Abstract

Objectives: The study aimed to identify the role of school leaders in achieving the fourth goal of the Sustainable Development Goals (SDGs) within the Saudi society from the teachers' perspectives, and to examine differences in their views according to the variables of educational stage, experience, gender, and academic qualification. Methods: The descriptive method was employed, and a questionnaire consisting of 31 items distributed across three dimensions-educational, social and emotional, and behavioral-was administered to a sample of 166 male and female teachers. Results: The results indicated that the overall level of school leaders' practice of their role in achieving the fourth SDG was high, with a total mean of (4.31). The social and emotional dimension ranked first (4.37), followed by the educational dimension (4.35), and the behavioral dimension (4.34). Conclusions: The study recommended developing an educational improvement plan to achieve the fourth SDG in alignment with Saudi Vision 2030, creating a supportive environment for educational leaders that enhances their behavioral, social, and instructional roles, empowering teachers and school teams to participate in planning, implementation, and decision-making processes, and organizing specialized workshops and seminars to strengthen the leaders' contribution to sustainable development.