Professional License – Subject Test: School Leadership: free practice test

Practice question Unit: School leadership

1. ATransactional; raising the value of incentives and adding more annual targets would move her

   More incentives and targets deepen the same exchange and add none of the inspiration or stimulation that transformation requires.

2. BSituational; changing her approach with each teacher based on test results would move her

   The scenario shows no adapting of style to teachers' readiness, and relying on test results alone does not achieve transformation.

3. CTransformational; she only lacks documenting initiatives in regular periodic reports

   The style is not transformational because motivation rests on exchanging rewards for results, and documentation does not create initiatives.

4. DTransactional; inspiring teachers with a shared vision and attending to each one's growth would move her ✓ Correct answer

   Linking rewards to performance marks transactional leadership; transformational leadership rests on an inspiring vision, intellectual stimulation and individual consideration.

Reference: ETEC School Leadership Professional Standards (1441 AH/2020), specialised standard 6.26.1, indicator 1, p. 8; Transformational and transactional leadership theory

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Practice question Unit: School leadership

1. AIntegration and coordination among the plan's components ✓ Correct answer

   Linking programmes to objectives and avoiding timing clashes reflect integration and coordination, both missing here.

2. BFlexibility to change objectives whenever work conditions change

   Flexibility does not mean constantly changing objectives; the issue here is linking and coordinating programmes, not rigidity.

3. CRealism in estimating the school's available financial resources

   The scenario mentions no lack or overestimate of resources, only programmes detached from objectives and clashing dates.

4. DParticipation in assigning roles to all school staff

   Participation may be present and programmes can still be detached from objectives; the flaw described is one of integration.

Reference: ETEC School Leadership Professional Standards (1441 AH/2020), specialised standard 6.26.1, indicator 3, p. 8

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Practice question Unit: School leadership

1. ASummoning the accused students to take their statements before anything else

   Inquiry is needed, but the first priority is the student's safety and stopping the bullying.

2. BInforming the student's parent and asking him to come in

   Involving the family is required but does not come before protecting the student.

3. CAdvising the student to avoid his classmates and stay near the staff room at break

   It puts the burden on the victim to avoid harm and neither stops nor addresses the behaviour.

4. DEnsuring the student's safety and stopping the bullying, then verifying and documenting with the counsellor ✓ Correct answer

   Protecting the victim and stopping harm is the urgent priority; verification, documentation and educational follow-up come next.

Reference: ETEC School Leadership Professional Standards (1441 AH/2020), specialised standard 6.26.3, indicator 1, p. 8

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Practice question Unit: School and professional development

1. ASending the report to the office and waiting for its direction before acting

   The school is responsible for its own improvement; waiting for direction stalls it.

2. BMaking them priorities in a tracked, resourced improvement plan ✓ Correct answer

   Self-evaluation's value lies in using its findings, ranking them as priorities in a trackable improvement plan.

3. CFiling the results and returning to them at the next evaluation

   Filing results without a plan leaves the evaluation without effect.

4. DTackling both at once with many programmes in the first term to speed improvement

   Many programmes without priorities and resources scatter effort and weaken impact.

Reference: ETEC School Leadership Professional Standards (1441 AH/2020), specialised standard 6.26.6, indicator 1, p. 9

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Practice question Unit: School and professional development

1. AInput evaluation ✓ Correct answer

   Input evaluation examines the resources, capacity and plans needed for implementation, such as equipment, training and budget.

2. BProcess evaluation

   Process evaluation tracks actual implementation; the programme has not been rolled out.

3. CContext evaluation

   Context evaluation identifies needs, problems and goals, not the adequacy of allocated resources.

4. DProduct evaluation

   Product evaluation measures impact after implementation, not resources beforehand.

Reference: ETEC School Leadership Professional Standards (1441 AH/2020), specialised standard 6.26.7, indicator 1, p. 9; Stufflebeam's CIPP evaluation model

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Practice question Unit: Leading teaching and learning

1. AHands-on activities with concrete materials to simplify abstract ideas

   Relying on concrete materials suits primary pupils and ignores their abstraction and identity needs.

2. BExtra core-subject lessons instead of guidance programmes

   Extra lessons help but ignore students' identity and career-guidance needs.

3. CCareer exploration with projects needing critical thinking ✓ Correct answer

   It meets the need to form identity and direction and uses the capacity for abstract thought.

4. DA memorisation contest based on repetition and instant rewards

   Rote memorisation neither uses abstract thought nor addresses identity.

Reference: ETEC School Leadership Professional Standards (1441 AH/2020), specialised standard 6.26.11, indicator 1, p. 10; Erikson's psychosocial theory

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Practice question Unit: Leading teaching and learning

1. AEach teacher picks his own training

   Self-choice helps but lacks collaboration and learning-community leadership.

2. BExperts lead communities where all study their practice ✓ Correct answer

   This makes learning and leadership a shared responsibility of all teachers by expertise.

3. CTop teachers teach only top classes and newcomers the weakest

   This assigns classes, not learning roles, and may widen gaps.

4. DThe principal runs all development and teachers attend what he decides

   Concentrating development in the principal contradicts shared leadership.

Reference: ETEC School Leadership Professional Standards (1441 AH/2020), specialised standard 6.26.12, indicator 1, p. 10

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Practice question Unit: Improving the school environment

1. AEasing his load by moving his committees to the deputy until term ends

   It shifts the burden to one other person and neither fixes the concentration of tasks nor builds team capacity.

2. BAsking which tasks he wants to keep and opening the rest to volunteers

   Considerate, but volunteering guarantees neither fair nor competence-based allocation.

3. CDistributing tasks fairly by competence and building others' capacity ✓ Correct answer

   Fair distribution and capacity-building preserve effort and spread a work ethic across all.

4. DGiving him incentives and a lighter teaching load to keep his tasks

   It rewards him but keeps reliance on one person and raises the burnout risk.

Reference: ETEC School Leadership Professional Standards (1441 AH/2020), specialised standard 6.26.14, indicator 1, p. 10

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Practice question Unit: Professional values, regulations and partnership with family and community

1. AStaying on the panel but disclosing the relationship to the other members

   Disclosure is right, but staying as an assessor keeps the conflict of interest.

2. BStepping off the panel, with published criteria ✓ Correct answer

   Recusal and published criteria prevent conflict of interest and keep fairness.

3. CHanding the choice to a staff vote instead of the panel

   A vote can turn into a popularity contest rather than criteria.

4. DBarring his relative from applying to avoid any suspicion of favouritism

   Barring the relative wrongs him; the principal should step aside, not exclude the candidate.

Reference: ETEC School Leadership Professional Standards (1441 AH/2020), specialised standard 6.26.16, indicator 1, p. 11

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Practice question Unit: Professional values, regulations and partnership with family and community

1. APostponing the appraisal until his impression changes

   Postponing does not cure the bias, and appraisal has a set date.

2. BGiving him an average rating to avoid unfairness

   A compromise rating is not objective.

3. CPolling his colleagues and going with the majority

   Unstructured opinions are not performance evidence.

4. DBasing it on varied evidence across the year ✓ Correct answer

   Objectivity means avoiding generalising a first impression and using varied evidence.

Reference: ETEC School Leadership Professional Standards (1441 AH/2020), specialised standard 6.26.17, indicator 2, p. 11

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