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Domain 4: Developing Self and Others

1. Teacher Ana, originally a Teacher I, was promoted to Master Teacher I eight months
after the school year opens. Which statement accurately describes the use of the
Individual Performance Commitment and Review Form (IPCRF) for Teacher Ana?

A) Teacher Ana will use the IPCRF for her current position.
B) Teacher Ana will use the IPCRF for her previous position.
C) Teacher Ana will adjust her IPCRF to include Key Result Areas (KRAs) and Objectives
from both positions.
D) The school head has the authority to determine which IPCRF Teacher Ana will use.

The correct answer is B.

2. As a principal, you are overseeing your teachers’ performance. Your top performer,
Teacher Sarah, has been consistently meeting her targets, but lately, her numbers have
been slipping. You decide to sit down with her to discuss her performance and strategize
on how to get her back on track.

Which of the following represents the primary responsibility for both you (as the rater)
and Sarah (as the ratee) during this phase of the RPMS cycle?

A) Tracking and recording significant incidents in performance.

B) Collaborating to set goals for addressing developmental needs.
C) Filling out the Office Performance Commitment and Review Form (OPCRF).
D) Offering qualitative feedback on individual performance commitments.

The correct answer is A.

Tracking and recording significant incidents using the Performance Monitoring and Coaching
Form (PMCF)Explanation: Both the rater and the ratee are responsible for tracking and
recording significant incidents through the PMCF, which provides evidence of performance and
facilitates feedback.

3. The Physical and Mental Fitness Program mandates the integration of physical fitness
exercises into seminars, training programs, and similar occasions. However, some
teachers attending the school-based in-service training argue that this activity detracts
the primary objectives of such training. How would you address this situation?

A) Enforce strict compliance with the program, disregarding any concerns raised by
teachers.
B) Modify the format of the in-service training to include dedicated time for physical
fitness exercises without detracting its primary objectives.
C) Suspend the integration of physical fitness exercises into the in-service training to
prioritize its primary objectives.
D) Delegate the responsibility of deciding whether to include physical fitness exercises to
the in-service training.

The correct answer is B.

As a principal, it is important to ensure that physical fitness exercises are integrated into
seminars and training programs in a way that enhances rather than detracts from the primary
objectives of such events. Modifying the format to include dedicated time for physical fitness
exercises demonstrates a commitment to promoting staff well-being while still achieving the
intended outcomes of seminars and training programs.

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4. Principal Rodriguez is considering implementing a cross-training program for the

teachers at Tatag Integrated School. Which scenario aligns with the benefits of cross-
training?

A) Principal Rodriguez assigns each teacher to a single subject area to teach exclusively,
aiming to increase specialization.
B) Principal Rodriguez rotates teachers through different grade levels and subjects to
broaden their teaching skills.
C) Principal Rodriguez assigns master teachers to assist new teachers to be able to teach
different subjects or areas of specialization.
D) Principal Rodriguez maintains the current teaching assignments without
implementing any changes to instructional responsibilities.

The correct answer is B.

Principal Rodriguez rotates teachers through different grade levels and subjects to broaden
their teaching skills. This scenario aligns with the benefits of cross-training, which include

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enhancing teacher skills and creating educators who can teach multiple subjects or grade
levels, thereby increasing flexibility and adaptability within the teaching staff.

➢ Formal Knowledge Transfer

Trainings/Seminars/Workshops - These are formal training opportunities that can be offered

to employees either internally or externally. A trainer, facilitator and/or subject matter expert
can be brought into your organization to provide the training session or an employee can be
sent to one of these learning opportunities during work time,

Scholarships - Local or International Long or Short Term Scholarships.

Benchmarking - A measurement of the quality of an organization's policies, products,

programs, strategies, etc., and their comparison with standard measurements, or similar
measurements of its peers.

Online or E-Learning / /Webinars - This method contains audio and visual components.
Participants dial in to receive live audio training and also follow visual material that appears
on their computer screens. These presentations are similar to CD-ROM or PowerPoint
presentations and sometimes offer minimal online interactivity. Q & A sessions may also be
held at the end of sessions.

➢ Relationship and Discussion-Based Learning

Peer-Assisted Learning - Two employees agree to help each other learn different tasks. Both
employees should have an area of expertise that the co-worker can benefit from.

Coaching - Pre-arranged agreement between an experienced manager/instructional leader

and his or her staff/ teacher. The role of the coach is to demonstrate skills and to give the
personnel guidance, feedback, and reassurance while s/he practices the new skill.

Mentoring - Mentoring occurs when a senior, experienced manager/leader provides guidance

and advice to a junior staff/employee.

Cross Training - This method allows personnel to experience other jobs, which not only
enhances employee skills but also gives department the benefit of having staff members who
can perform more than one job

Apprenticeship - Apprenticeships give managers, supervisors, school heads, and master

teachers the opportunity to shape inexperienced staff member to fit existing and future jobs.

Demonstration - They are an excellent way to teach employees to use new equipment or to
teach the steps in a new process.

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Sharing Logs / /Reflective Journals - Reflective logs or journals are means of recording
significant learning gained and difficulties or problems encountered daily in the workplace.
The essential parts of a journal or log include a brief description of the critical incident, new
learning or insights gained, difficulties or problems encountered and how these were resolved.

