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This study examines how educational authority and regulatory legitimacy are constructed, implemented, and perceived in two different types of educational institutions in Indonesia: pesantren (Islamic boarding schools) and public schools. Through a comparative qualitative approach involving 102 participants across four institutions in East Jawa Indonesia, this study explores the normative foundations underlying school regulations and their implications for student compliance and identity formation. The findings reveal fundamental differences in authority construction: pesantren base their regulatory legitimacy on religious texts, kyai (religious leader) authority, and centuries-old traditions, while public schools base theirs on national policies, bureaucratic rationality, and educational effectiveness. These differences significantly influence enforcement mechanisms, stakeholder acceptance levels, and negotiation practices. Pesantren demonstrate higher legitimacy acceptance (average 85.9% across all stakeholders) compared to public schools (average 60.6%), with corresponding differences in compliance patterns and identity outcomes. This study contributes to understanding educational governance in diverse normative contexts and offers insights for developing more responsive educational policies that acknowledge Indonesia’s institutional diversity while maintaining educational quality standards.
Moh. Ferdi Hasan (Tue,) studied this question.