دور القيادة المستدامة لتحسين الأداء المهني في المدارس الثانوية بمدينة مكة من وجهة نظر المعلمات
The purpose of this research is to identify the role of sustainable leadership to improve professional performance in secondary schools in Makkah from the point of view of female teachers in the light of (sustainability of human resources development, sustainability of learning, social and environmental responsibility) It also aimed to identify obstacles to applying sustainable leadership to improve professional performance and determine the statistical significance among the sample members is attributed to (the number of years’ experience, academic qualification). To achieve the research objectives, the descriptive survey approach was relied upon, and the questionnaire was used as a tool for collecting research data, as it was sent to the sample and (273) respondents were collected for statistical analysis. The results of this research showed that there is a role for sustainable leadership in its dimensions (sustainability of human resources development, sustainability of learning, social and environmental responsibility) to improve professional performance and it came with (high) degree of approval. The results also showed that obstacles of the application of sustainable leadership to improve professional performance came with (low) degree of approval in arithmetic mean of (3.31), and the results indicated that there were no statistically significant differences at the level of significance (α≥0.05) in the average estimates of the respondents on the research due to the variable (teaching experience and educational qualification). This research suggest that school principals should focus on using the capabilities and energies available in the school in an optimal way, also making sure to provide a special budget for training courses that can be carried out to help in enhancing teachers’ skills. It also suggests opening channels of communication with various community institutions to help solve many problems in the society. (Published abstract)