School Culture and Learners’ Performance in District VI Schools Division of Manila: Basis for a Proposed Sustainable Development Program

Increasing demands for accountability, quality improvement, and institutional effectiveness have emphasized the importance of positive school culture in enhancing learner outcomes. This study examined the relationship between school culture and students’ performance in District VI Schools, Schools Division of Manila, Philippines. It assessed school culture dimensions, determined differences among respondent groups, examined the relationship between school culture and learner performance, identified challenges encountered, and developed a Sustainable Development Program to strengthen school improvement practices.
A quantitative descriptive–comparative–correlational research design was employed involving 281 respondents consisting of supervisors, school heads, and teachers. Data were gathered using a validated questionnaire and analyzed through weighted mean, analysis of variance (ANOVA), Pearson product-moment correlation, and other appropriate statistical procedures at the 0.05 level of significance.
The findings revealed that school culture was highly evident, with teacher–student relationships, academic expectations, and leadership and vision identified as the strongest dimensions. Significant differences were found among respondent groups in their assessment of school culture, indicating variations in perceptions based on roles and experiences. Students’ performance was rated very satisfactory, showing an improving trend across the assessed school years. Furthermore, teacher collaboration and professionalism and students’ well-being and support services demonstrated significant positive relationships with learner performance. Challenges related to inclusive support, guidance services, classroom conditions, and resource limitations were identified. The developed Sustainable Development Program was assessed as highly acceptable and feasible.
The study highlights that strengthening collaborative practices, learner support systems, and responsive school culture initiatives can enhance educational effectiveness and promote sustainable school improvement.

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