A) Faster decisions in schools B) Less responsibility and accountability C) Consistency and direction in actions D) Reduced delay on the submission of reports
A) Teacher teaching assignment B) Teaching strategies C) Alignment of assessment with the content D) Budget allocation for curriculum materials
A) Align training with teachers' needs and involve them in planning B) avoid imposing registration fee during training sessions C) Make training more relevant and significant to them D) include engaging and interactive teachers' activity
A) Reduces issues on human resources B) Eliminates competition and focused on planning C) Focuses on rules and consequences of not following them D) Provides direction and inspires change
A) all sectors must be represented B) everybody can share their experiences C) no one should be left behind D) Stakeholders are important in governance
A) Too short and simple B) Too expensive to be implemented C) Not measurable or actionable D) Too detailed
A) Faster planning that occur over a long period of time B) Misguided strategies and poor outcomes C) low level of flexibility D) Reduced performance of the stakeholders
A) low level of performance B) Efficient operations C) Insufficient funds to implement programs and activities D) Wasted resources and poor outcomes
A) Future direction and plans of the school B) Discipline and behavior of learners C) Past events and experiences of the school D) Daily tasks of both teaching and non-teaching personnel
A) Planning and monitoring B) Budget and accounting service C) Teaching and learning D) recruitment and hiring policies
A) orientation and dissemination of school policies B) Communication and integration into daily practices C) Improve recruitment policies and standards D) Evaluation the performance
A) Improve recruitment policies and standards B) orientation and dissemination of school policies C) Evaluation the performance D) Communication and integration into daily practices
A) Teacher workload and organizational climate B) Student performance scores across curriculum C) School infrastructure D) Curriculum design
A) Avoid decision-making B) Ability to inspire and guide future direction C) Ignore stakeholders D) Focus on daily tasks only
A) Evaluate teachers based on student academic performance and discipline B) Conduct curriculum alignment workshops and calibration sessions C) Provide standardized lesson plans for all teachers D) Allow teachers flexibility in interpretation
A) school support staff B) Stakeholders C) Students and their parents D) Principal and teachers
A) Align assessment strategies with curriculum objectives B) Maintain authentic assessments suited to the level of the learners C) Reduce assessment difficulty D) Increase test frequency
A) Misalignment of philosophy and policies B) Effective planning C) Good evaluation D) Strong leadership and governance
A) Visionary leadership B) Administrative management C) Financial control D) Supervision concerns
A) prioritizing all purchases for the use of the learners B) Spend equally across all areas C) Reduce teacher benefits D) Focus spending on high-impact educational programs
A) revise it through the help of parents B) Redefine it to be clear, concise, and inspiring C) consult the community members and the private sector D) Involve the community, non-government and government agencies
A) reducing student assessment activities B) Increasing contact time allotted in instruction C) Replacing existing teaching materials D) Revising curriculum guides and reinforcing alignment
A) Poor financial reporting and accounting procedures B) Misalignment between budget allocation and instructional priorities funding sources C) Insufficient D) Lack of transparency
A) low support from the parents B) poor collaboration with the community C) Lack of purpose and direction D) poor direction
A) Increased teacher motivation B) Balanced development C) Immediate operational issues D) Improved finances
A) Identify desired learning outcomes and competencies B) Evaluate teacher performance C) Purchase new materials D) Conduct curricular and cu curricular
A) Authority and delegation of powers B) Compliance with the mandates of shared leadership C) Participation and shared ownership D) Control over governance and operation
A) Participation B) Budgeting C) Accountability D) Evaluation
A) Revise curriculum to integrate authentic learning tasks B) Increase homework C) Reduce exam difficulty D) Focus on memorization strategies
A) Administrative supervision B) Financial management C) Discipline enforcement D) Instructional leadership
A) Poor transparency among school leaders B) Low commitment of stakeholders C) Weak accountability and financial governance D) Lack of resources allocation
A) low performance and morale of teachers in school B) low level of involvement of teachers in school activities C) low commitment of teachers in achieving organizational goals D) lesser visibility of teachers in school programs and activities
A) Use consensus-building and data-driven decisions B) Ignore stakeholders C) Follow previous plans only D) Delay planning
A) Curriculum content B) Teacher instructional practices C) Student attendance D) School facilities
A) classroom discipline and values regeneration B) Classroom management and learner-centered strategies C) Research and development skills D) Subject content mastery
A) Increased commitment and purpose B) improved personality and school visibility C) improved school physical facilities D) increased accountability
A) Reduce responsibilities and accountabilities of teachers B) Offer attractive salary increase and other benefits C) discuss the issue and reason for the teacher to leave the school D) Provide leadership roles and career advancement pathways
A) communicate the mission to all stakeholders B) improves policies C) Increase fund allocation D) Realign policies with mission and goals
A) Security and support staff B) School management C) Parents and community D) Students
A) Providing textbooks B) Frequent student testing C) Increasing teacher workload D) Classroom observations and instructional monitoring
A) It increases teacher motivation B) It ignores instructional practices and professional behavior C) It is too complex and wordy D) It simplifies classroom formative evaluation
A) Allocate based on seniority B) Prioritize based on school goals and student needs C) Follow previous year's budget strictly D) Equal distribution of funds
A) Confusion and inconsistency happen B) misalignment between plans and direction C) low organizational performance D) poor leadership and management of resources
A) Student discipline B) School facilities C) Curriculum content D) Teacher capacity and support
A) orientation B) Future aspiration C) Evaluation tools D) Policies and standards
A) Eliminates need for principal observation B) promote Speeding up of evaluation C) Reduces miscommunication in the school D) Encourages collaborative professional growth
A) Simplify the curriculum B) Provide sustained professional development and coaching C) Replace less committed and low performing teachers D) Enforce compliance of school policies and guidelines
A) weak evaluation system B) Misalignment between philosophy and practice C) ineffective leadership in the community D) misalignment with the curriculum standards
A) misalignment between policies and standards to that of outputs B) unimproved performance of both teachers and administrators C) Resistance and lack of ownership from the stakeholders D) less commitment from the stakeholders
A) Weak curriculum implementation and collaboration B) Insufficient dissemination of vision and mission statements C) Lack of alignment between vision and implementation D) Poor facilities and inadequate classroom and teaching aids
A) reorientation of rules and standards B) Embed vision into training and daily activities C) collaboration and coordination D) Teamwork and collaboration
A) Administrators B) Parents C) Learners or Students D) Teachers |