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