The blogger strongly believed that a teacher,by merely reading his blog will be guided accordingly so as to be promoted at the earliest possible time.
"Education is the most powerful weapon which you can use to change the world". Nelson Mandela
This study determined the effect
of Integrative Teaching on the academic performance of the Grade VI pupils in
Ragay District, Division of Camarines Sur for the School Year 2006 – 2007. It
drew out the academic performance of the pupils along Science, Mathematics, and
English. Further, it determined the significance of agreement on the academic
performance of the pupils in the three subject areas; the level of
effectiveness of the integrative approach on the academic performance in the
three subject areas as perceived by the teachers along objectives of
integrative teaching, lesson plan, strategies for teaching the approach and
selected teaching procedures, and values integration; whether there is a
significant agreement among the rank orders of the teachers’ perceptions in the
different subject areas; the problems encountered by the teachers in using the
Integrative Teaching Approach; the solutions they proposed to solve the
problems encountered; and whether significant agreement existed amongthe rank orders of the problems encountered
and solutions to the problems among the different zones namely, Central,
Northern, Southern, Railside, and Lowland.
The Pre-Experimental One-Shot Case
method of research was utilized in which the treatment was the Integrative
Approach. Its effect was perceived by the teachers teaching the three different
subject areas. Documentary analysis was also employed since the results of
Division Mathematics, English, and Science Tests were used as the source of
data. The research subjects were 1,426 Grade VI pupils while the
teacher-respondents were 25 coming from the five sectors of Ragay. Data were
treated statistically using frequency count, percentage rank order, mean,
standard deviation, proficiency level, average weighted mean, chi-square, and
Kendall Coefficient of Concordance W. Significance level was pegged on 0.05.
The findings drawn from this study are:
1.The
academic performance of the Grade VI Pupils rangedfrom 32.31% to 45.84 in English, 42.2% to
54.58% in Mathematics and 37.09% to 42.14% in Science. In English, Central zone
had the highest proficiency level of 45.84%, along Mathematics Northern zone
got the highest with 54.5%, and in ScienceNorthern zone still had the highest with 42.14%. They are all equivalent
to “Needs Improvement.”
2.Using the Kendall coefficient of
concordancew, to test the significance
of agreement on the rank order of pupils’ academic performance, the coefficient
of concordance yielded to 0.7995 with a chi square of 59.9625 (p<0.001). The
alternative hypothesis was accepted.
3.The level of effectiveness of Integrative
Approach in teaching the three subject areas obtained a weighted mean of 4.45
(Effective) for objective of Integrative Teaching, Lesson Plan 3.95, strategies
3.91, Values Integration 3.94. With a combined weighted mean of 4.05 or
Effective.
4.The test of Significance of agreement on
the Rank orders of the level of effectiveness of Integrative teaching had a
coefficient of concordance and a computed X2
of 0.25 and 4.518 (p>0.05) respectively for objectives, Lesson plan had
0.848 and 17.821 (p<0.025), Values Integration 0.79 and 11.85 (p<0.05),
strategies 0.68 and 10.29 (p>0.05). The alternative hypothesis was accepted
in terms of lesson plan and Values Integration but rejected in objectives and
strategies.
5.Of the nine problems identified to have been
encountered by the teachers in using the Integrative Approach, the two which
were considered to be very serious are: Insufficiency of in-service/pre-service
training (4.6) and lack of reference materials (3.96). Those that were “serious”
were: Difficulty in making Integrative lesson, Poor assistance by the school
heads (3.32), Inability to execute lesson plan with prescribed time–frame
(3.0), Lack of knowledge and related experiences (2.76) and Insufficient
background in the different strategies (2.68).
6.The coefficient of concordance to determine
the significance of agreement on the Rank Orders of the problems was 0.63 with
a chi square of 25.36 (p<0.001). The alternative hypothesis was accepted.
7.There were ten solutions formulated to
solve the problems. Of those, five were considered to be very much urgent.
Considering their weighted mean in descending order were: Teachers should be
effective facilitators of learning (4.84); Teachers should be competent and
innovative in preparing the integrative activities. To facilitate the teaching
of IT as a method, a proposed instructional manual (4.76); supplementary
materials be sufficiently provided (4.68); Teachers should be resourceful
(4.68); and Master the subject matter and skills (4.56).
The coefficient of concordance to
determine thesignificance of agreement of the rank orders
of the solutions was 0.2439 with a computed chi square of 10.98 (p>0.05),
the alternative hypothesis was rejected
Conclusions
The
following conclusions were derived from the findings of the study:
1.
The academic performance of the Grade VI pupils along English, Mathematics, and
Science in the different sectors of the district is low and is within the level
of “Needs Improvement”.
2.
The rank order of the pupils’ academic performance in the tool subjects are
highly significantly agreed among the different sectors of Ragay district.
3.1
Teachers perceived Integrative Approach to be effectivealong its objectives, lesson plan, and values
integration on developing pupils’ academic performance in the three subject
areas: English, Science, and Mathematics.
3.2
The following strategies used in integrative approach were perceived by the
teachers in the three subject areas in the following rank order: demonstration,
simulation games, experiments, role playing, field trips, and interviews.
4.The teachers in the three subject areas were
significantly agreed on the rank order of the level of effectiveness along
lesson plan but they were not significantly agreed according to objectives,
value integration, strategies, and in the over-all effectiveness of integrative
teaching in the development of pupils’ performance in the subject areas.
5.
