Sample Test Items on INSTRUCTIONAL LEADERSHIP for NQESH Review:

1. What do we mean by instructional leadership?

a. promoting vision, mission and goals and developing a means to reach them.
b. ensuring quality of instruction, modeling teaching practice, supervising curriculum, and ensuring quality of teaching
resources.
c. overseeing the operations of the school (its budget, schedule, facilities, safety and security, and transportation).
d. recruiting, hiring, firing, inducting, and mentoring teachers and administrators; developing leadership capacity and
professional development opportunities.
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 19
2. As a school head one is likened into a captain of a ship. Similar to a captain of a ship, he/she must have a clear idea of where the
school is going. What is his main duty?
a. His main duty is to craft schools mission and vision.
b. His main duty is to purchase instructional materials for the use of the teachers.
c. His main duty is to motivate and encourage the teachers to their increase performance and to meet the achievement
expectations.
d. His/her main duty is to improve the instruction program that will result to an increase in the performance of the pupils
and to meet the achievement expectations.
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 27
3. An effective principal is an effective communicator also. Below are the characteristics of a principal who is an effective
communicator EXCEPT one.
a. models commitment to school goals
b. articulates a vision of instructional goals and the means for integrating instructional planning and goal attainment
c. sets and adheres to clear performance standards for instruction and teacher behavior.
d. conducts 2 to 3 meetings in a week with his staff
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 29
4. Mrs. Castillo is a school head in Pagsanjan District. She has clear decisive long-range policies and goals for her school. She
works hard to translate goals into actual practice. She makes decisions in terms of what is best for students, not necessarily the
easiest or what will make teachers happy. She has strong expectations of both students and teachers. She is always prepared to
assume leadership and will make things happen if they are in the best interest of the school. She implements central and regional
directions or policies to suit the needs of the school. If you were to describe Mrs. Castillo, her leadership style would be that of
a. An Initiator

b. A Manager

c. A Responder

d. A Pretender

Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 64
5. Mr. Gananciano provides basic support to his staff. He keeps teachers informed about decisions and is always sensitive to their
needs. He is teacher-centered and defends them from unreasonable external requests. He does not typically initiate change but will
follow through if given a high priority by others.He is flexible and willing to make changes at short notice to solve immediate
problems. If you were to describe Mr. Gananciano, his leadership style would be that of
a. An Initiator

b. A Manager

c. A Responder

d. A Pretender

Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 65

6. Mrs. Almazan, the principal of 2 multigrade schools does not fail to prepare monthly calendar of activities and schedule of class
observations. She conducts regular classroom observation and guide her teachers well. What domain of responsibility does she
possess best?
a. Instructional supervision

c. School management

b. School communications

d. School community

Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 53-54
7. A school head who sees her role as mainly administrative, allows teachers and others to lead in decision making, perceives
teachers as professional, does not interfere with teachers instructional role, strives for strong personal relations with staff, makes
decisions in terms of immediate issues, does not consider long-term goals and plans and flexible and willing to make changes at
short notice to solve immediate problems is more of
a. An Initiator

b. A Manager

c. A Responder

d. A Pretender

Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 67-71
8. Which of the following should a school head pay more attention to strengthen curricular implementation?
a. school management
b. school community relation

c. instructional supervision
d. school communication

Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 70
9. Mis-assigned teachers are a source of concern. In this case, and in most cases where teacher competency needs to be raised,
what must the school heads do?
a. the principal is expected to serve as a coach
b. the principal is expected to serve as a mentor
c. the principal is expected to serve as a coach and a mentor
d. the principal is expected to serve as an adviser
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 70
10. Effective school management is observed or measured in many ways. Some of the indicators of good management in schools
are stated below EXCEPT:
a. Instructional supplies are ordered and arrived on time
b. Teachers come to school on time; rarely been absent and receive effective supervision
c. School facilities are in good repair with the help of the stakeholders in improving it
d. PTA are involved in academic teaching
Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 71
11. Below are the standards for good instructional leadership that a school head must implement EXCEPT one:
I. lead school in a way that places student and adult learning at the center
II. set high expectation and standards for the academic and social development of all students and the performance of the
adults
III. demand content and instruction that ensure student achievement as agreed-on academic standards
IV. allow the stakeholders to participate in the academic activities of the school
V. use multiple sources of data as diagnostic tools to assess, identify, and apply instructional improvement
a. I, II, III, and IV

c. I, III, IV and V

b. II, III, IV and V

d. I, II, III and V

Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 27; DepEd
Order No. 54, s. 2009
12. An effective instructional leader is a visible presence who:
I. visit classrooms, attends departmental or grade-level meetings

