In e na ional Jou nal o Social and Educa ional Inno a ion
Vol. 12, Issue 24, 2025
ISSN (p in ): 2392 – 6252
eISSN (online): 2393 – 0373
DOI: 10.5281/zenodo.17542998
EXPLORING THE SCHOOL CULTURE AND VALUES OF
SUSTAINABLE, SUCCESSFUL SECONDARY SCHOOLS
Muka eko Louisa SITHOLE
Depa men o Educa ion Leade ship and Managemen , Facul y o Educa ion
Uni e si y o Johannesbu g, Sou h A ica
[email p o ec ed]
Abs ac
In he wake o pos -apa heid educa ional e o ms, Sou h A ican seconda y schools con inue
o g apple wi h pe sis en challenges such as unde pe o mance, esou ce limi a ions, and
socio-economic dispa i ies, pa icula ly in his o ically disad an aged communi ies. Despi e
hese sys emic issues, some schools exhibi esilience and sus ained success, p omp ing inqui y
in o he cul u al alues and p ac ices ha unde pin hei e ec i eness. This s udy aimed o
explo e he school cul u e and co e alues ha con ibu e o he sus ainabili y and long- e m
success o seconda y schools. Guided by an in e p e i is pa adigm, a quali a i e app oach was
employed using a gene ic quali a i e design. Da a we e collec ed h ough pu posi e sampling
and semi-s uc u ed in e iews wi h key school s akeholde s. Thema ic analysis e ealed
se e al in e ela ed alues and p ac ices in eg al o school success, including discipline, s ong
school e hos, communi y in ol emen , collabo a i e planning, eamwo k, posi i e ole
modelling, moni o ing and e alua ion, and e ec i e communica ion. These elemen s
collec i ely os e a esilien school cul u e ha p omo es academic pe o mance, eache
mo ale, lea ne wellbeing, and ins i u ional longe i y. Based on hese indings, he s udy
ecommends os e ing a alues-d i en and collabo a i e school cul u e, s eng hening
communi y engagemen , p omo ing inclusi e planning and moni o ing p ac ices, and
encou aging e ec i e communica ion and ole modelling. The s udy concludes ha sus ainable
seconda y schools a e buil on in en ional cul u al p ac ices ha enable adap abili y, cohesion,
and long- e m g ow h, ul ima ely p oducing no only academically success ul lea ne s bu
socially esponsible ci izens.
Keywo ds: school cul u e, sus ainabili y, alues-d i en leade ship, communi y engagemen ,
educa ional success.
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Resea ch Backg ound
School cul u e encompasses he sha ed assump ions, alues, no ms, leade ship s yles, and
unw i en p ac ices ha de ine he cha ac e and unc ioning o a school. I is an e ol ing
cons uc in luenced by a school’s his o ical, demog aphic, and socio-cul u al con ex (Schein,
2020). Cul u e shapes how membe s o he school communi y in e ac , make decisions, and
espond o challenges (Ismail e al., 2022). A sus ainable seconda y school is one ha main ains
i s co e educa ional mission while adap ing o changing condi ions wi hou comp omising he
wellbeing o lea ne s, s a , and he b oade communi y (Oloba, 2025; Yli-Panula e al., 2022).
Success ul schools demons a e s ong academic pe o mance, lea ne well-being, e ec i e
leade ship, and communi y engagemen , all unde pinned by a obus , alues-d i en cul u e ha
suppo s esilience and con inuous imp o emen (Ja o nik & Mi azchiyski, 2023; Pan azidis
& Pech elidis, 2025). In he Sou h A ican con ex , pos -apa heid educa ional e o ms ha e
sough o ed ess inequali ies h ough cu iculum e ision, inclusi e educa ion policies, and
in as uc u al in es men s (Mo ala, 2020). Ye , many schools s ill s uggle wi h po e y,
unde - esou cing, and go e nance issues (Sibuyi e al., 2024). Despi e hese sys emic ba ie s,
some schools ha e achie ed sus ained success h ough s ong leade ship, communi y
in ol emen , and delibe a e cul i a ion o posi i e school cul u es. Resea ch inc easingly
suppo s he link be ween school cul u e and long- e m success, showing ha sha ed alues,
inclusi e p ac ices, and cul u ally g ounded leade ship enhance ins i u ional esilience and
pe o mance (Bush e al., 2019; Ngubane & Makua, 2021). This highligh s he impo ance o
in en ionally shaping school cul u e o imp o e academic ou comes, eache mo ale, lea ne
de elopmen , and o e all ins i u ional longe i y.