➢ Job-Embedded Learning
Committee Work - Committees are part of every-day activity in any organization. These can
also be effective learning tools, with the right focus. Committees made up of staff from different
areas of the department will enhance learning by allowing members to see issues from different
perspectives.
Job Expanding - Once an employee has mastered the requirements of his or her job and is
performing satisfactorily, s/he/she may want greater challenges. Consider assigning new
additional duties to the employee. Which duties to assign should be decided by the employee
and her or his manager.

Job Rotation - On a temporary basis, employees can be given the opportunity to work in a
different area of the organization. The employee keeps his or her existing job but fills in for or
exchanges responsibilities with another employee.

Job Shadowing - If an employee wants to learn what someone else in your organization does,
your employee can follow that person and observe him or her at work.
Special Projects - Give an employee an opportunity to work on a project that is normally outside
his or her job duties.

Stretch Assignments - These assignments give the employee an opportunity to stretch past
his or her current abilities. For example, a stretch assignment could require an employee to
chair a meeting if the person has never done this before.

5. A teacher has worked in different positions within the school over the past five years,
with two and a half years spent in their current plantilla position. How should the
principal determines the teacher's eligibility for the Length of Service Incentive?

A) The teacher qualifies for the incentive based on their total service length within the
school.
B) The teacher does not qualify for the incentive as they have not served continuously in
the same position for three years.
C) The teacher's eligibility depends on their performance evaluations rather than service
length.
D) The teacher is eligible for an alternative incentive due to their varied roles within the
school.

The correct answer is B.

The policy specifies that the Length of Service Incentive is granted to an employee who has
rendered at least three years of continuous satisfactory service in the same position. Since the
teacher has worked in different positions, they do not meet the continuity requirement for the
incentive.

6. When can a one-time recalibration of office and individual objectives be allowed?

A) At the beginning of the performance cycle

B) When there is a change in the school's vision and mission
C) In exceptional cases, such as changes in strategic directions or natural calamities
D) When the rater and the ratee cannot reach an agreement on performance targets

The correct answer is C.

A one-time recalibration of objectives is allowed during the mid-year review in exceptional
cases, such as changes in strategic directions or circumstances beyond the control of the ratee
like natural calamities.

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7. During the performance planning and commitment phase, the head of the office and
individual personnel discuss and agree on:

A) Organizational outcomes and performance indicators.

B) Performance monitoring and coaching techniques.
C) Performance rewarding criteria.
D) Development plans and training schedules.

The correct answer is A.

During the performance planning and commitment phase, the focus is on setting objectives
and performance indicators aligned with organizational outcomes. This ensures that both the
office and individual personnel are clear on what needs to be achieved and how it will be
measured.

8. How are teachers on official travel, training, or scholarship grant abroad rated in the
RPMS?

A) They are exempted from performance rating.

B) Their ratings are based on the last completed rating period.
C) Their ratings are provided by the BHROD.
D) Their ratings are submitted by the ratee's supervisor.

The correct answer is B.

Employees on official travel, training, or scholarship grant within a rating period are rated
based on the performance commitment and ratings obtained in the immediately preceding
rating period, ensuring continuity in the performance assessment process.

9. What serves as the basis for performance-based rewards and incentives in the RPMS
process?

A. Final ratings approved by the head of office.

B. Average ratings of individual staff members.
C. Development plans outlined in the IPCRF.
D. Performance ratings validated by the PMT.

The correct answer is D.

Performance ratings validated by the Performance Management Team (PMT) serve as the basis
for performance-based rewards and incentives.

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DO 2, s. 2015

10. Can the office performance assessment be appealed according to the RPMS
guidelines?

A) Yes, but only during Phase I

B) No, it is final and not appealable
C) Yes, during Phase III
D) Yes, but only during Phase II

The correct answer is B.

According to the RPMS guidelines, the office performance assessment as discussed in the
performance review and evaluation phase is final and not appealable.

11. At Siete ES, teachers are facing challenges in keeping up with the latest teaching
methodologies and adapting to the evolving needs of students. The school principal,
recognizing the importance of continuous professional development, actively
participates in Learning Action Cells (LACs) alongside the teachers. During the LAC
sessions, the principal shares insights, facilitates discussions, and supports teachers in
exploring new teaching approaches. How does the involvement of school principals in
Learning Action Cells (LACs) benefit teachers?

A) By reducing their teaching load as they collaborate with each other

B) By providing opportunities for professional development
C) By increasing their level of motivation and satisfaction from work
D) By giving their full autonomy in decision-making and professional development
activities

The correct answer is B.

Continuous Learning
The participation of the school principal in LAC sessions indicates a commitment to continuous
learning and improvement. When principals engage alongside teachers, it sets a positive
example and emphasizes the importance of ongoing professional development in the school
community.

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Sharing Insights
The principal's involvement allows for the sharing of valuable insights and experiences.
Principals often have extensive experience in education and can provide valuable perspectives
on teaching methodologies, classroom management techniques, and student engagement
strategies. This sharing of knowledge enhances the learning experience for teachers and helps
them stay updated on the latest trends and best practices in education.

Facilitating Discussions
The principal's role in facilitating discussions during LAC sessions fosters a collaborative
learning environment. By encouraging open dialogue and sharing of ideas, principals create
opportunities for teachers to learn from each other and collaborate on solving common
challenges they face in the classroom.