II. accessible to discuss matters dealing with instruction

III. checks the attendance of the pupils
IV. an active participant in staff development
a. I, II and III

b. I, II and IV

c. II, III and IV

d. I, III and IV

Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 29
13. The school head sets expectations for continual improvement of instructional programs and actively engages in staff
development and encourages teachers the use of different instructional strategies, he is said to be:
a. a resource provider
b. an effective communicator

c. an instructional resource
d. a visible presence

Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 29
14. Which of the following are the characteristics of effective instructional leadership?
I. The principal conceptualizes the AIP and all school projects, implements and make reports
II. The principal is seldom seen at the office; he/she is walking about
III. An annual instructional program is being implemented and monitored periodically by a committee chaired by the
principal
IV. Regular meetings with staff are held to address problems encountered during program implementation
V. There is active documentation of instructional practice and materials that teachers consider worthy of adoption.
a. I, II, III, and IV

c. I, III, IV and V

b. II, III, IV and V

d. I, II, III and V

Ref . ICeXCELS Module 1 Affirm the Instructional Leadership Roles and Functions of a School Head page: 30
15 . The Mother Tongue-Based Multilingual Education Project is the most vital reform for the countrys basic education and school
system as a whole. MTBMLE is mandated by DepEd Order No. 74, s. 2009, entitled Institutionalizing Mother Tongue-Based
Multilingual Education. How many minutes will a Grade I teacher teach Mother Tongue?
a. 60 minutes

c. 40 minutes

b. 50 minutes

d. 30 minutes

DepEd Order No. 74, s. 2009, entitled Institutionalizing Mother Tongue-Based Multilingual Education.
16. Mother Tongue is taught as a separate Learning Area in ___________ as stipulated in DepEd Order No. 31, s. 2013.
a. Kindergarten and Grade I

c. Grade 2 and 3

b. Grade 1 and 2

d. Grade 3 and 4

Ref . DepEd Order No. 31, s. 2013, entitled Clarifications on the Policy Guidelines on the Implementation of the
Language Learning Areas and Their Time Allotment in Grades 1 and 2 of the K to 12 Basic Education Program.

17. Filipino, as a Learning Area, is first introduced in Grade 1 during the _____________ /grading period.
a. first quarter

c. third quarter

b. second quarter

d. fourth quarter

Ref . DepEd Order No. 31, s. 2013, entitled Clarifications on the Policy Guidelines on the Implementation of the
Language Learning Areas and Their Time Allotment in Grades 1 and 2 of the K to 12 Basic Education Program.
18. K to 12 Assessment shall be done at four levels namely, knowledge, process/skills, understanding and products/performances.
Process/skills and understanding shall be weighted as:
a. 25% and 30% respectively

c. 15% and 25% respectively

b. 15% and 30% respectively

d. 30% and 25% respectively

Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
Basic Education Curriculum

19. How many percentage is given to knowledge and products/performances in K to 12 Assessment?

a. 25% and 30% respectively

c. 15% and 25% respectively

b. 15% and 30% respectively

d. 30% and 25% respectively

Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
Basic Education Curriculum
20. Promotion and retention of students shall be by subject. If by the end of the school year, the students are still at the Beginning
level, they shall be required to:
a. take the subject in the succeeding school year
b. respect the subject in the current school year
c. take summer classes
d. enroll the same subject before he/she graduated
Ref. DepEd Order No. 31, s. 2012 Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic
Education Curriculum ( BEC )
21. The performance of students shall be described based on the levels of proficiency as Beginning (B), Developing (D),
Approaching Proficiency (AP), Proficient (P) and Advanced (A). If Student X got 83% in Filipino for the First Grading period, what
descriptive level of proficiency should appear in his/her Form 138?
a. AP

b. D

c. B

d. P

Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
Basic Education Curriculum
22. Which best explains the Enhanced Kto12 Basic Education Model
( K+6+4+2 Model )?
a. This model involves kindergarten, six years of elementary education, six years of secondary education.
b. This model involves kindergarten, six years of elementary education, four years of junior high school and two years of
vocational course.
c. This model involves kindergarten, six years of elementary education, four years of junior high school and two years of
general education.
d. This involves kindergarten, six years of elementary education, four year of junior high school ( Grade 7 to 10 ) and two
years of senior high school ( Grade 11 to 12 ).
Ref. DepEd Order No. 31, s. 2012 Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic
Education Curriculum ( BEC )
23. Prospective Senior High School ( SHS ) Education will be provided starting school year _____________.
a. 2015 2016

c. 2017 2018

b. 2016 2017

d. 2018 2019

Ref. DepEd Order No. 31, s. 2012 Policy Guidelines on the Implementation of Grades 1 to 10 of the K to 12 Basic Education
Curriculum ( BEC )
24. Which of the following is suggested assessment tool for performance/product?
a. oral participation
b. formative
c. portfolio
d. transforming a textual presentation into a diagram
Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
Basic Education Curriculum

