Sustainability and triple bottom line: key issues for successful Spanish school principals

Abstract

Purpose

The purpose of this paper is to discuss how an organizational triple bottom line approach can be adapted to increase organizational sustainability in a Spanish school setting and assist school directors, who hold the primary role, in the process of adaptation.

Design/methodology/approach

Through synthesising different conceptual approaches, a system model was created based on design models, such as the “Design of results” and the “Cogniscope”, and thereafter managerial triple bottom line theory was adapted to Spanish head teacher practices.

Findings

The model shows that although there is no regulated training in school management in Spain, sustainability in schools can be managed by following this or similar strategic models, as long as adequate resources and managerial tools are provided.

Practical implications

The paper discusses how sustainability can be achieved through the organization, management and implementation of already available resources in a school setting. This unique model informs, enables and empowers Spanish head teachers to lead and manage sustainable performances by following triple bottom line approaches.

Originality/value

Terms such as triple bottom line and sustainability are fairly new and have received little attention in the field of education, even though research on organizational sustainability shows positive implications for future generations.

Citation

Corral Granados, A. and Granados Gámez, G. (2010), "Sustainability and triple bottom line: key issues for successful Spanish school principals", International Journal of Educational Management, Vol. 24 No. 6, pp. 467-477. https://doi.org/10.1108/09513541011067656