Legislative Influence on Institutional Development in Dumaguete Public Secondary Schools (1967-2024)
DOI:
https://doi.org/10.5281/zenodo.20480269Keywords:
decentralization, educational governance, historical institutionalism, legislative influence, public secondary schoolsAbstract
This study examined how legislation influenced the institutional development of public secondary schools in Dumaguete City from 1967 to 2024, focusing on governance, curriculum implementation, and administrative structures. It addressed how national and local policies shaped school growth within specific institutional contexts. A qualitative historical-institutional design was employed, using document analysis and semi-structured interviews with school administrators, teachers, and policymakers. Data were analyzed through thematic analysis guided by Talcott Parsons’ AGIL framework, focusing on adaptation, goal attainment, integration, and latency. The results showed that legislation structured school expansion and reform, but outcomes varied according to institutional capacity, resource availability, and leadership conditions. Persistent constraints, including infrastructure limitations, funding gaps, and coordination issues, affected the consistency of policy implementation. These findings indicate that policy implementation operated as a context-dependent process rather than a uniform application of national mandates. Based on these patterns, the study developed the Contextualized Legislative Adaptation in Public Secondary Education (CLAPSE) framework to explain how institutional conditions mediate policy outcomes. The study concludes that effective policy implementation depended on alignment between legislative intent and local institutional capacity, emphasizing the need for context-responsive strategies to achieve sustainable educational development.
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