Resea ch P oblem S a emen
Despi e ongoing e o ms in cu iculum, in as uc u e, and eache aining, he e emains a
limi ed unde s anding o he in e nal cul u al elemen s and co e alues ha make some
seconda y schools mo e sus ainable and success ul han o he s (Zicka oose e al., 2024). While
school cul u e, including sha ed alues, leade ship p ac ices, and ela ional no ms, has been
widely acknowledged as a key de e minan o educa ional quali y and ins i u ional esilience
(Ismail e al., 2022; Schein, 2020), policy and p ac ice o en o e look hese in angible ye
c i ical ac o s (Le Fleu , 2022; Van Jaa s eld & Men z, 2021). Schools ope a ing unde simila
socio-economic condi ions o en display s a k di e ences in ou comes, sugges ing ha in e nal
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dynamics, such as leade ship s yle, s a cohesion, eache commi men , and communi y
engagemen , play a mo e decisi e ole in sus ainabili y and success han ex e nal esou ces
alone (Ligge , 2024; Wang’ombe, 2023). Fo ins ance, schools wi h s ong ins uc ional
leade ship, a sha ed ision, and inclusi e p ac ices end o ou pe o m pee s e en wi h
equi alen ma e ial cons ain s (Pa la e al., 2024; Maqhubela, 2025). Howe e , many
educa ion ini ia i es con inue o p io i ise measu able ou pu s, neglec ing he cul u al
ounda ions ha unde pin long- e m imp o emen (A endse, 2019). As a esul , a emp s o
eplica e success ul school models o en ail when applied in di e en con ex s wi hou a deep
unde s anding o he unique cul u al and ela ional elemen s ha sus ain hem (Mohapi &
Chombo, 2021). Wi hou his insigh , ans o ma i e policies isk emaining supe icial,
unde mining sus ainable p og ess.
Resea ch Gap
While ex ensi e li e a u e exis s on school success and leade ship, ew s udies ocus
speci ically on he in e sec ion o school cul u e, co e alues, and sus ainabili y in seconda y
educa ion. Much o he cu en esea ch examines leade ship o o ganisa ional e ec i eness in
isola ion, o e looking how hese dimensions in e ac o os e long- e m ins i u ional esilience
(Bush e al., 2019). As Edwa ds e al. (2023) no e, limi ed a en ion has been gi en o how
leade ship bo h shapes and is shaped by deeply embedded school alues. This gap is
pa icula ly p onounced in de eloping educa ion sys ems, whe e s uc u al e o ms alone
canno explain educa ional ou comes. In con ex s like Sou h A ica, sys emic inequali ies and
socio-economic dispa i ies heigh en he impo ance o cul u al elemen s such as communi y
engagemen , sha ed alues, and us in sus aining school success (Nya hi e al., 2024). The
limi ed ans e abili y o indings om de eloped coun ies unde sco es he need o esea ch
g ounded in he li ed eali ies o unde - esou ced schools. Schola s such as Akabo (2020)
desc ibe school cul u e as a “hidden cu iculum” ha in luences he longe i y and dep h o
e o m implemen a ion, while S oll and Fink (2005) cau ion ha igno ing sha ed alues can
esul in supe icial change (Engelb ech , 2020). In he Sou h A ican con ex , Ngubane and
Makua (2021) highligh he need o inco po a e indigenous amewo ks like Ubun u in
educa ional p ac ice, hough such pe spec i es emain unde - ep esen ed. Collec i ely, hese
insigh s poin o an u gen need o esea ch ha examines how school cul u e and alues shape
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he sus ainabili y o seconda y schools, especially in esou ce-cons ained en i onmen s, a gap
his s udy di ec ly add esses.
Resea ch Ra ionale
Unde s anding school cul u e and co e alues is essen ial o in o ming leade ship
de elopmen , shaping esponsi e educa ion policies, and guiding e ec i e school
imp o emen s a egies (Mincu, 2022). When leade s a e a uned o he cul u al con ex o hei
schools, hey can build us , os e sha ed pu pose, and enhance s a and lea ne mo i a ion,
all o which a e i al o he success ul implemen a ion o educa ional e o ms (Heys ek &
Shula, 2024). Policies g ounded in he alues and belie s o he school communi y also ha e a
g ea e chance o sus aining change beyond supe icial compliance (Mohapi & Chombo, 2021).
Mo eo e , iden i ying he cul u al and alue-based d i e s o success in h i ing seconda y
schools p o ides a amewo k ha can be eplica ed in s uggling schools, especially whe e
posi i e school cul u es p omo e collabo a ion, sha ed ision, and collec i e esponsibili y
(Wule u e al., 2024). Tailo ing in e en ions o align wi h hese cul u al dynamics inc eases
hei e ec i eness and scalabili y (Man ai, 2021). Insigh s om his s udy u he o e school
leade s and s akeholde s p ac ical s a egies o cul i a e sus ainable, alue-d i en school
en i onmen s, enhancing eache mo ale, lea ne engagemen , and communi y pa icipa ion
(Alzo aiki e al., 2024; Ausa e al., 2024). Leade s who ecognise hese cul u al o ces can
c ea e inclusi e, adap i e, and de elopmen -o ien ed ins i u ions (Mo is e al., 2020). This
esea ch is imely and ele an amid ongoing educa ional ans o ma ion and pos -COVID-19
eco e y e o s, o e ing c i ical di ec ion o building cul u ally esponsi e and esilien
educa ion sys ems ha align wi h Sou h A ica’s na ional de elopmen goals (Gomez-Ca ide,
2023; Depa men o Basic Educa ion (DBE), 2021).
Resea ch Aim: To explo e he school cul u e and co e alues ha con ibu e o he
sus ainabili y and long- e m success o seconda y schools.