25. What type of assessment is conducted prior to instruction or intervention to establish a baseline from which individual student
growth can be measured?
a. post test

b. formative

c. summative

d. diagnostic

Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
Basic Education Curriculum
26. This type of assessment is used to aid learning. It provides feedback on a students work and would not necessarily be used for
grading purposes.
a. pre-test

b. post-test

c. formative

d. summative

Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
Basic Education Curriculum
27. This type of assessment is typically used to assign student a course grade. It is evaluative.
a. diagnostic

b. formative

c. summative

d.post-test

Ref. DepEd Order No. 73, s. 2012 Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12
Basic Education Curriculum
28. The teacher creates a classroom atmosphere that encourages students to attain high levels of learning and achievement under
NCBTS. In which domain does this action of the teacher belong?
a. social regard for learning

c. diversity of learners

b. learning environment

d. curriculum

Ref. NCBTS Handbook, 2006, pages 19 to 22

29. How should teachers use the NCBTS?
I. As a guide to reflect on their current teaching practices.
II. As a framework for creating new teaching practices.
III. As a guidepost for planning her professional development goals.
IV. As a common language for discussing teaching practices with other teachers.
V. As a guide to evaluate/assess students performance.
a. I, II, III and IV

c. I, III, IV and V

b. II, III, IV and V

d. I, II, III and V

Ref. NCBTS Handbook, 2006, page 5

30. The teacher demonstrates and exemplifies the values of learning and efforts in the various actions and statements she makes in
front of her students. Which domain des the teacher consider?
a. social regard for learning

c. diversity of learners

b. learning environment

d. curriculum

Ref. NCBTS Handbook, 2006, pages 17 to 18

31. The statement below answer the question Why is K to 12 needed? EXCEPT one:
a. To decongest the curriculum
b. To prepare the students for higher education
c. To generate funds
d. To prepare the students for the labor market
Ref. K to 12 PPP Taguinao - Slides 12-20
32. The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be
met by all students at the end of basic education. Which of the following is the alignment of Phonics and Word Recognition with the
five sub-strands?
a. Listening- Reading-Writing

c. Listening- Viewing-Writing

b. Speaking- Reading-Writing

d. Listening- Reading-Speaking

K to 12 Basic Education Curriculum

33. Below are the components of instructional leadership EXCEPT one:
a. Assessment

c. Instructional climate and Instruction

b. Student outcome

d. Leadership and Governance

Ref. Instructional Supervision PPT slide no. 28; Mrs. Erma Valenzuela
34. It includes all functions directly related in providing teaching and learning within the school.
a. Instructional supervision

c. School management

b. School communications

d. School community

Ref. Instructional Supervision PPT slide no. 29; Mrs. Erma Valenzuela
35. Which of the following are the roles of instructional supervisor?
I. To help teacher to select goals to be improved and help illuminate some teaching issues for better understanding of his
practices.
II. Prepare accomplishment report of the school
III. Pay attention to the gifts of teachers and empower them.
IV. Maintain welcome environment with the stakeholders
a.

I and II

c. II and IV

b.

I and III

d. III and IV

Ref. Instructional Supervision PPT slide no. 30-31; Mrs. Erma Valenzuela
36. Supervision is about engaging teachers in reflective thinking and discussion based on insightful and useful observation not on
________________.
a. speculation

c. evaluation

b. motivation

d. recognition

Ref. Instructional Supervision PPT slide no. 32; Mrs. Erma Valenzuela
37. The development of supervisory practice are as follows EXCEPT one:
a. From Bureaucratic to Democratic
b. From Inspection to Participation
c. From Hierarchy to Bureaucratic
d. From Evaluation to Support
Ref. Instructional Supervision PPT slide no. 32; Mrs. Erma Valenzuela
38. What are the three major Cs in supervision?
a. Collaboration Cooperation - Contribution
b. Consideration- Commitment - Contribution
c. Collaboration Consideration - Communication
d. Communication Commitment Cooperation
Ref. Instructional Supervision PPT slide no. 43-45; Mrs. Erma Valenzuela
39. The power of communication is vital in supervision. Which of the following is NOT part of the communication techniques?
a. Listening and Reflecting

c. Clarifying

b. Observing

d. Diverting

Ref. Instructional Supervision PPT slide no. 47; Mrs. Erma Valenzuela
40. Giving feedback is essential in instructional supervision. Which of the items below is NOT part of it?
a. Prepare for the feedback , gain others acceptance.
b. Maintaining the others self-esteem, be specific and clarify.