Supporting Exploration of New Approaches

Principals can support teachers in exploring new teaching approaches and innovative methods.
Whether it is implementing technology in the classroom, adopting inquiry-based learning
techniques, or integrating project-based assessments, principals can provide guidance and
encouragement to teachers as they experiment with new strategies to meet the evolving needs
of students.
.
Empowerment
While principals may guide and support teachers in their professional development, it is
essential to note that this involvement does not diminish teachers' autonomy. Instead, it
empowers teachers by providing them with the resources, support, and encouragement they
need to grow and develop as educators.

12. At Maria Clara National High School, the teachers are eager to enhance their teaching
practices and collaborate more effectively. Understanding the importance of professional
development, Principal Rodriguez decides to introduce Learning Action Cells (LACs) as a
platform for teachers to engage in reflective discussions and share best practices. As the
school embarks on this initiative, Principal Rodriguez plays a pivotal role in ensuring its
success.

In the context of Maria Clara National High School's initiative to implement Learning
Action Cells (LACs), what is a primary responsibility of Principal Rodriguez regarding
LACs at the school level?

A) Attending LAC sessions regularly

B) Delegating LAC organization to master/most senior teachers
C) Taking the lead in organizing and maintaining regular LAC sessions
D) Monitoring student progress during LAC sessions

The correct answer is C.

Rodriguez's active involvement fosters commitment, maximizes impact, and allows for ongoing
monitoring and evaluation of LAC effectiveness.

13. How are school principals' performances evaluated in relation to LACs?

A) Through student performance

B) By the number of LAC sessions attended
C) Based on their participation in LAC activities
D) By their role as LAC leader and in facilitating effective LACs

The correct answer is D.

DO 35, s. 2016 (THE LEARNING ACTION CELL AS A K TO 12 BASIC EDUCATION PROGRAM

SCHOOL-BASED CONTINUING PROFESSIONAL DEVELOPMENT STRATEGY FOR THE
IMPROVEMENT OF TEACHING AND LEARNING) indicates that facilitating and implementing
effective LACs will be included in the performance evaluation of school heads, highlighting the
importance of their involvement.

14. The principal of San Miguel High School decides to implement a new initiative aimed
at supporting teachers’ well-being and fostering collaboration. As part of this initiative,
the principal took efforts to establish "safe spaces" within the school. What is the
purpose of creating safe spaces within the school?
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A) To encourage socialization among students

B) To provide a place for teachers to relax
C) To foster dialogue and learning among teachers
D) To conduct disciplinary meetings

The correct answer is C.

Do 35, s, 2016 states that safe spaces are created for teachers to engage in dialogue and
support one another, emphasizing a focus on professional development and collaboration.

15 What is the primary role of the School Head in ensuring the success of Learning
Action Cell (LAC) sessions?

A) Monitoring student progress during LAC sessions

B) Delegating all responsibilities to the LAC Leader
C) Attending LAC sessions occasionally
D) Taking the lead in identifying and ensuring availability of resources

The correct answer is D.

The text states that the School Head or LAC Leader shall take the lead in identifying the needed
resources, ensuring their availability, and sustainability.

16. How can school principals support Learning Action Cells (LACs) after sessions?

A) By attending LAC sessions

B) By prioritizing LAC sessions over administrative meetings
C) By encouraging teachers to apply in the classrooms what they have learned in the LAC
sessions
D) By monitoring teaching-learning activities and encouraging continual improvement in
instruction

The correct answer is D.

Monitoring Activities
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Principals play a crucial role in ensuring that the activities discussed and agreed upon during
LAC sessions are implemented effectively. By monitoring these activities, principals can assess
their impact on teaching practices and student learning outcomes.

Encouraging Continual Improvement

Principals can provide feedback and guidance to teachers based on the outcomes of LAC
sessions. This feedback loop helps teachers identify areas for improvement and encourages
them to continually enhance their instructional practices.

Supporting Professional Development

By monitoring LAC activities and providing support for improvement, principals demonstrate
their commitment to the professional growth of their teaching staff. This support fosters a
culture of continuous learning and development within the school community.

Aligning LAC Goals with School Objectives

Principals can ensure that the goals and objectives of LAC sessions align with the broader goals
of the school. By encouraging teachers to focus on areas that contribute to overall school
improvement, principals help maximize the impact of LACs on student learning and
achievement.

17. Whis of the following is one of the responsibilities of the school principal regarding
progress monitoring in LAC implementation?

A) Conducting all progress monitoring individually

B) Developing monitoring tools and conduct observations of classes
C) Collaboratively developing monitoring methods and tools with LAC members
D) Ignoring progress monitoring as it is not relevant to the school principal's role

The correct answer is C.

The monitoring methods and tools should be collaboratively developed by LAC members,
including the school principal, to ensure effective progress monitoring within the LAC.

18. How should principals approach monitoring and feedback in LAC planning and
implementation?

A) By relying on quantitative assessment methods.

B) By establishing correlations between LAC activity and student performance.
C) By delegating monitoring and feedback tasks to LAC members.
D) By prioritizing ongoing monitoring and feedback using qualitative and quantitative
approaches.

The correct answer is D.

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19. What is the DepEd policy's stance on the variability of professional learning and
teacher quality development across schools?

A) It encourages standardization of professional learning approaches.

