School Culture as a Catalyst for Teacher Performance and Learner Success

Abstract Book of the 4th International Conference on Leadership, Culture, and Talent Management

Year: 2026

[PDF]

School Culture as a Catalyst for Teacher Performance and Learner Success

Suleiman Uwitonze, Alain Bisimwa Achiza

ABSTRACT:

School culture is an important but often underutilised mechanism for improving teaching quality and learner outcomes in South African public schools. This study investigates how leadership practices, professional relationships, shared values and collaborative structures contribute to teacher performance and learner success in selected public secondary schools in Gauteng Province. This study addresses the problems of inconsistent teacher commitment, limited professional collaboration, weak communication and differences in learner achievement, despite schools operating within the same national curriculum and policy framework. A mixed-methods research design was adopted. The study involved 120 teachers and 300 Grade 10–12 learners from six purposively selected public secondary schools in Gauteng Province, representing different socioeconomic contexts. Quantitative data were collected via structured questionnaires administered to teachers and learners, whereas qualitative data were obtained via semistructured interviews with principals and School Management Team members and focus group discussions with teachers. Learner academic performance records were also analysed to identify relationships between school culture and educational outcomes. The findings indicate that schools characterised by supportive leadership, open communication, collective responsibility, professional collaboration and recognition of teacher contributions tend to demonstrate stronger teacher motivation, improved classroom practices and greater learner engagement. The findings further suggest that when educators experience trust, professional support and shared accountability, they are more willing to collaborate, innovate and take responsibility for learner progress. The study recommends that Gauteng schools strengthen professional learning communities, participatory leadership, teacher mentorship, recognition systems, collaborative decision-making and continuous professional development. School leaders should deliberately cultivate environments founded on trust, accountability, inclusion and shared responsibility. Building such environments can contribute to sustained improvements in teaching quality and learner achievement.

Keywords: Collaboration; Instructional Leadership; Motivation; Organisational Climate; Professional Development