School Leadership of Principals (Principal's Test)

Principals' Test 

The following are eligible to take the test

• 1. One year as Head Teacher
• 2. 2 years as Master Teacher or Teacher in Charge
• 3. Five Years as T-III

Current Issues/Topics:

• 1. Senior High School
• 2. School Based Management
• 3. DepEd Rationalization Plan
• 4. RPMS
• 5. PBB (Performance-Based Bonus

Review the following: 

• 1. DECS Manual 
• 2. RA 9155 - "Governance of Basic Education Act of 2001"
• 3. RA 4670 - "Magna Carta for Public School Teachers"
• 4. EFA - Education for All
• 5. BESRA - Basic Education Sector Reform Agenda
• 6. EMIS/BEIS - Basic Education Information System
• 7. K to 12
• 8. Writing Correspondence
• 9. NCBTS-IPPD
• 10. Code of Ethics for Professional Teachers
• 11. Grammar and Vocabulary (Identifying Errors etc...)
• 13. Child Protection Policy
• 14. Anti Bullying
• 15. RA 7610 (Child Abuse Law)
• 16. DepEd Mission and Vision
• 17. DepEd Orders (you may browse website of Deped)

Questions & Answers

Q: What is the policy of empowering school heads?

• a. It is the principle which recognizes that every unit in the education bureaucracy has a particular role, task and responsibilities inherent in the office and for which it is principally accountable for outcomes
• b. It is the policy of empowering all school heads with instructional, administrative and management authority, accountability and responsibility over all personnel, physical and fiscal resources of the school for a more effective and efficient delivery of quality basic education.
• c. The goal of basic education to provide them with the skills, knowledge and goals they need to become caring, self-reliant, productive and patriotic citizens.
• d. It refers to those actions that you take or delegate to promote growth in student learning’s.

Answer: B

It is the policy of empowering all school heads with instructional, administrative and management authority, accountability and responsibility over all personnel, physical and fiscal resources of the school for a more effective and efficient delivery of quality basic education.Legal basis: RA. 9155

Q: The following are the characteristics of an effective Principal except for one?

• a. problem-solving and decision making skills
• b. social skills and professional knowledge
• c. makes difficult and unpopular decisions
• d. Leadership traits

Answer: C

The Leadership traits, problem-solving and decision making skills, social skills and professional knowledge and competencies.

Q: What is school improvement planning?

1. It is a process where teachers, parents, students and community leaders come together to analyze the status of their school.
2. It is a process by which members of the school-community conduct a thorough evaluation of their school's educational programming in the previous school year
3. Develop a written school plan that establishes the starting point for ongoing evaluation of efforts
4. It unifies or integrates independently organized school improvement efforts from various areas of the total school program into a single focused process.

• a. 1 & 2 only
• b. 1 & 3 only
• c. 1, 2, 3 only
• d. 1, 2, 3, 4

Answer : D

School Improvement Planning is a process where teachers, parents, students community leaders come together to analyze the status of their school. It is a process by which members of the school community conduct a thorough evaluation of their school's educational programming in the previous school year and develop a written school plan that; 

1. Establishes the starting point for ongoing evaluation of efforts, 

1. Unifies or integrates independently organized school improvement efforts from various areas of the total school program into a single focused process.

Q: The school heads shall have authority, accountability and responsibility for the following except for one?

• a. Setting the mission, vision, goals and objectives of the school;
• b. Creating an environment within the school that is disadvantage to teaching and learning;
• c. Implementing the school curriculum and being accountable for higher learning outcomes;
• d. Developing the school education program and school improvement plan;

Answer : B

Creating an environment within the school that is conducive to teaching and learning

Q: School Based Management Fund may come from different sources except for one?

• a. PTCA, NGO’s
• b. Local Government Unit
• c. Revolutionary tax
• d. MOOE, etc.

Answer : C

Fund - School Based Management Fund coming from different sources such as PTCA, LGU, DepEd MOOE, NGO’s etc.

Q: We dream of Filipinos who passionately (1)____________ their country and whose (2)_________________________ enable them to realize their full (3)____________________________ meaningfully to building the nation.