B) It acknowledges the diversity and complexity of professional learning and teacher
quality development across schools.
C) It suggests that professional learning and teacher quality development are uniform
across schools.
D) It advocates for frequent changes in professional learning methodologies.

The correct answer is B.

DepEd recognizes that the process of professional learning and subsequent developments in
teacher quality vary from school to school, emphasizing the need to consider this diversity in
evaluation.

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20. As the school principal, you are managing the professional development workshop
for teachers on incorporating technology into classroom instruction. As the workshop
approaches, you realize that several teachers have expressed apprehension about their
ability to effectively integrate technology into their teaching practices. What action
should you take to support the teachers and ensure the success of the workshop?

A) Proceed with the workshop as planned, as teachers will eventually figure out how to use
technology on their own.
B) Provide additional resources and training opportunities for teachers to build their
confidence in using technology.
C) Put the workshop on hold and seek advice from the PSDS on how to respond to the
situation.
D) Assign the task of teaching technology integration to a select group of tech-savvy
teachers.

The correct answer is B.

Providing additional resources and training opportunities for teachers to build their
confidence in using technology reflects effective instructional leadership by recognizing the
needs of teachers and offering support to address their concerns. By providing additional
resources and training opportunities, you can empower teachers to develop the necessary skills
and confidence to successfully integrate technology into their teaching practices, ultimately
enhancing the quality of teaching and student learning outcomes.

21. As a school principal, you have recently implemented Learning and Action Cells
(LACs) within your school as a means to foster collaborative professional development
among teachers. However, you notice that participation in the LACs varies among
teaching staff, with some teachers fully engaged while others remain passive observers.
How should you address this situation to maximize the effectiveness of LACs and
promote instructional leadership within the school?

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A) Implement mandatory participation in LACs to ensure all teachers are actively involved.
B) Provide incentives for teachers who actively contribute and participate in LACs.
C) Facilitate discussions with teachers to understand their concerns and barriers to
participation and provide support accordingly.
D) Explore alternative professional development methods other than LAC.

The correct answer is C.

Facilitating discussions with teachers to understand their concerns and barriers to
participation and provide support accordingly demonstrates effective instructional
leadership by recognizing the importance of addressing individual teacher needs and concerns
within the context of collaborative professional development. By engaging in dialogue with
teachers to understand their reasons for not actively participating in LACs, the principal can
identify barriers and provide targeted support or adjustments to promote greater engagement
and collaboration. This approach fosters a supportive and inclusive professional learning
environment, ultimately leading to improved teacher knowledge, skills, and attitudes, which in
turn positively impact student learning and development.

22. What is the ultimate goal of LAC?

A) Improved competence among teachers

B) Improved collaborative practices among teachers
C) Improved student learning and holistic development
D) Improved engagement and relationships

The correct answer is C.

DO 35, s. 2016 “THE LEARNING ACTION CELL AS A K TO 12 BASIC EDUCATION

PROGRAM SCHOOL-BASED CONTINUING PROFESSIONAL DEVELOPMENT STRATEGY
FOR THE IMPROVEMENT OF TEACHING AND LEARNING”

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23. The members of a Lesson Study - LAC are implementing a new teaching strategy
aimed at improving student engagement in Math classes. Which monitoring method is
most appropriate for this type of LAC activity?

A) Peer observation or assessment

B) Observation or assessment by supervisor or mentor or coach
C) Individual members’ monitoring or assessment of their own activities
D) Monitoring or assessment of the LAC team

The correct answer is C.

In the context of a Lesson Study - LAC, where members are implementing a new teaching
strategy, it's essential for each member to monitor the effectiveness of the strategy in their own
classroom. This aligns with the recommendation for individual members to monitor or assess
their own activities as part of progress monitoring. It ensures that each member reflects on
their practice and contributes to the collective learning process within the LAC.

DO 35, s. 2016 “THE LEARNING ACTION CELL AS A K TO 12 BASIC EDUCATION

PROGRAM SCHOOL-BASED CONTINUING PROFESSIONAL DEVELOPMENT STRATEGY
FOR THE IMPROVEMENT OF TEACHING AND LEARNING”
35.3 Monitoring methods and tools. The members of a LAC should collaboratively develop a
variety of methods and tools for progress monitoring. These can include, among others, a)
individual members’ monitoring or assessment of their own activities; b) peer
observation or assessment; c) observation or assessment by supervisor or mentor or
coach; and d) monitoring or assessment of the LAC team.

Protocols for each of these methods should be agreed upon and developed collaboratively by
the LAC members. Such protocols can include templates and forms to be filled out to make
monitoring and record-keeping easy, (e.g., template for team meeting minutes, form for
individual member’s notes and plans, observation checklists, journals or logs of classroom
application of focus strategies, etc.)

LACs following a particular model (e.g., Lesson Study, Competency-Based Collaborative

Inquiry) will have protocols unique to the model. Appropriate monitoring tools similar or in
addition to those above should be developed.

24. As an instructional leader in a school, you have implemented a new learning and
development program aimed at enhancing teachers' technology integration skills. After
the first month of the program, you notice that some teachers are struggling to apply
the newly learned techniques in their classrooms effectively. What is the most
appropriate action to take next?

A) Provide additional training sessions for the struggling teachers.

