The document contains questionnaires for school/instructional leaders and employees in private secondary schools in San Fernando, La Union, Philippines. The questionnaires assess leadership styles using a 5-point scale. For leaders, it examines their decision-making approach, treatment of mistakes, delegation, and other leadership behaviors. For employees, it gauges their preferred leadership styles, such as inclusive decision-making and empowering subordinates. The goal is to identify common leadership styles and develop training to enhance leadership skills.

1. Saint Louis College
GRADUATE SCHOOL
City of San Fernando, La Union
Questionnaire for School/ Instructional Leader
Leadership Styles in the Private Secondary Schools in the City Division of
San Fernando, La Union: Basis for a Leadership-Enhancement Training
Program
I. Profile
Name:__________________
Position:________________
School Connected with: ______________________
A. Highest Educational Attainment
___ BSED/BSE/AB/BS graduate
___ with MS/MA units
___ MS/MA graduate
___ with EDd/PHd units
___ EDd/PHd graduate
B. Years in school/ instructional leadership
___0-5 years
___6-10 years
___11-15 years
___16-20 years
___21-25 years
___26 years and above
C. School/ Instructional Leadership Seminar (for the last two years)
Name of Seminar
School Local Regional National Internat’l
_____________________________
___
___
___
___
___
_____________________________
___
___
___
___
___
_____________________________
___
___
___
___
___
_____________________________
___
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___
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PART II. Leadership Styles
Directions: This leadership style survey checklist includes statements
about your leadership style beliefs. Next to each statement, check the
column that represents how strongly you feel about the statement by
using the following scoring system:
o
o
Almost Always True — 5
Frequently True — 4

2. o
o
o
Occasionally True — 3
Seldom True — 2
Almost Never True — 1
Be honest in your responses since there is neither RIGHT NOR WRONG
ANSWER in each item.
Leadership Styles
5
As a school/instructional leader,
1. I always have the final decision-making authority
within my school, department or subject area.
2. I always try to include or consult one or a group of
employees/ teachers in determining what to do and
how to do it. However, I still maintain the final
decision-making authority.
3. I and my employees/ teachers always vote whenever
a major decision has to be made.
4. I do not consider suggestions made by my
employees/teachers as I do not have the time for them.
5. I ask for teacher’s/ employee’s ideas and input on
upcoming plans and activities.
6. For a major decision to pass in my
department/subject area/ school, it must have the
approval of each individual or the majority of
employees/ teachers.
7. I instruct my employees/teachers what has to be
done and how to do it.
8. When things go wrong and I need to create a strategy
to keep an activity or process running on schedule, I
call a meeting to get my teacher’s/ employee's ideas.
9. To get information out, I send it by e-mails, memos,
or voice mails/ texts; very rarely is a meeting called. My
employees/teachers are then expected to act upon the
information.
10. When someone makes a mistake, I tell them not to
ever do that again and make a note of it.
11. I want to create a working environment where the
employees/teachers take ownership of the activity. I
allow them to participate in the decision-making
process.
12. I allow my employees/teachers to determine what
needs to be done and how to do it.
4
3
2 1

3. 13. New hired employees/teachers are not allowed to
make any decisions unless it is approved by me first.
14. I ask employees/teachers for their vision of where
they see their jobs going and then use their vision
where appropriate.
15. My employees/teachers know more about their jobs
than me, so I allow them to carry out the decisions to
do their job.
16. When something goes wrong, I tell my
employees/teachers that a procedure is not working
correctly and I establish a new one.
17. I allow my employees/teachers to set priorities with
my guidance.
18. I delegate tasks in order to implement a new
procedure or process.
19. I closely monitor my employees/teachers to ensure
they are performing correctly.
20. When there are differences in role expectations, I
work with them to resolve the differences.
21. Each individual is responsible for defining their job.
22. I like the power that my leadership position holds
over my subordinates.
23. I like to use my leadership power to help
subordinates grow.
24. I like to share my leadership power with my
subordinates.
25. Employees/ teachers must be directed or
threatened with punishment in order to get them to
achieve the organizational objectives.
26. Employees/ teachers will exercise self-direction if
they are committed to the objectives.
27. Employees/ teachers have the right to determine
their own organizational objectives.
28. Employees/ teachers seek mainly security.
29. Employees/ teachers know how to use creativity
and ingenuity to solve organizational problems.
30. My employees/ teachers can lead themselves just
as well as I can.

