This study aimed to explore how school administrators mediate language policy to shape the education of students designated as English Learners. This study somehow explores how school leaders in selected public high schools mediated language policy in an effort to improve learning outcomes for English Learners. Ten participants, who were school leaders in public junior high schools in Sulop, Davao del Sur, were the focus of my study. I selected these participants through random sampling. All of them were licensed administrators and teachers with at least two years of experience. They also had experience implementing the standard English learning policy in their schools. This qualitative study comprised the techniques employed in the qualitative phenomenological research process (Creswell, 2019). My methods were inductive in my personal experience of gathering and interpreting data. Shaping integrity, approach, and standard learning in English at the junior high school level, when viewed through the lens of institutional theory, had significant implications for both the structure of the educational system and the actions of its members. Institutional theory emphasized that schools operated not just as educational entities but as organizations deeply influenced by societal norms, rules, and policies. On the other hand, shaping integrity, approach, and standard learning in English at the junior high school level, based on structuration theory, had significant implications in understanding the dynamic relationship between structure and agency. According to structuration theory, educational practices in English were not solely determined by rigid institutional rules or policies but were instead the result of continuous interactions between the structures of the school system and the actions of individuals within that system.