B) Conduct individual meetings with each struggling teacher to discuss their challenges and
provide personalized support.
C) Discontinue the program since it's not yielding the desired results.
D) Assign peer mentors to work closely with the struggling teachers to provide ongoing
guidance and support.

Correct Answer is B.
Option B is the most appropriate action because it acknowledges the specific needs and
challenges of each struggling teacher. Individual meetings allow for a deeper understanding of
the root causes of their difficulties and enable the instructional leader to provide tailored
support and resources. It demonstrates a commitment to the professional growth of each
teacher and increases the likelihood of successful implementation of the program.

25. To ensure the success of the Teacher Induction Program and help new teachers
integrate smoothly into the school's culture while enhancing their professional growth,
the school principal should be active in the implementation of the program. What
approach would be most effective in achieving this goal?

A) Providing funding for new teachers to attend trainings on education.

B) Offering scholarships for new teachers to pursue advanced certifications.
C) Implementing a mentorship program pairing new teachers with experienced educators.
D) Organizing workshops facilitated by education experts.

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The correct answer is C.

This strategy aligns closely with the goal of the Teacher Induction Program by providing new
teachers with personalized support, guidance, and mentorship from experienced educators
within the school community. Mentorship fosters a sense of belonging, promotes professional
growth, and helps new teachers navigate the challenges of their early years in the profession,
ultimately contributing to their retention and success.

Purpose of TIP:

Modules:
1. The DepEd
2. The Filipino Teacher
3. The K to 12 Curriculum
4. The Teaching Process
5. The Learning Process
6. The School and Community Linkages
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DO 43, s. 2017 (Teacher Induction Program)

26. Mr. Santos, a teacher designated to fully perform non-teaching functions, has already
completed a full year of service. Which of the following statement is true in relation to
CSC MC No. 41, s. 1998 and DepEd Order 53, s. 2003?

A) Mr. Santos is entitled to 30 days of vacation leave.

B) Mr. Santos is entitled 15 days of vacation leave and 15 days of sick leave.
C) Mr. Santos is entitled for a maximum of 15 days of service credits.
D) Mr. Santos is entitled to service credits based on the number of days he works
overtime.

The correct answer is B.

15 days of vacation leave and 15 days of sick leave. According to CSC MC No. 41, s. 1998,
teachers designated to perform non-teaching functions are entitled to 15 days each of vacation
and sick leave annually. DepEd Order 53, s. 2003 also stipulates the same provision and
enforces the formula for converting vacation service credits to vacation and sick leave, ensuring
consistent entitlements for teachers.

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27. Principal Cruz is reviewing the terminal leave computation for an employee who is
retiring after 30 years of service. The employee’s salary steadily increased over the years,
with the highest monthly salary received five years ago. How should Principal Cruz
calculate the employee’s terminal leave payment based on CSC MC No. 41, s. 1998 when
the employee was demoted two years ago?

A) Based on the average salary received over the last three years period.
B) Based on the employee's salary at the time of retirement.
C) Based on the highest monthly salary received at any time during the employee's period
of employment.
D) Based on the teacher's salary at the time of hiring.

The correct answer is C.

According to the provided rule, payment of terminal leave should be based on the highest
monthly salary received at any time during the employee's period of employment. This ensures
fairness and consistency in the computation of terminal leave entitlements, aligning with the
employee's service record.

28. Principal Martinez wants to ensure that the professional development activities at
his school are aligned with the strategic goals of the institution. Which subsystem of the
Learning and Development (L&D) System should Principal Martinez focus on to achieve
this alignment?

A) Designing and LRP Development

B) Outcomes and Impact Evaluation
C) L&D Needs Assessment
D) L&D Planning

The correct answer is D.

L&D Planning. This subsystem involves crafting prioritized L&D development programs and
activities to address identified competency gaps, ensuring alignment between professional
development efforts and organizational goals.

The Learning and Development (L & D) System

• L & D Needs Assessment
This subsystem describes the process, methods and tools for identifying L & D needs.
• L & D Planning
This subsystem describes prioritized L & D development programs & activities as crafted in the
L & D Plan to address identified competency gaps.
• Designing and Learning Resource Package (LRP) Development
This subsystem defines the standards & Principles, tools & processes for adopting, adapting
or development of program designs & resource packages to respond to the L & D needs
identified in the L & D Plan.
• Program Delivery
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This subsystem establishes the processes, structures & standards to ensure that professional
development programs are managed effectively, facilitated by competent LFs, provided with
sufficient resources, monitored & evaluated to ensure quality.
• QATAME (Quality Assurance, Technical Assistance, and Monitoring and
Evaluation)
This subsystem ensures that quality learning programs are planned based on valid & reliable
needs assessment procedures, designed & developed according to established standards and
managed and delivered efficiently & effectively to all program participants.
• Outcomes and Impact Evaluation
This subsystem measures the short and long term changes that can be attributed to the
L & D program.

29. The school head is identifying the professional development needs of the teachers
at his school. Which scenario aligns with the subsystem of the Learning and Development
(L&D) System focused on identifying learning and development needs?

A) The school head organizes a series of workshops and seminars with consultation with
the teachers.
B) The school head conducts surveys and interviews with teachers to gather feedback on
areas for improvement and skills development.
C) The school head reviews academic performance data to determine the professional
development needs of the teachers.
D) The school head relies on his own observations and assumptions to identify the
professional development needs of the teachers.