4. Saint Louis College
GRADUATE SCHOOL
City of San Fernando, La Union
Questionnaire for Employees
Leadership Styles in the Private Secondary Schools in the City Division of
San Fernando, La Union: Basis for a Leadership-Enhancement Training
Program
I. Profile
Name:__________________
Position:________________
School Connected with: ______________________
PART II. Employees’ Preference of Leadership Styles
Directions: This leadership style survey checklist contains the
leadership style beliefs of your school/instructional leaders. Next to each
statement, check the column that represents how strongly you
feel/prefer about the statement by using the following scoring system:
o
o
o
o
o
Almost Always True — 5
Frequently True — 4
Occasionally True — 3
Seldom True — 2
Almost Never True — 1
Be honest in your responses since there is neither RIGHT NOR WRONG
ANSWER in each item.
Leadership Styles
5
As an employee, I prefer a school/ instructional
Leader who
1. has final decision-making authority within the
school, department or subject area.
2. always tries to include one or a group of
employees/teachers in determining what to do and how
to do it; however, he/she still maintains the final
decision-making authority.
3. always lets his/her employees/teachers vote
whenever a major decision has to be made.
4
3
2 1

5. 4. does not consider suggestions made by his/her
employees/teachers since he does not have the time for
them.
5. asks for employee’s/teacher’s ideas and input on
upcoming plans and activities.
6. must have the approval of each individual or the
majority before a major decision will be made
7. tells his/her employees/teachers what has to be
done and how to do it.
8. calls a meeting to get his/her employee's/teacher’s
ideas or advice when things go wrong; and, creates a
strategy to keep a project or process running on
schedule
9. sends information by e-mails, memos, voice mails or
texts; calls meeting very rarely; thus, his
employees/teachers are then expected to act upon the
information.
10. tells his/her employees/teachers not to ever do a
mistake again and makes a note of it.
11. wants to create an environment where the
employees/teachers take ownership of the project;
allows employees/teachers to participate in the
decision-making process.
12. allows his/her employees/teachers to determine
what needs to be done and how to do it.
13. does not allow new-hired employees/teachers to
make any decisions unless it is approved by him/her.
14. asks employees/teachers for their vision of where
they see their jobs going and then use their vision
where appropriate.
15. allows employees/teachers to carry out the
decisions to do their job when his/her workers know
more about their jobs than him
16. tells his/her employees/teachers that a procedure
is not working correctly and establishes a new one.
17. allows his/her employees/teachers to set priorities
with his/her guidance.
18. delegates tasks in order to implement a new
procedure or process.
19. closely monitors his/her employees/teachers to
ensure they are performing correctly.
20. works with employees/teachers to resolve the

6. differences when there are differences in role
expectations
21. considers that each individual is responsible for
defining their job.
22. likes the power that his/her leadership position
holds over his/her employees/teachers.
23. likes to use his/her leadership power to help
employees/teachers grow.
24. likes to share his/her leadership power with his
employees/teachers.
25. directs or threatens employees with punishment in
order to get them to achieve the organizational
objectives.
26. allows employees/teachers to exercise self-direction
if they are committed to the objectives.
27. ensures that employees/teachers have the right to
determine their own organizational objectives.
28. allows that employees/teachers seek mainly
security.
29. allows that employees/teachers know how to use
creativity and ingenuity to solve organizational
problems.
30. considers that employees/teachers can lead
themselves just as well as he/she can.