This study investigated the mediating role of administrative culture and good governance in school leadership practices towards sustainable performance. Specifically, it sought to determine if school leadership practices significantly relate to administrative culture, good governance, and sustainable performance. Likewise, it sought to determine if there is a significant relationship between administrative culture and school sustainable performance, as well as good governance and school sustainable performance. Moreover, it sought to determine whether administrative culture and good governance fully mediate the relationship between school leadership practices and sustainable performance. It employed a descriptive correlational research design to gather the necessary data. Further, 189 school leaders were the respondents who answered the structured survey questionnaire. Mean, standard deviation, Pearson r and MACRO process were used as statistical treatments. The result showed that school leadership practices are significantly related to administrative culture, good governance and sustainable performance. Additionally, the administrative culture and good governance are significantly related to school sustainable performance. Finally, good governance and administrative culture fully mediate the school leadership practices and sustainable performance. Consequently, the following recommendations are provided: school leaders may continue to observe the practices related to administrative culture and good governance to fully achieve school sustainable performance, strengthen their leadership practices applying administrative culture and good governance by attending in-depth training and the government and educational stakeholders, who are policymakers and implementers, may develop school leadership policies that promote the establishment of good governance and a positive administrative culture in schools. Lastly, follow the new model developed from the research findings.