The problems that were considered to be very serious were insufficiency 0f in-service/pre-service
training program, and lack of reference materials. Those that were perceived to
be serious were difficulty in making integrative lesson, poor assistance
accorded by the school head, inability to execute lesson plan within a
prescribedtime-frame, lack of knowledge
of different and related experiences, and insufficient background in the
different strategies.
6.
The solutions that were considered to be very much urgent by all zones were
about the effectiveness of teachers as facilitators of learning and manage the
condition of learning, and that teachers should be competent and innovative in
preparing the integrative activities and evaluation of learning to attain the
objective of integrative teaching, the attitudes of teachers, and the provision
of sufficient instructional manual, workbook, and teaching-learning aids and
workbook to facilitate the teaching of instructional technology as a method.
7.1
The teachers in the different zones were highly significantly agreed on the
rank orders of the seriousness of the problems encountered.
7.2
There is no significant agreement on the rank order of the urgency of the
solutions offered by the teachers in the different zones of Ragay District.
Recommendations
Based on the conclusions of the
study, the following recommendations are offered.
Integrative
teaching as a method should be included as subject in education courses.
In
order for teachers to be more effective in integrative teaching, they
should improve their communication arts skills and fluency, they should
uplift themselves in a refreshing self – study course or by enrolling in
the graduate studies and by subscribing to reading materials related to
improve communications arts skills.
Follow
– up trainings, seminars, and demonstration teaching on integrative
teaching must strictly be emphasized.
To
facilitate the use of integrative teaching method, a proposed
instructional manual, supplementary materials, teaching learning aids, and
workbook must be sufficiently provided by the system.
The
appropriate time allotment should be provided in the integrative teaching
learning period of different subject areas in order to have enough time to
attain and realize the objectives in getting along with integration.
Since
the sources of subject matter also depend upon the resourcefulness of the teacher,
and with difficulty in making integrative lesson plans, the teacher
prefers to use the uniform lesson plans which possibly can be based on the
model for all teachers.
The
importance and significance of integration in empowering the learners for
lifelong learning which is generally the overall aim of the curriculum
should be emphasized.
Recommendations
for Future Research
1.
Similar studies should be conducted in other districts in other grade levels
and include other subject areas.
2.
Other treatment variables should be considered to improve the pupils’ academic
performance;
3.
A five-year Supervisory Plan be formulated to improve the pupils’ academic
performance in all subject areas in the different grade levels.
4.
A Supervisory Scheme be formulated for the improvement of the pupils’ academic
performance in the different grade levels in all subject areas.
In the exigency of the service you are hereby designated
as the PROPERTY CUSTODIAN of Baya Elementary School effective
immediately in addition to your regular teaching loads.
You are expected to perform the
duties and responsibilities attached to your designation and such other related
function as may be assigned and will doing so until such time that this is
revoked.
School leader/managers do exercise a measurable, though
indirect effect on school effectiveness and student achievement (Hallinger and
Heck, 1996). Leadership appears to particularly impact the quality of teaching
in the school, which clearly implies that school leader must necessarily
provide focus and direction to curriculum and instruction and manage the school
organization efficiently to support student and adult learning. Great school
leaders bring out the best in teachers, school personnel and students
Leadership is a universal human activity in which leader influence
followers to act in order to attain goals that represent the motives, needs,
wants, hopes, and expectations of both followers and leaders (Burns, 1978).
Many of the literatures on leadership describe it as a process of motivating
and inspiring others to work hard in achieving the goals and targets of the
organization. School leaders like principal are expected to build strong and
sustainable motivation, enthusiasm and commitment to help accomplish and attain
organization plans.
School Leadership (SBM Primer
2009)
ØDeveloping people
(internal and external stakeholders)
ØSetting directions for
the organizations (mission/vision)
ØTransforming the school
into a more effective organization that foster powerful teaching -learning for
all students.
Ten (10) Principle of School
Leadership
ØKnow all aspect of your
job
ØSet attaining goals
ØEnsure that jobs are
understood, supervised and accomplished
ØKnow your teachers and look
after their welfare
Keep every teacher
informed
ØDevelop responsibility
among your teachers and students
ØSet the example
ØTake responsibility
ØMake sound and timely
decision
What is a vision?
It is a futuristic picture of the enterprise or
organization. It is time-bound, ambitious but realistic and a target market
focus that enables the entrepreneur to plan strategically. (Morato E., 2006)
It is realistic, credible and attractive future for the
organization, deemed to be better in some important ways than what now exist.
(Benis and Nanus, 1985)
Key elements of a compeling
vision statement:
ØIt is written down. Do
not trust your memory
ØIt is written in the
present tense.
ØIt covers a variety of
activities and time frames.
ØIt is filled with
descriptive details that anchors to reality.
Guide Question in Vision
statement formulations
ØIs the vision powerful?
ØDoes it inspire you?
ØCan you work hard to
achieve it?
ØDoes it describe a
preferred and meaningful state of your school five years from now?
ØIt is focused on the
clients you wants to serve? Can the vision be felt or experienced?
Today’s school leader s must
possess skills in visionary leadership. The term visionary leadership describes
a leader who knows exactly the current status of the school, has a clear and
compelling sense of where the school should be, and possess the right
understanding of the actions and behaviour needed in order to bring the school
to where it should be.
1.The movie in schools is toward transformational
leadership. Which characterizes transformational leadership?
