This study examines financial sustainability and resource generation strategies in 21st-century school management from both theoretical and practical perspectives. Education, positioned at the core of the knowledge economy, has become not only an individual right but also a key determinant of economic growth, social justice, and democratic stability. In this context, financial sustainability is defined not merely as maintaining fiscal balance but as integrating resource diversification, digital transparency, stakeholder participation, and ethical governance into institutional capacity.
The study analyzes the historical evolution of educational financing through four main paradigms — public finance, human capital theory, neoliberal approach, and the social investment model — and proposes a hybrid balance model synthesizing their strengths. In Türkiye, the education finance system remains largely centralized under Law No. 5018, limiting school-level financial autonomy. However, the Century of Türkiye Education Model (TYMM, 2023) redefines school principals as financial leaders, encouraging local resource generation, digital accountability, and community engagement to overcome these structural constraints.
Ultimately, financial sustainability is not only an economic necessity but also an ethical and pedagogical leadership responsibility. School leaders must act as strategic financial architects who manage resources efficiently, ensure transparency, and build social trust. Thus, the study contributes a novel theoretical and policy framework for enhancing financial sustainability within Türkiye’s education system.