This article explores the impact of inventive leadership styles on achieving Sustainable Development Goals (SDGs) in secondary education in Pakistan. Four hypotheses were tested using a quantitative survey of 288 teachers in 89 schools in Multan. Data analysis using SPSS and Smart PLS 4.0 revealed that empowering leadership, inspiring learners, and a resilient vision positively impacted SDGs in education. Lead transformation, however, did not show a significant impact. The study highlights the need for resources, addresses resistance to change, and suggests professional development for leaders/teachers. A collaborative approach among stakeholders, policy support, and innovative practices are recommended.