The correct answer is B.

The school head conducts surveys and interviews with teachers to gather feedback on areas
for improvement and skills development. This scenario aligns with the L&D Needs Assessment
subsystem, which describes the process, methods, and tools for identifying the learning and
development needs of the teaching staff through direct feedback and assessment.

30. A group of public school teachers wants to establish a teachers’ organization to

address issues specific to their school. Which action would be most appropriate?

A) Forming the organization secretly to avoid detection.

B) Openly establishing the organization without requiring prior approval.
C) Seeking authorization from the school head before establishing the organization.
D) Discussing their plan to organize with the school principal and requesting her
assistance in facilitating the election of officers.

The correct answer is B.

RA 4670 (The Magna Carta for Public School Teachers) provides:

VI. TEACHER'S ORGANIZATION

Section 27. Freedom to Organize. Public school teachers shall have the right to freely and
without previous authorization both to establish and to join organizations of their choosing,
whether local or national to further and defend their interests.

31. Which of the following scenario is not in accordance with the provision of RA 4670
on the “teaching hours” of public school teachers?

A) In the exigency of the service, Teacher Ana, who has a teaching load of three hours daily,
was required to teach an additional three hours without additional compensation.
B) In the exigency of the service, Teacher Ana, who has a teaching load of six hours daily,
was required to teach an additional one hour. She received a corresponding additional
compensation for the one-hour overtime.
C) In the exigency of the service, Teacher Ana, who has a teaching load of six hours daily,
was required to teach an additional two hours. She received a corresponding additional
compensation for the two-hour overtime.
D) In the exigency of the service, Teacher Ana, who has a teaching load of six hours daily,
was required to teach an additional three hours. She received a corresponding additional
compensation for the three-hour overtime.

The correct answer is D.

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RA 4670 (The Magna Carta for Public School Teachers) provides:

III. HOURS OF WORK AND REMUNERATION

Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be
required to render more than six hours of actual classroom teaching a day, which shall be so
scheduled as to give him time for the preparation and correction of exercises and other work
incidental to his normal teaching duties: Provided, however, That where the exigencies of the
service so require, any teacher may be required to render more than six hours but not
exceeding eight hours of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at least twenty-five per cent
of his basic pay.

32. Which type of appointment status makes a public school teacher eligible for the
Special Hardship Allowance (SHA) as per DepEd Order No. 039, s. 2021 (Guidelines on
the Provision of Special Hardship Allowance for Public School Teachers)?

A) Permanent appointment only

B) Provisional appointment only
C) Substitute appointment only
D) Any type of appointment status

The correct answer is D.

DO 039, s. 2021 provides that qualified teachers may have permanent, provisional, substitute
or temporary appointments and still be eligible for the SHA.
(Employment status: permanent, temporary, coterminous, fixed term, contractual, substitute, or
provisional)

33. Under what circumstances will the Special Hardship Allowance (SHA) be withdrawn?

1 If a teacher in multi-grade school is promoted to a higher position.

2 If a teacher from a hardship post transfers to another hardship post.
3 If a school, where the teacher is assigned, changes from a pure multi-grade school to a
mixed-grade school.
4 If a teacher stops handling ALS classes.

A) 4
B) 3 and 4
C) 1, 2 and 3
D) 1, 2, 3 and 4

The correct answer is B.

34. Which of the following group(s) of public school teachers is/are eligible for the Special
Hardship Allowance (SHA)?

1 All teachers in elementary and secondary schools whose distance of their schools from
the SDO is at least 30 km.
2 All teachers in elementary and secondary schools in hardship post as determined by
the hardship index.
3 Multi-grade teachers in pure multi-grade schools.
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4 Mobile teachers, and Alternative Learning System (ALS) Coordinators concurrently

handling ALS classes.
5 School heads assigned in hardship post or pure multi-grade schools.

A) 2, 3 and 5
B) 1, 2, 3 and 5
C) 2, 3, 4 and 5
D) 1, 2, 3, 4 and 5

The correct answer is C.

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35. As a school principal, what should be your primary focus in school?

A) Implementing administrative tasks.

B) Prioritizing organizational effectiveness over individual teacher performance.
C) Balancing people effectiveness and organizational performance.
D) Managing the school's systems and processes.

The correct answer is C.

The role of a school principal, as outlined Do 24, 2022 (National Adoption and Implementation
of the PPSSH), involves managing both people effectiveness and organizational performance.
Option C aligns with this responsibility by emphasizing the need to balance these two aspects.

36. How can a school principal contribute to maximizing organizational performance?

A) By focusing on individual teacher development.

B) By nurturing the stakeholders.
C) By setting the direction of the school and managing systems.
D) By ensuring partnership with stakeholders.

The correct answer is C.

A school principal plays a crucial role in maximizing organizational performance by setting the
direction of the school and managing its systems effectively. This involves developing a clear
vision, goals, and strategies for the school, as well as implementing efficient systems and
processes to support the attainment of these objectives. By providing leadership in these areas,
the principal ensures that the school operates cohesively towards its mission, leading to
improved performance and outcomes for students.

37. What is a critical aspect of a school principal's role in promoting quality teaching
and learning?

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A) Focusing on administrative tasks.

B) Supporting and facilitating quality teaching practices.
C) Providing professional development opportunities for teachers.
D) Conducting classroom observations and providing feedback to teachers.

