Legacies of Policy: Tracing the Historical Evolution of Governance Models at Minglanilla Science High School
DOI:
https://doi.org/10.63931/ijchr.v7i2.599Keywords:
School Governance, Policy Evolution, Centralized Governance, Decentralization, School-Based Management (SBM), Collegial Governance, Shared Authority, Minglanilla Science High School, Case StudyAbstract
This paper explores the policy legacies through the perspective of the administrative framework of Minglanilla Science High School. This qualitative investigation employed a Case Study method by Yin and participated by eight (8) stakeholders of Minglanilla National High School composed of the past and present administrators, teachers, and other stakeholders. Minglanilla Science High School (MSHS) is a regional school that stands out at this time of major change. The school's sustainability as a specialized institution of learning relies on its capacity to facilitate, evolve, and maintain its distinctive leadership model amidst continuous modifications to its internal and external policies. National educational programs and the standards of science high schools at a macro level have shown to be effective; however, there is insufficient research on how a particular, regionally supported public high school has executed, sustained, and modified different national and community administrative procedures over several decades. From the data analysis, the findings revealed the following themes: Theme 1) Institutional Identity & Governance, theme, Theme 2) Leadership, Power, Capacity and Deficits, 3) Policy Adaptation and Strategic Agility, and theme 4) External Support and Holistic Outcomes. The study can be beneficial to the administrators and stakeholder of Minglanilla Science High School and the Department of Education in making its program and services relevant and responsive to the needs of the 21st century learners.
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