History of the School

A     D R E A M     C O M E     T R U E     D E D I C A T E D     T O     T H E     Y O U T H     O F     S A N     J U A N

 – His Excellency



Republic of the Philippines

Table of Contents




In Perspective


The San Juan Municipal High School ( SJMHS) is radiated to enthusiasm of providing a high quality education for the youth of San Juan in consonanace with the 1987 New Philippine Constitution which commands that all educational institution shall aim to:  “inculcate patriotism and nationalism, foster love of humanity, respect for human rights and appreciation of the role for national heroes in the historical development of our country; teach the rights and duties of citizenship; strengthen ethical and spiritual values; develop moral character and personal discipline; encourage critical and creative thinking; broaden scientific and technical knowledge and promote vocational efficiency”.

Furthermore, the school is providing excellent education through the implementation of the Secondary Education Development Program new curriculum in the first year level which commenced the school year 1989-1990.  As mandated by Republic Act 6655 known as “Free Secondary Education”, the SJMHS availed of the education service contracting program to cater to the needs of the youth.

Promised on the above-mentioned changes, this new bulletin of information which updates the two bulletin of information published in school year 1973-1974 and 1982-1983 to give the readers and San Juan Community some vital pieces of information on the SJMHS educational activities both in-school and out-of-school.

It is hoped that the data as herein reflected may serve as answers to the myriad querries of the public about SJMHS and through this bulletin of information, insights, suggestions and recommendations may be guided and offered for the benefit of our youth and the San Juan Community.

Today, the San Juan Municipal High School stands as a monument of  the people’s dream – a reality of their educational dream for their children.  This is of great importance and significance since it has been said for so many times that the key to progress is learning and discipline.  The SJMHS is especially challenged since the students body mostly belong to the less fortunate families of San Juan, for which it was purposely built.

The San Juan Municipal High School (SJMHS) today stands majestically as the living symbol of San Juan’s common ideal of perfection through academic excellence.  It is the culmination of San Juan’s dream and yearning for knowledge, truth and education.  It also stands proud of its achievements, contributions and clings high to its hope of building a better tomorrow for the youth of the generation to come, year and after.

I.         San Juan Municipal High School:  In Retrospect


  1. Its Initial Roots.  It all started as a promise, a promise of a man running for a local position in the November 1968 mayoralty election.  The man and the name is Joseph Ejercito Estrada.  He is a nobody in the world of politics, however, in the local show business scene he was a certified hero and “Erap” has become a by word among the masses.  He deplored the failure of the local officials to respond to the continuing clamor of poor parents of school children to establish a public high school.  However, he lost in that election but he protested claiming that his name was not read during the counting of the ballots.  His claim was heard, studied and proven to be valid by the investigating body, thus he became the legitimate Mayor of the Municipality of San Juan in August 5, 1969.  After only a month in office, Mayor Estrada started the wheels rolling towards making his promises to his people a reality.
  1. The Planning Phase.  The local government did not waste time in planning for this project.  Immediately, people were tasked to undertake necessary assignments in order to facilitate the implementation of such an enormous project for a very small Municipality.
  1. The Organizational Phase.  As he aims to make this project a reality, the Mayor then created the Special Action Committee (SAC) to take care of the execution phase of this project.  The SAC did more than what was expected of them for they did most of the legwork on this project.  This committee was also manned by few selected people whose know-how would facilitate matters concerning the establishment of a public high school.  The SAC was composed of:
  • A Chairman, who is also the Municipal Treasurer who would know the financial requirements of the project and the necessary administrative procedures;
  • A Secretary; who is also the Municipal Secretary as he had knowledge of the decisions of the Committee on Education (COE) having been its secretary;
  • Members, the Chairman of the COE, the Assistant Municipal Secretary and two prominent businessmen.

The Mayor tapped the sub-committee of the San Juan Municipal Development Council, the Committee on Education (COE), for assistance on the educational aspect of the project.  The COE was composed of retired superintendents, school supervisors, other officials of public and private schools and a businessman.  Among them, four had Ph. D. degrees, ten had Master’s degrees, and the rest had college degrees.  The honorary Chairman was the Mayor and the Chairman was a lawyer with a Ph. D.