The correct answer is B.

Promoting quality teaching and learning involves supporting and facilitating quality teaching
practices, which is a key responsibility of a school principal.

38. Teacher Mark, a Master Teacher IV, retired from the service on October 10, 2016.
He has been in the government service for 35 years. If teacher Mark took a three-month
leave without pay from January to March 2016 due to personal reasons. What is he
entitled to receive based on the Year-End Bonus and Cash Gift policy?

A) No Year-End Bonus but entitled to Cash Gift of P5,000

B) No entitlement to either Year-End Bonus or Cash Gift
C) Full Year-End Bonus equivalent to one month's basic pay and Cash Gift of Php
5,000.00
D) 70% of the Year-End Bonus equivalent to one month's basic pay and Cash Gift of Php
5, 000.00

The correct answer is D.

Teacher Mark will receive a prorated share of the: a) Year-End Bonus based on the monthly
basic pay immediately preceding the date of retirement or separation; and b) Cash Gift of
P5,000. Since Teacher Mark has rendered seven months of services in year 2023, he is entitled
to 70% of the Year-End Bonus equivalent to one month's basic pay and Cash Gift of Php 5,
000.00.

Those who have rendered at least a total or an aggregate of four (4) months of service from
January 1 of the current year but who have retired or separated from government service before
October 31 of the same year shall be granted within the month of retirement or separation, a
prorated share of the: a) Year-End Bonus based on the monthly basic pay immediately
preceding the date of retirement or separation; and b) Cash Gift of P5,000, as follows:

Those who have rendered a total or an aggregate of less than four (4) months of service from
January 1 to October 31 of the current year and are still in government service as of October
31 of the same year, shall be entitled solely to a pro-rated Cash Gift pursuant to Section 2 of
RA No. 8441, as follows:

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39. John, a government employee, has been formally charged administratively, but the
case resolution is still pending. What is his entitlement regarding the Year-End Bonus
and Cash Gift?

A) John is entitled to receive the Year-End Bonus and Cash Gift until a final judgment is
made.
B) John is not entitled to receive the Year-End Bonus and Cash Gift until the case is
resolved.
C) John is entitled to receive the Year-End Bonus but not the Cash Gift until the case is
resolved.
D) John is entitled to receive the Cash Gift but not the Year-End Bonus until the case is
resolved.

The correct answer is A.

Those who are formally charged administrative and/or criminal cases which are still pending
for resolution, shall be entitled to Year-End Bonus and Cash Gift until found guilty by final
and executory judgment, provided that:

• Those found guilty shall not be entitled to Year-End Bonus and Cash Gift in the year
of finality of the decision. The personnel shall refund the Year-End Bonus and Cash
Gift received for that year.

• If the penalty imposed is only a reprimand, the personnel concerned shall be entitled
to the Year-End Bonus and Cash Gift.

40. As a school principal, you notice that there is a lack of collaboration and
communication among the teaching staff, leading to inefficiencies in lesson planning
and implementation. What leadership approach would you employ to address this issue?

A) Providing clear instructions and guidance to teachers.

B) Involving teachers in decision-making processes.
C) Inspiring and motivating teachers towards a shared vision.
D) Allowing teachers to work independently without much interference.

The correct answer is C.

Directive leadership - providing clear instructions and guidance to teachers.

Participative leadership - involving teachers in decision-making processes.
Transformational leadership - inspiring and motivating teachers towards a shared vision.
Laissez-faire leadership - allowing teachers to work independently without much interference.

➢ A transformational leadership approach would be most effective in fostering

collaboration and communication among the teaching staff. By inspiring and
motivating teachers towards a shared vision of improving lesson planning and
implementation, the principal can encourage teamwork and collective effort to address
the issue.

41. There is a conflict among teachers regarding the allocation of classroom resources.
How would you, as a school principal, resolve this conflict while fostering leadership
development in the individuals and the team?

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A) Conduct a conflict resolution workshop for all teachers.

B) Delegate the resolution of the conflict to the teachers involved.
C) Mediate the conflict and encourage compromise among teachers.
D) Implement a reward system to incentivize cooperation among teachers.

The correct answer is A.

By conducting a conflict resolution workshop for all teaching staff members, the principal not
only resolves the immediate conflict but also fosters leadership development within the team.
This approach equips teachers with the skills to effectively manage conflicts in the future,
promoting a harmonious and collaborative work environment.

42. One of the teachers in your school consistently goes above and beyond in their
teaching duties, taking on additional responsibilities and supporting their colleagues.
How can you promote leadership development in this individual and inspire the rest of
the team?

A) Considering the teacher for promotion.

B) Giving the teacher with a Certificate of Appreciation.
C) Acknowledging and publicly praising the teacher for his/her dedication and
contributions.
D) Reminding teachers that overworking can lead to exhaustion, which negatively
impacts both health and productivity.

The correct answer is C.

Recognition and praise are powerful motivators and can inspire others to follow suit. By
publicly acknowledging and praising the teacher for his/her dedication and contributions, the
principal not only promotes leadership development in the individual but also sets an example
for the rest of the team, encouraging them to demonstrate similar initiative and commitment.

43. Your school has implemented a new professional development program, but some
teachers are resistant to participate. How can the principal encourage these teachers to
engage in professional development opportunities?