We are a (4)_________________ public institution that is itself constantly learning and building its capacity to pursue its (5)________________.

1.__________________

• a. Love
• b. Learner-centered
• c. Competence and values
• d. Potentials and contribute

2.__________________

• a. Love
• b. Learner-centered
• c. Competence and values
• d. Potentials and contribute

3.__________________

• a. Love
• b. Learner-centered
• c. Competence and values
• d. Potentials and contribute

4.____________________

• a. Love
• b. Learner-centered
• c. Competence and values
• d. Potentials and contribute

5. ___________________

• a. Mission
• b. Learner-centered
• c. Competence and values
• d. Potentials and contribute

Answer :

• 1. A Love
• 2. C Competence and values
• 3. D Potential and contribute
• 4. B Learner-centered
• 5. A Mission

DepED VISION We dream of Filipinos who passionately love their country and whose competencies and values enable them to realize their full potential and contribute meaningfully to building the nation. We are a learner-centered public institution that is itself constantly learning and building its capacity to pursue its mission.

Q: DepED MISSION

To protect and promote the right of every Filipino to (1)________________, culture-based and complete basic education where:

• Students learn in a child-friendly, (2)_________________, safe and motivating environment

• Teachers (3)___________________ and constantly nurture every learner

• Administrators and staff, as stewards of the institution, ensure an enabling and (4)__________________ for effective learning to happen.

• Family, community and other stakeholders are actively engaged and share responsibility for developing (5)________________.

1. _______________________

• a. quality, equitable
• b. facilitate learning
• c. supportive environment
• d. life-long learners

2. _______________________

• a. gender sensitive
• b. facilitate learning
• c. supportive environment
• d. lifelong learner

3. _______________________

1. a. Facilitate learning
2. b. Quality, equitable
3. c. Supportive environment
4. d. Lifelong learners

4. _______________________

• a. Supportive environment
• b. Gender sensitive
• c. Facilitate learning
• d. Share responsibility

5. _______________________

• a. Lifelong learners
• b. Quality , equitable
• c. Gender sensitive
• d. Supportive environment

Answer :

• 1. A. Quality, equitable
• 2. A. Gender-sensitive
• 3. A. Facilitate learning
• 4. A. Supportive environment
• 5. A. Life-long learners

DepED MISSION To protect and promote the right of every Filipino to quality, equitable, culture-based and complete basic education where:• Students learn in a child-friendly, gender-sensitive, safe and motivating environment• Teachers facilitate learning and constantly nurture every learner• Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen.• Family, community and other stakeholders are actively engaged and share responsibility for developing life-long learners.

Q: The NCBTS-TSNA is expected to yield the following specific outputs level except for one?

• a. individual level
• b. school level
• c. cluster/district /division/region level
• d. national level

Answer: D

Individual level, school level and cluster/district /division/region level only

Q: This indicator measures the general level of participation of young children in early childhood development programs. It indicates the capacity of the education system to prepare young children for elementary education. The system generates this indicator only up to the level of the legislative districts and above.

• a. Gross Enrolment Ratio in Early Childhood Development Programs
• b. Percentage of Grade 1 Pupils with Early Childhood Development Programs
• c. Apparent/Gross Intake Rate
• d. Gross Enrolment Ratio

Answer : A

This indicator measures the general level of participation of young children in early childhood development programs. It indicates the capacity of the education system to prepare young children for elementary education. The system generates this indicator only up to the level of the legislative districts and above.

Q: This Rate reflects the general level of access to primary education. It also indicates the capacity of the education system to provide access to grade 1 for the official school-entrance age population.

• a. Gross Enrolment Ratio in Early Childhood Development Programs
• b. Percentage of Grade 1 Pupils with Early Childhood Development Programs
• c. Apparent/Gross Intake Rate
• d. Gross Enrollment Ratio

Answer : C

Apparent/Gross Intake Rate It reflects the general level of access to primary education. It also indicates the capacity of the education system to provide access to grade 1 for the official school-entrance age population.

Q: This is used to show the general level of participation in primary education. It is used in place of the Net Enrollment Ratio when data on enrollment by single years of age is not available.

