The 2015 

Principals’ Test is based on the seven (7) domains of the National Competency-Based
Standards for School Heads (NCBSSH). The 21stCentury Managerial Skills are already
integrated in the said 7 domains. Furthermore, there will be no more items on communication
skills.
1. Informal Education – This refers to the lifelong process of learning by which every
person acquires and accumulates knowledge, skills, attitudes and insights from daily
experiences at home, at work, at play and from life itself.
2. Integrated Schools – Schools that offer a complete basic education in one school site
and has unified instructional program.
3. Basic Education – It covers early childhood education, elementary, high school,
alternative learning system and special needs education.
4. Operating Officers – DepEd officials who are directly involved in the implementation,
evaluation and monitoring plans, programs and projects of the department.
5. Adults Learners – These are learners who are aged 25 years old and above who are
illiterates or neo-literates who have either no access to formal education or have reverted
to illiteracy.
6. Schools Division Superintendent – He/she can appoint only teachers, school
heads/principals and division education supervisors.
7. Regional Director – He/she can direct the establishment of another new district upon the
recommendation of the Schools Division Superintendent.
8. Regional Director – He/she can exercise disciplinary action over the teaching personnel
only.
9. Republic Act 9155 – An act that renamed the DECS into DepEd abolished the BPESS
(Bureau of Physical Education and School Sports) and the transfer of the Komisyon ng
Wikang Pilipino, national Historical Institute, Records Management and Archives to the
National Commission for Culture and Arts (NCCA).
10. Republic Act 9155 – Known as the Governance of Education Act of 2001
11. Republic Act 8980 – Known as the Early Childhood Care and Development Act
12. Republic Act 10157 – Known as the Kindergarten Education Act
13. Republic Act 8525 – Known as the Adopt-a-School Act of 1998
14. Republic Act 7836 – Known as the Philippine Teachers Professionalization Act of 1994
15. Republic Act 8190 – Known as the Localization Law
16. Republic Act 4670 – Known as the Magna Carta for Public School Teachers
17. Republic Act 6713 – Known as the Code of Conduct and Ethical Standards for Public
Officials and Employees
18. Republic Act 7160 – Known as the Local Government Code of 1991
19. Republic Act 7041 – Known as the Publication Law
20. Republic Act 9184 – Known as the Government Procurement Reform Act
21. Republic Act 7610 – Known as the Special Protection of Children against Abuse,
Exploitation and Discrimination
22. Republic Act 7880 – Known as the Fair and Equitable Allocation of the DECS Budget
for Capital Outlay
23. Republic Act 7877 – Known as the Anti-Sexual Harassment Act of 1995
24. Batas Pambansa 232 – Known as the Education Act of 1982
25. Presidential Decree 603 – Known as the Child and Youth Welfare Code of the
Philippines
26. Community Linkages – It is the learning environments that respond to the aspirations of
the community domain of the NCBTS.
27. Career Service – It is based on merit and fitness determined as far as practicable by
competitive examinations as based on highly technical qualifications.
28. MT 1 for 3 years and MA academic requirements – Qualifications to become a Master
Teacher II.
29. Transfer – It is the movement of the employee from one position to another which is of
equivalent rank level or salary without break in the service.
30. Promotion – It is the advancement of the employee from one position to another with an
increase in duties and responsibilities and usually accompanied by an increase in salary.
31. Reinstatement – It is the issuance of an appointment to a person who has been
previously appointed to a position in a career service and who has through no delinquency
or misconduct, been separated therefrom exonerating him specifies restoration to his
previous position.
32. Reassignment – It is the movement of one employee from on organizational to another
in the same department or agency which does not involve a reduction in rank, status or
salary.
33. Six (6) months only – An additional period given to a public employee who is already 65
years old but not achieved 15 years in the service.
34. Eight (8) hours and five (5) working days – It is the number of hours and days a teacher
should render his/her services.
35. Six (6) teaching hours and two (2) working hours – It is the complete teaching and
working hours of a teacher in a day.
36. Technical Skill – This is a management skill given to employees who are unfamiliar with
their job or present assignment.
37. Strategic Planning – It is the process of setting directions for an institution to realize
what it wants to achieve and to go where he wants to go.
38. 25 points in leadership and potential – A minimum point required to a Master Teacher
candidate in order to be promoted.
39. “The road to excellence starts here.” – A battle cry of every public school which means
excellence is management that orchestrates diverted at the different aspects of principal
operations to achieve the instructional goals of the school.
40. Portfolio Assessment – A diagnostic tool which provides pupil’s profile and the
emerging skills that will help him become increasingly independent learner and evaluate
his possession of knowledge.
41. Fifteen (15) days – Number of days a receipt of request by the school to the issuance of
official school certificates, diplomas, transcript of records, grades, transfer credentials and
similar documents and records.
42. Civil Service Manual – It contains the basic regulations, institution and information
which guide DepEd Central Office and the field personnel in carrying out the teacher of
the department.
43. DepEd Order, Memoranda and Bulletins – These are issued by the DepEd for
directions and regulations for the information of or compliance by the field.
44. Recruitment – It refers to the process of searching for and identifying job candidates in
sufficient quality and quantity.
45. Merit Promotion Plan – This provides guidelines, policies and procedures for
recruitment, selection and appointment.
46. Learning Management Plan – It is a document focused in learning composed of the
Professional Development Plan of school head, professional development plan of teachers
and student development activities.
47. Community of Practice (COP) – It is a group of professionals/workers bound to one
another based on common problems and pursuit of solutions.
48. Instructional Development – It is a means of determining the extent to which the
application of a new skill/competency learned contributed to improving teaching and
learning.
49. National Educators’ Academy of the Philippines (NEAP) – Formerly known as the
National Education Learning Center (NELC). It provides continuing strategic human
resource development programs for school managers and leaders within the context of
emerging legitimate demands.
50. Mentoring – It is developmental, caring, sharing and helping relationships where one
person invests time, know-how and effort in enhancing another person’s growth,
knowledge and skills.
51. Code of Ethical Standards – It defines the administrative disciplinary case as one
wherein an official or employee of the government is prosecuted for an act or omission
punishable as a non-penal offense as provided for in the Civil Service Law, Administrative
Law and other laws.
52. Grievance Procedure – It is referred to as workable procedure for determining or
providing the best way to remedy the specific cause or causes of the grievance.
53. Property Accountability – It is the obligation imposed by law on an official for keeping
accurate records of property.
54. The Principal’s Guidelines Regarding Standard Operating Procedures for Teachers
and Accounting of Government Property – This is to enable the principal to group
property management as applied to teachers in her particular school.
55. Performance Indicators – It refers to the several key indicators that can be computed
and utilized for evaluating the educational systems performance at various levels.
56. Participation Rate – It is the ratio between the enrolments in the school age range to the
total population of that range.
57. Growth Enrolment Rate – It refers to the total enrolment in a given level of education
as a percentage of a population which according to national regulations should be enrolled
at this level. It is the measure of the capacity of a regional elementary and secondary
school.
58. Cohort Survival Rate – It is the proportion of enrollees at the beginning grade or year
who reach the final grade or year at the end of the required number of years of study.
59. Completion Rate – It is the percentage of first year entrants in a level of education who
completes/finishes the level of accordance with the required number of year of study.
60. Drop-out Rate – It is the proportion of pupils who leave the school during the year as
well as those who complete the grade/year level but fail to enroll in the next grade/year
following the school year to the total number of pupils during the previous school year.
61. Transition Rate – It is the percentage of pupils who graduate from one level of
education and none on the higher next level.
62. Achievement Rate – It refers to the degree of performance in different study areas in
various levels of education.
63. Mean Performance Score (MPS) – It indicates the ratio between the number of
correctly answered items and the total number of test questions or the percentage of
correctly answered item in a test.
64. Teacher-Pupil Ratio – It is the proportion of enrolment at a certain level of education in
a given school year to the number of authorized nationally-paid positions.
65. M2 (moderate) Maturity Level of Teacher – A maturity level of teacher who does not
need only direction and supervision but needs encouragement or support and recognition
for a job done.
66. Encouraging Style of Leadership – It is described as a combination of high directive
(task) and high supportive behavior and is most appropriate to be used to people who have
some competence but lack of commitment.
67. DepEd Order No. 28, 2005 – It recognizes the Red Cross Youth (RCY) as official co-
curricular organization in the school and encourages every elementary and secondary
student to enlist as members of the Junior Red Cross Youth (JRCY) and the Senior Red
Cross Youth (SRCY).
68. Republic Act 8190 – The law that provides that teachers-applicant or teachers-transferee
for that matter given priority if they are bonafide residents of the barangay, municipality or
province where the school recipient is located.
69. DepEd Order Number 22, series 2005 – It includes the BSP, GSP, PNRY, and Anti-TB
Education Drive as voluntary basis of contribution.
70. Peer Supervision – It is being done to Teacher 1 and Teacher 2.
71. Intensive-Guided Supervision – It is being given to new teachers in the school.
72. Collaborative Supervision – It is given to teachers who prefer to work cooperatively
with the supervisor in developing a supervision form.
73. Registry of Qualified Applicants – It refers to the list of applicants deemed to have met
the qualifications required by law based on the evaluation and selection guidelines for
teacher positions in the elementary and secondary public schools.
74. Management – It is a way the principals use themselves to create a school climate
characterized by staff productivity, pupil productivity and creative thought.
75. Managerial Acumen – It is the systematic application of an array of skills that provide
an orderly, efficient and effective school environment.
76. Potential – This takes into account the employee’s capability not only to perform the
duties and assume the responsibilities of the position to be filled but also to those of higher
and more responsible positions.
77. School Climate – It refers to the sum of all values, cultures, safety practices and
organizational structures within a school that cause it to function and react in particular
ways.
78. Alternative Learning System (ALS) – It is a parallel learning system to provide a viable
alternative to the existing formal education.
79. Quality Education – It is an appropriateness, relevance and excellence of the education
given to meet the needs and aspirations of an individual in a society.
80. DepEd Subsidized Program – It is known as the pre-school education funded by the
PTA and other organizations.
81. Principle of Shared Governance – It is the principle which recognizes that every unit in
the education bureaucracy has a particular role, task and responsibility inherent in the
office.
82. Inferring – It the process of reading between the lines or drawing of implications.
83. School-Based Management – It enables and empowers stakeholders to manage their
own affairs for improved delivery of educational services in a sustainable manner.
84. Accountability Mechanism – It is the criteria and quality dimensions of the school-
based management that includes resourcing, classroom structuring and pupil/student
achievement.
85. Crisis Management – It is a term generally applied to critical situation, a turning point
characterized by a sense of urgency.
86. Threat – An element of crisis management which is a potential hindrance to some state
of goal desired by an organization or individual.
87. Decision – This element of crisis management refers to time in short when the situation
will be altered in the near future after which no decision can be made only under less
favorable circumstances.
88. Surprise – The element of crisis management which refers to lack of self-awareness by
those affected by the crisis, is likely to occur, but is not equated with the lack of planned
response to the situation.
89. Brainstorming – It involves the spontaneous identification of alternatives by individuals
interacting in an unrestrained setting.
90. Synectics – This is a creativity technique that involves the identification of novel
alternatives through the joining together of different and apparently irrelevant elements.
91. Normal Grouping – It is the identification of alternatives through a highly structured
procedure that purposely attempts to restrict verbal interaction.
92. School Plant – It refers to the school facilities of the school consisting of the site,
buildings and other structures.
93. Republic Act 9155, Section 14 – It refers to the implementing rules and regulations
known as Authority, Responsibility and Accountability (AuRA).
94. Technical Competencies – This refers to the development of the curriculum and
supervision to ensure the full implementation of the curriculum.
95. Human Resource Competencies – This refers to the role of the principal on the
collaborative method which is complex and it involves many variables; issues deal with
human factor affecting the staff, attitudes and perception of the staffs, climate conducive to
productive work and emphasis on interpersonal issues.
96. Political Competencies – It is a role which refers to limited resources, principals will
either have to use for some resources; the principal develops ways to collaborate and
cooperate in sharing those resources.
97. Architectural Competencies – This is the process by which the administrators use to
frame/construct roles and relationships that will allow organizations to get things down.
98. Bank – It refers to World Bank (WB), the lending agency for the NPSBE Project.
99. National Program Support to Basic Education (NPSBE) – A 200 million US dollars
program support loan secured by the government from the World Bank to finance in part
of the various key reform thrusts outlined in the BESRA.
100. Support to the Philippine Basic Education Reforms (SPHERE) – A grant fund from
the Australian AID Trust Fund amounting to 41 million Au$.
 101. School Based Management – The decentralization of decision-making authority from
central, regional, and division levels to the individual schools with the intent bringing
together the school heads, teachers, students as well as the parents, the local government
units, and the community at large in bringing improved learning outcomes through
effective schools.
102. Grant – The funding facility authorized to be used by the schools in SBM operations,
also known as the SBM Support and Installation Fund or the SBM Grant.
103. School Improvement Plan – An education development plan that shows the intent and
design that the schools will undertake to introduce improvements in learning outcomes
within the context of SBM in prescribed period and at a given cost.
104. Annual Improvement Plan – It identifies the problems and objectives for one school
year and the intervention programs that include strategies and learning activities, time
frame for implementing the activities, persons responsible, and resources needed which are
appropriate to achieve the objectives set.
105. Qualified Recipient Schools – These are public elementary and secondary schools with
grant applications submitted to their respective Division Offices and found to be eligible
under the terms and conditions of this set of guidelines.
106. Eligible Activities and Expenditure Items – These are activities and expenditure items
within the parameters set out in the NPSBE Loan Agreement and which are recognized as
reimbursable by the World Bank.
107. School Grant Proposal – A school program/or project proposal that primarily focuses on
the development of ideal or educationally maximal learning environment for children
based on the accepted/approved SIP/AIP submitted to the Division Office that outlines a
proposed project and shows budgetary requirements and requests monetary assistance in
the form of a grant.
108. Implementing Units – It refers to the secondary schools that maintain separate book of
accounts.
109. Non-implementing Units – It refers to public elementary and secondary schools without
separate book of accounts that are under the direct supervision of the division offices.
110. High Priority Divisions – These refer to the 40 highly challenged DepEd divisions
whose performance indicators have been computed as way below standards.
111. 4Ps Program – It is a poverty reduction measure of the Philippine government that
focuses on human capital investment in the poorest of the poor households in the country.
112. 4Ps Schools – These are public elementary schools within the municipalities covered by
the 4Ps program managed by DSWD.
113. 7m x 9m classroom – The conventional design of classroom to be adopted for all public
elementary and secondary schools regardless of its location and class size.

