Multiple Choice Questions about theHeadteacher
1. In the PDCA Cycle, the different steps stand for:
A.þ Plan-Do-Check-Act
B. Perform–Do–Control–Approve
C. Perform–Do–Correct–Act
D.þÿ Plan–Delay–Comply–Act
E. Plan–Debate–Control–Agree
2. Which of the following are elements of a SIP?
A.þÿ Vision
B. Mission
C. Outcome D.þÿ Output
E. Indicator of success F. allocated budget
G.þÿ All of the above
3. Which of the following is not a part of the SIP framework?
A.þÿ Situation analysis
B. Identification of goals
C. Monitoring and evaluation
D.þÿ Identification of problems
E. Community involvement
F. None of the above
4.þÿ Which of the following statements explains why there should be close links between the vision, mission, values and SIP of a school?
A.þÿ The SIP is an instrument to implement the vision and mission of a school B. The SIP, mission, vision and values are developed by the same team
C. The SIP can inform the formulation of the vision, mission and values of the school
D. All of the above
5. Which of the following statements related to the vision and mission of a school is not cor- rect?
A.þÿ The head teacher is responsible for developing the vision and mission of the school
B. All school stakeholders should be involved in developing the vision and mission of the school
C.þÿ A school should develop a mission and vision every 5 years
D.þÿ A school mission specifies how the vision will be realized
6. In the term SWOT, the letters O and T stand for:
A.þÿ Opportunities and Theories B. Options and Tasks
C.þÿ Opportunities and Threats
D.þÿ Options and Threats E. None of the above
7. Which of the following statements related to SMART actions is not correct?
A.þÿ SMART actions are measurable
B. SMART actions are small
C. SMART actions are realistic D.þÿ SMART actions are timely
8. Which of the following statements related to the mission of a school is not correct?
A.þÿ it communicates the direction of the school;
B. it helps to make day-to-day operating decisions;
C. it keeps the school focused;
D.þÿ it motivates school staff, students and other stakeholders.
E. it should be well known by all stakeholders
F. it describes in detail the priorities of the school
9. Which of the following questions is an example of double loop learning?
A.þÿ What is the correct procedure to develop the school’s budget?
B. Do the teachers in the school implement the CBC correctly?
C.þÿ How can we support new teachers in a better way?
D.þÿ Do we collect evidence about absenteeism and dropouts?
10. Absenteeism and dropouts among learners are a barrier to inclusive education. Which of the following actions is not a good action to achieve a more inclusive school?
A.þÿ Monitor attendance rates.
B. Punish children who fail to attend school regularly
C. Organize community meeting to raise awareness.
D.þÿ Home visits to find out why children are not at school.
E. Make a support plan to get children into school
F. None of the above
11. Attitudes of some parents and community members are a barrier to inclusive education. Which of the following actions is not a good action to achieve a more inclusive school?
A.þÿ Organize a School Open Day
B. Organize meetings for whole community
C. Organize Meetings for parents of children with disabilities
D. Refer parents of children with disabilities as much as possible to specialized schools
12. Studies of school cultures of high-performing and adaptive schools often show the same values. Which of the values below is not a characteristic value of highly performing schools?
A.þÿ performance orientation
B. mutual trust
C. openness
D.þÿ non-hierarchical culture
E. authoritarian culture
13. Which of the following activities is not an example of monitoring?
A.þÿ Checking whether resource allocation is as intended in the SIP;
B. Conducting lesson observations in your school
C. Following up on the use of physical resources (computers, books) by teachers and students;
D.þÿ Checking whether teachers apply student-centred teaching skills;
E. Regularly assessing the progress (at intervals of less than six months) made towards achieving the targets identified in the SIP.
F. Assessing the achievement of goals at the end of the SIP’s lifetime;
14. Which of the following activities is not an example of evaluation?
A.þÿ Organizing a survey with parents on the reasons for school dropouts;
B. Using evidence (data) to continue, revise or stop an activity;
C. Assessing why an action was successful or a failure after its completion;
D.þÿ Comparing and discussing dropout rates from this year with those from last year;
E. Reviewing and discussing teachers’ planning;
15. Which of the following activities is not an example of evaluation?
A.þÿ Assessing the achievement of goals at the end of the SIP’s lifetime;
B. Comparing and discussing dropout rates from this year with those from last year;
C. Analysing student results (end of year exams) and subsequent discussion among
teachers and school leadership.