I.Empowers those
who participate in the process
II.Intrinsically motivates people to improve their
practice
III.Helps staff develop and maintain a collaborative,
professional school culture
a.I and II
b.I and III
c.II and III
d.I, II and III
2.When the followers is the “when the cat is away the
mouse can play” type, the leadership style that is more likely to be effective
would be ___________
a.Autocratic
b.Laissez faire
c.Democratic
d.Consultative
3.In leadership and management, there has been a ground
shift in power from type A toward Type Z organizations including schools. What
is the shift?
I.From centralized
control to participative decision
II.From top down to bottom up
III.From a flatter to a hierarchical organization
a.I and II
b.I and III
c.II and III
d.I, II and III
4.If your management theory is Theory X, you will tend
to be _________in practice.
a.Democratic
b.Laissez faire
c.Autocratic
d.Consultative
5.If your management theory is Theory Y, you believe
your followers_____________
I.Are dependable
II.Can be trusted
III.Are self-motivated
a.I, II and III
b.II and III
c.I and II
d.I and III
6.Which explains ACCES principle on leadership and
governance?
I.Solo leadership
of school head
II.Leadership
provides school direction to make education relevant and responsive to
community context
III.A network of
leadership
IV.Building and
nourishing sustainable partnership
a.II, III and IV
b.I, III and IV
c.I, II and III
d.I, II and IV
7.According to the principle of SBM, who is/are in the
best position to improve schools?
a.The DepEd
secretary because he has all the power and the connections
b.The partnership
of the offices of Regional Director and Division Superintendent because they
have the budget and the manpower.
c.The people most
directly affected by the schools’ operations.
d.The teachers
because research says that the quality of teachers in the single most important
factor in the improvement of learning.
8.What come/s along with school-Based Management?
I.Decentralized
decision making
II.Distribution of
responsibilities
III.Schools
reflecting local priorities and values
IV.Complete autonomy
of schools and communities
a.I and II
b.I, II and III
c.II and III
d.I, II, III and IV
9.Which is the primary unit of improvement in SBM?
a.The Central Office
b.The Regional Office
c.The Division Office
d.The school
10.With SBM in mind, which does not belong?
a.School as primary
unit
b.Central Office
disconnect to the schools to make decentralization real
c.Empowered
principals
d.Internal and
External stakeholders as partners
11.It was found out that in relation to SBM practice in
the Philippines, schools just had “bean counting”. What does this imply?
I.Schools were just
occupied with counting number of seminars teachers attended, number of
consultation done with parent and community.
II.Schools became
oblivious that the collection of data and preparation of documents were all
done to improve student performance, the end goal of SBM
III.Schools welcome
SBM and implement it with thorough understanding
a.I, II and III
b.I and III
c.I and II
d.II and III
12.Why is use of resources more effective in SBM?
a.Those making the
decisions are intimately acquainted with its needs
b.The policies on
bid and awards are known to all
c.School will have
less need for procurement
d.Parents will be
less demanding
13.For SBM to succeed, a paradigm shift is necessary. SBM
must be seen not as a mere strategy but rather as _____________
a.A way of systems thinking and orientation
b.A form of tokenism
C.An act of mere compliance
d.An act of “bean counting”
14.Which is/are TRUE of the PQF?
I.It has 8 level
descriptors
II.It is about the college courses earned in higher
education institutions
III.It presents an articulation of the different levels of
education in the Philippines
IV.It does not concern TESDA
a.I and III
b.II and III
c.I and II
d.III and IV
15.Which is /are TRUE of the AQRF?
I.It has 9 levels
of descriptors
II.It describes the knowledge, skills and values (KSVs)
the application of these KSVs and the degree of independence in which these are
applied.
III.National Framework of ASEAN member states have nothing
to do with the AQRF.
IV.It serves as a point of reference for qualification of
all ASEAN member states.
a.I and II
b.I and III
c.II and IV
d.II and III
16.The position of the principal is certainly a demanding
one. So many groups especially teachers have expectations as to what school
principals should give or achieve what are those?
a.Public minded and high principled
b.A notch higher in expertise and an instructional resource
c.Final arbiter in matters of justice and an inspirational
model
d.Capable of implementing and monitoring departmental policies
17.What is the policy of empowering school heads?
a.Instructional, administrative and management authority
b.Supervisory, administrative and disciplinary
c.Personnel, operation and financial authority
d.Selection, appointment and hiring
18.As School Head what is your role in the recruitment
procedure?
a.Accepts written application with documents submitted by
applicants in the school and verify whethe all documents are authentic and
complete
b.Evaluates applicants on education, teaching experience,
LET rating etc..
c.Observes and rates demonstration teaching of applicants
d.Prepares the written English Proficiency Test
19.What is the mision of the school where you are assigned?
a.Provide learners with safe, student-centered and child
friendly learning environment
b.Provide a sympathetic, friendly, encouranging environment
for teachers
c.Provide quality basic education to all learners through
formal, informal or non formal ways
d.Provide opportunities for the personal and professional
growth of teachers
0.In SBM, the school vision mision accomplishment and
future are communicated through the _______
a.School Memorandum
b.School bulletin
c.School curricular
d.School Report Card
21.Underwhose
original jurisdiction are grievance of teaching and non-teaching personnel of
the school?
a.District Grievance Committee
b.School Division Grievance Committee
c.School Grievance Committee
d.Regional Grievance Committee
22.In the course of preparing the School Improvement Plan,
one of the most important activities is providing the School Planning Team (SPT)
members the opportunity to develop a sense of ownership of school processes and
to strengthen their working relationship by fostering camaraderie among them.
