Assessing the Relationship Between Teacher Training and Sustainable Practices in School Management Palopo City

Abstract

Sustainability in education has gained increasing attention globally, particularly in the context of school management. Teacher training is seen as a critical component in fostering sustainable practices within schools. However, despite the growing focus on sustainability, many schools face challenges in fully implementing sustainability practices, such as waste management and energy conservation. This study aims to assess the relationship between teacher training and the adoption of sustainable practices in school management in Palopo City, Indonesia. The research investigates how teacher training influences the application of sustainability concepts and practices in schools. The contribution of this research is to provide empirical evidence on the relationship between teacher training and sustainability in schools, offering new insights into the effectiveness of teacher training programs in fostering sustainability. This study also highlights the challenges faced by schools in applying sustainability practices, such as insufficient resources and lack of administrative support. A quantitative descriptive research design was employed, utilizing a survey methodology to collect data from teachers and school administrators. Data were analysed using descriptive statistics, correlation analysis, gap analysis, and factor analysis. The results show a generally positive correlation between teacher training and sustainable practices, with some schools demonstrating stronger correlations than others. The findings suggest that teacher training plays a significant role in promoting sustainability but is affected by factors such as leadership support and available resources. The study concludes that for teacher training to be effective in promoting sustainability, it must be supported by adequate resources and strong leadership. Future research should focus on longitudinal studies, comparative studies across regions, and exploring additional factors such as school culture and community involvement to better understand the dynamics between teacher training and sustainability practices in schools.