I. GENERAL PROVISIONS
Q: What are the constitutional provisions relevant to public schools in basic education?
The following are the constitutional provisions relevant to public schools in basic education:

1. “The state shall protect and promote the right of all citizens to quality education at all levels
and shall take appropriate steps to make such education accessible to all.”
1.1 Q: May a principal of a public elementary or high school refuse the enrollment of a
pupil/student due to sex, ethnic grouping, or religion of the child or his parents?
A: No, because such refusal will violate the right of the pupil/student to have quality education
as provided in Sec. 1 Art. XIV of the 1987 Constitution and because it will violate his/her
constitutional right to be accorded equal protection of the laws guaranteed under Sec. 1 Art. III
of the 1987 Constitution to all Filipino citizens.

1.2 Q: May a principal of a public elementary or high school refuse admission of a pupil/student
for not being a resident of the same barangay or municipality where the school is located?
A: No, because such refusal will violate the constitutional right of the child to have quality
education.

1.3 Q: May a principal limit the enrollment to sixty (60) pupils/student s per classroom and give
to residents priority over non-residents of the barangay or municipality where the school is
located?
A. Yes, because limiting the enrollment to sixty (60) pupils/students per classroom in in
consonance with DepEd Order No. 32 S 2003 provided that the principal will give assistance to
the pupil/student to enroll in nearby school so as not to deprive him/her right to education.

2.1 Q: Shall state establish, maintain and support only basic education?
A. No, because Sec 2 (2) Art. XIV of the 1987 Constitution mandates that the State shall
establish, maintain and support a complete adequate and integrated educational system relevant
to the needs of the people and society and because Sec. 1 Art. XIV of the Constitution provides
that the State shall protect and promote the right of all Filipino Citizens to quality education at all
levels.

3.1Q: Supposing Mr. P the principal of public high school issues an order not to enroll students
unless they will pay first the membership fees for Red Cross, Boys Scout and Girls Scout. Is the
order valid?
A. No. The Order is not valid for being contrary to Sec. 2 (3) Art. XIV of the 1987 Constitution
which provides for a free public elementary and secondary education and for being in violation
of DepEd Order No. 65 S 2010 which provides that for grade and year levels beyond grade 4, no
collection of any type should be undertaken during the enrollment period and the first month of
classes and that starting on the second month of every school year, contributions may be
collected but on a voluntary basis.

4.1 Q: Does the government provide financial assistance to students in a public school who want
to enroll in a private high school?
A. Yes, the government provides financial assistance to public elementary school graduates
belonging to the top fifty percent (50%) of the graduating class with an annual family income of
P100,000.00 or less who wish to enroll in a private high school.
4.2 Q: How much is the financial assistance?
A: The financial assistance is P5,000.00 per student grantee outside National Capital Region
(NCR) and P10,000.00 within NCR.

4.3 Q: What is this program that provides financial assistance to students and teachers in private
education?
A: This program providing for government assistance to students and teachers in private school
is called GASTPE which is provided by RA 6728 as amended.

5.1 Q: Is there a need for alternative learning system in the Philippines?

A: Yes, to provide all Filipinos the chance to have access to basic education.

5.2 Q: How is learning provided under this alternative learning system?

A: Learning may be provided thru the use of modules or by mobile teachers using books and
instructional materials.

6.1 Q: Shall all public and private schools include the study of the Constitution as part of the
curricula?
Yes, because Sec. 3 (1) Art. XIV of the 1987 Constitution mandates that all educational
institutions shall include the study of the constitution as part of their curricula.

7.1 Q: In what subject in basic education are these value of patriotism, nationalism and other
values taught?
A: Values education or edukasyon sa pagpapahalaga.

8.1 Q: How do public and private institutions in the educational system complement one
another?
A: Students may transfer from a public school to a private school and vice versa; both
institutions follow at least the minimum standards and criteria set by the Department and both
are under the reasonable supervision and regulation of the Department.

9.1 Q: Supposing Mr. S the Superintendent Schools appointed Mr. F a foreigner as the Principal
of a public high school. Is the appointment in order?
A: No, for it is in violation of Sec. 4 (2)Art. XIV of the 1987 Constitution which vests upon
citizens of the Philippines the control and administration of educational institutions.

10.1 Q: In formulating educational policies and programs, what shall the Department take into
account?
A: The Department shall take into account regional and sectoral needs and shall encourage local
planning in the development of educational policies and programs.
11.1 Q: What is academic freedom?
A: The Supreme Court of the United States said that academic freedom means a university can
“determine for itself on academic grounds:
Who may teach
What may be taught
How it should be taught
Who may be admitted to study”

12.1 Q: At present, the result of the National Career Assessment Examination (NCAE) being
administered every year to all fourth year high school students in public and private secondary
schools only serve as guide to students for the courses they will take in post-secondary
institutions of learning. Supposing a law will be enacted to make the results of the NCAE a
prerequisite for enrollment in college/university courses or in vocational/technological courses or
other short entrepreneurial courses, will the law be constitutional?
A: The author is of the opinion, that such law will be in consonance on the basis that making the
results of the NCAE a prerequisite for enrollment in college/ university courses or in
vocational/technological courses will be a fair, reasonable and equitable admission and academic
requirement and within the authority of the State to provide reasonable supervision and
regulation of all educational institutions.

