Abstract
The study sought to find out the influence of school factors such as teaching competency, instructional materials, teaching learning approaches or strategies, and family support on pupils' intent to stay in school. A descriptive-correlational research method was utilized, and the statistical tool used in the study was the mean. Standard deviation was used to determine the extent of school factors and family support, and frequency and percentages were used to assess the level of pupils' intent to stay in school. Pearson's correlation was used to assess the relationships among school factors, family support, and pupils' intent to stay in school. It was also found that only 12% of the pupil-respondents had attended school without absences for the whole academic year, and 12% had a maximum of 12 days of absence. In summary, it was recommended that school heads continually encourage teachers to demonstrate their competency by designing instructional materials aligned with the development of desired learning competencies. Teachers must improve their use of information and communication technology as an aid in teaching and in creating clear, easily understood presentations for learners. It is also recommended that teachers develop response techniques to queries in a manner and language that learners can easily understand.
