<![CDATA[This study examines how school principals mobilize, guide, motivate, and model literacy practices to build a sustainable literacy culture in secondary schools. A qualitative single-case study was conducted at a senior high school in Lampung, Indonesia. Researchers collected data through semi-structured interviews, observations, and document analysis involving ten purposively selected participants, and analyzed them using thematic interpretation to identify patterns in leadership practices and their interactions. The findings reveal that literacy implementation depends not only on policy availability but also on leadership processes that integrate routines, resources, motivation, and contextual adaptation. Mobilizing practices linked literacy policies to stakeholder coordination and school routines, while guiding practices built teacher capacity through ongoing learning and collaboration. Motivational practices strengthened participation through rewards, facilities, and literacy activities, although engagement varied in depth. Principal modeling increased credibility by demonstrating commitment to literacy through visible involvement and daily practices. Together, these four leadership dimensions operated synergistically to institutionalize literacy culture, including through Islamic literacy activities embedded in school routines and values. The study contributes to literacy leadership theory by conceptualizing leadership as an interconnected process. It highlights the practical need to align policy, capacity development, resources, motivation, and exemplary practices in strengthening school literacy ecosystems.]]>
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