Research Instrument for

DIMENSIONS OF AUTHORITATIVE AND FACILITATIVE ROLES

OF SCHOOL HEADS

I. Demographic profile of the school heads in terms of:

1.1 Age __________

1.2 Gender __________

1.3 Highest educational attainment __________________

1.4 Length of service __________________

II. Manifestation of roles among school heads

Legend:
4-Strongly manifested
3-Moderately manifested
2-Slightly manifested
1-Least manifested

Manifestation of the authoritative role of the school heads as a Dictator:

4 3 2 1
1. Constantly monitors and supervises classroom instructions.
2. Immediately calls the attention of a teacher for the disruptive
behavior of pupils inside the classroom
3. Strictly check teachers’ compliance for paper works and report
submission.
4. Reprimand teachers for their shortcomings in attaining
educational goals.
5. Ensures every teacher adheres to implemented rules and policies.

Manifestation of the authoritative role of the school heads as a Social Harmonizer:

4 3 2 1
1. Takes time to discuss problems in the classroom with teacher
concerned.
2. Attempts to solve problems together with teacher concerned.
3. Exert effort to create an orderly atmosphere in school.
4. Emphasize to teachers the virtue of responsibility and
accountability for their actions.
 5. Solve problems with objectivity and fairness to those who are
involved.

Manifestation of the facilitative role of the school heads as a Mentor-coach:

4 3 2 1
1. Give suggestions to teachers as to how they can improve their
teaching.
2. Advises teachers on the possibilities of updating their knowledge
and skills.
3. Ensures that teachers are always improving their teaching skills.
4. Stimulate task-oriented atmosphere in school.
5. Present new ideas to teachers in a convincing way.

Manifestation of the facilitative role of the school heads as a Peer-type:

1. Create strong rapport among teachers. 4 3 2 1
2. Maintains an open-door office policy to encourage teachers bring
out their concerns without reservation.
3. Exercise professional but casual relationship among teachers to
minimize power distance phenomenon.
4. Call teachers by their first name or nickname to promote the
nonhierarchical atmosphere at school.
5. Emphasize the essence of camaraderie regardless of rank and
educational attainment.