D. Having regular discussions with learners and members of the local community
E. Having a performance interview with teachers at the end of the school year
16. Which of the following activities is not an example of monitoring?
A.þÿ Discussions at staff meetings about pupil and class progress.
B. Conducting regular lesson observations followed by feedback conversations
C. Having regular discussions with learners and members of the local community
D.þÿ regularly observing parts of Community of Practice sessions
E. checking at the end of the year whether the objectives of the Annual Plan have been achieved
17. Which of the following statements related to monitoring is not correct?
A.þÿ Monitoring is a daily process
B. Monitoring focuses more on activities and outputs, whereas evaluation focuses more
on outcomes and impact
C.þÿ Monitoring is mainly the role of school leaders
D.þÿ Monitoring should be based on evidence
E. The main purpose of monitoring is learning
18. Which of the following statements related to evaluation is not correct?
A.þÿ Evaluation is done at certain times, for example once a term
B. Evaluation should be based on evidence
C. Evaluation is mainly the role of school leaders
D. The main purpose of evaluation is learning
E. Evaluation focuses mainly on the impact of actions
19. Which of the following is not a good example of an outcome of a PLC that focused on gender?
A.þÿ number of meetings organized
B. improved knowledge to promote gender responsiveness of school
C. improved skills to make the school more gender responsive
D.þÿ use of manual to promote gender responsiveness
E. more attention for gender during staff meetings
20. Which of the following is not a good example of an outcome of a PLC that focused on gender?
A.þÿ improved learning outcomes by girls
B. improved knowledge to promote gender responsiveness of school
C. improved skills to make the school more gender responsive
D.þÿ use of manual to promote gender responsiveness
E. more attention for gender during staff meetings
21. Which of the following is not a good example of an output of a PLC that focused on gen- der?
A.þÿ number of PLC meetings organized
B. actions points agreed during the sessions
C.þÿ improved skills to make the school more gender responsive
D.þÿ minutes of PLC meetings
E. manual developed during PLC sessions
22. Which of the following is not a good example of impact of a PLC that focused on gender?
A.þÿ more gender responsive teaching in schools
B. improved learning outcomes by girls
C. reduced dropout rates of girls and boys
D. establishment of a girl’s room in the school
E. none of the above
23. Teachers in a school decide to work together in a CoP to focus on the use of ICT during teaching. The number of times teachers use ICT in a class is an example of:
A.þÿ output
B. outcome
C. impact D.þÿ activity
E. none of the above
24. Members of a PLC decide to focus on making the school more inclusive. They decide to pair learners who need additional support with other learners who can help them with their learning. After a year, the dropout rates have fallen. This is an example of:
A.þÿ output
B. outcome
C.þÿ impact
D.þÿ activity
E. none of the above
25. A school decides to buy textbooks. The number of textbooks bought is an example of:
A.þÿ output
B. outcome C. impact
D.þÿ activity
E. none of the above
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26. Consider the following indicator. The number of senior five students scoring at least 60% in mathematics will be increased from 36% to 75%. Which of the following statements is correct?
A.þÿ The indicator is SMART
B. The indicator is not SMART because it is not specific
C. The indicator is not SMART because it is not measurable
D. The indicator is not SMART because it is not timebound
E. The indicator is not SMART because there is no baseline value
27. Which of the following is an example of a threat in a SWOT analysis?
A.þÿ The education level of the teachers
B. Big class sizes
C. Lack of computers
D. Lack of interest from parents in the education of their children
E. All of the above
28. Which of the following is an example of a strength in a SWOT analysis?
A.þÿ Delivery of computers by REB
B. Strong commitment by teachers
C. New competence-based curriculum
D.þÿ CPD training programme for STEM teachers offered by an NGO
E. All of the above