This study aims to examine the impact of school administrators who participated in the “Century of Türkiye Instructional Leadership Course” on the institutional sustainability competencies of their schools. The research was designed as a qualitative case study. The study group was selected using criterion sampling, with the criterion being participation in the course. Accordingly, 26 school administrators formed the study group. Data were collected through a semi-structured interview form and analyzed using MAXQDA Analytics. The study addressed the concept of sustainability, the institutional reflections of instructional leadership training, long-term sustainability strategies, environmental and social sustainability practices in schools, and the challenges encountered. Findings revealed that while environmental and social sustainability projects were implemented in schools, most administrators lacked a clear understanding of the term “sustainability,” and budget constraints were a significant barrier to effective implementation of sustainability practices.
Turkish century, instructional leadership, sustainability, institutional sustainability, school administrator.