Me hodology
This s udy adop ed an in e p e i is pa adigm, which iews eali y as socially cons uc ed
h ough indi iduals’ expe iences and hei in e ac ions wi hin pa icula con ex s (Junjie &
Yingxin, 2022). The pa adigm emphasises ha knowledge de elops coope a i ely h ough
in e ac ions be ween he esea che and pa icipan s, emphasising he need o in es iga e he
indi idual meanings people asc ibe o hei expe iences (Nicke son, 2022). This pa adigm is
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pa icula ly well-sui ed o examining he cul u al p ac ices and co e alues wi hin schools ha
suppo hei endu ing success and long- e m sus ainabili y. The s udy employed a quali a i e
esea ch app oach o enable a ich, in-dep h explo a ion o pa icipan s' li ed expe iences and
pe cep ions ega ding he co e alues o a sus ainable and p ospe ous school cul u e.
Quali a i e me hods a e well-sui ed o in es iga ing complex social phenomena whe e he
emphasis is on unde s anding meaning and con ex a he han quan i ica ion (C eswell &
C eswell, 2017; Denzin, 2018). The lexible and na u alis ic na u e o quali a i e inqui y
suppo s he in es iga ion o he school cul u e and co e alues ha con ibu e o he
sus ainabili y and long- e m success o seconda y schools (Tenny e al., 2017; Tisdell e al.,
2025). A quali a i e app oach aligns wi h he s udy’s aim o explo e he school cul u e and co e
alues ha con ibu e o he sus ainabili y and long- e m success o seconda y schools. This
app oach g an s he esea che an oppo uni y o ga he ich, in-dep h accoun s ha a e essen ial
o unco e ing he unde lying alues ha suppo he sus ainabili y and con inued success o
seconda y schools.
The s udy used a gene ic quali a i e design, which o e ed me hodological lexibili y by
enabling he in es iga ion o concen a e on meaning-making in a b oad sense wi hou being
es ic ed o a pa icula quali a i e adi ion like g ounded heo y o phenomenology (Ellis &
Ha , 2023). The design allowed he esea che o iden i y pa e ns and hemes ha suppo
sus ainabili y and long- e m success. This design made i easie o ga he and analyse ex ensi e,
de ailed da a ha cap u ed he dep h and di e si y o pa icipan s' expe iences ela ed o school
cul u e. Pu posi e sampling was used in his s udy o selec pa icipan s wi h di ec and
sus ained engagemen in he school en i onmen , ensu ing ele ance and dep h o insigh in o
he cul u e unde s udy (Campbell e al., 2020). I is a non-p obabili y sampling me hod aimed
a ob aining ich, in o ma ion- ich cases. The esea che chose one seconda y school wi h a
documen ed eco d o consis en academic pe o mance o e he pas decade because o i s
consis en pe o mance o p o ide a con ex o p o en success. Pa icipan s included he
p incipal, one depu y p incipal, one depa men al head, and h ee eache s, each wi h a leas
h ee yea s o se ice a he school. This sampling s a egy ensu ed ha he da a e lec ed a
ange o pe spec i es om indi iduals deeply amilia wi h he school’s cul u al dynamics and
o ganisa ional s uc u e.
Da a o his s udy we e collec ed h ough one-on-one semi-s uc u ed in e iews, a me hod
well-aligned wi h he in e p e i is pa adigm, which alues unde s anding indi iduals’ li ed
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expe iences wi hin speci ic con ex s (Ruslin e al., 2022). Semi-s uc u ed in e iews we e
sui able because o hei lexibili y, allowing he esea che o ask guided bu open-ended
ques ions, p obe o cla i y, and adap based on pa icipan s’ esponses (Adeoye‐Ola unde &
Olenik, 2021). This app oach enabled pa icipan s o sha e hei expe iences and pe spec i es
eely, pa icula ly a ound school cul u e and o ganisa ional cha ac e is ics. In e iews we e
scheduled a imes and enues con enien o pa icipan s, including school p emises, homes,
o es au an s a e school hou s, and each las ed app oxima ely wo hou s. All eco ded da a
we e ansc ibed e ba im o ensu e accu acy and a clea unde s anding o he co e alues ha
con ibu e o he success o school cul u e in a seconda y school. Thema ic analysis was
employed o sys ema ically in e p e he quali a i e da a, ollowing he six-phase app oach
desc ibed by B aun and Cla ke (2006), becoming amilia wi h he da a, gene a ing ini ial
codes, iden i ying po en ial hemes, e iewing and e ining hese hemes, de ining and naming
hem, and inally p oducing he epo . This me hod complemen s he in e p e i is pa adigm
and a gene ic quali a i e design by enabling he esea che o o ganise complex pa icipan
na a i es in o meaning ul hemes ha cap u e bo h sha ed and unique expe iences, while
main aining he con ex -speci ic meanings wi hin he da a. The analysis emphasised
pa icipan s’ pe sonal expe iences and in e p e a ions o ensu e ha he indings accu a ely
ep esen ed hei iews on he ole o co e alues in os e ing he sus ainabili y and endu ing
success o seconda y schools.
E hical p inciples we e upheld h oughou he s udy. All pa icipan s p o ided in o med
consen be o e pa icipa ing. The pa icipan s we e in o med ha hei pa icipa ion was
olun a y, and hey we e ee o wi hd aw om he s udy wi hou any penal ies. The esea ch
ecei ed app o al om he Uni e si y o Johannesbu g’s Facul y o Educa ion Resea ch E hics
Commi ee, unde clea ance numbe SEM-2019-053.