• a. Gross Enrolment Ratio in Early Childhood Development Programs
• b. Percentage of Grade 1 Pupils with Early Childhood Development Programs
• c. Apparent/Gross Intake Rate
• d. Gross Enrollment Ratio

Answer : D

Gross Enrollment Ratio The indicator is used to show the general level of participation in primary education. It is used in place of the Net Enrollment Ratio when data on enrollment by single years of age is not available. It can also be used together with the Net Enrollment Ratio to measure the extent of over-aged and underaged enrollment. The system generates this indicator up to the level of the
legislative districts and above.

Q: This calculates the percentage of pupils/students who do not finish a particular grade/year level.

• a. Transition Rate
• b. Simple Dropout Rate Programs
• c. Apparent/Gross Intake Rate
• d. Gross Enrolment Ratio

Answer : B

The Simple Dropout Rate calculates the percentage of pupils/students who do not finish a particular grade/year level. It does not capture pupils/students who finish a grade/year level but do not enroll in the next grade/year level the following school year.

Q: The indicator assesses the extent by which pupils are able to move to the next higher level of education (i.e. primary to intermediate and elementary to secondary).

• a. Transition Rate
• b. Simple Dropout Rate Programs
• c. Apparent/Gross Intake Rate
• d. Gross Enrolment Ratio

Answer : A

Transition Rate The indicator assesses the extent by which pupils are able to move to the next higher level of education (i.e. primary to intermediate and elementary to secondary). Care should be exercised in using this indicator at the level of the Division, Municipal and Legislative Districts where migration can increase or reduce the results of the indicator. It is not calculated at the school level for this reason.

Q: This indicator measures the percentage of grade/year 1 entrants who graduate in elementary/ secondary education. It is available only up to the division level and above.

• a. Transition Rate
• b. Simple Dropout Rate Programs
• c. Completion Rate
• d. Gross Enrolment Ratio

Answer : C

Completion Rate The Completion Rate measures the percentage of grade/year 1 entrants who graduate in elementary/secondary education. It is available only up to the division level and above. Data for grade/year 1 are based on the predecessor of BEIS, the Unified Data Gathering System (UDGS), which did not have any validation procedures and did not monitor the completeness of the data submitted.

Q: This indicator determines the degree of pupils/students in a particular school year who continue to be in school in the succeeding year. This indicator is also vulnerable to migration and is not advisable to compute at the school level.

• a. Retention Rate
• b. Simple Dropout Rate Programs
• c. Completion Rate
• d. Gross Enrolment Ratio

Answer : A

The Retention Rate determines the degree of pupils/students in a particular school year who continue to be in school in the succeeding year. This indicator is also vulnerable to migration and is not advisable to compute at the school level.

Q: It is the principal's task to develop an understanding and support of the general public for the school's improvement. This is a way by which the community is convinced that what is operating in the school is as good as the programs operating elsewhere. How can this be realized?

• A. Preparing a school improvement plan
• B. Selling the school to the public
• C. Identifying Existing Problems
• D. Allowing the community to use the school's facilities

Answer: C

School Daily Operations

Q: it is an In Service Training Program for new employees/teachers to develop pride, commitment and sense of belonging to the public service.

• A. Induction program
• B. Orientation Program
• C. Career Orientation
• D. GAD training program

Answer: A

Induction Program – it is for new employees/teachers to develop pride, commitment and sense of belonging to the public service. Induction program is for “NEW” employee.

Q: It refers to activities and programs designed to inform the employee about the thrust, operations and programs of a certain agency. It is also to inform the employee of his responsibilities and benefits.

• a. Induction program
• b. Orientation Program
• c. Career Orientation
• d. GAD training program

Answer : B

Orientation Program – it refers to activities and programs designed to inform the employee about the thrust, operations and programs of a certain agency. It is also to inform the employee of his responsibilities and benefits.

Q: It is a program designed to inform the employees about the new policies and programs and their new duties and responsibilities. Rewards based on Performance

• a. Induction program
• b. Orientation Program
• c. Career Orientation
• d. Reorientation program

Answer: D

Reorientation Program – a program designed to inform the employees about the new policies and programs and their new duties and responsibilities. Rewards based on Performance