13.1 Q: How shall the State enhance the right of teachers to professional advancement?
A: By providing trainings and seminars to teachers; by providing sabbatical leave to teachers; by
giving scholarship to teachers.

14.1 How will the state insure that teaching will attract and retain its rightful share of the best
available talents?
A: Through adequate remuneration and other means of job satisfaction and fulfillment.

II. BASIC EDUCATION

6.1 Q: What does basic education encompass?
A: “Basic Education encompasses early childhood, elementary and high school education as well
as alternative learning systems for out-of-school youth and adult learners and includes education
for those with special needs”

6.2 Q: What shall be the main programs of basic education?

A: “Basic Education shall have five (5) main programs, namely: pre-school, elementary,
secondary, special needs and alternative learning systems.”

6.3 Q: What shall the elementary education programs cover?

A: “Elementary education programs shall cover at least Grades I to VI; secondary education
programs from First year to Fourth year or a total of ten (10) school years in the formal school
system.”

6.4 Q: To ensure proper implementation of the Education For All (EFA)

A: “To ensure proper implementation of the Education For All (EFA) policy of the government,
alternative learning systems shall provide for the basic learning needs of out-of-school children,
youth and adults, 15 years old and above.”

7 Q: Upon what government agency is the administration of the educational system and the
supervision and regulation of all educational institutions in basic education vested?
A: “The Administration of the educational system and the reasonable supervision and regulation
of all educational institutions in basic education are vested in the Department without prejudice,
however, to the charter of any state university or college.

8.1 Q: What are the levels in Formal Education?

A: “Formal Education shall correspond to the following levels in basic education:

a. The first level or Elementary Education involves compulsory, formal education primarily
concerned with providing basic education, and usually corresponds to a traditional six or seven
grade, and in addition, pre-school programs. Such pre-school education normally consists of
kindergarten schooling, but may be cover other preparatory courses as well.

The second level or Secondary Education is concerned primarily with continuing basic education
of the elementary level and expanding it to include the learning of employable gainful skills,
usually corresponding to four years of high school.”

9.1 Q: What shall the curricular programs be?

A: “The curricular programs shall be suggestive patterns and models for the guidance of field
officials and teachers. These may be enriched or modified to suit he needs of the learners and the
conditions in the school and community, provided however, that any radical departure from the
specific subjects and curricula shall have the approval of Secretary of Education.”

9.2 Q: What must the curricular programs focus on?

A: “The development and organization of the curricular programs must focus on the learner’s
total development. The curricula shall be based on the fundamental aims of education set forth in
Art. XIV Sec. 2 of the 1987 Philippine Constitution, B.P. Blg. 232 also known as the Education
Act of 1982, and other statutes.”

10.1 Q: What does Pre-school education or early childhood education refer?

A: ‘It refers to the educational program/s preparatory to Grade I to develop the child in all
aspects physical, social, emotional, moral and cognitive, so that s/he may be better prepared to
tackle formal school works and cope with the demands of complex life”

10.1.1 Q: What do the early Childhood Education (ECE) Learning area include?
A: The Early Childhood Education (ECE) Learning Areas include activities that develop in each
child communication skills in English and Filipino, numeracy skills, sensory perceptual skills,
socio emotional skills, motor and creative skills.”

10.2 Q: What are the objectives of elementary education?

A: “Elementary Education Objectives.

 To provide knowledge and develop the skills, attitudes and values essential to personal
development and necessary for living in, and contributing to, a developing and changing
social milieu;
 To provide learning experiences which shall increase the learner’s awareness of, and
responsiveness to, the changes and demands of society and prepare him/her for
constructive and effective involvement;
 To promote and intensify the learner’s knowledge of identification with, and love for the
nation and the people to which he/she belongs; and
 To promote experiences which develop the learner’s orientation to the world of work and
creativity and prepare himself/herself to engage in honest and gainful work.”
10.3 Q: What is Special Needs Education?
A: Special Needs Education refers to the education of persons who are gifted or talented as well
as those who have physical, mental, social or sensory impairment. Such group may require
modifications of the school curricula, programs and special services and physical facilities to
help them develop to their maximum capacity.

Q: What shall be the aim of special education?

A: “Special Education (SPED) shall aim to develop the maximum potential of the child with
special needs to enable him to become self-reliant and gears towards providing him with the
opportunities for a full and happy life.”

Q: What shall be the ultimate goal of special education?

A: “The ultimate goal of special education shall be the integration of learners with special needs
into the regular school system and eventually in the community.”

Q: On what is the curriculum for special needs education based and designed?
A: The curriculum for Special Needs Education shall be based on the curriculum prescribed for
the regular schools by the Department and designed to respond to the special needs of the
following learners.
  The Mentally Handicapped
 The Hearing Impaired
 The Visually Impaired
 The Orthopedically Handicapped
 The Children with Behavioral Problems
Q: What are the schemes or options that may be adopted for Special Needs Education Program?
A: The following schemes or options may be adopted for Special Needs Education program:
Modified curriculum shall be prescribed for regular children with certain adaptations to meet the
needs of special children.
Special curriculum shall be prescribed for children with special needs aimed primarily at
developing adaptive skills to maximize their potentials.

Q: What are the prototypes of special programs and provisions for the gifted and talented which
shall be developed and maintained?
A: Special programs and provisions for the gifted and talented which shall be developed and
maintained may take the following prototypes:

Acceleration shall refer to any administrative practice designed to move gifted learners through
school more rapidly than usual. Administrative practices under acceleration shall include early
admission, grade skipping, advanced placement, telescoping of grade levels and credits by
examination.

1. Grade Acceleration/Grade Skipping

2. Grade Telescoping
Ability grouping shall refer to any classification of children for instructional purposes in terms of
capacity for learning and demonstrated achievement. The types of ability grouping shall be:

1. Special Class/Self-Contained Classes

2. Pull-out Program
3. Enrichment
10.4 Q: What are its objectives?
A: Its objectives are as follows:
To continue to promote the objectives of elementary education
To discover and enhance the different aptitudes and interests of the students so as to equip him
with skills for productive endeavor and/or prepare him for tertiary schooling

10.4.1 Q: What are the curricular offerings of the different types of secondary education?
A: The curricular offerings of the different types of secondary schools are as follows:

1. General Secondary School

2. General Comprehensive High School
3. Secondary Vocational School
4. Special Secondary School
  Regional Division Science High School (R/DHS)
 Science and Technology High School (STHS)
 Science High School and Science and Technology School
1. Mathematics in the fourth year includes Analytical Geometry and Elementary Calculus
2. English includes Speech and Drama in the First Year and Technical and Essay Writing in
the Second Year.
3. Earth Science/Environmental Science and the regular Fourth Year Physics are subjects in
the Third Year Chemistry is a subject in the Fourth Year.
 The Special Science Curriculum
 School for the Handicap
 Boys’ Town School
 The School for Minor Offenders
 The Philippine High School for the Arts
10.5 Q: What is Alternative Learning System?
A: Alternative Learning System is a parallel learning system that provides viable alternative to
the existing formal education instruction. It encompasses both the non-formal and informal
sources of knowledge and skills.

Policy, Principles and Levels of Governance for Basic Education

III. GOVERNANCE FOR BASIC EDUCATION
11 Q: What is the State Policy on the right of citizens to quality basic education?
A: It is hereby declared the policy of the State to protect and promote the right of all citizens to
quality basic education and to make such education accessible to all by providing all Filipino
children a free and compulsory education in the elementary level and free education in the high
school level. Such education shall also include alternative learning systems for out-of-school
youth and adult learners.

Q: What shall be the goal of basic education?

A: It shall be the goal of basic education to provide them with the skills, knowledge and values
they need to become caring, self-reliant, productive and patriotic citizens.

Q: What shall be the heart of the formal education system?

A: The school shall be the heart of the formal education system. It is where children learn.
Schools shall have a single aim of providing the best possible basic education for all learners.

Q: Where shall governance of basic education begin?

A: Governance of basic education shall begin at the national level.

Q: Where shall the policy and principle for the governance of basic education be translated into
programs, projects, and services to fit local needs?
A: It is at the regions, divisions, schools, and learning centers referred to as the field offices
where the policy and principle for the governance of basic education be translated into programs,
projects and services developed, adapted and offered to fit local needs.

Q: To improve the quality of basic education, whom shall be the State encourage?
A: The State shall encourage local initiatives for improving the quality of basic education.

12. Q: What is the principle of shared governance?

A: Shared governance is a principle which recognizes the every unit in the education
Bureaucracy has a particular role, task and responsibilities inherent in the office and for which it
is principally accountable for outcomes.

Q: What shall be observed in the decision making process at appropriate levels?

A: The process of democratic consultation.

Q: What shall be established to ensure coordination and open communication for the central
office with the regional, division and school levels?
A: Feedback mechanism.

Q: What shall be operationalized in the performance of functions and responsibilities at all

levels?
A: The principles of accountability and transparency.

Q: What shall be strengthened to facilitate the flow of information and expand linkages with
other government agencies, local government units, non-governmental organization for effective
governance?
A: The communication channels of field officers.

13.1 Q: What is the Department of Education vested with for ensuring access to, promoting
equity in, and improving the quality of basic education?
A: The Department of Education is vested with authority, accountability and responsibility for
ensuring access to, promoting equity in, and improving the quality of basic education.