c. State the observed behavior and direct attention to constructive action.

d. Close the session on pointing out the weaknesses of the teacher.
Ref. Instructional Supervision PPT slide no.52; Mrs. Erma Valenzuela
41. Miss Vivian Ramos is a new teacher experiencing difficulty in Classroom management. She lacks confidence, knowledge and
expertise in resolving her problem. What interpersonal approach to supervision should the school head give her?
a. Directive Informational Approach

c. Self-Directed Approach

b. Collaborative Approach

d. STAR Observation Approach

Ref. Instructional Supervision PPT slide no. 56-60; Mrs. Erma Valenzuela
42. Instructional supervisor seeks to identify problem from teachers perspective and works jointly with others for solutions. What
interpersonal approach to supervision is being described?
a. Directive Informational Approach

c. Self-Directed Approach

b. Collaborative Approach

d. STAR Observation Approach

Ref. Instructional Supervision PPT slide no. 56-60; Mrs. Erma Valenzuela
43. Mrs. Gahite is a Grade One teacher who enables to reflect on her problem, draws conclusions and constructs her own
alternatives. What interpersonal approach to supervision does Mrs. Gahite apply?
a. Directive Informational Approach

c. Self-Directed Approach

b. Collaborative Approach

d. STAR Observation Approach

Ref. Instructional Supervision PPT slide no. 56-60; Mrs. Erma Valenzuela
44. Cooperative Learning approach makes use of a classroom organization where students work in groups or teams to help each
other learn. Students assist each other in the learning process by acting as partners with the teacher and with each other to learn
the lesson for the day. What are two important components of cooperative learning?
I. Cooperative incentive structures two or more individuals are interdependent for a reward.
II. Cooperative task structure where two or more individuals are allowed encouraged or required to work together on
certain tasks.
III. Cooperative partner learning where the brighter and more cooperative member of the class tutors other classmates.
IV. Cooperative partner learning where a student chooses a partner from among his/her classmates to enable them to
learn.
a. I and II

b. II and III

c. I and III

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 121, 2 nd Edition by Dr. Luisito S.
Valentin DCS, Manila
45. The manner of doing activities in the simplest, quickest and most orderly fashion for the purpose of saving time and effort is
referred to as routine. What are the basic principles governing activities?
I. Discipline of students inside the classroom
II. Provision for sufficient practice and definite directions
III. Setting of a purpose or motive for the activity
IV. Creation of meaning in the materials to be utilized
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 121, 2 nd Edition by Dr. Luisito S.
Valentin DCS, Manila
46. Integration is the process of putting things together. It must be utilized to ensure an effective transfer of learning. How does the
Content Based Instruction serve as a vehicle for the development of concepts and skills?

I. The content of Science is used in teaching Music, Arts and Physical Education
II. The content of the livelihood Education is used in teaching Home Economics
III. The content of Science and Health is used in developing skills in English
IV. The content of Sibika/Kultura is used in developing skills in Filipino
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 121, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
47. Thematic teaching recognizes learning around ideas. It enables learners to see meaningful connections and interrelatedness
across content or skill areas. What does thematic teaching provide?
I. It provides direction in performing ones task
II. It provides coherence and focus on the accompanying activities
III. It provides opportunities for a well-balance plan of activities
IV. It provides framework for linking content and process from a variety of disciplines
a. I and II

b. I and III

c. III and IV

d. II and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 122, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
48. In the classroom, pupils are encouraged to make their reflections where they express their personal thought, feeling and
emotions. They are given the opportunity to work by learning teams where they share their thoughts with each other. What type of
intelligence do the examples portray?
I. Naturalist intelligence
II. Interpersonal intelligence
III. Linguistic intelligence
IV. Intrapersonal intelligence
a. I and III

b. II and IV

c. III and I

d. IV and II

Ref: The National Qualifying Examination for School Heads (NQESH), page 122, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
49. As an instructional leader, the principal crystallizes the vision of the school, translates it into goals and objectives, and focuses
on activities related to the teaching-learning process. What are the two most important concerns of the principal in performing such
role?
I. Academic achievement of pupils
II. Effectiveness of instruction
III. Official communication and correspondence
IV. External stakeholders relation
a I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 122, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
50. As a leader of instruction, the principal must zero in on its basic elements. What are those elements?
I. Autonomy and authority
II. Curriculum and instruction
III. Performance and evaluation
IV. Responsibility and technical support
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 123, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila

