The 2030 Agenda for Sustainable Development Goals in Education (SDGsE) aims to improve global economic, social, and ecological systems. Education is crucial for achieving SDGs, fostering critical thinking, and contributing to sustainable societies. A decade of SDGsE (2005-2014) highlighted education for sustainable development (ESD) as a key element. Implementing this new educational model requires a reorientation of curricula, policies, programs, and practices, challenging leadership and management. The UN emphasizes education's role in transforming behaviors and raising awareness. In Pakistan, strong school leadership is essential for achieving national education goals (NEGs) and producing responsible citizens. The study focuses on integrating innovative leadership styles in secondary schools—empowering leaders, inspiring learners, fostering resilient visions, leading transformation—aligning with SDGs. Secondary schools in Pakistan are foundational to the education system, and leadership styles significantly influence their success. This study investigates how leadership styles influence the integration of SDGs in education, particularly at the secondary school level (grades 9-10) in Pakistan.

The theoretical underpinning of the study draws upon several theories, most notably the ability, motivation, and opportunity (AMO) theory, which explains how HR functions foster long-term success. Existing literature links leadership styles and sustainability, with SDGs integrated into discussions of leadership and management strategies. Sustainability is defined as meeting current needs without compromising future generations' needs. Research emphasizes the link between leadership style and its effect on followers. Transformational leadership, in particular, is highlighted for its ability to mobilize followers for change. The literature also links leadership styles to the achievement of SDGs in education, highlighting the positive impact of participatory decision-making and empowering leadership on organizational performance. The review reveals a gap in research on the specific impact of leadership styles on SDGs in secondary education, particularly in Pakistan, prompting this study.

This quantitative study employed a survey method to collect data from 288 teachers, including school heads and administrators, in 89 secondary schools in Multan, Pakistan. Convenient sampling was used. A questionnaire with a 5-point Likert scale assessed empowerment of leadership, inspiration for learners, lead transformation, resilient vision, and SDGs in education. The questionnaire underwent a pilot study with 55 participants to assess reliability, using Cronbach's alpha (α = 0.88). Data analysis utilized SPSS and Smart PLS 4.0. Confirmatory factor analysis (CFA) validated the measurement model, while partial least squares structural equation modeling (PLS-SEM) assessed the proposed model, employing 10,000 bootstrap samples. The analysis included examination of factor loadings, convergent and discriminant validity (AVE and HTMT), and path analysis to test hypotheses regarding the relationship between leadership styles and SDGs in education. Participant demographics (gender, age, education, professional qualifications, experience) were also analyzed.

The study found that empowering leadership (EOL), inspiration for learners (IFL), and resilient vision (RV) significantly and positively impacted sustainable development goals in education (SDGE). However, lead transformation (LT) did not show a significant impact on SDGE. Specifically: * **EOL → SDGE:** β = 0.044, t = 3.071, p < 0.002 * **IFL → SDGE:** β = 0.080, t = 2.136, p < 0.033 * **LT → SDGE:** β = 0.076, t = 0.663, p < 0.507 * **RV → SDGE:** β = 0.055, t = 10.722, p < 0.000 The CFA demonstrated good reliability and validity of the measurement model (Cronbach's alpha > 0.7, AVE > 0.5, VIF < 5, HTMT < 0.9). The PLS-SEM model showed good fit indices (SRMR = 0.055, χ² = 827.724, NFI = 0.921). Demographic analysis revealed a slightly higher proportion of female participants (60.1%) compared to male participants (39.9%). The age range was 26-40, with the majority aged 26-35. Most participants held a B.A./B.Sc. and B.Ed. qualification, with experience ranging from 1 to 16+ years.

The findings highlight the importance of specific leadership styles in achieving SDGs in education. Empowering leadership, inspiring learners, and fostering a resilient vision are crucial for creating a supportive environment that promotes sustainable practices. The lack of significant impact from lead transformation might suggest that other aspects of leadership are more critical in this context or that the way lead transformation was measured in this study did not capture its true effect. The results align with previous research emphasizing the positive effects of empowering leadership and teacher resilience on student outcomes. The study's findings provide valuable insights for policymakers and educational leaders in Pakistan, emphasizing the need to focus on developing these leadership qualities in educators.

This study demonstrates the significant positive impact of empowering leadership, inspiring learners, and a resilient vision on achieving SDGs in secondary education. Lead transformation, however, did not show a significant impact. The study highlights the importance of investing in leadership development, addressing resistance to change, and fostering collaborative partnerships to achieve educational sustainability. Future research could expand the study to a national level, include a broader range of leadership styles, and investigate the long-term effects of these leadership styles on SDG attainment.

The study's limitations include the use of a convenient sample from a limited geographical area (Multan, Pakistan), which restricts the generalizability of the findings. Future studies should consider a larger, more representative sample across different regions of Pakistan. The study also focused on only four leadership styles; exploring other leadership styles and their effects on SDGs in education would enhance the understanding of this complex relationship. Further research could also explore the mechanisms through which these leadership styles influence SDG attainment, including mediating and moderating factors.