In a meeting  held on the last week of September 969, the members of the COE created a sub-committee to do the following to:

  • undertake the survey and study the proposed high school project;
  • discuss the negotiation of the 4,020 square meter NAWASA site in Pinaglabanan Street fronting the San Juan Church;
  • explore various sources of funds;
  • vote to establish a vocational- technical high school.

In undertaking the “Survey of Prospective First Year Students for the School Year 1970-1971” in San Juan on March 1-15, 1970, the COE intended to present the following:

  • the number of Grade VI pupils who expect to graduate and who voluntarily desire to enroll at the SJMHS;
  • the number of  out-of-school youths identified by the Grade VI pupils now in school; and
  • summary of the prospective enrollees for the school year 1970-1971 at SJMHS.

The Survey showed that there were 506 prospective graduates who expressed their desire to enroll in the new school.  In addition, there were 470 other candidates who constituted the “out-of-school” youths who might also seek admission.  The COE recommended only 25% of the total 976 possible enrollees or 245 only to be accepted and this would mean six sections with 40 students per section.

D.      The Implementation Phase.   The Municipal government of San Juan, with the help of the Mayor’s father who was a former Treasurer of Manila, was able to acquire the 4,020 sq. meter school site from NAWASA at a token price of one peso.  On September 5, 1969, the Ground Breaking Ceremony to start the construction of the school building was held with Senator Eva Estrada Kalaw as guest of honor.

While awaiting the construction of SJMHS, the municipal government started on May 1970 the construction of a Marcos Pre-fab building on the school ground of the Pinaglabanan Elementary School to serve as the temporary high school.  This temporary high school with six classrooms was inaugurated on July 10, 1970 and opened on July 13, 1970 with six sections of 300 first year students, ten teachers and two administrative staff members.

The high school building on the NAWASA site was constructed with municipal funds and assistance from other sources.  The table shows the yearly amounts allotted to this project by the municipal government of San Juan.

             Year                                      Amount

1969-1970                       Php     148,932.74

1970-1971                                   554,165.29

1971-1972                                   398,805.79

1972-1973                                     76,029.00

1973-1974                                   527,162.25

1974-1975                              425,583.63


TOTAL                             Php  2,130,678.70


The construction of the SJMHS was done in three phases:  Phase I was constructed with purely municipal funds.  It was inaugurated on July 3, 1971 and had 14 classrooms.  It opened with eight sections of first year students and six sections of second year students, with twenty-two teachers and six staff members.

On August 12, 1982 evening classes were organized with two sections, each with fifty first year students.  The services of the current academic and administrative staff were utilized.  This was made possible by the share received by the SJMHS from the Php 217,000.00 that Senator Kalaw and Mayor Estrada were able to get from the national government as aid to the secondary schools of the province of Rizal.

Phase II of the construction was completed with the Php 300,000.00 aid received from the Provincial Governor of Rizal on February 8, 1972.  For this pahse, nine additional classrooms and a basement to be used as a shop, were constructed.

Phase III of the high school plan was completed with municipal funds and  a Php 25,000.00 aid from the San Juan Progress Foundation, Inc.   This Foundation, created on November 1, 1973, had pledged the completion and maintenance of the high school as one of its priority projects.

The completed high school building was inaugurated on August 5, 1974 with Mayor Adelina Rodriguez as guest.  The school had 34 classrooms, 4 workshops, an administrative office, a Guidance Center, a school canteen, a library, an Audio-Visual Room, a clinic, a YDT-CAT office and a separate quadrangle.

E.       An Initial Evaluation.  “An Evaluation Study of the Municipal Government and Administration of San Juan” was conducted by the Local Government Center, College of Public Administration of the University of the Philippines in 1982 and 1983.   This study also covered the San Juan Municipal High School and the text of the report of the findings are herewith:

Evaluating the output or impact of any project is a difficult task.  However, as there is a need to get some indication of how well or how badly a project is accomplishing the purpose (s) for what it was made, some indicators must be looked into to give us proper insight into the value of the project.

