Under SBM, who is primarily responsible for leading the school improvement efforts?

Which of the following is not a documented advantage of SBM?

According to PASBE, which level signifies a school that is self-renewing and community-integrated?

Which role is not explicitly listed under the functions of a school head in SBM?

What document is used to evaluate and accredit SBM practices in Philippine schools?

Which principle is not one of the four principles of ACCESS related to SBM?

Which level of SBM indicates that a school is beginning to build mechanisms and structures?

What is the function of a school head as a fiscal resource manager?

In SBM, which group is most empowered to solve school problems?

Which of the following roles of a school head involves the development of teamwork and consensus building?

Which function reflects the school head's role in curriculum development?

What is the correct order of SBM maturity levels according to PASBE?

According to research, which country cited SBM success with devolved responsibility and accountability?

What best describes school culture?

According to Marzano, what often hinders raising expectations for students?

What communicates high expectations more than anything else?

What is a key aspect of tangible support?

What does a proactive praise-heavy approach emphasize?

What kind of communication does a positive school culture encourage?

Involving students and parents in decisions builds:

What is CLAYGO a symbol of in school culture?

What strengthens community trust according to the list?

What are the critical elements among the following for a school policy to be considered effective?
 I. Formulated solely by the school head
 II. Participatory involvement of school and community
 III. Aligned with higher authorities’ directives
 IV. Understood clearly by all stakeholders
 V. Rapidly disseminated to teachers only

What are the functions of school policies as implied in the text?
 I. Ensure mission and vision are realized
 II. Create subjective grading practices
 III. Establish accountability and order
 IV. Support participatory school governance
 V. Guarantee funding for all schools

What are true regarding policies that come from above the school level?
 I. They address national-level concerns
 II. They override all local school policies
 III. They may guide on grading and attendance
 IV. They eliminate the need for school-led policies
 V. They provide a standard base for school alignment

What are essential steps in policy dissemination in schools?
 I. Posting on classroom bulletin boards only
 II. Clear explanation of the policy content
 III. Ensuring all stakeholders understand it
 IV. Use of legal terms and jargon
 V. Involving student councils only

What consequences may arise from the absence of clear-cut policies?
 I. Unregulated behavior and inconsistency
 II. Strengthened implementation from DepEd
 III. Possibility of chaos or disorder
 IV. Lack of direction in school processes
 V. Faster school decision-making

What describes the ideal nature of policy formulation in schools?
 I. School head dictates the entire content
 II. Entire school community participates
 III. School head leads, not dominates
 IV. Encourages consensus and clarity
 V. Relies only on PTA decisions

Which describe the importance of policy on grading systems in schools?
 I. Guides teacher assessment practices
 II. Creates flexible grading schemes
 III. Prevents grade inflation and bias
 IV. Makes grading transparent to stakeholders
 V. Focuses only on summative exams

What supports the role of policies in student tardiness and absenteeism?
 I. Reinforces strict punishment
 II. Creates routines that ensure presence
 III. Prevents lateness through guidelines
 IV. Allows subjective teacher discretion
 V. Encourages regular attendance

Which of the following support policy development as a form of school-community partnership?
 I. Involvement of teachers and parents
 II. Centralized drafting from DepEd only
 III. Shared vision across stakeholders
 IV. School head dominance in meetings
 V. Empowerment through participation

What policy practices contribute to successful implementation and impact?
 I. Rapid distribution with no explanation
 II. Anchoring policies on real local problems
 III. Ensuring clarity in language and intent
 IV. Community-wide understanding and support
 V. Limiting input to leadership team only

What domain focuses on supporting professional development and recognizing staff contributions?

Which domain emphasizes building trust and leading teams for school improvement?

4. Which competency aligns with promoting consensus-building among school teams?

What is the main intent of instructional leadership in schools?

9. What competency includes demonstrating project management skills?

Which role is expected from a school head under instructional supervision?

Which domain ensures policies are aligned with educational goals?

What is emphasized in managing education alliances?

Which domain requires the school head to lead curriculum improvement?

Which describes sustaining collaborative relationships?

What is the best indicator of managing staff performance?

What is an expected action under managing personal effectiveness?

