QUESTIONNAIRE ON THE ADMINISTRATORS’ INSTRUCTIONAL
LEADERSHIP PRACTICES, TEACHERS PEDAGOGICAL
COMPETENCE AND ACHIEVEMENT OF PUPILS IN
HINATUAN NORTH DISTRICT, DIVISION OF
SURIGAO DEL SUR: BASIS FOR AN
INTERVENTION PROGRAM
Direction: Please answer the following statements honestly. Be rest assured that your responses will
be held confidential.
Part A: Administrators’ Leadership Practices. Please check the appropriate response to each
instructional leadership practice which you believe is performed by your school administrator using
the following guide.
5 – Exceptionally Effective/Always Practiced
4 – Very Effective/Often Practiced
3 – Moderately Effective/Occasionally Practiced
2 – Least Effective/Seldom Practiced
1 – Not Effective/Not Practiced at All
Indicators 5 4 3 2 1
A. Assessment for Learning
1. He/She manages the processes and procedures in
monitoring student achievement.
2. He/She ensures utilization of a range of assessment
processes to assess student performance.
3. He/She assesses the effectiveness of curricular/co-
curricular programs and/or instructional strategies.
4. He/She utilizes assessment results to improve learning.
5. He/She creates & manages a school process to ensure that
student progress is conveyed to students and parents/
guardians, regularly.
6. He/She facilitates analysis of data to measure pupils
learning and disseminates appropriate information to
parents/teachers for instructional improvement.
7. He/She encourages teachers to employ critical thinking,
creativity, cooperation and technology in teaching and
learning.
8. He/She coaches and trains teachers to inspires
performance.
9. He/She uses appropriate assessment and evaluating
instruments and develops effective feedback mechanism.
B. Developing Programs or Adopting Existing Programs
1. He/She develops/adapts a research based school program.
2. He/She assists in implementing an existing, coherent and
responsive school-wide curriculum
4 3 1
1
5 2
3. He/She addresses deficiencies and sustain successes of
current programs in collaboration with teachers and
learners.
4. Collaborates in developing and executing short and long
range strategic plans for making the school’s vision a
reality.
5. He/She monitors, reviews, evaluates and revises programs
and plans as may be needed periodically.
6. He/She updates one’s self with issues and factors that
affect or will create impact on the work of the school.
C. Academic Leadership Coaching
1. He/She advocates, nurtures and sustains a school culture
and instructional program conducive to student learning
and staff professional growth.
2. He/She provides meaningful activities that will enhance
and align the philosophy and orientation of the teachers
and staff with that of the institution.
3. He/She plans collaboratively with the faculty to develop
and implement a comprehensive plan for continuous
growth and development.
4. He/She encourages teachers to employ critical thinking,
creativity, cooperation, technology, and problem solving
in their daily practice.
5. He/She demonstrates one’s personal drive and
commitment to improve educational quality.
6. He/She directs the school community towards the
achievement of the school vision-mission despite
differences in one’s beliefs and culture.
7. He/She motivates and inspires teachers and staff to be
consistently reflective in their day to day activities to find
significance, meaning, and relevance vis-à-vis the
school’s educational philosophy.
8. He/She demonstrates knowledge and understanding of
current curriculum requirements and learning objectives.
9. He/She motivates teachers to be creative and encourages
them to apply a range of effective learning theories and
practices in consonance with the school’s educational
philosophy.
10. He/She exhibits familiarity with the stages of child
development.
11. Incorporates information technology in the curriculum as
necessary educational media tool.
12. He/She demonstrates familiarity with the different
philosophies and theories of learning and shows how
these philosophies and theories be translated to various 4 3 1
instructional methods and strategies.
2
5 2
13. He/She coaches teachers in monitoring students’ personal
growth and achievement.
14. He/She guides teachers and staff in designing and
adapting a responsive pedagogy in relation to the diverse
needs and cultures of the school community.
15. He/She encourages the use of various methods of
assessment to promote student growth and evaluate the
educational program’s effectiveness.
16. He/She assists the academic staff in reviewing assessment
results of students.
17. He/She supervises regularly and evaluates all staff
members, employing a variety of supervisory and
appraisal practices.
