Internal Efficiency Performance of Public Secondary Schools in the Division of Quezon: Basis for Intervention Program

Abstract

This study examined the internal efficiency performance of public secondary schools in the Division of Quezon as a basis for an intervention program. It focused on key indicators, including enrolment, promotion, graduation, survival, failure, repetition, and dropout rates among central and non-central schools over a five-year period. A quantitative descriptive research design was utilized, employing statistical tools such as frequency, percentage, and measures of central tendency. The respondents consisted of school heads and designated personnel from 6 central and 41 non-central public secondary schools selected through purposive sampling. Data were gathered through a researcher-made questionnaire-checklist and document analysis of school records, including Form 2 and the Learner Information System (LIS). The findings revealed that both central and non-central schools demonstrated generally high internal efficiency, particularly in promotion, survival, and graduation rates. However, none achieved the ideal 100 percent performance across all indicators. Central schools showed slightly higher and more stable performance, while non-central schools exhibited greater variability, especially in failure, repetition, and dropout rates. Statistical analysis showed no significant difference between the two groups in most indicators, except for graduation rate, where central schools performed significantly better. Problems affecting internal efficiency were seldom encountered but were more evident in non-central schools, particularly those related to poverty, health issues, and learner mobility. Schools addressed these challenges through strategies such as academic interventions, parental involvement, and community collaboration. The study concludes that while both school types perform satisfactorily, non-central schools require additional support. A structured intervention program focusing on learner support and stakeholder engagement is recommended to improve overall school efficiency.