What does instructional supervision mainly aim to improve?

Which of the following best explains the relationship between school heads and participatory governance in School-Based Management (SBM)?

Which situation best reflects the misalignment between leadership and SBM principles?

Given a scenario where teacher performance is declining and parents are disengaged, what should a school head do to uphold SBM principles?

If a school head is assigned to a newly established school with no existing partnerships, how should they initiate stakeholder engagement?

Critique the practice of a school head who focuses only on administrative efficiency but neglects stakeholder capacity building.

Which example illustrates a strategic misstep in SBM implementation?

 You're leading a school where trust between staff and leadership is low. What SBM practice should you apply?

Why could a school head’s lack of leadership skills hinder the success of SBM implementation?

I. It may cause a breakdown in communication with stakeholders.

II. It could lead to improper delegation and weak accountability.

III. It results in automatic cancellation of school autonomy.

IV. It triggers external intervention from the division office.

In which situations is it essential for a school head to integrate professional development planning into SBM?

I. When student achievement data reveals persistent low performance

II. When instructional leadership is delegated to non-academic staff

III. When there is a high teacher turnover rate

IV. When the school receives unsolicited offers of donations

Why is it critical for school heads to promote shared decision-making in SBM?

I. It builds stakeholder ownership of school outcomes.

II. It fulfills legal requirements under DepEd Orders.

III. It allows inclusive identification of school priorities.

IV. It reduces the need for external audits.

Why might a strong focus on test scores be inconsistent with SBM’s holistic approach?

I. It may ignore non-academic development areas like values and skills.

II. It can marginalize stakeholder input in broader learning outcomes.

III. It guarantees higher funding allocation based on student performance.

IV. It contradicts the participatory governance model.

12. What problems may arise if a school head fails to build the capacity of school stakeholders?

I. Stakeholders may become dependent and disengaged.

II. Strategic plans may be viewed as top-down impositions.

III. It ensures faster decision-making by the school head.

IV. Teachers may resist innovations introduced at the school level.

Which statement best captures the essence of a positive school culture as described in the material?

How does a positive school culture affect teacher performance and morale?

15. Why might school-wide recognition programs fail to improve school culture in some cases?

I. They focus only on academic achievement.

II. They may unintentionally reinforce favoritism.

III. They are usually mandated by higher authorities.

IV. They don't include stakeholder participation.

What would be the most plausible explanation if a school shows strong discipline but lacks a positive culture?

What should a school head do when introducing inclusive practices to a school resistant to change?

18.  In what ways can school rituals and routines promote a positive culture when applied effectively?

I. They reinforce a sense of identity and unity.

II. They establish predictability and structure for students.

III. They replace academic rigor with celebrations.

IV. They remove the need for written policies.

19. Why might a school culture that overly prioritizes academic success be counterproductive?

I. It might neglect emotional and social development.

II. It can cause high stress and competition among students.

III. It encourages student initiative and peer collaboration.

IV. It may lead to greater parent satisfaction but not student well-being.

Why is relational trust considered foundational in cultivating a positive school culture?

How does shared leadership contribute to a school’s cultural development?

I. It distributes accountability across the school community.

II. It empowers individuals to contribute to decision-making.

III. It reduces the workload of the principal permanently.

IV. It removes the need for professional development.

22. What issues can arise when school culture focuses only on surface-level activities (e.g., events, slogans)?

I. It may create the illusion of engagement without meaningful change.

II. It can result in the neglect of deeper student-teacher relationships.

III. It ensures stakeholder buy-in through visibility.

IV. It always improves the school's public image.

Which of the following would suggest a mismatch between a school’s stated values and actual practices?

What should a school head do to strengthen a school culture where teachers feel isolated and disengaged?

Which practices best align with building a culture of continuous improvement?

I. Encouraging reflective dialogue among staff

II. Using data to inform classroom and school decisions

III. Rewarding only top-performing teachers

IV. Discouraging feedback from students

Why might school culture initiatives fail even when well-funded and well-publicized?

I. They may lack alignment with core school values.

II. They often ignore student and teacher voice.

III. They rely too much on short-term metrics.

IV. They guarantee sustained attention to culture.

Why is it insufficient for a school to only implement rules to promote a positive culture?

