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Abstract
The purpose of the paper is to identify the kinds of leadership that are likely to support implementing and sustaining education for sustainable development (ESD) effectively in a primary school. The paper identifies links between ESD and principal leadership literature and constructs a conceptual model of the leadership practices needed for reorienting a school to ESD/education for sustainability. Aspects of the model are explored through Cypriot principals' views on leadership and reported leadership practices. Data were obtained by a nationally administered questionnaire and semi-structured interviews. Outcomes indicated some enabling factors for ESD implementation such as encouraging teachers to engage in ESD programmes, collaborate with others and other ways of support which nevertheless reflect what is generally expected of school administrators without seeking deep change. Constraining factors included principals' reported lack of confidence in administrative skills for sustainable schools, limited willingness to challenge the status quo, limited engagement in actions important for supporting ESD activities and features of the national educational policy. Constraining factors pointed towards principals' limited commitment to ESD. The practical significance of the findings is that they identify specific areas of needed professional development for principals such as empowering staff, encouraging critique of current approaches and exploring alternative possibilities for curriculum, pedagogy and policy.