51. Classroom Management implies organizational direction and control of activities so that work and play are carried out effectively
and without much waste of time. What are the evidences that a teacher can manage classroom activities?
I. The teacher is able to assess performance of his/her pupils
II. The teacher commands respect from the learners
III. The teacher is able to minimize occurrences of disciplinary problems
IV. The teacher is able to increase the proportion of constructive and productive activities
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 123, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
52. The project method requires pupils to present in concrete form the results of information gathered about a given concept,
principle or innovation. It involves experiencing and completing some activities carried in life-like situations. What are the two types
of projects?
I. Journal type where the objective is geared toward writing ones experiences
II. Procedure type where the objective is not the actual construction of useful materials
III. Problem type where the objective is to solve problems involving intellectual process
IV. Portfolio type where the objective is to put together accomplishment through compilation.
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 123, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
53. Reflective teaching is anchored on the ability of the teacher to guide pupils to reflect on their own experiences in order to arrive
at new understanding and meaning. What are involved in reflective teaching?
I. It involves a thoughtful analysis of a teachers action, decisions and results of teaching.
II. It involves active, persistent consideration of any belief or practice
III. It involves accumulated knowledge to construct new meaningful connection between prior knowledge and the present
learning activity.
IV. It involves the ability of the teacher to guide pupils to reflect on their own experiences
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 124, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
54. A buzz session is a special technique aimed at free exchange of ideas and ensures active participation among group members.
What are the salient features of a buzz session?
I. A leader and a secretary are chosen to lead the discussion and record what have been discussed
II. The group utilized a variety of devices in the solution of the problem
III. The group is given the time to present the outcomes of their discussion
IV. The group submits a written report to the leader.
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 124, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
55. A good supervisory note must function as a dynamic force in the improvement of teaching technique and materials of instruction
to ensure efficient teaching and effective learning. What are the characteristics of a good supervisory note?
I. A good supervisory note must take into consideration the ability of the class, the experience of the teacher and the
conditions by which the teacher works.
II. A good supervisory note must even include pointers not visible during the period of observation.

III. A good supervisory note must be subjective, taking into account the feeling of the observer.
IV. A good supervisory note must be centered on specific points rather than on general matters.
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 124, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
56. The content of BSP Form 178 must be used as a means to an end rather than as an end in itself. What do you mean by
underlined phrase?
I. It must be followed by the teacher in teaching
II. It must be used as a guide for further improvement by both supervisor and teacher
III. It must be both efficient instruction and effective learning
IV. It must be enforced to bring about needed changes
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 124, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
56. In a democratic classroom procedure, both teachers and pupils share in the planning and conduct of class activities. How is this
undertaken in class?
I. There is free discussion of what children want to do
II. There is command and compulsion
III. There is a doubt and jealousy
IV. There is a little democratic society in class
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 125, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
57. The principal performs supervisory role in implementing the supervisory program. How should he/she perform supervisory role?
I. Intellectually rather than emotionally
II. Jolly rather than timidly
III. Creatively rather than repressively
IV. Stressfully rather than calmly
a. I and II

b. II and III

c. I and III

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 125, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
58. Diagnostic tests are given at a beginning of the school year. These tests enable teachers to know where to start in teaching and
provide for emotional instruction. What is this test design to provide?
I. Information about the learners achievement test
II. Information about the learners expected success in fields of learning
III. Information about specific learning difficulties of the learners
IV. Information about what the learners already know and what skills they have acquired
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 125, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
59. Validity is the most significant single characteristics of a test. The validity of a test is determined by the degree to which it
actually measures what it is supposed to measure. When do you consider a test valid?
I. It measures the defects or weakness of learners in a given test

II. It accomplishes the purpose which the supervisor has in mind

III. It measure the ability for which it is intended
IV. It established a known relationship against criteria
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 125, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
60. Provision in the supervisory plan should be made for carrying out definite follow-u work. What are the purposes of follow-up
visit?
I. To aid in effecting improvement in teaching
II. To disregard previous suggestions
III. To conduct unannounced visitations of classes
IV. To check whether previous suggestions were effective or not
a. I and II

b. II and III

c. III and IV

d. I and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 126, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
61. Cognitive learning theories focus on covert activities of the mind rather than on overt behavior. The learner tries to understand
the associations between stimuli and response. What tasks of a teacher are emphasized in this theory?
I. Develop awareness among students of the values which used to be internalized.
II. Provide students opportunities to explore the environment and facilitate its discovery.
III. Account for phenomena that are contrary to expectation.
IV. Allow for the construction of knowledge by incorporating new information into existing knowledge.
a. I and II

b. II and III

c. III and IV

d. II and IV

Ref: The National Qualifying Examination for School Heads (NQESH), page 126, 2 nd Edition by Dr. Luisito S. San
Valentin DCS, Manila
62. After conducting class observations with all the teachers, the school head found out that teachers have inadequacies and need
to develop some skills in teaching. What should be his/her next step?
a.
b.
c.
d.

