulfil their
school objectives; ii) their activities to bring school cultures (values) to future; iii) the responsibilities of the
school administrator in carrying the school to future; iv) the effects of school administrators on schools being
learning organizations. The results of the study were analyzed in reference to theoretical and other findings in
the literature.
Based on the results of the research on the competencies of school administrators in sustainability of
education, the following suggestions can be recommended.
In order to improve principals for taking initiative in fulfilling school goals, they could be given
managerial education (thesis/non-thesis master degree) with cooperation of university and Ministry of National
Education (MoNE).
In support of school cultures, it is advised that school administrators organize periodic meetings with
teachers and parents (at least once a month) more often.
Moreover, in-service training should be offered to school leaders with particular emphasis on ethical
behaviours, which are regarded as school administrators' responsibilities in transferring the school into future.
Apart from that, overall situation of the school should be periodically analyzed with the help of strategy
development specialists from Ministry of National Education (MoNE) and school development team members
to increase their motivation and awareness about the education offered at that school. Also they need to have
information about the general profile of the school so that they can undertake corrective and development work
for incomplete or compelling situations.
Lastly, in line with the purpose of creating bonds with the external environment, school
managers should support artistic, sportive or scientific activities in workshops, streets or other public
areas (shopping malls).

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BIOGRAPHY OF AUTHOR

Fatma KÖYBAŞI ŞEMİN is a Doctor of Educational Administration at Cumhuriyet University,

Faculty of Education in Sivas/TURKEY. She finished her elementary, middle and high school in
her hometown Nevşehir. Then, she obtained her bachelor’s degree in Primary School Math
Teacher Training from Kocaeli University in 2006; Later, she earned her MSc from Yeditepe
University and her PhD at Inonu University in 2009 and 2016 respectively. Before becoming an
academician, she worked as a math teacher in Ministry of National Education in 2008-2015 in
several towns such as İstanbul, Tekirdağ, Malatya and Kocaeli. She published articles and
presented at several scientific conferences related to educational administration and supervision.
Her research interests include educational management and supervision, teacher training and
sustainability of education.

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