Findings and Discussions
1. Discipline
Discipline eme ged as a cen al alue in he pa icipa ing seconda y school, con ibu ing
signi ican ly o i s cul u e and long- e m success. Pa icipan s sha ed a ious p ac ices and
pe spec i es ha e lec he ins i u ionalisa ion o discipline among s a and lea ne s. Teache
Th ee exp essed a sense o p ide in hei school’s disciplina y s anda ds compa ed o o he s in
he ci cui : “I am no saying we a e jus gi ing ou sel es c edi o a ing ou sel es highly, bu
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in e ms o ou school a ound ou ci cui , in e ms o discipline, I hink we ind ou sel es o be
he bes .” She u he elabo a ed on how discipline is embedded in class oom managemen :
“We do ha e a policy ha go e ns ou discipline. We ha e class oom ules ha a e de eloped
in each class ha lea ne s should adhe e o. This was de eloped by he lea ne s, acili a ed by
he eache s.” In ein o cing discipline among s a , Teache Th ee added, “Ou lea ne s do
no see us ( eache s) igh ing wi h one ano he .” The Depa men al Head emphasised ha
discipline is no only expec ed om lea ne s bu is a s anda d o all membe s o he school
communi y: “Discipline is pa o ou cul u e in his school. We make su e ha bo h lea ne s
and we, he s a membe s, a e well disciplined. We don’ ole a e any misbeha iou s o
misconduc om anyone. Fo lea ne s who a e gi ing us p oblems, we call hei pa en s o
gua dians; hey help us o esol e such.” Teache One highligh ed he in ol emen o he
Rep esen a i e Council o Lea ne s (RCL) in main aining o de du ing school assemblies: “The
RCL helps o main ain discipline on he assembly g ound by con olling noise-making while
announcemen s a e going on.” The Depu y P incipal con i med he c i ical ole o he RCL in
os e ing a cul u e o discipline h ough pa icipa o y go e nance: “We ely much on he RCL
o build a cul u e o discipline in ou school by being pa o he disciplina y decision-making
p ocess.”
Teache Two desc ibed he unc ion and e ec i eness o he disciplina y commi ee in he
school: “We ha e he disciplina y commi ee, a ha sh, c uel disciplina y commi ee. Bu hey
a e medicines: hei s ic ness helped o educe he pa e n and he p essu e o he c ime and
he diso de ha was happening in o he schools.” He u he explained how eache s
collabo a e wi h he disciplina y commi ee: “When we ( eache s) see some hing ha is w ong,
we epo o hem. Tha in o ma ion does help hem in making hei disciplina y ask so simple
and ligh e wo k o hem. We do ell he lea ne s who equen ly disobey he school ules and
egula ions o b ing hei pa en s o school o alks. We y; e en i ou child en o oday a e
ou o hand, we y ou bes o keep o de , because i we lea e e e y hing on hei shoulde s,
hey migh e en kill each o he .” The P incipal highligh ed he use o empa hy and lo e in his
app oach o main aining discipline: “In o de o main ain discipline in ou school, I always ell
he lea ne s a he assembly poin ha I lo e hem wi h all my hea , like in he sc ip u es in
he Bible. I lo e hem like my biological child en; ha is why hey a e able o espec me. I can
ake hem alone o he assembly. When I say silen , hey do and lis en o me.” The Depu y
P incipal linked he school’s cul u e o discipline o he posi i e ou comes obse ed in lea ne s:
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“I can see success in ou lea ne s because o he discipline ha we augh hem. … The
communi y can see and ecognise hem, because we a e building hem in o ali y.”
The da a p esen ed illus a es how discipline is deeply embedded in he cul u e o he
pa icipa ing seconda y school and is iewed as a ounda ional alue ha con ibu es o i s
sus ainabili y and long- e m success. Discipline is no only en o ced h ough ules and
egula ions bu is cul i a ed as a sha ed esponsibili y among lea ne s, eache s, and school
leade ship. The in ol emen o s uc u es such as he Rep esen a i e Council o Lea ne s and
he disciplina y commi ee e lec s a pa icipa o y and collabo a i e app oach o school
go e nance. This aligns wi h Lei hwood (2021) asse ion ha sha ed leade ship and inclusi e
school cul u es p omo e a sense o accoun abili y and o de . Teache s’ ac i e ole in epo ing
misconduc and suppo ing disciplina y p ocesses also a i ms he idea ha sus ainable
discipline eme ges om collec i e owne ship and consis en en o cemen (Da ids, 2024).
Fu he mo e, he school’s app oach o discipline balances i mness wi h empa hy, as
demons a ed by he P incipal’s emo ional connec ion wi h lea ne s and his use o mo al
au ho i y a he han coe cion. This esona es wi h he p inciples o es o a i e discipline,
which p omo e posi i e beha iou h ough espec , ca e, and ela ionship-building (Lodi e al.,
2021). The emphasis on s a modelling disciplined beha iou , as well as he in eg a ion o
lea ne oices in de eloping class oom ules, sugges s a cul u e ha is bo h democ a ic and
s uc u ed. Such p ac ices a e c i ical o long- e m school success, as hey help c ea e sa e,
p edic able, and espec ul en i onmen s conduci e o eaching and lea ning (Da ling-
Hammond e al., 2020). Ul ima ely, he school’s commi men o discipline no only enhances
academic ou comes bu also con ibu es o p oducing well- ounded, esponsible ci izens.