I. Rules may not reflect the shared values of the community.

II. Rules alone cannot cultivate relationships or intrinsic motivation.

III. Rules can replace emotional safety with fear-based compliance.

IV. Rules always ensure fairness in diverse settings.

What distinguishes a truly positive school culture from a compliant one?

What might indicate that efforts to build a positive culture are superficial or ineffective?

I. Frequent celebrations are not backed by student or staff satisfaction.

II. Stakeholders are uninformed about the school’s core values.

III. Policy changes happen often with deep community consultation.

IV. Students feel emotionally safe and supported.

Why might student voice be a critical but often overlooked component of school culture?

Which practice would best support inclusivity in a multicultural school environment?

What makes a school's mission statement impactful in shaping culture?

Which scenario best reflects cultural dissonance in a school?

What leadership move is most effective when teachers exhibit resistance to a new value-centered school culture?

A newly transferred school head notices the school culture is overly focused on grades, with little regard for student well-being. What is the best first step to shift toward a more balanced, positive culture?

Several teachers resist implementing culturally responsive classroom strategies. What practical action should the school head take to address this resistance within the school culture framework?

A school has clear policies, yet implementation remains inconsistent. Which factors could best explain this gap?

I. Lack of stakeholder involvement in policy formation

II. Weak communication and training on the policy’s intent

III. Frequent changes in leadership

IV. Policies are written in technical legal language only

How might a rigid interpretation of school policies create challenges in day-to-day school management?

A newly enacted school uniform policy is met with resistance from low-income families. What should the school head do?

Why must school policies align with both legal mandates and school-specific contexts?

. What distinguishes a policy from a simple rule in school governance?

I. Policies are tied to values and long-term objectives.

II. Rules usually deal with operational matters only.

III. Policies require legal approval from DepEd.

IV. Rules are always written by teachers, while policies come from school heads.

A school implements a policy without clear procedures or communication. What unintended consequences might occur?

I. Staff may misinterpret the intent of the policy.

II. Implementation could vary widely across departments.

III. Teachers may take initiative and revise the policy themselves.

IV. Policy impact may become difficult to monitor and evaluate.

How can the evaluation of existing policies help avoid unintended discrimination in school practices?

A school policy bans mobile phones, but students argue that they need them for emergency communication. What action best demonstrates effective policy application?

Why should school policies reflect stakeholder participation?

I. It increases policy legitimacy and trust.

II. It ensures the policy is free from political influence.

III. It enhances alignment with classroom realities.

IV. It guarantees compliance from external agencies.

A teacher frequently violates a grading policy but claims it's “for the good of the students.” What should the school head do?

During a community meeting, parents demand a dress code change for cultural reasons. What is the school head’s most appropriate course of action?

A school introduces a policy to enhance digital learning but lacks infrastructure and training. What does this reveal?

How do the domains in the Philippine Professional Standards for School Heads (PPSSH) ensure a holistic leadership approach?

I. They address instructional, managerial, and community engagement roles.

II. They limit school heads to supervisory responsibilities only.

III. They reflect core competencies required for effective school transformation.

IV. They replace classroom-based teaching skills with corporate-style management.

A school head consistently focuses on administrative duties but neglects instructional leadership. What is the likely consequence?

Which situation best reflects a misalignment between school head competencies and actual practice?

During a school crisis, the principal must maintain staff motivation and student learning. What is the most appropriate leadership approach?

A school head implements innovative programs but fails to monitor their outcomes. What does this reveal about their competency?

What does the competency of “fostering a learner-centered environment” require from a school head?

I. Valuing differentiated instruction and inclusive education

II. Designing learner experiences with active engagement in mind

III. Focusing on institutional metrics above student needs

IV. Adopting rigid classroom routines for uniformity

A school head has strong financial skills but weak people management. How might this affect school outcomes?

 Which school leadership behavior indicates underdeveloped decision-making competency?

 What is the purpose of the “Developing Self and Others” domain in the Philippine Professional Standards for School Heads?

 A school head encourages innovations but avoids aligning them with school goals. What issue does this present?

A school shows improvement in academic scores but reports high teacher turnover. Which leadership gap might this reveal?