Plan for In-service education

Plan for Staff development
Plan for School demonstration teaching
Plan for gender and development awareness

Ref: NCBTS-TSNA Materials

63. The attainment of learning outcome shall be the basis for the quality assurance of learning. Which of the following levels of
assessment may be assessed using traditional measures?
a.
b.

Knowledge
Process

c. understanding
d. product/performance

Ref: DepEd Order No. 73, s. 2012

64. Which level of assessment will answer the question: What do we want students to do with what they know? How do we want
them to provide evidence of what they can do with what they know?
a.
b.

Products
Understanding

c. Process
d. Knowledge

Ref: DepEd Order No. 73, s. 2012

65. This level of assessment seeks to provide evidence that the student can use or transfer their learning to real life situations.
a.
b.

Understanding
Process

Ref: DepEd Order No. 73, s. 2012

c. Knowledge
d. Product

66. In k to 12 BEC, students whose proficiency level falls on beginning at the end of the quarter/grading period, he/she shall be
given
a.
b.

Enrichment activities
Remediation activities

c. Enhancement Activities
d. Advancement activities

Ref: DepEd Order No. 73, s. 2012

67. Religion shall be taught to children in public elementary and high school at the option expressed in writing by the _________.
a.
b.
c.
d.

Parents or guardian
Pupils or students
Teachers or instructors
Caregiver

Ref:
DepEd Order No. 49, s. 2009
Q & A on Governance for Basic Education & Regulations Governing Public
Schools Atty. Franklin C. Sugo, pp.262-263
68. The Magna Carta for Public School Teachers provides that any teacher engaged in actual classroom instruction shall NOT be
required more than
a.
b.
c.
d.

5 hours of actual classroom teaching a day

6 hours of actual classroom teaching a day
7 hours of actual classroom teaching a day
8 hours of actual classroom teaching a day

Ref:
Q & A on Governance for Basic Education & Regulations Governing Public Schools Atty. Franklin C.
Sugo, p.429; RA 4670 III Section 13
69. The Study of Constitution shall be part of the curriculum of
a.
b.

Elementary Schools
Tertiary Schools

c. Secondary Schools
d. All schools

Ref:
Q & A on Governance for Basic Education & Regulations Governing Public Schools p.5; Article XIV
1987 Constitution Sec. 3 (1)
70. Under the New Constitution, All educational institutions shall aim to include love of country, teach the duties of citizenship, and
develop moral character, personal discipline, and scientific, technological, and vocational efficiency. The provision here that is not
found in Sec. 15 Art. XIV of the 1935 Constitution is love of country and
a.
b.
c.
d.
Ref:

Moral character
Personal discipline
Duties citizenship
Scientific, technological efficiency
DECS Service Manual 2000, p.3 Chapter 2, Sec. 2

71. When the exigencies of the service also requires, any teacher may be required to render more than 6 hours of actual classroom
instruction but not exceeding
a.
b.
c.
d.

8 hours and with additional compensation

9 hours and with additional compensation
10 hours and with additional compensation
11 hours and with additional compensation

Ref:
Q & A on Governance for Basic Education & Regulations Governing Public Schools p.430;
III-Sec. 14
72. What kind of a teacher anticipates problems and plans ahead?
a.
b.
Ref:

Proactive
Effective

c. Active
d. Reactive

Module 3 TIP, Responsibility and Accountability of a Filipino Teacher

73. What should every Filipino teacher NOT to do?

a.
b.
Ref:

Enroll pupils/student
Implement rules & regulations

c. Disregard school records & reports

d. Prepare effective lesson plan

Module 3 TIP, Responsibility and Accountability of a Filipino Teacher

74. What does the acronym NCBTS mean?

a.
b.

National Competent Board Teacher Standards

National Competency Based Teacher Standards

RA 4670

c.
d.

National Competency Board Teacher Standards

National Commission Based Teacher Standards

Ref:
DepEd Order No. 32, s. 2010 Module 3 TIP, p. 34 Responsibility and Accountability of a Filipino
Teacher
75. Which of the following describes a morally mature teacher?
a.
b.
c.
d.

One who seeks information from a range of sources

One who respects human dignity
One who manages pupils to achieve high performance level
One who practices biases in giving actions to situations

Ref:

Module 3 TIP Responsibility and Accountability of a Filipino Teacher

76. Which of the following indicators can teachers exemplify?

a.
b.
c.
d.

Attend all seminars and meetings

Submit periodic reports of accomplishments
Model what he/she teaches
Accept all given suggestions

Ref:

Module 3 TIP, Responsibility and Accountability of a Filipino Teacher

77. Which of the following is used to assess pupils/students performance

a.
b.