2. School e hos
The pa icipan s desc ibed a s ong sense o uni y, suppo , and sha ed alues wi hin he school
communi y. Thei esponses e lec how social cohesion, mu ual ca e, and collabo a i e cul u e
con ibu e o he sus ainabili y and long- e m success o he school. Teache One highligh ed
how a spi i o mu ual suppo ex ends in o inancial collabo a ion: “In ou school, we also do
s ok els (a social club whe e membe s con ibu e a ce ain amoun o money mon hly). Fo
example, we con ibu e R1500 in a g oup o 12 people on bi hdays. This has helped us build
beau i ul homes. We a e ha ing beau i ul homes because o ou school.” She also spoke abou
emo ional and p ac ical suppo among s a : “We ca e o each o he . E en as eache s, we
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suppo each o he . I hey do no see me a wo k o wo days, hey will s a calling o check
wha is w ong.” On school e en s and celeb a ions, she sha ed, “In ou school, we do no hos
baby o b idal showe s. Ins ead, when a baby is bo n, we isi wi h p esen s. Fo weddings,
we con ibu e R100 and go o help cook and suppo . I once in i ed my colleagues o my
b o he ’s wedding; hey came o suppo and help me cook.” She u he illus a ed lea ne -
ocused suppo : “Fo me lea ne s who ha e g adua ed e u n du ing holidays o help wi h
subjec s like ma hema ics. O he s dona e uni o ms o p o ide bu sa ies. Tha makes us happy
as a school because i helps lea ne s go o uni e si y and e u n o suppo us.” On pa en al
in ol emen , she no ed, “The pa en s a e also happy abou ex amu al ac i i ies; o he
cul u al dance, hey suppo us by making he beads ha go wi h he a i e.” She also
emphasised he ca e o lea ne s: “We buy uni o ms o lea ne s om s uggling amilies. We
also buy sani a y owels and oll-on o he gi ls. This educes absen eeism and helps hem
pe o m be e .”
Teache Two emphasised p ac ical, emo ional, and academic suppo : “Ou p incipal is e y
suppo i e. Fo ins ance, when a new colleague had an acciden , he p incipal and I wen o
he scene. He e en paid o he ca o be owed and kep he colleague’s goods sa e un il amily
a i ed.” She added, “We assis each o he wi h deadlines. I someone is behind, we push each
o he o mee submission da es; e en i hey’ e la e on he due da e, hey mus submi . We may
g umble, bu we assis o a oid nega i e epo s.” On s a suppo du ing li e e en s, she
sha ed, “We a end une als a and nea . In 2015, we wen o Johannesbu g and P e o ia. We
con ibu e R50 as condolence and R100 o a el. E en i all canno go, he e a e always
ep esen a i es. We also suppo colleagues du ing weddings by helping cook, especially
among emale s a . We a oid going o male colleagues’ homes o p e en issues wi h hei
spouses.” She also no ed lea ne suppo : “I a lea ne is pe o ming well bu comes om a
poo backg ound, he p incipal asks us o con ibu e. This yea , o example, we each ga e
R50 o help such a lea ne main ain academic pe o mance.” Teache Th ee ocused on sha ed
no ms and compassion: “I is social cohesion. I a s a membe has a une al, we o e
condolences and show we a e wi h hem. When someone is sick, we send a ca d. This is ou
no m, o show suppo . G ee ing is jus he no m. Whe he i ’s s a o isi o s, we g ee each
o he all day.”
The Depa men al Head desc ibed he collabo a i e and amily-o ien a ed en i onmen : “I
someone has an occasion, we collec unds, buy e eshmen s, gi e a gi , and suppo each
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mee ing deadlines, he Depa men al Head u he s a ed, “As he head, you mus lead by
example. I we ag ee on he due da e, you mus be he i s one, i no he second one, o submi .
So, i I can be an example in doing wha is igh , he es will ollow.” The P incipal echoed
simila sen imen s abou leading by example: “As a p incipal, because I am a leade , I lead by
example. I you lead by example, hey [o he s a membe s] will be able o ollow.” In addi ion
o modelling beha iou among s a , he P incipal also desc ibed how he school le e ages
ex e nal and in e nal ole models o inspi e lea ne s, especially du ing c i ical academic
pe iods: “We in i e he ole model be o e hey [lea ne s] go o examina ions o mo i a e hem
be o e exams. Role models a e he impo an igu es in he communi y— hose whose good
p ac ices we can emula e. We also in i e ou o me lea ne s who a e success ul o show he
cu en lea ne s ha hings a e possible.”