A) Enforce mandatory participation in the professional development program.

B) Ignore teacher resistance and proceed with the professional development program.
C) Reprimand teachers for their reluctance to participate in professional development.
D) Communicate the benefits of the professional development program and encourage
participation.

The correct answer is D.

Effective leadership involves effectively communicating the value of professional development
opportunities. By highlighting the benefits of the program and encouraging participation, the
principal can motivate teachers to engage in professional growth opportunities willingly,
fostering a culture of continuous learning and improvement.

44. Your school aims to enhance the teaching-learning process through the integration
of technology. How can you leverage professional networking to achieve this goal?

A) Assign teachers to research technology integration strategies.

B) Ask technology experts to provide assistance to the school.
C) Connect with educators from schools known for successful technology integration to
learn best practices.
D) Emphasize to teachers the importance of integrating technology and engaging
stakeholders to support these efforts.

The correct answer is D.

Networking with educators who have successfully integrated technology into their teaching
allows principals to gather valuable insights and strategies. By leveraging external networks,
principals can facilitate the adoption of effective technology integration practices, ultimately
improving the teaching-learning process in their school.

45. As a school principal, you aim to recognize the dedication and loyalty of the long-
serving teachers. Which incentive is given to a teacher who has served the school for 10
years?
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A) Loyalty Incentive
B) Productivity Incentive
C) Length of Service Incentive
D) Career and Self-Development Incentive

The correct answer is A.

DO 9, s. 2002 (Establishing the Program on Awards and Incentives for Service Excellence (PRAISE) in the DepEd)

46. A dedicated teacher has completed a master's degree in education at his/her own
expense. How can the principal appropriately acknowledge and incentivize this teacher's
commitment to self-development?

A) Post a tarp congratulating the teacher for his/her achievement.

B) Praise the teacher's achievement as it was pursued at his/her own expense.
C) Present a plaque of recognition to the teacher during the school's anniversary
celebration.
D) Incorporate a salary increment for the teacher following the completion of his/her
degree.

The correct answer is C.

47. The school principal is reviewing the annual calendar and considering including
observances related to Gender and Development (GAD). Which of the following months
should the principal prioritize for inclusion in the school calendar based on DepEd Order
No. 32, s. 2017 (Gender-Responsiveness Basic Education Policy)?

1. Women's Month (March),

2. Lesbian, Gay, Bisexual, and Transgender (LGBT) Pride Month (June),
3. Breastfeeding Month (August),
4. Peace Education Month (September),
5. Children's Month (November)
6. 18-Day Campaign to End VAW (November 25 to December 12),
7. Human Rights Month (December).

A) 1, 4, 5 and 7

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B) 1, 3, 4, 5 and 7
C) 1, 3, 4, 5, 6 and 7
D) 1, 2, 3, 4, 5, 6 and 7

The correct answer is D.

48. A teacher reports that a colleague consistently sends her sexually suggestive text
messages, creating discomfort and affecting her job performance. Which category of
gender-based sexual harassment does this situation illustrate?

A) Unwelcome sexual advances affecting employment conditions.

B) Conduct of a sexual nature affecting the dignity of a person.
C) Conduct creating an intimidating environment.
D) Use of information and communication systems for harassment.

The correct answer is D.

This scenario involves unwelcome sexual advances through text messaging, which falls under
the category of using technology for harassment.

IRR of REPUBLIC ACT No. 11313 (Safe Spaces Act)

An Act Defining Gender-Based Sexual Harassment in Streets, Public Spaces, Online,
Workplaces, and Educational or Training Institutions, Providing Protective Measures and
Prescribing Penalties Therefor

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49. A female teacher at Kapuso NHS discovers she is pregnant, but she is not married.
How should the school respond to her situation?

A) The school immediately terminates her employment due to her pregnancy outside of
marriage.
B) The school allows her to continue teaching but excludes her from participating in
school events and activities.
C) The school offers her maternity leave and ensures her job security, respecting her right
to continue working.
D) The school asks her to resign voluntarily to avoid tarnishing the institution's
reputation.

The correct answer is C.

The correct response aligns with the legal provision which prohibits expulsion and non-
readmission of women faculty due to pregnancy outside of marriage. By offering the teacher
maternity leave and ensuring her job security, the school upholds her rights and prevents
discriminatory practices based on her marital status and pregnancy. This approach fosters
inclusivity and supports the teacher's well-being during her pregnancy.

50. A school is committed to promoting mental health and psychosocial support

services, as mandated by GRBE. Which action demonstrates the school's adherence to
this commitment?

A) Implementing the prohibition of expulsion of female faculty and learners due to

pregnancy outside of marriage.
B) Hosting workshops for teachers to improve their understanding of mental health
issues among students.
C) Implementing a mentorship program on mental health pairing students with trained
counselor or mentor.
D) Establishing a task force to investigate and address cases of bullying and harassment
in schools.

The correct answer is A.

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DepEd Order No. 32, s. 2017 (Gender-Responsiveness Basic Education Policy)

RA 9710 (The Magna Carta of Women)

Section 13.c. Expulsion and non-readmission of women faculty due to pregnancy outside of
marriage shall be outlawed. No school shall turn out or refuse admission to a female student
solely on the account of her having contracted pregnancy outside of marriage during her term
in school.

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