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The main problem of this study was to identify the factors related to school effectiveness as indicated by GPA and Graduation Rate in selected secondary schools of Bacolod City during the school year 1994-95. The sub problems worked on were as follows: 1. To what extent do philosophy and objectives reflect the following values: (a) Love of Country, (b) Duty of Citizenship, (c) Moral Character, (d) Personal Character, (e) Scientific Efficiency, (f) Technical and Vocational Efficiency, and (g) Religious Values? 2. How competent are the teachers in terms of the following dimensions: (a) Classroom Instruction, (b) Direct Instruction, (c) Time on Task, (d) Questioning, (e) Comprehension Instruction, (f) Level of Cognitive Instruction, (g) Grouping, (h) Ability to Communicate, (i) Ability to Motivate, (j) Ability to Organize, (k) Ability to Maintain Students' Involvement, and (l) Knowledge of Subject? 3. What is the level of classroom climate in terms of the following items: (a) Students’ Cooperation and Participation, (b) Classroom Discussion, (c) Classroom Learning Activities, (d) Implementation of Classroom Rules, (e) Classroom Communications, (f) Consequences for not Following Rules and Regulations, (g) Students’ Freedom to Express Themselves Openly, (h) Mutual Respect between Teacher and Student, (i) Students’ Learning in Class, (j) Teachers’ Classroom Management Style? 4. To what extent do the school and the students get involved in the accreditation process? 5. How adequate are the teaching-learning resources, facilities and services in terms of: (a) Physical Facilities--Classroom, Building, Administrative Office, and Registrar's Office--(b) Campus, (c) Teaching Aids, (d) School Equipment, (e) Services-- Guidance, significant relationship between input/process variables and school effectiveness factor as indicated by GPA and Graduation Rate? 7. Is there a significant relationship between input/process variables and teacher/student profile and school effectiveness factors as indicated by GPA and Graduation Rate? The descriptive-analytical method was used in the study. There were 399 senior students who responded in this study on the different areas of Input/Process Variables such as: philosophy and objectives, teachers' competencies, classroom climate, accreditation level, facilities and services. The mean, standard deviation, and multiple regression analysis were the statistical treatment used to analyze the data. As a result of the study, it was found out that: 1. The Philosophy and Objectives of the selected secondary schools of Bacolod City strongly reflect the love of country; duty of citizenship; moral character; personal discipline; scientific efficiency; technical and vocational efficiency; and, most specifically, the religious values. 2. The teachers of the five selected secondary schools of Bacolod City are competent in classroom management; direct instruction; time on task; questioning; comprehension instruction; level of cognitive instruction; grouping; ability to communicate; ability to motivate; ability to organize; ability to maintain students' involvement; and knowledge of the subject. 3. The Classroom Climate is on a superior level due to the fact that there is a high level of students' cooperation and participation; classroom discussion is done in business-like manner; students enjoy learning in class; rules and procedures are implemented; classroom communication is open; rules and regulations are closely stated; students are free to express themselves openly; there is mutual respect between teachers and students; students' learning in class are varied; and there is an appropriate classroom management style. 4. Students and school involvement in the accreditation process was rated superior. Accreditation schedules were properly announced and the school prepared for the coming of the accrediting team; students were involved in the accreditation process; students were informed of the accreditation results; the accreditation process was conducted fairly, and finally the accreditation results and recommendations were implemented. 5. The students rated the teaching facilities and services of the five selected secondary schools in terms of the following dimensions: a. Classrooms: There are enough rooms to accommodate students; built-in boards and chalkboards are provided; environment is safe and orderly; classroom is attractive and conducive to learning; classrooms provide healthful learning activities; rooms are provided but with small storage for teaching materials. b. Buildings: The buildings provide rooms for extra- curricular activities, and for effective teaching they are closely located with each other--spacious and with proper ventilation. c. Administrative Offices: The administrative offices are open for services. The place for information and inspiration equipped with facilities and are accessible. d. Registrars' Offices: The registrars' offices schedule of classes; keep up-to-date file of students' data; circulate school forms for students; distribute and collect school forms; facilitate typing of school materials; and acquaint the community with the work of the school through publicity. Physical Facilities--Campus: The campuses have several trees which provide shade and varieties of flowering and other ornamental plants. They also have safe and strong fences. However, the campuses are not so neat and attractive and littering is still unavoided and a problem. Physical Facilities--Teaching Aids: The teaching aids are as follows: journals, periodicals, magazines, newspapers; text- books for students; audio-visual materials; maps, globe slide projector; and communication classes are provided with tape recorders, projectors, and television sets. Physical Facilities--School Equipment: The school equipment rated superior are bulletin boards; cupboards for storing laboratory chemicals; telephone units to facilitate communication; time-saving device; typewriters, duplicating machines, science and laboratory rooms, however, safety vaults for cash and confidential records are not very adequate. Services--Guidance: The students rated the guidance services as superior on the following: school provides guidance offices which collect data about students' background; provide counseling for students; give information to students; and, finally, administer standardized tests. Services--Library: The libraries are rated superior by the students. According to them their libraries are equipped with books for all subjects; furnished with updated books; promotes pleasant atmosphere, occupy a central place on the campus; and are properly lighted and ventilated. However, they are not staffed by qualified workers. Services--Health: The health services are rated superior by the students because their schools employed medical personnel; provide health room for the sick and injured students; health supplies are always available; suitable health facilities are provided; provide information about healthful living and, finally, trained-school personnel are assigned to administer first aids. 6a. The accreditation level is positively related to GPA; however, teachers knowledge is inversely related to GPA. 6b. There is a significant relationship between input/process variable to Graduation Rate. Input/process variables such as: library service, administrative office, classroom climate, philosophy and objectives are positively related to graduation rate, however, input/process variables such as: health service, classroom, guidance service, students involvement, and grouping are negatively related to Graduation Rate. Input/process variables and teacher/students profile are 7a. significantly related to GPA. Input/process variables and teachers/ students profile such as: sex, ability of teachers to maintain students involvement are positively related to GPA. However, input/process variables and teachers/students profile such as age and teachers knowledge are negatively related to GPA. 7b. Input/process variables are significantly related to Graduation Rate. Input/process such as: teachers' year in service, and teachers' marital status are positively related to Graduation Rate; however, Input/process variable and teachers and students profile such as: accreditation level and teachers' job are negatively related to Graduation Rate. Based on the findings of the study, the following conclusions are made: 1. The schools' Input/Process Variables, such as: Philosophy and Objectives, Teachers Competencies, Classroom Climate, Accreditation Level, Physical Facilities and Services meet the required criteria or standard. 2. Input/Process Variables affect GPA and Graduation Rate. 3. Input/Process Variables and Teachers/Students Profile affect GPA and Graduation Rate. RECOMMENDATION. Educational Practices 1. There must be at least a yearly school evaluation on Input/Process Variables. 2. Although the Input/Process Variables are rated superior, there is still a room for excellence. Those variables rated below the superior level must be given first priority. Educational Research. Further study should be conducted why the Input/Process Variables and Teachers/Students Profile combined such as: Teacher Knowledge, Health Service, Guidance Service, Classroom, Students Involvement, Grouping, Age, Accreditation level and Teachers Job are negatively related to GPA and Graduation Rate.

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