Role modelling is ecognised by pa icipan s as a ounda ional elemen o school cul u e ha
signi ican ly in luences he beha iou and a i udes o bo h s a and lea ne s, he eby
enhancing he sus ainabili y and long- e m success o seconda y schools. Consis en wi h
Bandu a (2014) social lea ning heo y, which highligh s he powe o obse a ional lea ning
and imi a ion, he Depa men al Head and P incipal emphasised ha school leade s mus
exempli y punc uali y, discipline, and commi men . When leade s demons a e hese
beha iou s, such as discou aging la e a i al and mee ing deadlines, hey es ablish clea
expec a ions ha s a and lea ne s a e mo e likely o in e nalise and eplica e. This alignmen
be ween leade s’ ac ions and school alues os e s a cul u e o sha ed esponsibili y and
accoun abili y, which is c ucial o main aining o de and p omo ing academic excellence
(Culduz, 2024; Plaku & Leka, 2025). Mo eo e , ole modelling ex ends beyond in e nal
leade ship o include communi y igu es and success ul alumni who se e as angible examples
o achie emen and pe se e ance. In i ing espec ed ole models o mo i a e lea ne s be o e
c i ical pe iods, such as examina ions, p o ides inspi a ion and ein o ces he belie ha
success is a ainable. This p ac ice aligns wi h he li e a u e sugges ing ha posi i e ole models
can inc ease s uden s’ mo i a ion, sel -e icacy, and goal o ien a ion (Zhao & Ma, 2025).
The e o e, by embedding ole modelling wi hin he school cul u e, seconda y schools c ea e
an en i onmen ha nu u es posi i e beha iou and academic commi men , suppo ing hei
long- e m de elopmen and success.
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7. Moni o ing and e alua ion
Moni o ing and e alua ion eme ged as a key school cul u e con ibu ing o he o e all
e ec i eness, accoun abili y, and sus ainabili y o he school. Pa icipan s highligh ed a ious
moni o ing sys ems, ools, and p ac ices aimed a imp o ing eaching, lea ne pe o mance,
discipline, and p o essional de elopmen . Teache Th ee desc ibed he ole o Heads o
Depa men in suppo ing eache s h ough ongoing moni o ing: “HODs, as hey a e called,
a e doing ha assessmen and moni o ing o educa o s jus o help hem (educa o s) o imp o e
whe e hey le o .” The P incipal ou lined o mal s uc u es in place o e alua ing academic
p og ess and add essing unde pe o mance: “We ha e moni o ing ools. Depa men al Heads,
on a mon hly basis, do audi s o w i en wo k ou pu . Whe e he e is poo pe o mance, he e
mus be easons, and he e mus be s a egies o add ess poo pe o mance. … Syllabi co e age
is e y impo an .” The Depa men al Head ein o ced his by highligh ing ou ine moni o ing
o lea ne s’ wo k: “E e y mon h as he HOD, I collec class and homewo k ac i i y books and
check he ac i i ies ha educa o s a e gi ing in he class o o w i e a home.” Teache Th ee
emphasised he alue o a endance moni o ing ools used o ensu e ha lessons a e conduc ed
consis en ly: “The e will be pe iod egis e s. I will be gi en o moni o and make su e ha
e e y day when we ( eache s) lea e he class a e inishing he lesson, we sign o show ha we
ha e been o class ha day.” She u he added, “The school has educa o s ha go o classes
o moni o hem ( eache s) i hey a e doing wha is expec ed o hem.”
The Depa men al Head also explained he school’s p oac i e app oach: “We would a he
come ea lie , and we moni o wha is going on, because we e en ha e mo ning lessons.”
Teache Th ee p o ided insigh in o how lea ne pe o mance is moni o ed and add essed: “In
e ms o moni o ing he pe o mance, he p incipal, e e y mon h-end, a e mon hly es s a e
w i en, will ell us ( eache s) o compile a schedule o moni o he pe o mance o he lea ne s
and o in e ene whe e he e is a need. … Whe e he (p incipal) disco e s some i egula i ies,
he will si down wi h he eache conce ned and highligh such. I belie e his has led o ou
consis en good academic pe o mance.” On he p o essional de elopmen side, Teache Two
spoke abou pee e alua ion and men o ship h ough he IQMS (In eg a ed Quali y
Managemen Sys em): “We do pee e alua ion h ough he p og amme called IQMS. … Fo
some de elopmen , you ill in a documen — he PGP. Men o ing happens depending on he
HOD. Some ha e suppo i e HODs … o he s a e headed by ha sh people.” The P incipal
expanded on how IQMS and o he p o essional de elopmen ools a e implemen ed: “The
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IQMS we a e doing is o de elop ou sel es. We a e ha ing a commi ee whe e we ha e
de elopmen al suppo g oups (DSG), comp ising o he senio and he pee eache . … They
de elop a PGP, which is add essed qua e ly du ing p epa a ion o summa i e assessmen in
he ou h e m.” Teache Th ee poin ed o he b oade school sel -e alua ion p ocess: “Ano he
one is called sel -school e alua ion, which is also used o e alua e he school, he p og ess,
and o he hings.”