In the case of the SJMHS project, this part seeks to look into the following:

  • Is there really a need for the public high school?
  • If there is, how has the municipal government responded to this need in terms of funding the operation of the project and providing the necessary facilities?
  • Does the project find support among the people in the community, as well as from others, to cope with its problems?
  • How is the quality of the output of the high school as reflected in the number of students who pass the NCEE, the number who are able to finish the course, the awards earned by either the school as a whole or by the students or teachers, and the qualifications of the teachers who teach the students?
  1. The Need for a Local Public High School.  The continuing and growing need for the SJMHS may be gleamed from a table (1) shown below which indicates that the enrollment of the school has increased tenfold from its initial enrollment of 299 when it began in 1970 to 3,115 in 1982.  However, this increasing student population is even controlled by the fact that entrance to the SJMHS is limited to graduates of San Juan elementary schools.  They have to be certified and recommended by a district councilor as a bonafide resident of San Juan.  Also, any applicant must pass the entrance examination.  All these are constricting reasons why not all  who aspire to enroll are accepted.

Another table (2/3) will give the information regarding the educational facilities, both private and public, available in the municipality of San Juan.  In total, there were nine public and eight private elementary schools whose graduate students will need secondary education.  There are six private high schools in San Juan then but the SJMHS absorbs about half of the graduates of the elementary schools in San Juan. This can be explained by the fact SJMHS has more classrooms and teachers to accommodate the needs of the students.  More important than that is of course, the lesser fees required by the school.

  1. Financing the Operation and Maintenance of the SJMHS.  Like other public secondary schools in Manila, Quezon City and the province of Rizal, the SJMHS is operated and maintained by the funds allotted from the budget of the local government unit concerned.  A table (4) will show the increasing budgetary appropriation allotted to the high school by the San Juan municipal government from 1972 to 1982 in response to its increasing number of students.  While the per student expense in school year 1970-1971 was Php 367.89, the per student expense in 1981-82 was Php 495.53.  In the face of the rising prices and the more aggressive demands of teachers for increased wages and more fringe benefits, the present budgetary allotments would be wanting,

Another table (5) shows how the school plant and facilities of SJMHS were gradually expanded and improved to provide the increasing number of students and teachers a pleasant and adequate learning and working environment.  It may be seen with small significance however, this is a major factor that strongly promotes better performance that will in turn improve the quality of school output.

  1. Community Support and Citizen Involvement. Worthy of appreciation is the manner by which community groups in San Juan helped the local government in providing the high school with some furniture, equipments, instruments, etc.  Below are some examples of donations made to SJMHS:
  • 500 desks and rondalla instruments from some benefactors;
  • 12 faucets, a public address system, some working tables, benches and trash cans from the Parent Auxiliary Association;
  • science equipment valued at Php 10,000.00 and some ball game equipment from the San Juan Lions and Lionesses Club;
  • a band saw, a cut-off saw and a portable router from the Knights of Columbus; and
  • a slide projector and a complete set of slides from the Committee on Education

The problem of the inability of some of the students, especially those coming from the more depressed and squatter areas, to pay the required school fees gave rise to a scholarship and educational aid program.  This is where the more affluent residents of San Juan and some civic associations lend their support and assistance.  Each donor paid for the school expenses of the number of scholars he or she pledged to support.

Grants have been categorized as follows:

Full Scholarship:            Students with an average of  85% and above –

Php 115.00 a year

Partial Scholarship:       Students with an average of 82.5% to 84.9% –

Php 90.00 a year

Educational Aid:            Below 82.5% without failing grades –

Php 75.00 a year

To qualify for the above grants, the grantee must pass a required battery tests and other criteria put up by the COE.  Thus, only poor but deserving students get the above aid.

Among the donors are individual residents such as the Mayor who was the very first to donate his salary and he sponsors around twenty scholars. Local civic associations like San Juan Rotary Club, S.J. Women Medical Society, S.J. Lions and Lionesses, Knights of Rizal, Christian Family Movement, Zonta Club, Don Timoteo Certeza Educational Foundation, a foreign association (Norwegian Alliance Missionary) and some business groups like the Knit Joy, G-Liner, etc.  This scholarship program started by the Mayor in school year 1971-72 has gained support from year to year.

I.                The SJMHS: The Quality of Its Output.  To study the output of the SJMHS is to study the students with regard to their performance in competitive tests and other forms of competition.  The results of which can be compared with other students in schools of the same level and to study also their performance within the school as they pursue the secondary course.

