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The purpose of this study was to assess the perceived school problems, classroom problems, and problems in the implementation of school rules and standards of the school administrators and teachers, and students of selected academies in North Philippine Union Mission so as to develop a model program for addressing the problems in the school. There were 339 respondents in this study. Demographic characteristics included gender, year level, and years of service. The t-test for independent groups was used in analyzing the data. Results from the study indicated there were significant differences in the perceptions of school administrators and teachers and students regarding school problems. The students perceived greater school problems in the school than the school administrators and teachers had so perceived. Moreover, school administrators and teachers perceived significantly greater classroom problems in the school and that school rules and standards were enforced in the school than the students had so perceived. No demographic characteristics of school administrators and teachers differentiated their perceptions regarding school problems and problems in the implementation of school rules and standards in the school. However, for classroom problems significant differences were found in students coming to class late and teachers do not miss their class when grouped according to gender; and teachers encourage students to study hard, teachers do not miss their class and students work together to solve problems in class when grouped according to year in service. Besides, male school administrators and teachers believed that students come to class late while female school administrators perceived, teachers do not miss their class. The school administrators and teachers who are younger in service tend to encourage students to study hard, not to miss their class and work with students in solving their problems in class. There were gender and year level difference found in terms of perceptions of students regarding school problems and classroom problems. However, there were no year level difference found in terms of the perceptions of students vi regarding the implementation of school rules and standards in school. Male students believed that alcoholism, tribalism, lack of collegiality, poor communication between parents and teachers, possession of deadly weapons, students do not feel physically safe in school, conflict among staff members, and poorly motivated teachers are the major problems than female students had so believed. The top five school problems are vandalism, use of profane language, poor facilities, alcoholism, and student's lack of interest in their academics. The top five classroom problems are students coming to class late, cheating, student talking with classmates during class period, teasing of classmates, and absenteeism. The top five problems in the implementation of school rules and standards in the school are smoking, alcoholism, Sabbath observance, use of prohibited drugs, and wearing jewelry. Based on the results of this study, a model school program is delimited in order to enhance cooperative efforts of learning actors for better learning. The effectiveness of the model school program depends upon the willingness of each actor to do his or her part and the strong leadership in the school.

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