Moni o ing and e alua ion a e c i ical componen s o school cul u e ha signi ican ly
con ibu e o he sus ainabili y and long- e m success o seconda y schools by p omo ing
accoun abili y, con inuous imp o emen , and academic excellence. The da a shows ha
schools employ sys ema ic and mul i ace ed moni o ing mechanisms, such as egula audi s o
lea ne s’ w i en wo k, a endance egis e s, and pe o mance acking, o iden i y a eas
needing in e en ion. These p ac ices align wi h li e a u e ha unde lines he impo ance o
s uc u ed moni o ing sys ems in enhancing eaching quali y and lea ne ou comes (Ajani,
2023; Meng, 2023). Fo example, he P incipal’s mon hly e iew o academic p og ess and he
Depa men al Heads’ egula collec ion and assessmen o homewo k demons a e an
embedded cul u e o accoun abili y and p oac i e managemen , which a e essen ial o
sus aining high pe o mance in schools (Eh en & Bachmann, 2020). Fu he mo e, he
in eg a ion o p o essional de elopmen h ough mechanisms like he In eg a ed Quali y
Managemen Sys em and pee e alua ion e lec s a commi men o s a g ow h and e lec i e
p ac ice, key d i e s o school imp o emen (S eyn, 2019). The inclusion o men o ing,
pe sonal g ow h plans, and de elopmen al suppo g oups os e s a collabo a i e en i onmen
whe e eache s ecei e a ge ed suppo o enhance hei ins uc ional skills. This is consis en
wi h esea ch highligh ing ha e ec i e moni o ing combined wi h ongoing eache
de elopmen leads o imp o ed ins uc ional quali y and lea ne achie emen (Fuchs e al.,
2025). Addi ionally, he p ac ice o school sel -e alua ion indica es a cul u e o sel - e lec ion
and sha ed esponsibili y, which is i al o sus ained ins i u ional success and adap abili y in
dynamic educa ional con ex s (Ba y e al., 2024).
8. E ec i e communica ion
E ec i e communica ion eme ged as a c i ical elemen o he school's cul u e, con ibu ing
signi ican ly o i s smoo h ope a ions, s akeholde in ol emen , and o e all sus ainabili y.
Pa icipan s highligh ed a ange o communica ion s a egies employed o ensu e in o ma ion
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lows e icien ly among s a , lea ne s, pa en s, and he b oade communi y. The Depa men al
Head explained he mul iple channels used o daily communica ion among s a and wi h
ex e nal s akeholde s: “We use a ious ways o communica ion. We ha e a Wha sApp g oup,
which is as e and easie o access han emails. We also use b ie ings, an in o ma ion book,
elephone calls, and he school landline o communica e wi h pa en s.” Teache Two
emphasised he p ac icali y and e iciency o digi al communica ion pla o ms: “As educa o s,
we ha e a Wha sApp g oup whe e e e y documen eaches us e y easily. On hese pla o ms,
we can s ay in o med abou impo an ma e s and u gen asks so ha hings don’ all apa
in ou school.” Teache Th ee poin ed ou he use o SMS communica ion, especially in
engaging pa en s: “SMS’s a e used, especially when we wan o in o m pa en s abou
mee ings.” The P incipal highligh ed he inno a i e use o local media o each he communi y:
“Some imes we go o he local adio s a ion o b oadcas impo an in o ma ion, o example,
du ing holidays, o emind choi lea ne s o come o school.”
The Depu y P incipal ei e a ed he use ulness o he adio s a ion: “When we wan o call o
a pa en ’s mee ing, ou local adio s a ion helps us o pass on he message.” Teache One
men ioned how w i en communica ion is used o ensu e pa en p epa edness: “We ha e a le e
lis ing all he equi emen s o he Decembe holidays so pa en s can p epa e o he ollowing
yea . I makes hings easie .” They also no ed how communica ion ex ends o beha iou al
issues: “I lea ne s misbeha e, we in ol e he pa en s h ough in i a ion le e s.” Teache One
u he elabo a ed on open communica ion wi h leade ship, using an example o di ec
engagemen wi h he p incipal: “When I ha e some hing o say, I go alk o he p incipal. Fo
ins ance, I sugges ed ha he helpe s who we e only cleaning he o ices also help clean he
G ade 8 classes. The p incipal ag eed, and he helpe s now clean hose class ooms oo.”
Teache Th ee discussed how communica ion in ol es eedback as pa o con inuous
imp o emen : “We ge eedback om managemen , and bo h managemen and eache s gi e
eedback o lea ne s, pa en s, and o he s akeholde s. Feedback includes pe o mance e iews
o bo h eache s and lea ne s, highligh ing s eng hs, weaknesses, and a eas o
imp o emen .”
E ec i e communica ion is a undamen al componen o school cul u e and a co e alue ha
suppo s he sus ainabili y and long- e m success o seconda y schools. The da a indica es ha
he school u ilises di e se communica ion channels, including digi al pla o ms like Wha sApp,
SMS, and local adio b oadcas s, o ensu e imely and e ec i e in o ma ion sha ing among
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s a , lea ne s, pa en s, and he wide communi y. Such mul i-modal communica ion os e s
anspa ency, s eng hens ela ionships, and enhances s akeholde engagemen , which a e
essen ial o c ea ing a cohesi e and suppo i e educa ional en i onmen (Fishe , 2021;
Manoha an e al., 2024). Mo eo e , he use o bo h o mal and in o mal communica ion
me hods, anging om w i en le e s o di ec con e sa ions wi h school leade ship, e lec s
an inclusi e cul u e whe e eedback loops a e es ablished, allowing con inuous imp o emen
and esponsi eness o he needs o lea ne s and s a alike. This aligns wi h he li e a u e
emphasising ha e ec i e communica ion no only acili a es ope a ional e iciency bu also
builds us and a sense o communi y wi hin schools, which in u n p omo es a posi i e school
clima e (Özgenel, 2020). The eedback mechanisms highligh ed by pa icipan s demons a e
an ongoing dialogue ha suppo s accoun abili y and he p o essional de elopmen o bo h
eache s and lea ne s (Mousena & Rap is, 2021). By ensu ing ha communica ion is clea ,
imely, and accessible, schools can be e coo dina e e o s, add ess challenges p oac i ely,
and main ain s akeholde commi men , all o which con ibu e o hei esilience and sus ained
success in he dynamic educa ional landscape.
