Building a strong school identity through everyday cultural practices: A qualitative study of student character development in secondary education

Background: School culture is often linked to a positive educational climate, yet its role in reinforcing institutional identity while shaping student character is not always examined in depth. In many schools, daily routines and shared practices structure how values are experienced and internalized by students and teachers. Aims: This study explores how everyday cultural practices strengthen school identity and how they are reflected in students’ character development in a secondary education context. Methods: A descriptive qualitative approach was employed. Data were gathered through fourteen days of non-participant observation, semi-structured interviews with a mathematics teacher and student affairs personnel, and documentation of school activities. The data were transcribed, organized, reduced, and interpreted to identify recurring themes related to institutional culture and character formation. Result: The findings indicate that consistent routines such as the 3S practice of smiling, greeting, and saluting, daily literacy sessions, regular flag ceremonies, structured extracurricular programs, religious activities, and teacher role modelling reinforce a recognizable school identity. These practices are reflected in students’ discipline, responsibility, social sensitivity, respectful communication, and learning motivation. Reinforcement through rewards, sanctions, and shared expectations contributes to a learning environment that feels orderly and purposeful. Conclusion: Everyday cultural practices, when applied consistently, can provide a foundation for strengthening school identity and nurturing student character. Sustained commitment and reflective evaluation remain essential to maintain relevance and impact.