Driving Sustainable Deep Learning through Principals^ Instructional Leadership in Elementary Schools within the Framework of Education for Sustainable Development Hanik 1*, Nuphanudin 2, Amrozi Khamidi 3, Khulud 4, Fathurahmah Indah Palupi 5, Muhammad Fadri Siswanto 6, Intan Tri Andini7
Universitas Negeri Surabaya, Surabaya, Indonesia
Abstract
Education for Sustainable Development (ESD) emphasizes cultivating learners who are critical thinkers, problem solvers, and socially responsible citizens. In elementary schools, principals^ instructional leadership plays a pivotal role in enhancing teacher pedagogical competence, which in turn facilitates deep learning outcomes aligned with sustainability principles. This study investigates the relationship between instructional leadership, teacher pedagogical competence, and ESD-oriented deep learning in Indonesian elementary schools. Using a quantitative approach, data were collected from 250 teachers across 20 ESD-implementing schools. Structural Equation Modeling (SEM) was employed to examine direct and mediating effects. Findings reveal that instructional leadership significantly influences teacher competence, which partially mediates the effect of leadership on deep learning outcomes. The study underscores that effective instructional leadership alone is insufficient- fostering teacher pedagogical competence is essential to achieve deep learning that aligns with ESD goals. The results provide policy implications for school leadership development, teacher professional training, and the integration of sustainable learning practices in elementary education.
Keywords: Instructional Leadership- Teacher Pedagogical Competence- Deep Learning- Education for Sustainable Development (ESD)- Elementary School
