This document contains a questionnaire for principals with multiple choice questions regarding their leadership practices. The questions cover topics like communication, curriculum planning, values/ethics, leadership, community relations, and problem solving. For each question, principals are asked to select the response that most closely matches how they would actually behave in a given situation, rather than how they think they should behave. The document provides context that the goal is to evaluate principals' real behaviors, not to get "right answers". It also notes that some questions are reverse scored to identify potential faking.

1. PART A
For the Evaluator: Dear evaluator Part A aims at understandingthe principal’spractices. Since it is an
evaluative form and we have identifiedthe preferredresponsesthusthe total scores wouldbe
identifyingthe principal’swhoare bestmatching the practices that Tcf CARP and our competency
model support. The reverse scoringitems are inductedinthis sectionto identifyfakingsince the
reverse scorers are also general statementsof some do behaviorsthat a principal can adopt but most
of themare directcontradictions to what CARP and the competence model donot support for
adopting thus making themthe red lightswhich wouldhelpin identifyinganyfaking at the part of the
principal.
Directions:
Dear participant, this questionnaire aimsat findingthe skillsand practices that you utilize inyour
dealingswithinyour work jurisdictionto getthrough your daily activitiesefficiently. ItisNot an
evaluationform so please do not try to give the Best possible answerinsteadtry to share the
response that is nearestpossible to how you actually deal while working at your school. Rate the
itemsfor yourselfby using the key provided:
1) Strongly Agree
2) Agree
3) Not sure
4) Disagree
5) Strongly Disagree
CommunicationItems
1. I accept the suggestionscomingfromthe membersof myteam.
2. I accept suggestionsof people whoare workingwithme.
3. I encourage staff workingunderme tocommunicate theirthoughtstome.
4. I give critical feedbackwhenthe situation demands.
5. I openlyacknowledge mymistakes.
6. I remainopentocritical feedbackfromothers.
7. I adapt myself inaccordance tothe people Iam interactingwith.
8. I initiate settlingof misunderstandingassoonas itarises.
9. I appreciate behaviorsthatI encourage.
10. In a conflictsituationIaskfor more detailsandclarification.
11. I don’tthinkitnecessarytotake feedbackfrompeopleworkingunderme toavoidbad
decisions.(Reverse)
12. I attemptto understandthe otherperson'sframe of reference.
13. I do notallowmystaff memberstodirectmy decisions.(Reverse)
14. My successdepictsinthe factthat my staff membersnevercrticise mydecisions.(Reverse)
(Please checkthe framingthough)

2. 15. The communicationgapbetweenthe principal andthe staff membersisnecessarytofostera
disciplinedenvironment.(Reverse)
SubScale Curriculum PlanningandInstructional Management:
1. I encourage use of research for learning.
2. I strictly follow the prescribed curriculum so that the students can achieve maximum marks.
(Reverse)
3. I encourage my staff to use different teaching techniques and instructional modes for delivering
knowledge to their optimum levels.
4. Teachers have the responsibility to strictly follow the book reading method for delivering the
maximum. (Reverse)
5. I keep myself updated with the latest teaching methods and instructional designs in practice.
6. I give my teachers the chance for designing their own instructional mode for delivering lessons.
7. I encourage my teachers to follow the traditional teaching methods. (Reverse)
8. I strictly observe that all the teachers follow the instructional mode that I advice them to keep a
cohesion in the instructional process. (Reverse)
9. Extra Curricular activities are an essential part of the student curriculum plan.
10. Principal should have the vision to systematically focus on the alignment of learning, teaching,
curriculum, instruction, and assessment to maximize studentlearning.
11. An academic session that embarks its end with both academic and non academic success for the
students is a well endowed educational year.
12. School success is all about the academic results that a principal can generate. (Reverse)
Ownershipand Valuesand Ethics
1. I believe in Tcf cause.
2. Integrityisthe mostimportantvalue fora principal toworkefficiently.
3. Tcf cause is the reason that motivates me to keep going on.
4. I believe I am a part of the TCF ideology.
5. I understand the importance of the education for development of a society.
6. I believe education is the only road to succeeding in the long run for our country.
7. I believe through education we can foster an informed and civic society.
8. I take integrity in my work.
9. Courage and conviction are the armor for a devoted principal.
10. The principal has the highest moral responsibility on their shoulders to act morally and ethically.