13.2 Q: What are the structural components of the department?

A: The Central Office and Field Offices

13.2 Q: What are the major services of the DepEd Central Office and their respective functions?
A: The major services of DepEd Central Office and their respective functions are the following:

1. Administrative
  Office of the Director
 General Services Division
 Dental Clinic
 Medical
 Radio Communication Network Unit
 Security Service Unit
 Records Division
 Property Division
 Teachers Camp
2. Financial Management Service

 Budget Division
 Payroll Services Division
 Systems Division
 Management Division
 Cash Division
3. Human Resource Development

Personnel Division
– Project
– Employees Welfare and Benefits Division
– Staff Development Division

– Special Programs
– Programs

4. Planning

 Project Development and Evaluation Division

 Research and Statistics Division (RSD) and Database Management Unit (DBMU)
 Physical Facilities Schools and Engineering Division
5. Technical Service

 Materials Production and Division Publication Division

 Educational Information Division
 Audio-Visual Division
 Educational Technology Unit
6. Legal

13.4 Q: What are the Bureaus of the Department and their respective functions?
A: The Bureaus of the Department comprise of the following:

1. Bureau of Elementary Education

2. Bureau of Secondary Education
3. Bureau of Alternative Learning System (BALS)
13.5 Q: What do the Centers of the Department compromise of and what are their functions?
A: The Centers of the Department each headed by a Director comprise of the following with
their respective functions:

1. The National Education Testing and Research Center (NETRC)

2. Schools Health and Nutrition Center ( SHNC)
3. Educational Development Projects Implementing Task Force (EDPITAF)
4. National Science Testing Instrumentation Center (NSTIC)
5. Instructional Materials Council Secretariat (IMCS)
6. National Educators Academy of the Philippines (NEAP)
13.6 Q: What are the Field Offices of DepEd?
A: DepEd Field Offices consist of Regional Offices, Division Offices and Public School and
Learning Centers.

14.1 Q: What shall the Secretary exercise over the operation of the Department?
A: Overall authority and supervision over the operation of the Department.

Q: What are the powers, duties and responsibilities of the Secretary?

A: In addition to his/her powers under existing laws, the Secretary of Education shall have
authority, accountability and responsibility for the following:

1. Formulating national educational policies;

2. Formulating a national basic education plan;
3. Promulgating national educational Standards
4. Monitoring & Assessing national learning outcomes;
5. Undertaking national educational research and studies;
6. Enhancing the employment status, professional competence, welfare and working
conditions of all personnel of the Department; and
7. Enhancing the total development of learners through local and national programs and/or
projects.
Q: How many undersecretaries and assistant secretaries shall assist the Secretary?
A: The Secretary of Education shall be assisted by not more than four (4) undersecretaries and
not more than four (4) assistant secretaries whose assignments duties and responsibilities shall be
governed by law.

Q: Are the powers of the Secretary limited to those enumerated in Sec. 7A of RA 9155?
A: No. Because Sec. 7A of RA9155 expressly provides that the powers enumerated therein are
only in addition to his/her powers under existing laws.

14.2 Q: Is there a limit to the number of regional offices?

A: No. Because “there shall be as many regional offices maybe provided by law.”
Q: How are regional offices created?
A: By Law.

Q: What is the composition of a regional office and where are they located?
A: It is composed of provincial and city schools divisions and it has a Director, an Assistant
Director and an office staff for programs, promotion and support, planning, administrative and
fiscal services.

Region IV-A is composed of 14 divisions

1. Calamba City
2. Cavite City
3. Cavite
4. Laguna
5. Lucena City
6. Lipa City
7. Quezon
8. Antipolo City
9. Sta. Rosa City
10. Rizal
11. Batangas Province
12. Batangas City
13. Tanauan City
14. San Pablo City
Q: What shall be the authority, accountability and responsibilities of the regional directors?
A: Consistent with the national educational policies, plans and standards, the regional director
shall have authority, accountability and responsibility for the following:

1. Defining a regional educational policy framework which reflects the values, needs and
expectations of the communities they serve.
2. Developing a regional basic education plan;
3. Developing regional educational standards with a view towards bench-marking for
international competitiveness
4. Monitoring, evaluating and assessing regional learning outcomes.
5. Undertaking research projects and developing and managing region wide projects which
may be funded through official development assistance and/or other finding agencies.
6. Ensuring strict compliance with prescribed national criteria for the recruitment.
7. Formulating, in coordination with the regional development council, the budget to
support the regional educational plan which shall take into account the educational plans
of the divisions and districts.
8. Determining the organization component of the divisions and districts and approving the
proposed staffing pattern of all employees in the divisions and districts.
9. Hiring, placing and evaluating all employees in the regional office, except for the
position of assistant director.
 10. Evaluating all schools division superintendents and assistant division superintendents in
the region.
11. Planning and managing the effective and efficient use of all personnel, physical and fiscal
resources of the regional office, including professional staff development.
12. Managing the database and management information system of the region.
13. Approving the establishment of public and private elementary and high schools and
learning centers
14. Performing such other functions as may be assigned by proper authorities.
Q: How shall the regional directors exercise authority over employees in the regional office?
A: By hiring, placing and evaluating all employees in the regional office except for the position
of assistant director.

Q: Does the regional director have the authority to hire a public school teacher in his region?
Why or why not?
A: No. Because the power to hire, place and evaluate all employees in the division both teaching
and non teaching personnel except for the assistant division superintendent is expressly vested
upon the schools division superintendent.

Q: Who is the one vested by law with the power to approve the establishment of public and
private elementary and high schools and learning centers?
A: The regional director.

14.3 Q:  What shall a division consist of?

A: A division shall consist of  province or a city which shall have a schools division
superintendent, at least one assistant schools division superintendent and an office staff for
programs promotion, planning, administrative, fiscal, legal, ancillary and other support services.

Q: What shall be the authority, accountability and responsibility of schools division

superintendent?
A: Consistent with the national educational policies plans and standards, the school division
superintendents shall have authority, accountability and responsibility for the following:

1. Developing and implementing division education development plans

2. Planning and managing the effective and efficient use of all personnel, physical and fiscal
resources of the division, including professional staff development.
3. Hiring, placing and evaluating all division supervisors and schools district supervisors as
well as all employees in the division, both teaching and non-teaching personnel, including
school heads, except for the assistant division superintendent.
4. Monitoring the utilization of funds provided by the national government units to the
schools and learning centers.
5. Ensuring compliance of quality standards for basic education programs and for this
purpose strengthening the role of division supervisors as subject area specialists.
 6. Promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education.
7. Supervising the operations of all public and private elementary, secondary and integrated
schools and learning centers.
8. Performing such other functions as may be assigned by proper authorities.
Q: Who is the one vested with the authority to supervise the operation of all public and private
elementary, secondary and integrated schools and learning centers.
A: The Schools Division Superintendent.

Q: Shall the Division Superintendent have the power to hire, place or evaluate an assistant
division superintendent?
A: No. Because, Sec 7C (3) of Ra 9155 expressly excludes from an authority of the
superintendent the power to hire an assistant division superintendent.

14.4 Q: How many additional schools districts be established within a school’s division?
A: Upon the recommendation of the schools division superintendents, the regional director may
establish additional schools districts within a schools division.

Q: What shall a schools district have?

A: A Schools District shall have a schools district supervisor and an office staff for program
promotion

Q: What shall be done about the schools districts already existing at the time of the passage of
RA 9155?
A: Schools District already existing at the time of the passage of RA 9155 shall be maintained.

Q: What shall be the authority, accountability and responsibility of the Schools District
Supervisor?

A: The schools district supervisor shall be responsible for:

1. Providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and community learning centers in the district or cluster
thereof.
2. Curricula supervision.
3. Undertaking advocacy work directed at encouraging local government units (LGUs) and
non-government organizations (NGOs) to implement ALS programs.
4. Assisting in the identification of community-based NGOs which could be tapped as
service providers for the basic literacy, accreditation and equivalency programs and other
community development efforts.
5. Supervising the organization of ALS programs in collaboration with LGUs, NGOs and
other government agencies and monitor implementation
 6. Monitoring the formulation of school improvement plans and consolidate funding
requirements of programs and projects to be presented to the Municipal School Board
7. Providing technical support to school heads in expenditures documentation and
liquidation of cash advances.
8. Coordinating data gathering efforts of schools and community learning centers in the
district.
9. Undertaking data verification in coordination with the division planning unit
10. Performing such other functions as may be assigned by proper authorities.

