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LEAD Questionnaire
1. Your teachers (or teacher) are no longer responding to your friendly conversation and obvious
concern for their welfare. Their performance is declining rapidly.
A.
B.
C.
D.
Emphasize the use of uniform procedures and the necessity for task accomplishment.
Make yourself available for discussion, but don't push your involvement.
Talk with teachers and then set goals.
Intentionally do not intervene.
2. The observable performance of your teachers is increasing. You have been making sure that
all members are aware of their responsibilities and expected standards of performance.
A. Engage in friendly interaction, but continue to make sure that all members are aware
of their responsibilities and expected standards of performance.
B. Take no definite action.
C. Do what you can to make the teachers feel important.
D. Emphasize the importance of deadlines and tasks.
3. Your teachers are unable to solve a problem themselves. Your have normally left them alone.
Performance and interpersonal relations have been good.
A.
B.
C.
D.
4. Your teachers considering a major change. Your teachers have a fine record of
accomplishment. They respect the need for change.
A.
B.
C.
D.
Allow teacher involvement in developing the change, but don't be too directive.
Announce changes and then implement close supervision.
Allow teachers to formulate its own direction.
Incorporate teacher recommendations, but you direct the change.
5. Teacher performance has been dropping during the past few months. Teachers have been
unconcerned with meeting objectives. Redefining responsibilities has helped in the past. They
have continually needed reminded.
A.
B.
C.
D.
7. You are considering changing to a structure that will be new to teachers. Teachers have made
suggestions about needed change. Teachers have been productive and demonstrated flexibility
before.
A. Define the change and supervise carefully.
B. Participate with teachers in developing the change but allow them to organize the
implementation.
C. Be willing to make changes as recommended, but maintain control of implementation.
D. Avoid confrontation; leave things alone.
8. Teacher performance and interpersonal relations are good. You feel somewhat unsure about
your lack of direction for teachers.
A.
B.
C.
D.
9. Your superintendent has appointed you to lead a task force that is far overdue in making
requested recommendations for change. Other task force members are not clear on its goals.
Attendance at sessions has been poor. Their meetings have turned into social gatherings.
Potentially, they have the talent necessary.
A.
B.
C.
D.
10. Your teachers, usually able to take responsibility, are not responding to your recent redefining
of standards.
A.
B.
C.
D.
12. Recent information indicates some internal difficulties among teachers. These teachers have a
remarkable record of accomplishment. Teachers have effectively maintained long-range
goals. They have worked in harmony for the past year. All are well qualified.
A.
B.
C.
D.
Try out your solution with teachers and examine the need for changes.
Allow teachers to work it out themselves.
Act quickly and firmly to correct and redirect.
Participate in problem solving discussions while providing support for teachers.