As the Schol Planning Team Leader, how can the school head BEST achieve this?
a.Provide an opportunity for vision sharing
b.Request SPTT members to listen to the voice of the
customers
c.Conduct sn orientation program about the roles and
responsibilities of SPT members
d.Distribute copies of SIP Guidebook to SPT members for
their references
23.Which of the following can be good VISION for a pulic
school on the kind of learners it aims to produce
a.Learners who are intelligent and hardworking who desire
to work abroad to become financially stable
b.Filipino children who are God loving nationalistic environment-friendly
competent and have concern for others
c.Filipino children who are creative investors, researchers
and entrepreneur
d.Learners who are proactive, progressive, and productive
24.Which of the following are School Head roles in
empowering teachers?
I.Applauds all empowerments
successes
II.Demonstrate empowerment deals
III.Encourages all endeavors
towardsempowerment
IV.Structures the climate to
empower both teacher and students
a.I, II, and III
b.I, II, III and IV
c.I, III and IV
d.I, II and IV
Directions: Encircle the letter that corresponds to your answer in each of the following questions.
1. The following are the characteristics of an effective child-friendly school EXCEPT one:
a. has the best interest of the child in mind an all learning activities
b. has a curriculum that addresses the child's learning needs as well as those of the
community and society
c. does not turn away any child from enrolling and attending classes for whatever reason
d. encourange children to think and decide for themselves, ask questions and express their
openions
2. A child friendly school should aspire for the following goals, EXCEPT one:
a. Encourage children's participation in school and community
b. Ensure children's high academic achievement and success
c. Enhance children's health and well being
d. Encourage sustained high enrollment and completion rate
3. The following are some of children's right EXCEPT one:
a. Children have the right to appropriate early reading instruction based
on their individual needs
b. Children have the right to well-prepared teachers who keep their skills
up to date through effective pro fessional development
c. Children have the right to classroom that optimize learning opportunities
d. Children have the right to school that have strong School-community linkages
4. The following are the components of the National Drug Education Program EXCEPT one:
a. curriculum and instruction
b. parent education and community outreach
c. pre-service and in-service training of teachers
d. ancilliary services, and research and evaluation
5. In promoting School Health Program, the principal may strengthen the following
School's Dental Service/Program EXCEPT one:
a. Sodium Fluoride Mouthrinsing Project
b. Atraumatic Restorative Treatment
c. Teacher-Child Parent (TCP) Approach Program
d. "Bright Smiles. Bright Future" Program
6. The following are SCHOOL NUTRITION PROGRAM EXCEPT one:
a. PAGKAING - SAPAT Para Sa Lahat (SAPAGKAT)
b. School - Based Preventive Nephrology Project
c. School - Base Breakfast Feeding Program
d. School - Based Milk Feeding Project
7. The tax exemption allowed by law for Adopt - A - School donor/benefactor is equal to the:
a. amount being donated
b. donated amount plus 50%
c. fifty percent of amount donated
d. seventy-five percent of the amount donated
8. One of the tools used in CFSS ( Child Friendly School System) to track down
the pupil's participation in school is the:
a. Effective Teaching - Learning Guide
b. Student Tracking System
c. Gender Sensitivity Guide
d. Self Assessment Guide
9. This is one of the innovation introduced by DepEd to strengthen school - based
management through decentralized construction management and principal
empowerment with active participation of the community and technical
from professional engineers:
a. DPWH -Led School - Building Project
b. LGU - Led School Building Project
c. Principal - Led School Building Project
d. Principal - LGU Joint School Building Project
10. Per R.A 9184 ("An Act Providing for the modernization, Standardization
and Regulation of the procurement Activities the Government and other Purposes")
upholds the following principle in government procurement EXCEPT one:
a. Competitiveness by extending equal opportunity to all public and private
parties who are eligible and qualified to participate a public bidding
b. Transparency in the procurement process and in the implementation of
procurement contracts through wide dissemination of bid opportunities
and participation of pertinent non-government organization
c. System accountability is exclusively intended for the parties involved
d. Revised procurement process that will apply government procurement standards
11. Which of the following enhance the learning of preschooler?
a. always give reward and never punish
b. Activities should be hands-on and not written
c. use colorful, attractive and challenging materials
d. Make activities too easy , simple and for a short period of time
12. Why should teacher provide positive feedback and realistic praise?
a. to motivate the student to study
b. So the students will know what to do
c. To be liked and loved by the student
d. So the student will praise him/her
13. Which of the following is not included in affective learning?
a. attitudes
b. beliefs
c. values
d. ambitious
14. A school personnel can avail of free legal service under certain circumstance. Mr.Ramos was accused
libel by his neighbor. Is he entitled to the said service?
a. Yes, he should defend herself
b. No, if funds are not available
c. No, it might bring some disagreement in school
d. No, the case is not related to his professional duties
15. Is holding a rally to protest the delay of benefits due a person ethically acceptable?
a. Yes, when hold while on official time
b. Yes, when hold outside the official time
c. Yes, when hold with approval
d. Yes, when hold together with parents and pupils
16. When will the K to 12 program be implemented?
a. s/y 2011- 2012
b. sly 2012-2013
c. sly 2014-2015
d. sly 2010-2011
17. The first batch of high school students to go through K to 12 will graduate in ______
a. March 2015
b. March 2016
c. March 2017
d. March 2018
18. In what school year the grade 11 will be introduced?
a. 2016 - 2017
b. 2017 - 2018
c. 2018 - 2019
d. 2020 - 2021
19. Government funds are appropriated for specific purposes. if the school head used the budget
alloted for training of teachers for the purpose of books, what offense does she/he commit?
