Abstract
The aim of this qualitative narrative is to discover the leadership processes of an educational leader who inspires, empowers, and collaborates with the sole focus to create a place for leaders of learning to develop their human, social, and cultural capital (Elmore R., 2014; Wheelan, 2010). This narrative inquiry is from a democratic constructivist frame to discover trustworthiness and authenticity through a hermeneutic lens utilizing a Creative Analysis Process (Denzin & Lincoln, 2005; Gadamer, 1960; Føllesdal, 1979, 2001). This study includes Theory Y, ethotic leadership, equity theory, and tipping points (Torne, Wattman, and Branham 2015; Gladwell, 2002; Hargreaves & Fink, 2000; Adams, 1963; McGregor, 1960). The research findings highlighted four themes of sustainable leadership practices. The first theme is to validate all stakeholders to grow trusting relationship. The second is to include all stakeholders to cultivate sustainable learning environments. The third is to collaborate with stakeholders and empower them so they can contribute efficiently according to their strengths. The fourth is to be transparent to share gen in an inspirational manner for educational, social, and community value.