Abstract
This study examined the maze of sustainable learning as a single parent student. Particularly, this study used a phenomenological research design with students as the participants in the study. There where ten participants involved for the individual interview and another 7 participants for the focus group interview. The data collections happened using a face-to-face interview and the data gathered has been analyze using Braun and Clarke model, using a self-made interview guide questionnaire to contextualized the questions. The result revealed that there are two themes on how do single parent students navigate sustainable learning while juggling academics and parenthood, these are: time management, and support systems. Meanwhile, there are two strategies that support sustainable learning for single parent students in educational mazes which include: flexible scheduling, and supportive school policies. Furthermore, there are two emerging themes about how does the experience of sustainable learning differ for single parent students, which includes: time constraints, and balancing responsibilities. This study recommended that educational institutions prioritize the establishment of supportive and transparent leadership frameworks to address the emotional responses of teachers to unethical leadership practices. By fostering an organizational culture built on trust, accountability, and ethical decision-making, schools can create an environment where teachers feel valued, respected, and empowered to voice concerns regarding leadership misconduct.