Magdalena is a school head of Makalibog ES for more than 5 years. However, she was dismissed
/ separated from the service due to dishonesty. Can she still avail the maternity leave benefit
when she is about to deliver her child 5 days after the date of the issuance of her dismissal?
A. No, because she was already dismissed from the public service
B. No, because she failed to portray the image of a good teacher.
C. Yes, because her pregnancy was happened during the time she was still in the service.
D. Yes, if the delivery occurs not more than 15 calendar days after the termination of the
employee's service.
Malinis NHS has been offering the Special Education Classes/Centers for more than 5 years. It
has noticed that the enrolment rate of the school has been increasing within that period of years.
Therefore, the school has given 2 items for SPED. Who should be prioritized in the hiring of
SPED teachers?
A. LET passer applicant who has a major in SPED
B. LET passer applicant who has earned 18 units in SPED
C. A teacher I who has been handling the SPED program for more than 10 years.
D. A teacher I who has been handling SPED for 3 years with satisfactory performance

The School Report Card provides the opportunity to stakeholders to have snapshots about current
condition and performance of the school. It is a comprehensive yet concise report tool. The
following should be included in the SRC except:
A. Learners' Materials
B. Child Friendly School Survey Results
C. Teacher's Performance Rating
D. Students' Literacy Level

Mabuhay NHS has been consistent in sustaining the zero drop out rate for the 3 consecutive
school years. What element of performance is being demonstrated by the performance of this
school?
A. Accuracy
B. Currency
C. Reliability
D. Sufficiency
Qualifying Exam for Principal
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
16. A single learning may bring out many outcomes. Such learning experiences are important
because of their multifaceted benefits. This called ___________
a. Multiple learning
b. Divisive learning
c. Constructive learning
d. Constructive learning
17. In selecting contents of curriculum, one must consider the question whether the question the
content selected will lead to the acquisition of knowledge and skills needed by the society. This
factor called __________
a. Validity
b. Reliability
c. Utility
d. Learnability
18. The EDPITAF revealed that the community and home variables have greater impact on
learning than school factors EDPITAF means __________
a. Educational Development Planning Implementing Task Force
b. Educational Development Project Implementing Task Force
c. Educational Division Planning Implementing Task Force
d. Educational Division Project Implementing Task Force
19. The NSEC demonstrates ample evidence of the inclusion of behaviourist psychological
principles through the use of behavioural objectives, drills, and homework that reinforce
learning. NSEC means ___________
a. National Secondary Education Curriculum
b. National Secondary & Elementary Curriculum
c. New Secondary Education Curriculum
20. A curriculum design that focuses on the combination of two or more subjects within and
across disciplines.
a. Humanistic approach
b. Intellectual academic approach
c. Scientific-technical approach
d. Eclectic approach
21. An implementation of curriculum model that focuses on overcoming resistance to change
among stakeholders of the curriculum
a. LOC model
b. OD model
c. ORC model
d. RCA model
22. In Technology Integration Program (TIP), teacher Judith looks her current teaching problems
and identify technology based methods that may offer good solutions. Which of the following
phases does teacher Judith consider?
a. Determine the relative advantage
b. Decide on objectives and assessment
c. Design Integration strategies
d. Prepare the Environment
23. Teacher Jade asks himself “what teaching strategies and activities will work best?” Hence,
teacher Jade decides on instructional strategies and how to carry them out. Which of the
following must not be considered by Teacher Jade?
a. Instructional Approaches
b. Curriculum Approaches
c. Sequencing
d. Rubrics
24. In determining the relative advantage of the Technology Integration in teaching, the teachers
must ensure that the use of technology is consistent with their views of what it means to be a
good teacher. This refers to ______
a. Compatibility
b. Complexity
c. Observability
d. Triability
25. Teacher Robert reviews data and Information on technology integrated methods and
determine what should be changed to make them work better next time. Which of the following
must teacher Robert consider to ensurethat the technology integrated in teaching worked well?
a. Student spends more time trying to make the technology work than on learning the topic.
b. Teacher Robert ca not justify the cost and preparation in terms of benefits to her students
c. Teacher Gemma, the principal of teacher Robert, sees technology activity as a seam less part
of the lesson.
d. The problem teacher Robert tries to address is still there.
26. Principal Linda views computers as capable of managing and delivering instruction. Which
of the following views does principal Linda adhere?
a. Audio-visual view
b. Vocational training view
c. Computer-based view
d. Instructional System view
27. Teacher Grace decided to integrate Technology into teaching, but before integrating
technology in teaching, the following must be considered by Teacher Grace, except 
a. Purchase products
b. Develop a philosophy of education
c. Identify the problems
d. Impose prejudices against technology
28. Principal Maduma emphasized reminded the teachers regarding the unique instructional
capabilities of integrating technology into teaching, he said, the following are the unique features
of technology in facilitating learning EXCEPT
a. Linking learners to information and educational resources 
b. Help learners visualize problems and solutions
c. Involves learners into funny experiences
d. Help tracking learners’ progress
29. Teacher Ana tried to convince her fellow teachers to use technology in teaching because of
the following reasons stated below: Which of these reason you think teachers do not agree with?
a. Increase teachers’ productivity
b. Support for new instructional approaches
c. Increase fees for computers and laboratories
d. Required skills for an information age
30. Many graduates remained unemployed today, one of the reasons for the ballooning
unemployment rate is, graduate do not possess the necessary skills in the information age which
of the following is not considered an information age?
a. Technology skills
b. Writing skills
c. Information skills
d. Visual skills 
31. When will the K to 12 program be implemented?
a. s/y 2011 – 2012 
b. s/y 2012 – 2013 
c. s/y 2014 – 2015 
d. s/y 2010 – 2011
32. 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
33. In what school year the grade 11 will be introduced?
a. 2016 – 2017 
b. 2017 – 2018 
c. 2018 – 2019 
d. 2020 – 2021
34. The following are some features of K to 12 curriculum EXCEPT:
a. The K to 12 curriculum is decongested
b. The K to 12 curriculum is seamless
c. The K to 12 curriculum is relevant and responsive
d. The K to 12 curriculum is teacher-centered
35. When the K to 12 curriculum is learner centered?
a. It focuses on the optimum development of the Filipino child
b. It responds to the needs of the community
c. It focuses on understanding for mastery 
d. It uses integrative, inquiry-based and constructive approaches to develop the competencies of
learners.
36. When the K to 12 program is enriched?
a. It focuses on the optimum development of the Filipino child
b. It responds to the needs of the community
c. It focuses on understanding for mastery 
d. It uses integrative, inquiry-based and constructive approaches to develop the competencies of
learners.
37. When the K to 12 program is relevant and responsive?
a. Learning will be systematically matched with labor market requirements.
b. It focuses on the optimum development of the Filipino child
c. It responds to the needs of the community
d. It focuses on understanding for mastery
38. According to SEAMEO INNOTECH many Filipino students failed to master the
competencies skills necessary for productive life because of the following factors EXCEPT:
a. Limited period of time
b. Fragmented content
c. Disintegrated content
d. Teachers factor
39. When the K to 12 curriculum is decongested?
a. It focuses on understanding for mastery and has removed the unnecessary repeated
competencies
b. It focuses on the optimum development of the Filipino child
c. It responds to the needs of the community
d. It uses integrative, inquiry-based and constructive approaches to develop the competencies of
learners.
40. One year preschool is now mandatory and is provided for free through ________
a. R. A 10157
b. R. A 10257
c. R. A 10147
d. R. A 10157
41. The following are the benefits of K to 12 curriculum for Filipino learners and their families
EXCEPT one:
a. Have more time to master the desired learning competencies
b. They will be given opportunity to learn beyond academic through a career pathways program
c. Graduates will not only gain a high school diploma but they will acquire certificate of
competencies
d. Families can’t afford education as the cost of the additional two years in high school.
42. The K to 12 will contribute to economic growth bringing progress to society and to the
nation. Research studies show that:
I. Each additional year bring 10% increase in wage earning
II. Longer time spent in education increase likelihood of employment
III. An additional year increases the average 40 year growth rate in Gross Domestic product by
about 0.37 percentage points
IV. A year of schooling typically shows a 25- 30 % rate of return
A. I and II only
B. II, III and IV only 
C. I, II, and III only 
D. I, II, III, and IV
43. Why the K to 12 Program is being designed and implemented?
a. To overcome the inherent limitation of ten year basic education
b. Learning and quantity of education will improved
c. Filipino students learn better
d. Degrees of Filipino are recognized as widely as possible 
e. All of the above
44. The Filipino graduates under K to 12 basic curriculum envisioned to :
I. Possess sufficient mastery of basic competencies
II. Be emotionally developed and competent to live a meaningful life
III. Be socially aware, pro-active, and involved in public and civic affairs
IV. Be adequately prepared for the world of work or entrepreneurship
a. I, II, and III only
b. II, III and IV only 
c. III and IV only
d. I, II, III, and IV
45. The Filipino graduates under K to 12 basic curriculum program are characterized as
graduates who:
I. Possess healthy mind and body
II. Have a solid moral and spiritual grounding
III. Appreciate and care for humanity, the world, and environment
IV. Are proud to be a Filipino
a. IV only
b. I, II, and III only
c. II, III, and IV only 
d. I, II, III and IV
46. K to 12 basic curriculum is carried out under the principles of:
a. Inclusive education
b. Learner’s growth and development
c. Teaching and learning
d. Assessment
e. All of the above
47. The K to 12 basic Education Curriculum is outcome-based as it prepares learners for:
a. Higher education
b. Middle level skills
c. Employment
d. All of the above
48. In what school year was the universal kindergarten implemented?
a. s/y 2011 – 2012
b. s/y 2012 – 2013
c. s/y 2013 – 2014 
d. s/y 2014 – 2015
49. the medium of instruction should be used from kindergarten to grade III
a. mother tongue
b. Filipino
c. English
d. Bilingual
50. In what grade level the bridging or transition to Filipino and English as language of
instruction will be introduced?
a. Kindergarten
b. Grade I
c. Grade II
d. Grade III
51. An Act requiring all elementary and secondary schools to adopt policies to prevent and
address the act of bullying in their institution?
a. R. A 10627
b. R. A 10762
c. R. A 10276
d. R. A 10672
52. Which of the following are the principles which guided the framing of the NCBS-SH?
a. Function-based
b. responsive
c. impartial
d. coherent
e. all of the above
53. The three stages of strategic management are 
a. Strategy formulation, strategy implementation, and strategy evaluation 
b. Strategy formulation, strategy execution, and strategy evaluation
c. Strategy assessment, strategy execution, and strategy evaluation
d. Strategy formulation, strategy implementation, and strategy execution
54. How often should strategic management activities be performed?
a. Annually
b. Quarterly
c. Monthly
d. Continuously
55. Conducting research, integrating intuition with analysing and making decision are all
__________ activities.
a. strategy formulation
b. strategy implementation
c. long-ranged planning
d. short ranged planning
56. _________ are the means by which long term objectives well be achieved.
a. Mission statement
b. Strategic
c. Vision statement
d. Long term goals
57. Strategic management allows an organization to be more 
a. Complacent
b. Proactive
c. Authoritarian
d. Reactive
58. ___________ may be the most important benefit of strategic management
a. Profit
b. Commitment
c. Understanding
d. Order
59. _________ is one of the reasons for poor or not strategic planning in organizations
a. Prior good experience
b. Fear of success
c. Low expense
d. Self-interest
60. The trait approach to leadership assumes that leaders
a. Are taught, not born
b. Possess certain attributes
c. Should take a laid back approach to influencing
d. Should listen and adapt communication strategies to others
61. Which of the following is not a strategy to help a group or team reach consensus?
a. Listen
b. Work as quickly as possible
c. Promote honest dialogue
d. Be goal oriented
62. When participating in a meeting, one way to ensure that you interact with others effectively
is to 
 a. Support your ideas with evidence
b. Organize your ideas in a face-form approach
c. Avoid connecting your comment to others
d. Make several points simultaneously 
Mr.Capalaran has just been hired as the new principal of Caditaan Elementary School. He wants
to begin his new position on a positive note. To accomplish this, he develops the following plan.
STEPS
1. Holds a series of meetings with faculty at the beginning of the school year to encourage
teachers to air their views regarding campus strengths and needs and possible strategies for
improving the functioning of the campus.
2. Work with teachers to begin developing a vision statement for the future of the campus and to
