Contextual Dynamics and Identity Construction: An In-Depth Analysis of Branding Approaches in Small-Sized Secondary Schools

Abstract

This research aimed to: 1) examine school branding in small-sized secondary schools, and
2) analyze approaches to school branding in small-sized secondary schools across diverse contexts.
Key informants for in-depth interviews, selected through purposive sampling, comprised school directors and project coordinators from three schools. Using a qualitative research methodology, within-case analysis was conducted using thematic analysis, while cross-case analysis was performed through data matrix summarization.

The findings revealed that the branding approaches of successful small-sized secondary schools were grounded in leveraging their distinctive strengths to enhance educational quality. Specifically, School A emphasizes agricultural excellence, School B emphasizes excellence in sports, and School C emphasizes excellence in home economics. Furthermore, the branding approaches of small-sized secondary schools across diverse contexts comprised five stages: 1) Brand goal setting: integrating local identity, community context, and stakeholders’ needs, resulting in school goals aligned with their respective contexts. 2) Brand positioning: utilizing community contextual capital as a foundation, coupled with developing approaches to drive toward the goals. 3) Brand personality definition: based on moral principles and student support systems, reflecting distinct identities according to each school’s context and strategies. 4) Brand identity creation: through the integration of leadership, administrative systems, organizational culture, community collaboration, and student outcomes. 5) Brand communication: employing empirical evidence and verifiable outcomes, communicated continuously to build credibility and influence the decision-making of students and parents.