SPA College Inc.

Magaslong, Datu Piang, Maguindanao

GRADUATE SCHOOL

Teachers Survey Questionnaire

Research Title : SCHOOL HEADS’ INTERVENTIONS ON INSTRUCTIONAL

LEADERSHIP IN P-PALMA CENTRAL SCHOOLS
SCHOOL DIVISION OFFICE OF COTABATO (SDOC)

Researcher : Evelyn Librando- Kalantongan

Teacher’s Category
Master Teacher Coordinators (Curriculum and Instruction)
LAC Teacher
Grade Leaders

General Instruction: Please put check (√) in your appropriate answer.

Legend:
5 Strongly Agree (This is true to me ALL the time)
4 Agree (This is true to me MOST of the time)
3 Moderately Agree (This is true to me SOMETIMES)
2 Disagree (This is true to me ONCE in my teaching career)
1 Strongly Disagree (This is NEVER true to me)

I. School Head Intervention in the P-PALMA area

A. Academic Development
Statement
School head… 5 4 3 2 1
1. Implement common school‐wide tests or assessments  
2. Award certificates to students
3. Identify aspects of instruction or the curriculum that could be improved
4. Group students for instructional purposes
5. Make decisions about students’ retention or promotion
6. Achievement data are posted publicly
7. Implement specification of the school’s curricular profile and
educational goals
8. Discuss child’s progress with a teacher on their own initiative
9. Implement a standardised policy for reading subjects (i.e. school
curriculum with shared instructional materials accompanied by staff
development and training)
 SPA College Inc.
Magaslong, Datu Piang, Maguindanao
GRADUATE SCHOOL
10. Monitor the school’s progress from year to year

B. School Environment Development

Statement 5 4 3 2 1
1. Layout of classroom supports inclusive, interactive teaching approach
2. Ensure comfort in the classroom, such as temperature, furniture
3. Language used within the school or setting
4. The nature of school environment creates the strong influence on the
way students develop and learn
5. Investing time and effort in creating a positive climate can result in
healthy academic environments and positive outcomes for students and
staff
6. A positive learning and teaching environment is essential if the students
are to succeed in schools
7. The support from both teachers and parents can contribute to the creation
of positive learning environments.
8. Relationship within the learning community
9. The faculty values school improvement.
10. School Heads maintain high professional expectations for self, faculty,
and school.

C. Teacher’s Development
Statement 5 4 3 2 1
1. Teachers work together to develop and evaluate programs and projects.
2. Teachers’ understanding of the school’s curricular goals
3. Teachers’ degree of success in implementing the school’s curriculum
4. Teachers’ expectations for student achievement
5. Teachers’ support for student achievement
6. Teachers get along well with the school leadership
7. Give teachers suggestions as to how they can improve their teaching.
8. When a teacher has problems in his/her classroom, I take the initiative to
discuss matters
9. Inform teachers about possibilities for updating their knowledge and
skills.
10. When a teacher brings up a classroom problem, we solve the problem
together
D. Student’s Development
Statement 5 4 3 2 1
1. Students are grouped more or less at random
2. Students are grouped according to similar ability levels
3. Students are grouped so that classes contain a mixture of ability levels
 SPA College Inc.
Magaslong, Datu Piang, Maguindanao
GRADUATE SCHOOL
4. Students attend regular classes and receive additional periods of
instruction aimed at developing
5. The students are motivated to be the best that they can be
6. Students are part of the body that is involved in the formulation of school
rules and regulations
7. Struggling students receive early intervention and remediation to acquire
skills.
8. Provides programs for students to learn about different groups of people
9. Offer students guidelines and suggestions to report the group about their
completed work
10. Respond to the student’s incorrect answers, validating student’s
participation.

II. Instructional Leadership in the P-PALMA area

A. Managing Instructional Programs
Statement 5 4 3 2 1
1. Varied, multi-sensory materials and computer programs are utilized for
instruction
2. Instructional materials are reviewed and recommended by an
Instructional Materials Committee.
3. Teachers are encouraged to produce their own instructional materials
such as modules, softwares, visual aids, manuals and textbooks.
4. The academic unit maintains consortia and linkages with other learning
institutions for academic exchange of instructional materials.
5. The prescribed textbook and other reference materials are recent edition
and reflect recent trends, issues and content related to the subject/ course.
6. Curriculum, instruction, and teaching and learning programs are well
coordinated across the different year levels at this school.
7. Curriculum, instruction, and learning materials are coordinated among
teachers in the same year level.
8. Once we start a new program, we follow-up to make sure that it’s
working.
9. Observe demonstrations of teaching techniques
10. Discussing, analysing and sharing student data to evaluate and diagnose
learner needs.