a. misappropriation
b. technical malversation
c. re-alignment
d. juggling of funds
20. As a school head and Special Disbursing officer, how often should you liquidate espense against cash
advance?
a. every 15 days
b. every 30 days
c. every quarter
d. everyday
21. Which of the following is not principle governing government procurement?
a. transparency
b. accountability
c. selectivity
d. competitiveness
22. which of the following reports should a principal prepare for all the stakeholders
to know whether he/she have accomplished the targets in the SIP?
a. School Report Card
b. School Annual Report
c. Year End Report
d. School Assessment Report
23. Which of the following areas of concern should NOT be included if the agreed focus of
observation between the school head and the teacher is classroom management?
a. Assess how much students already know
b. Efficient classroom routine
c. Smooth transitions between activities
d. Physical environment conducive to learning
24. Which of the following functions should NOT be undertaken by the School Quality Management Team?
a. organize program team by learning area
b. conduct monitoring during plan implementation
c. evaluate result of SIP implementation
D. design monitoring and feedback system
25. Which of the questions must be answered by the school head before he can formulate his vision-mission?
a. What resources do we need to bring about school improvement?
b. Who are the stakeholders who can assist the school head in resource generation?
c. What is the status of the school in terms of enrolment and other school performance indicator
and resources?
d. What processes must be modified to bring about school improvement?
(This reviewer composed of more than 500 questions)
If you are interested with this reviewer please send your message in my email add
coolteacher28@gmail.com or You can also text me with my cp no. 09472547693
NEW CP. N0 09472547693
LEADERSHIP STYLE
QUESTIONNAIRE
Introduction: Think of a group or organization in
which you are a member. Visualize yourself in charge of the group discussion.
As you lead the group, the following six problems arise. Read the first problem
and possible solutions. Choose the best of the possible solutions and circle
the letter, which matches that solution. Keep in mind that you are in charge of
group discussion for a particular group.
1.Your
group is having trouble getting started. You have tried to make everyone feel
comfortable. You have allowed time to get acquainted. Everyone seems interested
and cooperative, but reluctant to speak up.
a.Wait until they’re ready to speak up
b.Suggests that the group vote on what
to do next.
c.Make some specific assignments to
different people and help them complete their assignments.
2.The
group is operating extremely well. Members get along well with each other.
Discussion is lively. Everyone is contributing to the group. You want to insure
that this continues.
a.Reduce your leadership. Let group
members lead the group as much as possible.
b.Be sure agreement is reached on each
point before proceeding.
c.Keep the group firmly under your
control or the group will lose its momentum.
3.The
group has been very productive. Two or three members have done most of the
talking and all of the work. Everyone seems happy but you would like to make
some charges so that more members will get involved.
a.Tell it like it is. Outline the
changes and see that they are made.
b.Propose the changes. Explain why they
are needed, then let the group decide what will be done.
c.Don’t do anything that might threaten
group productivity.
4.The
group is working well and relations among members are very positive. You feel
somewhat unsure about your lack of direction of the group.
a.Leave the group alone
b.Slowly assert yourself to give the
group more direction.
c.Ask the group if you should provide
more direction, then comply with their wishes.
5.The
group was going great, but now it is falling apart. Members are beginning to bicker.
It is hard to stay on the subject. Someone has just suggested that maybe the
group should take a recess for two or three months.
a.Let everyone have their say. Don’t
get involved.
b.Take a vote on the suggested recess.
c.Propose a new course of action for
the group. If no one strongly disagrees, make assignments and see that they are
carried out.
6.Your
group has completed an excellent discussion of a topic they chose, but no one
wants to take any action although several would be appropriate and each activity
has been discussed.
a.Suggest that the group move on to
another topic. If no one disagrees, list possible topics.
b.Choose an activity for the group and
make assignments.
c.Just keep quiet until the group arrives at a decision.
Qualifying Exam for Principal
15 questions out of 800
1.Recommended practice suggests that which of the
following should be involved in the decision making process concerning
curriculum?
I.Curriculum expert
II.Boards of education
III.Professional staff
IV.Parents and students
a.I and II only
b.II and III only
c.I, II, and III only
d.I, II, III, and IV
2.Which of the following is the most crucial question to
consider in using community resources in the classroom?
a.Can the resources be used by several groups at the
same time?
b.Have such resources been overused?
c.Do the resources meet the needs of the program?
d.Would the use of these resources be controversial?
3.The role of a school psychologist would ordinarily NOT
include which of the following?
a.Assisting teachers and administrators to develop
understanding of the needs and behaviour of students.
b.Determining by observation and assessment the
procedures that best help students to learn
c.Assisting faculty in developing procedures for
referring students to the school psychologies
d.Assisting teachers by giving demonstration lessons to
troublesome groups of students
4.The leader can be most confident that a groups is
functioning when
a.Most participants are enjoying the task
b.Interpersonal and organizational conflict do not occur
c.The reward system is more than adequate
d.The participants are interacting with each other on an
open basis.