But before studying the students, looking at the qualifications of the teachers honing their talents and skills will more or less give us an idea of what kind of students they will produce.

1.         The teachers.  Several tables (6, 7 & 8) will show us that the teaching personnel of the school have the expected qualifications, that their salaries are comparable to those of other teachers in the same level.  Also, the teacher-student ratio gives the teacher a viable number of students that would not be difficult to handle.

All things being equal, the better qualified the teachers are, the more satisfactory their salaries, and the smaller the teacher-student ratio, the better is their chance to produce good students.

A point observed in the list of school personnel is the vacant positions of school principal, guidance counselor and four teachers.  The first two are top positions that are necessary in the proper management of the school and should not be left vacant for long but should be filled up as soon as possible with competent and qualified people.  Those of the four teachers should be filled up when necessary.

Table 6. Educational Qualifications of SJMHS

( Administrator, Teaching and Non – Teaching Personnel: 1981-82)


(Educational Qualifications)                             Number

M. Ed. With Ed. D. units                                         1

B.S.E. with M.A. units                                             1


(Educational Qualifications)

B.S.E. with M.A. units                                          15

B.S.I.E. with M.A. units                                         2

B.S.B.E. with M.A. units                                        1

B.S.E.                                                                        36

B.S.I.E.                                                                       9

B.S.E./B.S. Pharm.                                                 1

B.S.E. / B.S.E. Ed.                                                   2

B.S.E. Ed. With M.A. units                                (6)

A.B. with 18 B.S.E. units                                      2

B.S.C.E. / B.S.I.E.                                                   1

B.S.A.E.                                                                      1


(Educational Qualifications)

B.S.C.                                                                           1

B.A. with 18 B.S.E. units                                      1

B.S. Graduate with 2 Coll. Ed.                           2

H. S. Graduate                                                         5

Another table will show the salaries received by the teaching and non-teaching staff of SJMHS which follow the OCPC standard salary rates for secondary teachers and other personnel.  With the present economic situation, however, all the school teachers are on strike as they demand for higher pay and more benefits.  It seems part of their demands will be met.

Another table will show the ratio of teachers to students with an average of one teacher to 35 or to 40 students thus falling within the standard ratio of one to 40 students.  The increasing ratio in the latter years is offset by the big number of part-time teachers in the succeeding years.  Since in the computation of the ratio, the number of part-time teachers was not included.

The first graduates of SJMHS gave an outstanding performance in the NCEE so that their 96% passing rate was then the highest among the public secondary schools in the Division of Rizal.

The graduating class during the school year 1979-80 gave another distinguishing performance with a 94% passing rate.  The performance of the other graduating classes while having a good enough performance with an 80% and above passing rate pales in comparison with the above outstanding performances.  An analysis of the factors that enabled three groups of graduates to get 90% and above passing rate may help the teachers to adopt and further strengthen such positive factors.

Another table (9-b) shows how the SJMHS ranks midway to performance in the NCEE as compared to the other 32 high schools in Metro Manila.  From some flashes of outstanding performance of the SJMHS in 1973-74 and 1979-80, the school may hope to land among the top ten in the list in the near future.


While the completion of the first group of students who entered the high school is fair enough at 77.25%, the rate of survival had been decreasing except for batch 1976-79.  A study should be made of the causes of this decreasing rate of completion so that possible remedial measures to avoid waste of resources may be adopted by the school staff.

The percentage of failures as shown in another table (11) during the first three years of the operation of the school is quite low.  However, there is a rising percentage of failures in the succeeding years ranging from 4% to 7% and even 10% in 1976-77.

According to school officials, the declining completion rates and passing rates in the NCEE may be traced to the poor quality of teaching in the two annexed classes in two barangays.  Here, the teachers are elementary school teachers.  These annexed classes were added in 1972.  There is also a need to review and revise the present practice of hiring teachers needed in annexed classes as well as in evening classes.  Teachers, worn-out from teaching the whole day, may not perform their teaching chores well in the evening.  Hiring new teachers who are qualified will even help spread employment opportunities and benefits to the unemployed besides providing the students better teaching services.