<![CDATA[This study aims to analyze leadership strategies in developing environmentally conscious schools through a comprehensive, systematic, and sustainable approach. The research employs a qualitative method with a descriptive-analytical design focusing on leadership practices within the school environment. Data were collected through document analysis and relevant literature review related to educational leadership and environmentally oriented school development. The findings reveal that leadership strategies are implemented through three main aspects. First, the internalization of strong leadership values, where school principals integrate self-reflection and a moral compass as the foundation for decision-making based on integrity, religious values, and character building. Second, the establishment of a clear purpose and the strengthening of collaborative, inclusive, and participatory connections aimed at building collective commitment among all school members. Third, the enhancement of a quality culture through the consistent application of the plan–do–check–act (PDCA) management cycle to ensure program effectiveness, continuous evaluation, and adaptability to change. In addition, the leadership strategy is strengthened through transparent and participatory external partnerships involving various stakeholders. This collaboration is supported by two-way communication, clear role distribution, and the integration of character values into every cooperation process. The results indicate that this leadership approach is capable of creating an environmentally conscious, participatory, and sustainably oriented educational ecosystem. Therefore, value-based leadership strategies are effective in fostering an adaptive, dignified, and environmentally responsible school culture.]]>