5.Of the following, the best argument for the inclusion
of student in special education programs in activities with general education
students is the probability that the special education students will
a.Have less need for specialized services in the school
they attend
b.Learn more in the cognitive and psychomotor domain
c.Become more competitive with their peers.
d.Receive more individualized attention for the special
nature of their disabling condition.
e.Be provided with the least restrictive environment
6.The teaching techniques or methods that are generally
considered to have more direct impact on effective feelings are
a.Discussion and dialogue
b.Recitation and independent study
c.Role playing and simulation
d.Questioning and observation
e.Lecturing and demonstration
7.A group of teachers cooperatively plan the best
learning situation for a particular student, discuss the plan with the student,
and have the student sign the written plan. Which of the following best
describes this process?
a.Individualizing unit teaching
b.The contract method
c.Unit teaching with group instruction
d.Programmed instruction
e.Team teaching, individualized instruction with the
contract method
8.The primary role of the supervisory or cooperating teacher
in the education of the student teacher is most appropriately described as
a.Setting a good example for the student teacher to
follow
b.Helping the student teacher develop effective ways of
teaching
c.Determining the educational philosophy to be implement
by the student teacher
d.Providing the student teacher with information in
classroom management techniques.
e.Facilitating the proper placement of the student
teacher in his or her initial position.
9.Which of the following is a common pitfall in the
shaped decision-making process
a.Group members often a variety of alternatives for
consideration
b.Group think develops
c.Investment in the decision making process is increased
d.Decisions are reached too rapidly
e.Staff morale is decreased
10.A high school principal plans to conduct a study to
examine the effect of math teachers’ pedagogical styles in the achievement of
students in the schools’ advanced mathematics program. Which of the following
is the initial step in this process?
a.Consult research relating to teachers’ pedagogical
styles and student development
b.Collect data about the performance of students in the
advanced mathematics program
c.Determine a format and timeline for reporting the
results of the study to faculty members
d.Formulate a question, hypothesis or objective
e.Contact teachers to participate in the study
11.If standardized test data are used in the principals’
study, which of the following should the principal consider to assess the
tests’ ability to measure students’ performance across repeated test administrations?
a.Reliability
b.Validity
c.Generalizability
d.Orthogonality
e.Reproducibility
12.Teacher Anne decides skills she wants pupils to learn
from the lesson and designs ways to assess how well student have learned and
how effectively the activity has been carried out. Teacher Anne uses a set of
description of level of performance on each of several aspects of the activity.
This is known as ___________
a.Performance checklist
b.Criterion checklist
c.Rubrics
d.Questionnaire
13.Which of the following is not considered in selecting
the aims of curriculum?
a.Analysis of culture
b.Consistency of the curriculum with learning theory
c.Validity of knowledge claim
d.The present status of the learner
14.Learning experiences are vital components of
curriculum. Which of the following factors must be considered in determining
learning experiences?
a.Observability
b.Compatibility
c.Trialability
d.Suitability
15.Although, experiences provided in learning may be
varied, they should all lead to the attainment of the same goal where
subsequent experiences should build earlier ones. This is known as ___________
a.Consistency learning
b.Compatibility learning
c.Cumulative learning
d. Constructive
learning
Reviewer for Qualifying Exam for
School Heads
Parents Involvement and Community
Partnership
1.Which of the following is the main
goal of SBM?
a.Enhance school holding power
b.Improve school performance and
students achievements
c.Raise quality and academic excellence
d.Improve operations and delivery services
2.Where was SBM based?
a.Modernization
b.Institutionalized
c.Decentralization
d.Globalization
3.Which of the following are objectives
of SBM?
I.Promote
effective schools
II.Improve the quality of basic
education
III.Empower the school head to provide
leadership
IV.Mobilize the community as well as the
local government units, to invest time, money and effort in making the school a
better place to learn it.
a.I and II
b.II, III, and IV
c.I, II, III, and IV
d.I, II and III
4.DepED Order No. 83. S. 2012 issued
the revised SBM Framework, Assessment Process and Tool {APAT } Which of the following are the principles
underlying SBM?
I.Progressive
II.Decentralized
III.Self
empowered
IV.Developmental
a.I and II
b.II, III and IV
c.I, II, III, and IV
d.I, II, and III
5.In the revised SBM principles,
schools should be manage __________ the school and the community.
a.By/to/of
b.From/for/to
c.By/for/to
d.By/for/of
6.ACESSs represents the vision of the
Department of Education in successfully implementing the reform agenda BESRA,,
what is the C in ACCESs?
a.Community
b.Country
c.Center
d.Child
7.ACCESs espouses Four Principles of a
school System. Which of these principles refer to resources which are
collectively organized, mobilized and managed with transparency?
a.Principle of Community – based
learning
b.Principle of collective Leadership
and Governance
c.Principle of Convergence to Harness
Resources for Education
d.Principle of Accountability for
performance and Result
8.There are three levels of SBM
practice. Which of the following is not a description of level III or ADVANCED
(ACCREDITED)?
a.Developing structures and mechanism
b.Ensuring the production of intended
outcome
c.Self – renewing and self – sustaining
d.Meeting all standards
9.Who is responsible in organizing the School Governing Council (SGC)
a.School head
b.District supervisor
c.PTA president
d.Education chairman of Sanggunian
10.Which of the following are functions
of SGC?
I.Assist
the crafting the SIP
II.Assist in generating resources
III.Assist in development of school
policies
IV.Participate in monitoring and
evaluating SIP/AIP Implementation
a.I, II, III
b.I, II, III and IV
c.II, III, IV
d.II and IV only
School Management and Daily
Operations
1.Who sets the school mission, vision,
goals and targets?
a.The PTCA
b.The teachers
c.The school Governing Council
d.The school Head
2.Which of the following is NOT a responsibility of the SH?
a.Recommending the Staffing complement
of the school
b.Offering educational programs
projects, and services
c.Hiring needed teachers and personnel
d.Implementing the school curriculum
3.Which of the following are
responsibilities of SH?