D.O. No. 4, s. 2007

RA. No. 9155

Ref:

c. D.O. No. 33, s. 2004

d. RA No. 7836

Module 3 TIP Responsibility and Accountability of a Filipino Teacher

78. Which of the following is sent to the parents periodically?

a.
b.

Form 137-E
Form 138-A

Ref:

c. Form 138-E
d. Form 137-A

Module 3 TIP, Responsibility and Accountability of a Filipino Teacher

79. What are the bases of the set of competency standards as indicators of the quality of a teachers performance?
I. Core Values of Filipino teachers
II. Principles of effective teaching & learning
III. Number of years in the service
IV. In-Service trainings and LAC Sessions
a. I and II
Ref:

b. II and III

c. III and IV

d. I and IV

Module 3 TIP,p. 34 Responsibility and Accountability of a Filipino Teacher

80. School Improvement Plan is a logical and interactive process. I t is a process that allows the SPT ( School Planning Team )
opportunities to reflect on the past school year/s, assess results and plan and project a future where school efforts will be directed.
Which of the following is the first step in the formulation of the SIP?
a. formulating the schools core, values, vision and mission
b. determining school development, objective and improvement area
c. collecting, organizing and analyzing school data
d. formulating Annual Plan
Ref. School Improvement Plan (SIP) Handbook

81. The objective of this step is to enable the school to formulate their Monitoring and Evaluation Plan which becomes the basis for
tracking the progress of and making timely adjustments in the SIP. What should be the sequence in developing monitoring and
evaluation plan?
a. Implementation Plan - M & E Matrix - M & E Plan Organizing for Implementation
b. Input Output Process Tool SIP Outline
c. Organizing for Implementation Process Tool SIP Outline
d. Implementation Plan Process Tool Output
Ref. School Improvement Plan (SIP) Handbook

82. Monitoring should focus on critical milestones of the plan. What are the basis for developing the Monitoring and Evaluation
Plan?
I. School Goal and Purpose
II. 5 Year Work Plan
III. Financial Plan
IV. Annual Plan
V. Template
a. I, II, III, and IV

b. II, III, IV and V

c. I, III, IV and V

d. I, II, III and V

Ref. School Improvement Plan (SIP) Handbook

83. In writing the School Improvement Plan, which of the following output should be used in filling out the situational analysis?
a. School Report Card
b. Monitoring and Evaluation Plan
c. Vision and Mission Statement
d. Barangay or Municipal Socio-Economic Profile
Ref. School Improvement Plan (SIP) Handbook
84. The domain of planning, assessing and reporting refers to the aligned use of assessment and planning activities to ensure that
the teaching-learning activities are appropriate to the students current knowledge and learning levels. In particular the domain
focuses on______________.
I. Using of assessment data to plan and revise teaching learning plans
II. Integrating formative assessment procedures in planning
III. Implementing teaching-learning activities
IV. Recognizing shared responsibility and individual accountability for professional growth.
a. I, II and IV

b. I, II and III

c. II, III and IV

d. I, III and IV

Reference: Primer on NCBTS-TSNA P.11

85. How can you communicate promptly and clearly to learners, parents and superiors about progress of learners?
a. Discuss the progress of the learners during monthly program.
b. Conduct an interview with the parents.
c. Conduct regular meetings with learners and parents to report learners progress and involve parents to participate in
school activities that promote learning .
d. Conduct home visitation and discuss with the parents their childrens learning progress.
Ref. Operations Manual on School-Based Management and Its support System
pp. 14-17
86. How will you develop and use a variety of appropriate assessment strategies to evaluate learning?
I. Prepare formative and summative tests in line with the curriculum and employs non- traditional assessment techniques.

II. Interpret and use assessment results to improve teaching and learning; difficulties and possible causes and take
appropriate actions to address them; use tools for assessing authentic learning
III. Rubrics would be the best tools materials to be used.
IV. Require the master teachers and key teachers to develop higher order thinking skill questions to be administered to
cream section in every grade level.
a. I and II
Ref:

b. II and IV

c. I and III

d. II and III

Operations Manual on School-Based Management and Its support System pp. 17-19

87. TSNA is a self-assessment for all teachers to determine strong point as well as the needs along the national competencies
required of the Filipino teachers. What does the acronym TSNA stands for?
A. Teacher Strengths and Needs Assessment
B. Teachers Struggle Needs Achievement
C. Teachers Slogan Needs Accomplishments
D. Teachers System needs Activities
Ref: Primer on NCBTS-TSNA p.1
88. TSNA is the determination of the differences between the _______________.
I. Actual condition ( what is )
II. Desired condition ( What should be in teacher competence against the National standard of DepEd )
III. Goal and results
IV. Assessment and Evaluation
a. I and IV
Ref.