identify key goals linked to that vision.
3. Form teams of teachers who will develop a specific plan to achieve one of the goals agreed
upon in step 2.
63. An important benefit of the meetings described in step 1 is most likely to include
a. Giving Mr.Capalaran a chance to define for staff his sense of mission for the learning
community
b. Showing his leadership style and expectations for the campus teachers and staff
c. Providing Mr.Capalaran with a source of information for evaluating campus needs
d. Prompting the teachers to reflect on their current professional knowledge and skills
64. Which of the following criteria would be important to consider in evaluating the
effectiveness of plans implemented as a result of step 3?
I. Milestone and a timetable for implementation of the plan are in the place
II. Data or anecdotal evidence as available to measure success
III. The faculty has reached consensus about the plan’s success
IV. Learning community members who are implementing the plans
a. I and II only 
b. I, II and IV only
c. II and III only
d. II, III, and IV only
65. The greatest benefit of step 3 is that it is likely to 
a. Encourage innovation and creative problem solving to achieve educational excellence
b. Facilitate the identification of faculty members to spearhead the implementation of specific
action plans
c. Prompt staff to define and use agreed upon criteria to self-assess their performance
d. Allow correlation of student learning with the use of specific teaching practices.
66. Mr.Capalaran’s plan is likely to be most effective in
a. Challenging teachers to articulate standards they can use to evaluate their own instruction
b. Clarifying opportunities and challenges likely to arise
c. Fostering among teachers a sense that they share a common goal
d. Defining teachers’ personal responsibilities in fulfilling the learning community’s mission
67. Mr.Capalaran’s plan could probably best improved by 
a. Clarifying his own desired outcomes for the purposed changes
b. Delegating greater authority and control to the faculty
c. Formally assessing the effectiveness of group processes between steps
d. Involving parents, students and other staff in the process
68. Which of the following would be the most appropriate first step for the principal staff to
engage in a process of instructional improvement and change?
a. Meet informally with individual teachers and remind them of the importance of participating
in efforts to improve instructional at the school
b. Arrange to provide a stipend or other financial incentives to teachers who plan and implement
changes in their instructional programs
c. Analyse student performance data with teachers and help them identifying instructional areas
that should be modified
d. Ask teachers to develop campus goals for instructional improvement and criteria for
evaluating whether the goals have been achieved
69. Which of the following would represent unethical behaviour by a school principal?
a. A student’s parent informs the school principal that the student has made a suicide attempt,
and the principal provides the information to the students’ classroom teacher and guidance
counsellor
b. After a school District announces plans to make budget cuts, a school’s principal tries to
influence district supervisor to reconsider their plans
c. A school principal denies a request by several faculty members to be relieved of occasional
bus-monitoring duties
d. At a social gathering, a teacher asks her school’s principal about an acquitance who
interviewed for a teaching job and the principal comments in the candidate’s status.
70. The principal observes that some teachers are reluctant about technology initiatives and are
reluctant to implement technology-based instruction in their classroom. Which of the following
responses from the principal would most likely to be effective in engaging these teachers in the
technology initiative?
a. Encouraging the reluctant teachers to participate in additional staff development sessions to
strengthen their technology skills.
b. Meeting with the reluctant teachers to reiterate the benefits of integrating technology into the
campus curriculum
c. Arranging for teachers who are successfully using the new technologies to serve as models and
mentors for the reluctant teachers
d. Offering to support the reluctant teachers by personally observing their use of the new
technologies and providing constructive feedback
71. Schools are similar to other organizations in that:
a. Coordination of effort must be arranged
b. Rewards and punishment are completely extrinsic
c. Goals are always made explicit
d. All of the above correct
72. What does the assertion ‘SCHOOL EXISTION SOCIAL CONTEXT” mean?
a. Schools are complex social institution
b. There are several embedded features surrounding and within schools that affect what goes on 
c. Schools are mainly school institution are relatively free from outside influence
d. There are few embedded features within schools that affect them
73. The school community Council for Baya Elementary School wrote the following set of
school goals:
• Student achievement is our highest priority high expectations should be set students should
receive high academic learning time and frequent homework
• Outstanding student achievement should be publicly rewarded
• Student should be taught to be good citizen. They should learn to cooperate and work together
on community projects. They should take many fields trips to business and government in order
to have a thorough understanding of how our society operates
What do these goals illustrate about the nature of school goals?
a. School goals must be continuously revised
b. School goals often conflict with one another
c. Involving community member in goal setting is ill-advised 
d. Students should not be excluded from the goal setting process
74. Teacher Mario, a new teacher, has received lots of help from the experienced staff such as
pointers on how to fill out request form, troubleshooting the copy machine. Now that he’s settled
into the school routine, he has found he’s having some difficulty in coming up with enrichment
activities for his gifted student. At first he planned on approaching one of the experienced
teachers for assistance, but now somehow feels strongly, though he’s not sure why, that is
wouldn’t be right thing to do. Which of the following statements best account for this situation?
a. Teacher Mario realize that most teachers don’t have much expertise in designing curriculum
for the gifted
b. Teacher Mario is aware that experienced teachers just don’t have time, once the school year
gets started, to give any assistance to beginning teachers.
c. Teacher Mario, probably feels that gifted student are not be priority, and the best use of his
time is to focus on the academically less able children.
d. Teacher Mario has been socialized to the “hand-off” and autonomy norms in many schools.
75. Which of the following statements is an example of a contradiction in the role of
expectations of teachers? Teachers feel uncertain about ….
a. When to give one child extra attention when it means slowing down the rest of the class as
well.
b. How many extracurricular activities to sponsor
c. The academic context, scope, and sequence for their courses
d. Whether to ask other teachers for assistance in solving classroom management problems.
76. A school consultant has been called in by the Parent Association, they want her advice on
how to improve their school. The building is run down and poorly maintained, there is low
attendance by students, students misconduct is high, student achievement is low. On the basis of
the “ schools effectiveness research” how should the consultant advise the parent?
a. Focus first on the parent education, because family background is the most important variables
in student achievement.
b. Focus first on improving the physical condition of the building, because people have a basic
right to a secure and well-functioning physical environment.
c. Focus first on improving academic support facilities upgrading the library and so on, because
the school’s first order of business is learning.
d. Focus first on the improving the school’s social climate, because it is this factor that
determines the success or failure of other efforts to improve student learning.
77. Which of the following statements is true about the way teachers spend their professional
time?
a. Teachers spend less than half of their time on direct instructional activities
b. Teachers spend more than half of their time on direct instructional activities
c. Teachers are very ineffective in their use of time 
d. None of the above
78. A study was conducted comparing the achievement, attendance, and behaviour of students in
five schools. Schools were ranked in each domain as follows:
Student Information
School name Achievement Attendance Behaviour 
A121
B312
C233
D444
E555
What can be said about the correlation between achievement, attendance and behaviour in this
study?
a. The correlation is moderate and negative
b. The correlation is moderate and positive
c. The correlation is negligible 
d. It appears that no relationship exist
79. The result of the study presented in question #78 
a. Confirm three decades of school effectiveness research
b. Disconfirm three decades of school effectiveness research
c. Are consistent with the school effectiveness research
d. Both a and c
80. Which of the following is one of the features of the social organization of effective schools?
a. Relationship among the staff are characterized by collaboratively 
b. Student receive high academic learning time
c. A wide variety of learning style in represented in the student population 
d. The superintendent hosts many social functions
81. Which of the following is one of the features of instructions and curriculum effective
schools?
a. The principal exerts strong leadership
b. School goals are clearly stated
c. Students enjoy coming to school
d. Foreign language forms a strong components of the curriculum
82. Which of the following is not a way teachers should involve parents in the schooling
process?
a. Assist at classroom celebrations
b. Individually tutor students who are having difficulty
c. Record grades 
d. Assist with field trips
83. Which of the following features is true about schools as organization?
a. Schools have very specific and clear goals
b. Schools are tightly coupled to other aspects of their environment
c. Citizens can easily voice their opinions and views in schools
d. Schools are usually politically envisible
84. Which of the following attributes would least likely be found in an effective school?
a. Teachers hold high expectations for students
b. Teachers acknowledge student weaknesses and realize that they cannot reach every child
c. Teachers and other adults in the school develop and work in interdependent and collaborative
ways 
d. All of the above
85. Which of the following responsibilities of a school principal most clearly reflects the concept
of representative governance?
a. Applying the most up to date research on best practices in education when formulating school
policy
b. Formulating school policies that are fair and can be applied equally to all members of a
diverse student body.
c. Balancing the varying interests of the large number of stakeholders who have a voice in
formulating school policy
d. Formulating school policies that help prepare students for playing active roles as citizens.
86. Which of the following actions by the principal would most effectively motivate teachers to
show their ideas about the mission statement?
a. Creating an atmosphere of thrust by emphasizing that the contributions of all participants are
respectful and appreciated
b. Delegating responsibility for revising each part of the mission statement to teachers who have
the greatest experience with that subject
c. Providing frequent praise for the teachers who participate most in the process of revising the
mission statement
d. Stressing that all members of the educational community are equally obligated to help develop
and revise the schools’ mission statement.
87. When articulating a new school vision to the media and members of the school community, it
would be most important for the principal to:
a. Provide an estimate of the financial and human resources that will be necessary to implement
the new vision.
b. Identify some of the specific ways that implementation of the new vision well improve
educational programs at the school
c. Summarize the process used to gather, evaluate and apply stakeholder input in developing new
vision
d. Discuss the reasons why the previous school vision was inadequate to meet the current
educational needs of the school.
e. 
88. Who are the disciplining authorities in DepED?
I. DepED secretary
II. Regional Director
III. Division Superintendent 
IV. Division Legal officer
a. I and II ony
b. I, II, and III only
c. II, and I only
d. I, II, and IV only
89. Supposing the parent Teachers Association (PTA) filed before the office of Dr. X the
Division Superintendent of the Province of XI a complaint for dishonesty againstMr. T, a public
school teacher of Y East Central School. Acting on said complaint Superintendent X issues an
order directing Mr. A the administrative Officer of the Division Office to conduct a fact-finding
investigation on the said complaint. Is the order proper? WHY / WHY NOT?
a. Yes, because he is the superintendent 
b. No, because the complaint has not been heard yet
c. Yes, the superintendent has disciplinary authority over teachers
d. No, because the disciplining authority in the DepED for administrative against teachers is the
Regional director
90. Which of the following are the criteria for designating a cooperating school on the
deployment of student teacher?
I. It is above average performing school in academics
II. Has a master teacher/effective teacher
III. Accessible to the student teacher
IV. Managed by at least a part-time administrator 
a. I and IV only
b. I, III and IV only
c. II, III and IV only
d. I, II, and III only
91. Which of the following are the criteria for the selection of cooperating teacher?
I. Has at least 3 years of teaching experience
II. Has at least a performance rating of very satisfactory (VS) for the last three years
III. Has been a demonstration teacher at least on the school level
IV. Substitute or a para-teacher
a. I, and III only
b. I, and II only
c. I, II, and III only
d. I, II, III and IV only
