Abstract
The sustainability of Accounting education in secondary schools remains a concern in South Africa, particularly in rural communities where declining enrolment, teacher shortages, and resource constraints threaten the continued offering of the subject. While previous studies have focused on learner and curriculum-related factors, limited attention has been given to the role of school management in sustaining Accounting education. Guided by Transformational Leadership Theory, this study explored how school management practices influence the sustainability of Accounting education in public secondary schools in the Vhembe District of Limpopo Province, South Africa. A qualitative multiple-case study design was employed. Data were collected through semi-structured interviews with 24 participants, comprising 8 principals, 8 Heads of Department (HODs), and 8 Accounting teachers purposively selected from eight public secondary schools offering Accounting. Data were analysed using thematic analysis. The findings revealed that proactive school management plays a critical role in sustaining Accounting education. Key management practices included strategic resource mobilisation, continuous teacher support, learner career guidance, parental involvement, and regular monitoring of learner performance. Schools that maintained stable Accounting enrolments were characterised by strong instructional leadership, collaborative decision-making, and deliberate promotion of Accounting as a viable career pathway. Conversely, weak leadership support, inadequate succession planning for Accounting teachers, and limited stakeholder engagement contributed to declining learner uptake. The study concludes that effective school management is central to Accounting education sustainability and recommends leadership-driven strategies to strengthen subject retention in rural secondary schools.