B. Defining the Goals

Statement 5 4 3 2 1
1. There is constant focus on the goals for learning the essential curriculum.
2. Collaborate with the members who are important for the students’ and
the school’s development
 SPA College Inc.
Magaslong, Datu Piang, Maguindanao
GRADUATE SCHOOL
3. Creating a calm environment during all school activities as well as
during recess, school lunches and transportation within the school
4. Influence the teaching process, both in direct relation with the
responsible teacher as well as formally through the student council
5. Collaboration with external members, both in the vicinity as well as
internationally, shall increase
6. All students feel safe and learn how to take consideration and respect of
others.
7. Provide our students with a good physical and working environment
8. All students gain adequate knowledge in the subjects taught in school,
thereby, becoming educated and prepared for life.
9. Establish good routines so that we, regularly and with increased quality,
can analyze students’ results and make conclusions for how they can be
improved
10. Develop our extracurricular activities so that they respond to the
national curriculum’s demand on educational and social development
amongst students

C. Promoting School Climate

Statement 5 4 3 2 1
1. Provide conceptual guidance for the teachers regarding effective
classroom practice
2. Creating inclusive and productive learning environments
3. Promote student achievement, preparation for democratic life and
preparation to be successful in the 21st century workplace
4. Ensure credential options maintain high-quality school climate related
standards for educators and school-based mental health professionals in
general and administrators in particular
5. Encourage teacher preparation programs that give teachers and
administrators the tools to evaluate classroom and school climate and take
steps to use these findings to promote a climate for learning in our schools
6. Use school climate assessment as a measure of accountability
7. Increase research on the evaluation and improvement of school climate
8. Centralize characteristic of school accountability and assessment systems
9. Explicitly recognize and address the social, emotional, ethical and civic
as well as academic dimensions of school life
10. Emphasis on school personnel training in classroom and school climate
is pivotal for educational reform
 SPA College Inc.
Magaslong, Datu Piang, Maguindanao
GRADUATE SCHOOL

School Heads Survey Questionnaire

Research Title : SCHOOL HEADS’ INTERVENTIONS ON INSTRUCTIONAL

LEADERSHIP IN P-PALMA CENTRAL SCHOOLS
SCHOOL DIVISION OFFICE OF COTABATO (SDOC)

Researcher : Evelyn Librando- Kalantongan

General Instruction: Please put check (√) in your appropriate answer.

Legend:
5 Strongly Agree (This is true to me ALL the time)
4 Agree (This is true to me MOST of the time)
3 Moderately Agree (This is true to me SOMETIMES)
2 Disagree (This is true to me ONCE in my teaching career)
1 Strongly Disagree (This is NEVER true to me)

I. School Heads Intervention on Instructional Leadership

Please mark check (√) in circles whether any of the following School Head Intervention on
Instructional Leadership implemented.

Frame the school goals Protect instructional time

Communicate the school goals Provide incentives for teachers
Supervise & evaluate instruction Promote professional development
Coordinate the curriculum Maintain high visibility
Monitor Student Progress Provide incentives for learning

II. School Heads’ Formulated Plan

Statement
School Heads’ will… 5 4 3 2 1
1. Frame the school's goals in terms of staff responsibilities for
meeting them.
2. Use data on student performance when developing the
school's academic goals.
3. Ensure that the school's academic goals are reflected in
highly visible displays in the school (e.g., posters or bulletin
boards emphasizing academic progress)
4. Refer to the school's academic goals when making
curricular decisions with teachers.
 SPA College Inc.
Magaslong, Datu Piang, Maguindanao
GRADUATE SCHOOL
5. Ensure that the classroom priorities of teachers are
consistent with the goals and direction of the school.
6. Point out specific strengths in teacher's instructional
practices in post-observation feedback (e.g., in conferences or
written evaluations).
7. Monitor the classroom curriculum to see that it covers the
school's curricular objectives.
8. Make clear who is responsible for coordinating the
curriculum across grade levels (e.g., the principal, vice
principal, or teacher-leaders).
9. Discuss academic performance results with the faculty to
identify curricular strengths and weaknesses.
10. Meet individually with teachers to discuss student
progress.
11. Encourage teachers to use instructional time for teaching
and practicing new skills and concepts.
12. Limit the intrusion of extra- and co-curricular activities on
instructional time.
13. Visit classrooms to discuss school issues with teachers and
students.
14. Cover classes for teachers until a late or substitute teacher
arrives.
15. Reward special efforts by teachers with opportunities for
professional recognition.