3. 11. It is no harm to put aside your moral responsibilities for some time to accomplish your
administrative goals. (Reverse)
12. Acting morally is dependent upon the situation one is dealing with. (Reverse)
13. Principal’s have the responsibility to foster an environment that helps students in growing into
caring and informed citizens.
14. One should not risk one’s security trying to negotiate with community members who are against
you and the cause of Tcf. (Reverse)
15. It should not be a principal’s responsibility to develop awareness among the community.
(Reverse)
16. Tcf aims at providing quality education to everyone without any discrimination.
Leadership
1. I collaborate with my team whenever there are some decisions to be made.
2. I like giving direction to people around me.
3. I understand the importance of local and international events in changing learning dimensions.
4. A leader should effectively communicate strategic valueof the vision to stakeholders and
senioraudiences.
5. I motivate my team members in times when they are losing motivation.
6. A leader should Serves as a role model in promotingteamwork and respect within bothinternal
and external teams
7. I agree to the significance of diversity.
8. Every community has different needs and they should be dealt accordingly.
9. A principal has the responsibility to create a positive working environment.
10. It is a principal’s duty to tackle with different communities according to their mindset.
11. It’s a principal’s job to understand the mindset of the community they are dealing with.
12. Speakswithgenuine convictionaboutthe highermeaningandpurpose of ourwork
13. In mostof the school situationsIpreferactingonmy decisions.(Reverse)
14. A principal shouldhave the mostimportantsayinall importantschool decisions. (Reverse)
15. Courage and Convictionare aprincipal’smostimportantskills.
CommunityRelations
1. Articulating TCF’s purpose to community is a priority job for the principals.
2. It is a principals job to actively respond to feedback of community
3. I keep a monitory eye on all the issues going around in community to actively address the impacts
they have on school.

4. 4. Community heads play a key role in developing a positive influence of the school.
5. A principal should have the wisdom to implements processes that empower parents/guardians and
all community stakeholders to make significant decisions.
6. It is the principal’s responsibility to device programs to involve community members in
developing school processes
7. Involvement of community members in school is the key to gain school success.
8. Community visits should be mandatory for all principals.
Problem Solving and Decision Making
1. A principal should have the capability to adapt according to a situation.
2. In a problem situation I focus on analysis and generation of possible solutions.
3. In a problem situation the first focus should be to identify the culprit. (Reverse)
4. A principal should seek out challenging opportunities that test his/her own skills and abilities
5. One should search outside the formal boundaries of organization for innovative ways to find
solutions to the problems
6. A principal should experiment and take risks, even when there is a chance of failure
7. I prioritize the issues that need more attention instead of going with the flow.
8. A principal should avoid experimenting new approaches to dealing with situations. (Reverse)
9. A principal’s major focus on work should be efficient handling of the administrative tasks not the
issues going around. (Reverse)
10. A principal has the responsibility to take right decisions at right time.

5. PART B
Dear Evaluator: Part B focuses on verifying and supporting if the principal’s are actually using
the practices that they show preference for in Part A. It comprises of everyday situations and
provides with four basic responses to every situation, the situation that best matches the preferred
criteria set by CARP and Competence Model will give the highest scores.
Directions
 Assume you are involved in each of the following fifteen situations. Each situation has
four alternative actions you might initiate
 Read each item carefully
 Think about what you would do in each circumstance
 Circle the letter of the alternative action choice you think most closely describes what
behaviour you would use in the situation presented
 Circle only one choice
 Circle a choice for each of the twelve situations. Don’t skip any
 Move through the items quickly and stick with the first choice you make on each item.
Your first choice tends to be the most accurate one
Remember: Circle what you think you would do, not what you think you should do. The goal
is to evaluate what behaviours you actually use – not to get right answers. If there is no
alternative action that describes what you do in the situation, circle the item that most closely
resembles what you would do.

6. 1. Your staff has not been responding to your friendly conversation and obvious concern for
their welfare. Their performance is declining rapidly. You would:
a. Emphasize the use of the standard procedures and the necessity for task accomplishment
b. Make yourself available for discussion but do not push your involvement
c. Talk to them and then set goal objectives
d. Intentionally do not intervene
2. The observable performance of your team is increasing. You have been making sure that all
members are aware of their responsibilities and the standards expected. You would:
a. Engage in friendly exchange but continue to make sure that all members are aware of
their responsibilities and standards of performance
b. Take no definite action
c. Do what you can to make the team to feel important and involved
d. Emphasis the importance of deadlines and tasks
3. Members of your team are unable to solve a problem themselves. You have normally left
them alone. Group performance and interpersonal relationships have been good. You
would:
a. Involve the team and together engage in problem solving
b. Let the team work it out
c. Act quickly and firmly to correct and redirect
d. Encourage the group to work on the problem and be supportive