I.Developing
the school education program
II.Introducing new and innovative modes
of instruction
III.Acting as chair of School Governing
Council
IV.Establishing school and community
networks
a.I, II and IV
b.I and III
c.II, III and IV
d.I, III and IV
4.To which position in the career
service do teachers and SHs belong?
a.First level
b.Second level
c.Third level
d.Fourth level
5.Which of the following refers to
movement from one position to another which is equivalent rank, level or salary
without break in service?
a.Transfer
b.Reemployment
c.Reappointment
d.Demotion
6.Which of the following employment
status is issued when the regular incumbent of a position is temporarily unable
to perform the duties because he is on scholarship grant?
a.Temporary
b.Substitute
c.Coterminous
d.Contractual
7.Who among the following employees
can monetize a minimum of 1 days provided that he/she has accumulated 15
days of vacation leave?
I.Permanent
II.Temporary
III.Contractual
IV.Casual
a.I only
b.I and II only
c.I, II and III
d.I, II, III and IV
8.Who among married woman are entitled
to maternity leave of sixty (60) days with full pay? Those who have rendered an
aggregate of
I.One
year service
II.Two years’ service
III.Three years’ service
IV.Four years’ service
a.IV only
b.III and IV only
c.II, III and IV
d.I, II, III, and IV
9.A married male employee is entitled
to paternity leave of how many days?
a.30 days
b.20 days
c.10 days
d.7 days
10.A solo parent employee shall be
granted parental leave provided she/he has rendered one (1) year of continuous
or broken service. For how often can this be avail of?
a.Every year
b.Every two year
c.Every three year
d.Every four year
INSTRUCTIONAL LEADERSHIP
1.Which of the following is the most
important role of school head?
a.Prepare the school Improve plan
b.Use effectively the school resources
c.Plan and implement school and
programs and projects
d.Provide a learning environment for
effective teaching and maximize learning
2.Among the following school heads
spends the ideal time allotment for instructional and administrative
supervision?
School Heads
Administrative
Instructional Service
a.Miss Reyes
50%
50%
b.Mr. Rivers
75%
25%
c.Mr. Santos
30%
70%
d.Mrs. Cruz
70%
30%
3.Which of the following is the basic
characteristic of effective leadership?
a.It is potent force for increasing
supervisory effectiveness
b.It employs techniques for observing
and analysing data
c.It encourages the use of sound
principles
d.It provides opportunities for
professional growth
4.Which skills of an effective instructional
supervisor summarize the speaker’s message for verification?
a.Clarifying
b.Negotiating
c.Reflective
d.Reinforcing
5.Which of the following are intents of
supervision?
I.Relationship
building
II.Improvement of student learning
III.Capacity building
IV.Better life for teachers and students
a.I and IV
b.II, III and IV
c.I, II, III and IV
d.I, II and III
6.Teachers may be classified according
to their level of commitment and level of abstraction and place them inside the
corresponding quadrant. Which quadrant can we classify a teacher who is
energetic and full of good intention, but cannot act fully and realistic?
a.Quadrant I Teacher Drp out
b.Quadrant II Unfocused Teachers
c.Quadrant III Analytical Teachers
d.Quadrant IV Professional Teachers
7.What do we call teachers with low
level of commitment but are intelligent?
a.Teachers Drop-out
b.Unfocused
c.Professional
d.Analytical
8.In the classroom observation cycle,
what does the principal do in the pre -
observation conference?
a.The principal discusses with the
teacher the details and gals of the observation as well as the materials need.
b.The principal and teacher review the
procedure of classroom observation
c. Principal and teacher agree upon job
improvement targets
d.Principal and teacher analyze the
finding and data
9.What is the focus of clinical
supervision?
a.To view outputs and products so as to
verify what they have learned and incorporated in their growing store of
information and skills
b.To observe classroom environment and
dramatically affects learning
c.To confirm teacher’s plan to assess
learners’ achievement
d.To see what the teachers does in the
classroom
10.In the development process of
clinical supervision, when do we give feedback?
a.Pre – conference
b.Observation
c.Analysis
d.Post conference
Personal Integrity and Interpersonal
Sensitivity
1.Which of the following are enhanced
by professionalism?
I.Pedagogical
knowledge
II.Subject matter knowledge
III.Level of experience
IV.Self – efficacy
a.I and II
b.II, III, and IV
c.I, II, and IV
d.I, II, III and IV
2.Which is not evidence of pedagogical
expertise of a teacher?
a.Communication of the course
objectives to the students
b.Awareness of alternatives
instructional strategies
c.Selection of appropriate methods of
instruction
d.Adhering to the code of Ethics for
Professional Teachers
3.Every person regardless of color,
nationality, age, gender, economic status and ability is a child of GOD. As a
child of God what does she/he deserve?
a.Respect
b.Trust
c.Care
d.Help
4.Conflicts have stage. In what stage
are solutions though of?
a.Cognition stage
b.Beginning of conflict
c.Behavioural stage
d.Consequence
5.Which level of conflict occurs within
a group?
a.Intrapersonal
b.Intra group
c.Intergroup
d.Interpersonal
6.In Intra – organizational conflict,
what kind of conflict is a superior – subordinate conflict?
a.Role conflict
b.Vertical conflict
c.Horizontal conflict
d.Line staff conflict
7.Which conflict resolution strategy is
a delay in action?
a.Negotiation
b.Confrontation
c.Diffusion
d.Avoidance
8.Which of the following alternatives
to negotiation has a third party, an empowered person. Who settled the
conflict?
a.Arbitration
b.Persuasion
c.Giving in
d.Instruction
9.Which of the following demonstrate
collegially in communications?