92. The following are the duties and responsibilities of the cooperating School Principal
EXCEPT:
a. Assign a student teacher to a qualified cooperating teacher
b. Meet regularly with cooperating teachers and student-teacher
c. See to it that student teacher are allowed to substitute for teachers who are absent or on leave
d. Conduct regular conference with the cooperating teachers as regards to the performance of the
student teacher
93. What are the duties and responsibilities of the Mentors/cooperating teachers:
I. Observe mentor/mentee relationship
II. Assist the student teachers in honing their relationship
III. Observe, coach/mentor and evaluate the performance of the student teacher
IV. Provide the student teacher to substitute for teacher who are absent
V. Provide the student teacher the opportunity to teach independently an collaboratively
a. I, III, and IV only
b. II, III, and V only
c. I, II, III, and V only 
d. I, II, III, IV and V
94. To what activities may service credits be granted?
i. Services rendered in connection with the conduct of remedial classes during summer outside of
regular schooldays 
ii. Services rendered during schools sport competitions held outside of regular schooldays
iii. Assignment to checking forms and finishing reports commonly required in connection with
the opening and closing of classes
iv. Services rendered in connection with early opening of the school year
v. In-service training program fully funded by the government
a. I, II, and III only
b. I, II, and IV only
c. II, III and V only
d. III, IV and V only
95. To what activities may service credits not be granted?
I. Services rendered I connection with the conduct of remedial classes during summer outside of
regular schooldays
II. Services rendered during school sports competitions held outside of regular schooldays
III. Assignment to checking forms and finishing reports commonly required in connection with
the opening and closing of classes
IV. Services rendered in connection with early opening of the school year
V. In-service training program fully funded by the government
a. III and V only
b. I and II only
c. I, II, and III only
d. II, III, IV and V only
96. The utilization of MOOE funds is authorized to the following expenditures EXCEPT:
a. Developing, printing and distributing teachers’/facilitators’ guide, students’/learners workbook
b. Training of teachers and hiring of specialist
c. Procurement of necessary school’s furniture and equipment 
d. Other auxiliary services including advocacy work
97. It is the effective use of more than two languages for literacy and instruction
a. Mother tongue – Based Multilingual Education
b. Alternative Learning System
c. Bureau of Alternative Learning System
d. Multi grade classes
98. It is a principle which organizes that every unit in the education Bureaucracy has a particular
role, task and responsibilities inherent in the office and for which it is principally accountable for
outcomes.
a. Shared governance
b. School-Based Management
c. Accountability and Transparency
d. School Adopt Program
99. What shall be observed in Decision Making process at appropriate levels?
a. The process of democratic consultation
b. The process of equal opportunity 
c. Accountability and transparency
d. Accountability, responsibility and transparency
100. What shall be established to ensure coordination and open communication the central office
with the regional, division and school levels?
a. Feedback mechanism
b. Principles of transparency
c. Accountability and transparency 
d. Principles of pedagogy
101. What shall be operationalized in the performance of functions and responsibilities at all
levels?
a. The principles of accountability
b. The principles of andragogy 
c. The principle of transparency 
d. The principle of accountability and transparency
102. It shall be responsible for providing services related to, supplies and equipment and shall
take change of collection and disbursement of funds, security and custodial work
a. Administrative
b. Office of the director
c. General service division
d. Office of the Division Superintendent
103. Which of the following DOES NOT belong to the function and duties of school principal?
a. Setting the mission, vision, goals and objectives of the school;
b. Shall have direct supervision over the conduct of election of the Homeroom PTA officer
c. Accepting donations for the purpose of upgrade teachers’ learning facilitators’ competence
d. Encouraging staff development
104. Who is the disciplining authority for administrative actions against teaching personnel in the
public school?
a. Principal
b. Superintendent
c. Regional director
d. District Supervisor
105. Who is the disciplining authority for administrative actions against non-teaching personnel
in the public school?
a. Principal
b. Superintendent
c. Regional Director 
d. District Supervisor
106. Who is empowered to transfer a public school teacher from one school to another school?
a. Principal
b. Superintendent
c. Regional director
d. District supervisor
107. Who are the disciplining authority for administrative actions against teaching personnel
including school principal in the DepEd.?
I. President 
II. Superintendent
III. Regional Director
IV. DepED Secretary
a. II and III only
b. III and IV only
c. I, II, and III only 
d. I, III, and IV only
108. In the event that transfer of teachers shall be implemented, the following may serve as a
guide in the Decision on whom to transfer EXCEPT one:
a. Performance rating
b. Residents of the barangay or municipality where the school is located
c. Residents of the barangay or municipality of the proposed recipient school
d. Secondary school teachers teaching subjects other than their areas of specialization
109. Which is the following situation should be given priority when teachers are seeking transfer
to another station which is in need of additional teachers?
a. R. A 4670
b. P. D. 605
c. R. A 8190
d. All the above
110. A nurturing process in which a skilled and more experienced person provides support and
encouragement to a less experienced person.
a. Mentoring 
b. Coaching 
c. Teaching
d. Delegating
111. The teacher is a bonafide resident of the barangay, municipality, city or province where the
recipient school is located, otherwise known as:
a. R. A 8190
b. P. D 603
c. R. A 4670
d. R. A 9155
112. The proper disciplining authority way preventively suspend any subordinate officer or
employee under his jurisdiction if the charge against such officer or employee involves:
a. Nepotism
b. Discourtesy 
c. insubordination 
d. All of the above
113. The Alternative Learning System (ALS) utilizes the Science of Adult Learning known as
a. Montessori approach
b. Principle of andragogy
c. Principle of learning 
d. Principle of pedagogy
114. A disciplining authority may dismiss a complaint if:
a. The complaint is sufficient in form and substance 
b. There is obviously no truth or merit to the allegation therein
c. The complaint is in accordance with the required form 
d. A complaint contain a certification or statement in non-forum shopping
115. The PTA’s programs and projects shall be in line with the school Improvement Plan . Such
collection shall be made by the PTA subject to the following conditions EXCEPT one:
a. The contributions should be a reasonable amount as may be determined by the PTA board of
directors
b. Non-payment of contributions by the parent-member shall not be a basis for non-admission to
the child by the school concerned 
c. The contributions shall be collected by the PTA treasurer on a per pupils basis
d. No teacher or any school shall be involved in such collection activities
116. Which of the following is a vision and a holistic program of reforms that aims at improving
the quality of basic education for every Filipino by 2015?
a. K to 12 program 
b. Education for All
c. School-Based Management Program
d. Schools First Initiative
117. Which of the following is the government strategy for improving basic education known as
“thousand flowers bloom” movement?
a. K to 12 
b. EFA
c. SBM
d. SFI
118. When the School Governing Council effective?
a. Continuously makes a difference in their student learning
b. Commits to fulfil their role as a link in school level governance
c. Recognizes differences among its constituents and appreciates all view points
d. Strives to respond to the needs and aspirations of the community they serve
119. Which of the following is not a function of school head in the School Governing Council?
a. Serves as the Chief Executive Officer of the council
b. Establish school and community networks
c. Encourage the active involvement of school community stakeholders in school improvement
process
d. All decisions of the School Governing Council shall conform to existing laws done by the
school head
120. It is a document that outlines the vision, values, goals targets, strategies and resources in
school improvement, known as:
a. SIP
b. GIP
c. SGC
d. IPP
121. School Improvement Plan (SIP) is developed in a participatory manner by the School
Planning Team and representative from group of school community stakeholders. Who is the
responsible to decides on the membership of the School Planning Team?
a. School head
b. Parent Teacher’s Association
c. School Governing Council
d. PTA board of directors
122. The Steps in the preparation of the School Improvement Plan
a. Writing the school Improvement Plan
b. Collecting organizing and Analyzing School Data
c. Formulating the 3 year WFP and Annual Implementation Plan
d. Communicating the School Improvement Plan
e. Identifying Core values & formulating the Vision & Mission
f. Determining the school Goals & Objectives
g. Developing the school’s Monitoring & Evaluation Plan
The third step should be _________________
The last step should be _________________
The first step should be _________________
The fourth step should be ________________
The second step should be _______________
The fifth step should be _________________
The sixth step should be _________________
123. What phrase is used when endorsing a communication 
to an office of higher rank _______________
to an office of equal rank _______________
to a subordinate _______________________
a. Respectfully forwarded to
b. Respectfully transmitted to
c. Respectfully referred to
124. Is there a complimentary close in each of the three endorsements? Why?
CONFLICT STYLES WORKSHEET
INSTRUCTIONS: Your task is to rank the five alternative courses of action under each of the
four cases below, from the most desirable or appropriate way of dealing with the conflict
situation to the least desirable. Rank the most desirable course of action “1”, the next most
desirable “2”, and so on, ranking the least desirable or least appropriate action “5”. Enter your
rank for each item in the space next to each choice.
125. Mr. Cruz, school principal of Maligaya East District has noticed that tony, the clerk from
the west District regularly drops by his office to chat with Lita, his typist. Unfortunately,
Lita’swork is often late being done with the other office personnel are beginning to resent the
non-break time chatter. If you were Mr. Cruz, you would:
A. Talk to Lita and tell her to limit her conversations during on-the-job time 
B. Ask the supervisor of the other district to tell Tony to stay in line 
C. Approach Lita, find out what is going on, and discuss your expectations
D. Say nothing now; it would be silly to make something big out of something so insignificant
E. Try to put the rest of the office personnel at ease; it is important that they all work well
together
126. As a school principal, Mrs Santos has encouraged her teacher to make effective and
workable suggestions for increasing pupil performance level. On separate occasions, two of her
teachers approached her with different suggestions for innovative methods of increasing pupil
performance. Mrs. Santos sees the value of both sides, although the suggestions were very
different methods and both individuals think theirs is the best. Each of the two is very keen on
having his suggestion endorsed and adopted by the school. If you were Mrs. Santos, you would:
a. Decide which suggestion you will endorse, then announce your decision to the two teacher.
b. Wait and see; the best suggestion will become apparent
c. Tell the two district supervisors not to get uptight about their disagreement; it is not that
important
d. Get the two teachers and examine both their ideas closely.
e. Try one suggestion for one semester, and the other at a later date for an equal period of time
127. Jose, a janitor, is in-charge of keeping the CRs in the principal’s and district supervisor’s
offices spotlessly clean first thing in the morning, after recess and before the first period in the
afternoon. For sometimes, you, the principal have noticed that he has not been doing his job
properly due to his frequent tardiness and absent-mindedness on the job. He is almost always late
and vanishes at odd hours of the day. You suspect that he is taking drugs on the job or at least
working under the influence of drugs. You feel that you have some strong indications but you
don’t have a clear cut case. You would:
a. Confront Jose outright, tell him what you suspect and ask why and that you are concerned for
him, and ask how you might help.
b. Ask that he keep his habit off the job, what he does on the job is part of your business
c. Not confront the individual right now, it might either ‘Turn him off” or drive him underground
d. Give Jose the “facts of life”, tell him it is illegal and unsafe and that if he gets caught you will
do everything you can to see that he is fired.
e. Keep a close eyes on Jose to see that he is not endangering himself or others
1. D
2. C
3. D
4. D
5. C
6. C
7. E
8. B
9. B
10. D
11. B
12. C
13. C
14. C
15. C
16. A
17. C
18. B
19. C
20. B
21. C
22. A
23. D
24. A
25. C
26. C
27. D
28. C
29. C
30. B
31. A
32. D
33. A
34. D
35. A
36. D
37. A
38. D
39. A
40. C
41. D
42. D
43. E
44. D
45. D
46. E
47. D
48. B
49. A
50. D
51. A
52. E
53. A
54. D
55. A
56. B
57. C
58. D
59. B
60. B
61. A
62. C
63. B
64. A
65. C
66. C
67. D
68. C
69. D
70. C
71. A
72. B
73. B
74. D
75. A
76. D
77. B
78. B
79. D
80. A
81. B
82. C
83. C
84. B
85. C
86. A
87. B
88. B
89. D
90. D
91. C
92. C
93. E
94. B
95. A
96. C
97. A
98. A
99. A
100. A
101. D
102. A
103. B
104. C
105. B
106. B
107. B
108. B
109. D
110. A
111. A
112. D
113. B
114. B
115. C
116. B
117. D
118. A
119. D
120. A
121. C
122. F, d, b, c, e, 
G, a 
123. Forwarded 
Transmitted
Referred 
124. NO