7. 4. You are considering a major change. Your staff has a fine record of accomplishment. They
respect the need for change. You would:
a. Allow team involvement in developing the change but not bee too directive
b. Announce changes and then implement them with close supervision
c. Allow the team to formulate its own direction
d. Incorporate team recommendations but direct the change yourself
5. The performance of your team has been dropping during the past few months. Staff have
been unconcerned with meeting objectives. They have continually needed reminding to do
their tasks on time. Redefining roles and responsibilities has helped in the past. You would:
a. Allow the team to formulate its own direction
b. Incorporate team recommendations but see that objectives are met
c. Redefine roles and responsibilities and sure
d. Allow team involvement in determining roles and responsibilities but not be too directive
6. You have stepped into an efficient run situation. The previous manager ran a tight ship. You
want to maintain a productive situation but would like to begin humanizing the environment.
You would:
a. Do what you can to make the team feel important and involved
b. Emphasize the importance of deadlines and tasks
c. Intentionally not intervene
d. Get them involved in decision making but see that objectives are met

8. 7. You are considering major changes in your organizational structure. Members of the team
have made suggestions about needing change. The team has been productive and
demonstrated flexibility in its day-to-day operations. You would:
a. Define the change and supervise carefully
b. Participate within the team in developing change but allow members to organise
implementation
c. Be willing to make changes as recommended but maintain control of implementation
d. Avoid confrontation, leave things alone
8. Team performance and interpersonal relationships are good. You feel somewhat insecure
about the lack of direction of the team. You would:
a. Leave the team alone
b. Discuss the situation with the team and then initiate necessary changes
c. Take steps to direct your staff towards working in a well defined manner
d. Be supportive in discussing the situation with the team but not too directive
9. You have been appointed to head up a task force that is far overdue in making requested
recommendations for change. The group is not clear about its goals. Attendance at sessions
has been poor and the meetings have turned into social gatherings. Potentially the group has
the talent necessary to help. You would:
a. Let the group work out its problems
b. Incorporate group recommendations but see the objectives are met
c. Redefine goals and supervise carefully

9. d. Allow group involvement in setting goals but not push your staff
10. Your staff, usually able to take responsibility, are not responding to your recent redefining of
standards. You would:
a. Allow team involvement in redefining standards but not take control
b. Redefine standards and supervise carefully
c. Avoid confrontation by not applying pressure, leave the situation alone
d. Incorporate team recommendations but see that new standards are met
11. You have been promoted to the position of principal. The previous principal was uninvolved
in the affairs of the staff and the staff has adequately handled its tasks and direction. Staff
inter-relationships are good. You would:
a. Take steps to direct staff towards working in a well defined manner
b. Involve staff in decision making and reinforcing good contributions
c. Discuss past performance with the team and then examine the need for new practices
d. Continue to leave the team alone
12. Recent information indicates some internal difficulties among staff. The team has a
remarkable record of accomplishment; members have effectively maintained long range
goals and have worked in harmony for the past year. You are qualified for the task. You
would:
a. Try out your solution with them and examine the need for new practices
b. Allow team members to work it out themselves

10. c. Act quickly and firmly to correct and redirect
d. Participate in discussion of the problem whilst providing support for the team members
13. You hear some rumors about the school being spread in the community which is adversely
impacting the student strength in the school. You:
a. Start student centered activities in schools to enhance student retention
b. Engage the community leaders in school to enhance the school outcomes
c. Talk to your administration about the problem
d. Wait for the right time to get the confusions cleared
14. You get to know that a group in your surrounding community is not in favor of your school
and is spreading negative messages about the school in the community. You would:
a) Meet up with community leaders and spread the positive message
b) One group wouldn’t matter a lot
c) Try to reach out the people and change their views
d) Ask the teachers to go out in community and talk to those people
15. In problem situation the first step is to:
a) Analyze the relevant information
b) Identifying possible causes
c) Finding out appropriate solutions for the resolution
d) All of the above

11. 16. A group of residents in your community is trying to influence you and get their children admitted into
the school while there are many more deserving. The best solution is to:
a) Request your administration to create room for the children of these people
b) Call a meeting with the influential community members and take up this issue
c) Call up those people and negotiate with them
d) Let their children take place in the school to avoid any conflicting situation
17. A group from community shows up and threatens (Verbally) you to stop propagating messages across
the community about education and Tcf cause. To deal with the situation:
a) You use negotiation skills to calm down the group and later on deal with the matter through
involvement of the influential people from community
b) Call the security and report those people
c) Accept whatever they are demanding and never try to get in conflict with them again
d) None of the responses makes sense
18. A conflict arises among the teachers over some teaching methodology. One group asserts that their
practice is better than the other group. You would:
a) Pay a visit to sessions of both groups and give them feedback about their preferred mode of
teaching
b) Hold a meeting and discuss the pros and cons of teaching styles of both groups and recommend
one style
c) Access both the styles with the knowledge at hand and decide it for the teachers which they
should follow
d) Make sure that the teachers follow traditional teaching practice and recommend them to stick to it