b. II and III

c. I and II

d. III and IV

Primer on NCBTS-TSNA pp. 12-13

89. _____________ are results, products, information, events decisions of performance in teaching.
a. Competency
Ref:

b. Outputs

c. Knowledge

d. Skill

Primer on NCBTS-TSNA

90. ________ is a state of mind or feeling in regard to some matter. It includes values,
beliefs, and ways o behaving.
a. Skill
Ref:

b. Knowledge
Primer on NCBTS-TSNA

c. Attitude

d. Competency

91. ________is a focused grouping of knowledge, skills, attitudes, critical performance of teaching and production of learning
outcomes.
a. Competency

b. Skills

c. Attitude

d. Output

Ref: Primer on NCBTS-TSNA

92. Who among the following school heads spends the ideal time allotment for instructional and administrative supervision?
School Heads
a. Miss Abanito
b. Mrs. Bemana
c. Mr. Aguncillo
d. Mr. Parillo

Instructional Supervision
50%
40%
70%
30%

Administrative Supervision
50%
60%
30%
70%

Ref. NCTE PNUAA NQESH: Instructional Leadership 1

93. Which of the following is the most important role of instructional supervisor?
a. to plan and implement school programs and projects
b. to prepare annual procurement plan
c. to prepare the school improvement plan
d. to create a learning environment for effective teaching and utmost learning
Ref. NCTE PNUAA NQESH: Instructional Leadership 1; The Principals Handbook Towards Empowered Leadership page
3
94. In the observation cycle, what does the principal do in the pre-observation conference?
a. Principal describes the non-verbal behavior of the teacher and the pupils objectively
b. Reestablish communication to reduce anticipatory anxieties for the teacher and the observer.
c. The principal and the teacher analyzes the findings and data.
d. The teacher deals aggressively with the supervisors analysis of his teaching and to initiate his own problem analysis.
Ref. The Principals Handbook Towards Empowered Leadership page 20
95. As an instructional leader, the principal crystallizes the vision of the school the image of what the school can be and what he
wants the school to accomplish. What should he prioritize?
a. instructions and performance of the teachers
b. knowledge and skills of the teachers
c. strengths and weaknesses of the teachers
d. ability and performance of the teachers
Ref. The Principals Handbook Towards Empowered Leadership page 15
96. Communication is the life blood of any organization. Instructional leader should see to it that he establishes open communication
lines in the school. What must he do to make this possible?
a. observe teachers and provide feedbacks
b. provide tips in the preparation and utilization of instructional materials
c. conduct one on one conferences and written reports
d. conduct inventory of evaluation instruments and assessment
97. What are the critical areas of concern of a school head as instructional supervisor?
I. The teaching-learning environment
II. Curriculum Implementation
III. Adaptation of instructional techniques and instructional materials
IV. Community Linkages

a. I, II and III

b. I, II and IV

c. II, III and IV

d. I, III and IV

Ref. The Principals Handbook Towards Empowered Leadership page 17

98. The principal should help teachers plan and implement teaching strategies that match the curriculum with students learning
needs. What does the principal must do to be proficient in supervising instruction?
a. involve parents and the community in the assessment program
b. use assessment tools in determining the strategies used
c. regularly assess the teaching methods and strategies being used in the school
d. conducts regular meetings with the teachers and stakeholders
Ref. The Principals Handbook Towards Empowered Leadership page 19
99. Which of the following activities are significant to instructional supervision?
I. preparation of supervisory plan and supervisory activities
II. classroom and observation visits
III. evaluation of lesson plans
IV. results of contests
V. conferences and meetings with teachers
a. I, II, III, and IV

b. II, III, IV and V

c. I, III, IV and V

d. I, II, III and V

Ref. The Principals Handbook Towards Empowered Leadership page 25

100. Instructional supervision is a professional, continuous and cooperative process for the improvement of instruction. Which of the
following supports the intervention strategies?
I. Job-embedded learning
II. Mentoring
III. Assessment
IV. Action Research
a. I, II and III

b. I, II and IV

c. II, III and IV

d. I, III and IV

Ref. Instructional Supervision, Standards, Procedures and Tools page 7

ROMAR DAYAO
THE LAW AND JURISPRUDENCE ON EDUCATION
DECS SERVICE MANUAL 2000
REVIEWER HANDBOOK ON NQESH
PRINCIPAL'S HANDBOOK
MODULES OF NCBSSH FROM SUBIC REVIEW
If you want to have a photocopy of any of these, just text me at 09328841434