I.Demonstrating
respect for each other
II.Openly sharing failures and mistakes
III.Constructively analysing practices of
stakeholders
a.I only
b.II only
c.III only
d.I, II and III
10.What kind of feeling is attained when
communicating is a collegial atmosphere?
a.Happiness
b.Openness
c.Restricted
d.Inhabited
Analogies 5/57
Remember:Analogies are pairs of
words that are related to each other in the same way.Therelationship in the analogy “Boy is to man
as girl is to woman” is the relationship of a child to adult. The
analogy can also be written like this: boy : man :: girl : woman. The symbol :
takes the place of the words is to. The symbol :: takes the place of the words
as.
1 Open : secretive :: forthright : _____________________
(This reviewer for word analogy composed of 57 items)
NEW 09472547693 SMART
VOCABULARY
DIRECTION: Choose the letter that corresponds
to the word meaning of the italicized
word in the sentence.
1.Decentralization connotes:
a.Devolution of education functions
b.Transfer of power
c.Transfer of resources
d.Schools empowerment
2.Mrs Fe Villacastia lived in Pilar,
Siargao for ten years, but was not ever quite able to get used to Siarganon
manner and mores.
a.Places for boats to anchor
b.Customs
c.Campfire
d.Type of eel
3.Forget whatever I’ve said in the past
about you’re your deplorable lack of cooking skills that meal was one of the
most delish
I’ve ever had”. Mrs. May Segovia, the home economics teacher said.
a.Delicious
b.Delicate
c.Delicacy
d.Saturated with fluid
4.“He’s respected impresario, influencing
the career of some of the biggest names in classical music”.
a.Singer
b.Manager
c.Publisher’s logo
d.Fortune-teller
5.For many athletes success can be both
enticing
and terrifying
a.Exhausting
b.Sneaky or deceptive
c.Complicated
d. Tempting
READING COMPREHENSION
SELECTION I
Jean Piaget,
the word famous Swiss Development psychologist and epistemologist is the
researcher who has done most for our understanding of children’s thinking. His
work and research suggests that the ability to think develops in several
noticeable stages. All children go through these stages in the same fixed order
but not everyone moves through the stage at the same time. Also, depending upon
a child’s exposure and life experience, some children may think in one stage in
certain situations and think in a different stage for other things.
Elementary
school teachers in multi-grade classroom work with children who are in the
broad overlapping stages. Intuitive though from 4 to 7 years old; concrete
operations, from about 7 to 12 years old; formal operation, from about 12 years
on.
Intuitive
thought describes how four to seven years old operate mentally, they typically
use their sense impressions or intuition earlier than logic in forming
judgements. They also find it hard to remember more than one thing at a time.
Concrete
operational children, on the other hand can do much logical thinking. Their
handicap is that the ideas they consider must be tried to concrete materials
they can manipulate. Or, at the very least, they must have such first-hand
experience with the materials to think about them.
In the stage
of formal operations, children are able to think much more abstractly, there is
far less need to refer to concrete objects. With experience similar to adults,
they can handle formal logic, that, is the use of the same mental operational
as adults.
1.The best title for the passage would be:
a.The Characteristics of School
Children
b.The Stages of Formal Operations
c.The Stages of Cognitive Development
d.The Contributions of Jean Piaget
2.The
stages of cognitive development of the children reflects:
a.Varied characteristics and learning
styles of children
b.7 to 12 years old School Children
learn better than 4 to 7 years old children
c.Multi-grade instruction is not
feasible to handle
d.Structure classroom setting is most
ideal
3.As elementary school teachers, you are mainly
working with children who are;
a.Of different abilities and interest
b.In the intuitive, concrete and formal
operational stage of mental growth
c.In the concrete and formal
operational stage of mental growth
d.D. of multi-faceted talents and
intelligences
4.Jean
Piaget also disclosed that:
a.Children’s thinking is dependent on
their development stages, exposure and life experiences
b.Exposure and life experiences affect
children’s thinking
c.Children’s thinking is influenced by
their growth patterns and development stage.
d.Heredity sand early experience are
good foundation for the children
5.The
following statements are true except:
a.Children’s cognitive growth in any on
stage depends upon on their activities.
b.Children should not be made to sit
still and to listen to or observe others as the primary means of learning
c.The development of their brain power
is fixed at birth
d.The role of experience and active
learning is critical in generating growth and change.
NEW CP.09472547693 SMART
GRAMMAR AND CORRECTION USAGE
Direction: the underline parts of the sentences below contain
errors in idioms grammar, word choice and others. Identify such errors and write
the letter that corresponds to the appropriate word / idioms that will make the
sentences correct. Write N if no errors is found.
1.I fail to understand why you are
seeking my council after you ignored my advice.
ABCD
2.One of the membertook the placeof the
chairmanduring the meeting
ABCD
3.Filipinos are accustomed to resorting
to quack doctors for help in curing diseases.
ABC
4.Neither the coach nor theplayer were satisfied of his
performance
ABCD
5.The hereditary qualities transmittedby the parents to the child influences the
