Abstract

Objectives: This study aimed to investigate the factorial structure of a multidimensional scale measuring sustainable leadership, and to assess the goodness-of-fit of its measurement model within the Saudi school context. It also examined the extent to which sustainable leadership dimensions are practiced by secondary school principals in Makkah as perceived by teachers. Methods: A quantitative approach using cross-sectional survey design was employed. Data were collected from a sample of (369) secondary school teachers. Results: The results of the exploratory and confirmatory factor analyses, based on a random subsample of (200) male and female teachers, revealed that the Sustainable Leadership Scale demonstrates a high degree of construct validity and a good level of model fit with the collected field data, confirming its reliability and applicability within the Saudi educational context. The findings further indicated that high school principals in Makkah practice sustainable leadership at a high level with slight variations across the dimensions. The dimensions of “Ethical Behavior,” “Building a Leadership Team,” and “Sustaining Learning” ranked highest with very high practice levels, while the dimensions of “Human Resource Development,” “Setting Long-Term Goals,” and “Social Responsibility” ranked lower with relatively moderate practice levels, though still within the high practice range. Conclusions: Based on these findings, the study concludes with a discussion of key limitations and plausible implications for future research and educational practice.