Green Management Practices and Strategies: Status of Sustainable Implementation

AUTHOR(S)

EVANGELINA M. BUDIONGAN

ABSTRACT

— This study explores the demographic profiles of school heads and teachers and their implications for the implementation of green management strategies in educational institutions. The findings reveal that while school heads tend to be older and predominantly female, with a high level of educational attainment, their exposure to sustainability training is limited. Despite their leadership potential, their role in driving sustainability is hindered by insufficient professional development in green management. Similarly, teachers, who are mostly female and relatively welleducated, play a key role in integrating sustainability at the classroom level but are limited by their lack of leadership roles and inconsistent professional development opportunities. The study also examines the implementation levels of green practices across various domains, including resource efficiency, sustainable infrastructure, curriculum integration, and community engagement. While there is moderate success in some areas, challenges persist in fully integrating sustainability into school operations. The research highlights the importance of policy development, institutional support, and professional development as critical factors influencing the successful implementation of green management strategies. The findings suggest that demographic characteristics alone are insufficient predictors of green practices, pointing to the need for a more comprehensive approach that involves leadership, institutional commitment, and a culture of sustainability. Keywords — Green management, school heads, teachers, sustainability, professional development