What is the new mission of the DepEd(2013)

A.Provide systematic,friendly,encouraging environment for teachers.
B.Provide learners with a safe,student-centered and child-friendly learning environment.
C.Provides quality basic education to all learners through formal,informal or non- formal ways.
D.Protect and promote the right of every Filipino to quality ,equitable,culture- based and
complete basic education.

Which of the following principles recognizes that every unit in the education bureaucracy has a
particular role, task and responsibility inherent in the office and for which it is accountable for
outcomes?
a. School-Based Management
b. Shared Governance
c. Accountability and transparency
d. AURA (authority, responsibility and accountability)
Like
It is an act of cruelty, severity, unlawful exaction, domination or excessive use of authority .
A. Tactfulness
B. Coercive power 
C. Oppression 
D. Humiliation 
Answer: C
Oppression is an act of cruelty, severity, unlawful exaction, domination or excessive use of
authority.

Which of the following can be considered as teaching-related a tivities that may be undertaken in
or out of the school by a teacher with six hours teaching loads to comply with the eight-hour
work-day required to all government employees?
I. Preparation of LPs, instructional materials and evaluative materilas
II. Recording of academic performance
III. Home visitations to potential school leavers
A. I only
B. I and II
C. I and III
D. I, II, III

The following are the requirements for payment of salary for substitute teachers except for one?
a. Certified True Copy of duly Approved Appointment ,Certified True Copy of Oath of Office
b. Certificate of Assumption, Statement of Assets, Liabilities and Net Worth
c. Approved DTR, Clearance from money, property and legal accountabilities
d. Medical certificate that the employee is physically fit to work, Certificate of assumption
Answer: D
Medical certificate that the employee is physically fit to work, Certificate of assumption
Requirements for payment of salary for substitute teachers
1. Certified True Copy of duly Approved Appointment ,Certified True Copy of Oath of Office
2. Certificate of Assumption, Statement of Assets, Liabilities and Net Worth
3. Approved DTR, Clearance from money, property and legal accountabilities

They are the programs taken by DepEd to address drop-outs except for one:
a. Project Reach 
b. Drop-Out Reduction Program (DORP)
c. free and compulsory education for all 
d. PantawidPamilyang Pilipino Program (4Ps)
Answer : C
To provide a free and compulsory education for all are stated on the six EFA goals which
Philippines has committed to the sustained implementation of education reforms.
Here are the complete lists of programs taken by our government to address drop-outs
1. Project Reach which enlists the help of local government units in finding the school children,
reaching out to them, and keeping them in school.
2. Other schemes which provide learners with an array of alternative delivery modes of learning
for them to complete elementary and high school are:
3. Drop-Out Reduction Program (DORP)
4. MISOSA or Modified In-School and
5. Off-School Approach and IMPACT or Instructional Management by Parents Community and
Teachers.
6. Another intervention that has improved school retention is the PantawidPamilyang Pilipino
Program (4Ps) as centerpiece of the government’s poverty reduction measure.

Mid-Year Bonus for All Government Personnel are granted to the following government
employees except for one?
a. rendered at least four (4) months of satisfactory service
b. employees still in the service as of same date
c. Job order employees
d. A & B
Answer: C
The Mid-Year Bonus equivalent to one (1) month basic salary as of May 15 shall be granted to
those who have rendered at least four (4) months of satisfactory service and are still in the
service as of same date, to be given not earlier than May 15 of every year. 
The specific guidelines on the grant of the Mid-Year Bonus for FY 2017 shall be issued
separately by the Department of Budget and Management (DBM).

Payment for monetization is given to Officials and Employees, who have accumulated 15 days
of vacation leave credits. The following are the requirements except for one?
a) Approved leave application (ten days) with leave credit balance certified by the Human
Resource Office
b) Request for leave covering more than ten days duly approved by the Head of Agency
c) Clinical abstract/medical procedures to be undertaken in case of health, medical and hospital
needs
d) Barangay Certification of indigency
Answer : D
A "certificate of indigency" is usually an affidavit swearing that your income/assets fall below a
certain level.
Here are the correct requirements:
a) Approved leave application (ten days) with leave credit balance certified by the Human
Resource Office
b) Request for leave covering more than ten days duly approved by the Head of Agency
c) For Monetization of 50 percent or more:
d) Clinical abstract/medical procedures to be undertaken in case of health, medical and hospital
needs
e) Barangay Certification in case of need for financial assistance brought about by calamities,
typhoons, fire, etc.