I do not closely monitor the schedule to ensure in time completion of a task.

The desired objectives can be achieved through obtaining teachers' opinions during the preparation of the work planI find it easy to carry out several complicated tasks at the same time without seeking support from staff.

I seek quality work through project management technique.

I allow staff to work on their own rather than wasting time on meetings.

I personally determine the priorities of tasks.

I enjoy directing my teachers on new tasks.

Communication channels exist for teachers to effectively communicate with me.

Changes with respect to responsibilities are communicated timely to the respective teachers.

I leave it to teachers to define the standards for carrying out their work.I leave it to teachers to define the standards for carrying out their work.I do not communicate regularly with parents and students as individuals or groups.

Teachers are allowed to express their views in meetings.

I make decisions on my own.Each individual in the school is responsible for defining own job himself.

It is my opinion that strict administration is the key to success.

I consult my teachers in decision making process.

I prefer to avoid taking decisions.I consult teachers but maintain the final decision making authorityI ensure that teachers inputs are given due attention.

I correct mistakes without caring for interpersonal relationships.

When I face a problem, I delay it till it fizzles out.

When I have a job to do, I do it, even if others' feelings might be hurt in the process.

In case of any problem, I consult teachers to arrive at the solution

Creating change around is not my priority.

When there are differences in role expectation, I leave it to the teachers to resolve their difference.

I think control can resolve conflictsI settle conflicts under stress.I listen to the faculty with an open mind for alternative options.

I do not accept criticism from my staff.I strive for a complete resolution of a conflict by involving the teachers.

I think dictating is better than counseling.

I delegate powers to teachers in order to complete a task.

I prefer cooperation over using my authority for success.

I myself organize the activities of the institution.

I myself organize the activities of the institution.

I allow the teachers to set their own priorities independently.

My teachers deal with different types of students according to their own approach.I emphasize on my teachers to focus on work only.

In my opinion the positive feedback can encourage the staff.

I do not allow recreational activities to staff in school.

Providing emotional support to staff at work is not my priority.

I encourage my teachers to discuss the stress factors with me

Questionnaire for teachers

The head of institution does not closely monitor the schedule to ensure in time completion of a task.

The desired objectives are achieved through obtaining teachers’ opinions during the preparation of the work plan.

The head of institution finds it easy to carry out several complicated tasks at the same time without seeking support from teachers.

The head of institution seeks quality

work through project management technique.

The head of institution allows teachers to work on their own rather than wasting time on meetings.

The head of institution personally determines the priorities of tasks.

The head of institution enjoys directing teachers on new tasks.

Communication channels exist for teachers to effectively communicate with the head.

Changes with respect to responsibilities are communicated timely to the respective teachers.

The head of institution leaves it to teachers to define the standards for carrying out their work.

The head of institution does not communicate with parents and students as individuals or groups.

Teachers are allowed to express their views in meetings.

The head of institution makes decisions on his own.

Each individual in the school is responsible for defining own job himself.

The head is of opinion that strict administration is the key to success.

The head of institution consults the teachers in decision making process.

The head of institution prefers to avoid taking decisions.

The head of institution consults teachers but he maintains the final decision making authority.

The head of Institution ensures that teachers inputs are given due attentionThe head corrects mistakes without caring for interpersonal relationshipsWhen the head of institution faces a problem, he delays it till it fizzles out.

When the head of institution has a job to do, he does it, even if others' feelings might be hurt in the process.

In case of any problem, the head of institution consults teachers to arrive at the solution.

Creating change around is not his priority.

When there are differences in role expectation, the head leaves it to teachers to resolve the difference.

The head of institution thinks control can resolve conflicts.

The head settles conflicts under stressThe head of institution listens to the faculty with an open mind for alternative options.

The head does not accept criticism from his teachers.

The head of institution strives for a complete resolution of a conflict by involving the teachers.

The head of institution thinks dictating is better than counseling

The head delegates powers to teachers in order to complete a task.

The head of institution prefers cooperation over using his authority for success.

The head of institution himself organizes the activities of the institution.

The head of institution believes that teachers will exercise self-direction if they are given free hand.

The head of institution allows the teachers to set their own priorities independentlyTeachers deal with different types of students according to their own approach.

The head of institution emphasizes on teachers to focus on work only.The head is of the opinion that the positive feedback can encourage the staff.

The head of institution does not allow recreational activities to staff in school.

Providing emotional support to staff at work is not the priority of the head.

The head of institution encourages teachers to discuss the stress factors with him.