THE CULTURE OF SUCCESS IN SCHOOLS ON TABLAS ISLAND: A LATENT CONTENT ANALYSIS TOWARD INCLUSIVE AND SUSTAINABLE EDUCATION

Abstract

This study explores the culture of success in public secondary schools on Tablas Island, particularly those implementing School-Based Management (SBM) Levels II and III. Guided by the theme of inclusive and sustainable education, the research sought to identify practices and factors that foster success in resource-constrained contexts. The goal was to capture school leaders’ experiences, perceptions, and practices in cultivating success-oriented environments. A qualitative design was employed, using semi-structured interviews with ten principals and school heads. Data were analyzed through latent content analysis within a phenomenographic framework to uncover variations in understanding and practice, as well as the underlying dimensions of leadership and management. Findings revealed best practices such as motivational strategies, student and teacher engagement initiatives, continuous professional development, resource provision and maximization, and systems of documentation and accountability. Critical enabling factors included active stakeholder participation, communication and collaboration, strategic leadership, and teacher support. The study concludes that building a culture of success requires an integrated approach where leadership, collaboration, professional growth, and stakeholder involvement work together to enhance school performance and student outcomes.