Recommenda ions
1. Fos e a collabo a i e and alues-d i en school cul u e: School p incipals, senio
managemen eams, and educa o s should lead e o s o cul i a e a alues-d i en school
cul u e ancho ed in discipline, eamwo k, mu ual espec , and ca e. This can be achie ed
h ough consis en ole modelling by s a , inclusi e ule-making in ol ing lea ne s, and
os e ing a s ong sense o communi y among all school s akeholde s. S uc u es such as he
Rep esen a i e Council o Lea ne s, s a de elopmen commi ees, and egula alues-based
assemblies can suppo he ins i u ionalisa ion o hese alues. P omo ing collec i e
esponsibili y o beha iou managemen and c ea ing a ca ing, empa he ic school e hos will
enhance lea ne well-being, s a mo ale, and academic ocus. By embedding such alues in o
e e yday school li e, schools can build cohesi e and esilien en i onmen s ha con ibu e
meaning ully o hei long- e m sus ainabili y and success.
2. S eng hen communi y engagemen and pa ne ships: School leade s, school go e ning
bodies, and pa en - eache associa ions should ac i ely de elop and main ain pa ne ships wi h
amilies, local o ganisa ions, ai h-based g oups, and communi y s akeholde s. This can
in ol e in i ing communi y membe s o pa icipa e in school ac i i ies, o ganising join
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school-communi y ini ia i es such as cul u al e en s and spo s ou namen s, and c ea ing
pla o ms o dialogue be ween schools and amilies. Addi ionally, le e aging local esou ces,
such as skills, acili ies, and inancial con ibu ions, can imp o e school in as uc u e and
suppo o disad an aged lea ne s. The signi icance o his ecommenda ion lies in building a
sha ed iden i y and p omo ing collec i e owne ship o he school's success. E ec i e
communi y in ol emen enhances lea ne suppo , boos s mo ale, and c ea es a suppo sys em
ha sus ains he school beyond he e o s o educa o s alone.
3. Implemen inclusi e, sys ema ic planning and moni o ing: School leade ship eams, in
collabo a ion wi h depa men al heads, eache s, and SGBs, should es ablish inclusi e and
sys ema ic planning and moni o ing amewo ks. This includes egula s a egic planning
sessions in ol ing all s akeholde s, using ools such as annual eaching plans, pe o mance
e iew schedules, and school imp o emen plans. Moni o ing should be bo h academic and
ope a ional, acking lea ne p og ess, eache pe o mance, a endance, and cu iculum
co e age. Implemen ing p o essional de elopmen p og ammes like he In eg a ed Quali y
Managemen Sys em, pee men o ing, and sel -e alua ion wo kshops can suppo con inuous
eache g ow h. Inclusi e planning ensu es sha ed accoun abili y and a clea oadmap o
de elopmen , while consis en moni o ing suppo s imely in e en ions and sus ained
pe o mance. Toge he , hese p ocesses os e a p oac i e school cul u e ha is well-equipped
o adap and h i e o e ime.
4. P omo e e ec i e communica ion and posi i e ole modelling: E ec i e communica ion
should be p io i ised by school p incipals, adminis a i e s a , and eache leade s h ough he
use o di e se, accessible, and eliable pla o ms such as Wha sApp g oups, newsle e s, local
adio, SMS, and communi y mee ings. These channels should be used no only o sha e
in o ma ion bu also o collec eedback and encou age open dialogue among s akeholde s. In
pa allel, p incipals, eache s, and communi y igu es should ac i ely se e as ole models by
demons a ing punc uali y, esponsibili y, and a commi men o excellence. Schools can
o malise his by hos ing mo i a ional alks by alumni, ecognising exempla y s a and s uden
beha iou , and embedding cha ac e educa ion in o he cu iculum. These p ac ices build a
cul u e o us , ein o ce co e alues, and inspi e lea ne s o emula e posi i e beha iou s. In
he long e m, s ong communica ion and ole-modelling p ac ices suppo an inclusi e,
anspa en , and high-pe o ming school en i onmen .
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Conclusion
This s udy has highligh ed ha he sus ainabili y and long- e m success o seconda y schools
a e deeply oo ed in a holis ic school cul u e cha ac e ised by discipline, s ong e hos,
communi y in ol emen , sys ema ic planning, eamwo k, ole modelling, moni o ing and
e alua ion, and e ec i e communica ion. These in e ela ed alues and p ac ices collec i ely
os e en i onmen s whe e academic excellence and social de elopmen h i e. The
pa icipa o y na u e o school go e nance, coupled wi h a nu u ing and inclusi e communi y,
c ea es esilien ins i u ions capable o adap ing o challenges while main aining ocus on
sha ed goals. Ul ima ely, sus ainable seconda y schools a e hose ha in es consis en ly in
cul i a ing posi i e ela ionships, collec i e esponsibili y, and con inuous imp o emen ,
he eby p oducing no only success ul lea ne s bu also esponsible ci izens p epa ed o
con ibu e meaning ully o socie y.
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