Sustainable school leadership for learning model: Predictor for teachers’ extra effort, school effectiveness, and teachers’ satisfaction towards teaching

Many leadership theories have been put forward, and each theory claimed that leadership theories have a significant impact on the organization. However, the question arises to practitioners in schools, which are the most suitable theories that could be applied? Although many leadership theories have been published, scholars still cautioned practitioners not to adopt leadership theories wholly from the West due to different cultures. Besides, the lack of a valid questionnaire to measure sustainable leadership for learning is also a crucial issue. Therefore, this study was conducted to develop a sustainable leadership for learning model (SLL) and a questionnaire to measure it. A cross-sectional survey design was used. A total of 155 teachers were involved in the pilot study, and 252 teachers were involved in the actual study to test the SLL model and the validity of a self-developed questionnaire, namely The Sustainable Leadership for Learning Questionnaire (SLLQ). The School Effectiveness Index (SSE), Teachers’ Extra Effort Questionnaire (TXE), and Teachers’ Satisfaction toward Teaching (TSS) were utilized to measure the dependent variables. Exploratory Factor Analysis (EFA) and Partial Least Squares Structural Equation Modeling (PLS-SEM) were used to test the measurement model and hypotheses of the study. The results show that the SLL model is an integrated model consisting of seven factors, and a significant predictor of teachers’ extra effort, school effectiveness, and teachers’ satisfaction with R2 = 0.397, 0.396, and 0.315 respectively. While the SLLQ is a valid questionnaire to measure the SLL model. This study has contributed to the development of a leadership model and questionnaire in the context of the education sector in Malaysia. This study suggests that school principals apply the SLL model to enhance the teachers’ extra effort, school effectiveness, and teachers’ job satisfaction. To researchers, this study recommends that future studies use the SLLQ without reservation.