Enhancing Public Integrated School Enrollment Thru Intersection of Infrastructure Development and Teacher Competency in Quezon, Bukidnon, Philippines

Abstract

The research was conducted to answer the question of whether Infrastructure development and teacher competencies have a significant impact on enhancing the school enrollment in Public Integrated School in the following Integrated Schools of Quezon District, Division of Bukidnon which are more or less 5 to 10 kilometers in radius from the two (2) big national high school within the municipality of Quezon, Bukidnon which may affect the influx of learners as well as their parents in choosing the schools to enrolled. The method used in this study is a quantitative approach with a survey method. The research was conducted at six (6) public integrated high schools in the Municipality of Quezon, Bukidnon from January to April 2025, with a sample size of 140 individuals selected through purposive sampling. This study used a questionnaire instrument with a Likert scale and simple linear regression analysis. The results showed a positive and significant effect of infrastructure development (X1) on the enrollment progress (Y) by 20.9%, a positive and significant effect of teacher competencies (X2) on the enrollment progress (Y) by 21.3%, and a significant simultaneous effect of infrastructure development (X1) and teacher competencies (X2) on the enrollment progress (Y), with the combined effect strengthening to 37.8%. Based on these results, the author suggests that schools should continue to improve the school infrastructure and the teacher competence as there is still considerable room for a positive impact on enhancing the school enrollment in integrated schools. Schools should also examine other factors that may influence the declining of school enrollment in integrated school for further study such as parents wants to experience their children as what they have experienced to enroll in the school where they graduated before the integrated school operated in the said area, elementary teacher competencies as preparatory for secondary level school and the involvement of Local Government Units (LGU).