Part B: Teachers’ Pedagogical Practices. Please check the appropriate response to each competency
which you practice using the following guide.
5 – Exceptionally Effective/Always Practiced
4 – Very Effective/Often Practiced
3 – Moderately Effective/Occasionally Practiced
2 – Least Effective/Seldom Practiced
1 – Not Effective/Not Practiced at All
Indicators 5 4 3 2 1
I. Instructional Competence
A. Diversity of Learners
Sets objectives that are within the experiences and
capabilities of my learners.
Utilizes varied designs, techniques and activities
suited to the different kinds of learners I teach.
Paces lessons appropriate to the needs and
difficulties of my learners.
Provides appropriate intervention activities for my
learners at risks.
Recognizes the multi-cultural background of my
learners when providing them learning opportunities.
Adopts strategies to address needs of my differently-
able learners.
Shows fairness and consideration to all my learners
regardless of their socio-economic background.
B. Data-Based Strategic Planning
Delivers accurate and updated content knowledge
using appropriate methodologies, approaches and
1
strategies.
3
5 4 3 2
Uses integration of language, literacy, numeracy
skills and values in teaching.
Explains the learning goals, instructional procedures
and content clearly and accurately to my pupils.
Links the current content with past and future
lessons.
Align the lesson objectives, teaching methods,
learning activities, and instructional materials or
resources appropriate to the learners.
Creates situations that encourage learners to use high
order thinking skills through the use of local
language among others if needed.
Engages and sustain my learner’s interest in the
subject by making content meaningful and relevant
to them.
Integrates scholarly works and ideas to enrich the
lesson.
Establishes routine and procedures to maximize
instructional time.
Selects prepare and utilize available technology and
other instructional materials appropriate to the
learners and the learning objectives.
Provides appropriate learning tasks, portfolio and
projects that support development of good study
habits.
Uses available ICT resources for planning and
designing teaching – learning activities.
C. Planning, Assessing and Reporting
Constructs valid and reliable formative and
summative tests.
Uses appropriate non-traditional assessment
techniques and tools (i.e. portfolio, journals, rubrics,
etc.)
Interprets and use test results to improve teaching
and learning.
Identifies teaching-learning difficulties and possible
causes.
Manages remediation activities
Uses tools for assessing authentic learning
Provides timely and accurate feedback to learners to
encourage them to reflect on and monitor their own
learning growth.
Keeps accurate records of grades/performance levels 1
of learners.
4
5 4 3 2
Conducts regular meetings with learners and parents
to report learners’ progress
II. School, Home, Community Linkages
A. Learning Environment
Provides equal opportunities for all learners
regardless of gender
Maintains a safe and orderly classroom free from
distractions.
Uses individual and cooperative learning activities to
improve capacities of learners for higher learning.
Inspires learners to set and value high performance
targets for themselves.
Handles behavior problems quickly and with due
respect to children’s rights.
Creates situation that develop a positive attitude
among learners towards their subject and teacher.
B. Community Linkages
Involves parents/community sharing accountability
for learners’ achievement.
Uses varied and available community resources
(human, materials) to support learning.
Uses community as a laboratory for teaching and
learning.
Gets involved in shared community information on
school events and achievement.
Leads students to apply classroom learning to the
community.
Inform my learners, their parents and other
stakeholders regarding school policies and
procedures.
III. Personal, Social Growth and Professional Characteristics
A. Social Regard for Learning
Abide by and implement school policies and
procedures.
Demonstrate punctuality in accomplishing tasks and
attendance on all occasions.
Maintain appropriate appearance and decorum at all
times.
Demonstrate appropriate behavior in dealing with 1
learners, peers and superiors.
5
5 4 3 2
B. Personal, Social Growth and Professional Development
Maintains stature and behavior that upholds the
dignity of teaching.
Manifests personal qualities like enthusiasm,
flexibility, caring attitude, collegiality among others
Demonstrates educational philosophy of teaching in
the classroom.
Participates actively in professional organizations.
Reflects on the quality of my teaching.
Improves my teaching performance based on
feedback from mentors, learners, peers, superiors
and others
Uses self-assessment to enhance strengths and
correct my weaknesses.
Accepts accountability for learners outcomes.
Abides by the Code of Ethics for Professional
Teachers.
