Part I.

Teachers’ Personal Profile

Directions: Kindly put a check (√) or write in the blanks before the items that best
describe you and fill the other blanks with the needed data.
Name:
1. Age: years (please specify)
61 – 65 36 – 40
56 – 60 31 – 35
51 – 55 26 – 30
46 – 50 21 – 25
2. Sex: Male
Female
3. Civil Status: Single
Married
Widower
4. Religious Affiliation Roman Catholic
Latter-Day Saint
Iglesia Ni Cristo
Baptist
Born Again
7th Day Adventist
Jehova’s Witnesses
Others (please specify)
5. Educational Attainment: Doctorate Degree
Master’s Degree with Doctoral Units
Master’s Degree
Bachelor’s Degree with MA Units
Baccalaureate Degree
6. Length of Service: 26 years and above 11 to 15 years
21to 25 years 6 to 10 years
16 to 20 years 5 years and below
7. Relevant Trainings/Seminars Attended
Level of Trainings No. of Trainings/Seminars Attended
International
National
Regional
Division
District
8. Position: Master Teacher II
Master Teacher I
Teacher III
Teacher II
Teacher I
9. Values Orientation
Directions: Please read and consider every statement carefully. Check the blank
which best reflects your personal orientation on the value described.
A. Leadership
Unable to lead others
Let others take the lead
Leads in minor affairs
Marks ability to lead others
B. Cooperativeness
Cooperates grudgingly
Does only what he has to do
Works well with others
Goes out his way to assist
C. Initiative
Depends on others
Routine worker
Proceeds on own work
Is promoted type
D. Dependability
Unreliable
Spirit is willing but…
Generally careful
Extremely conscientious
E. Sociability
Avoided by others
Tolerated
Ordinary
Sought after
F. Emotional Control
Too easily depressed
Unresponsive/Apathetic
Usually well balanced
Unusual control
G. Reactions to Criticism
Takes a personal insult
Frequently shows dislikes
Listens but acts without holding
Follows/seeks suggestions
H. Application
Is lazy
Does enough to get by
Is persistent on assigned work
Does extra work
I. Honesty
Cannot be trusted at all
Easily tempted
Generally trustworthy
Trustworthy
J. General Professional Attitude
Disinterested in professional growth
Satisfactory desire to grow professionally
Generally advances in education
Craves for further graduate education
K. Spiritual Enrichment
Passive
Lukewarm
Complies
Exhibits
Part II. Interpersonal Relationships

Directions: This questionnaire is designed to measure the interpersonal relationships

of the teachers. Please check the column corresponding to your perception based on the
following:
5 – Always (A)
4 – Often (O)
3 – Sometimes (S)
2 – Rarely (R)
1 – Never (N)

Items 5 4 3 2 1
A. Need Assistance
1. The teacher knows when he/she needs help or
support from others.
2. The teacher realizes that he/she needs help in a
particular situation after the situation has passed.
3. The teacher knows how to put his/her needs into
words.
4. The teacher is able to identify the kind of help or
social support he/she needs from other people.
5. When the teacher needs something, he/she asks for it
as soon as he/she needs it.
6. The teacher identifies people who are willing and
able to help him/her with his/her needs.
7. When the teacher needs help or social support, he/she
asks others
8. The teacher starts to ask another person for
something then withdraws his/her request.
9. The teacher is willing to accept assistance from
someone once the person has agreed to help him/her.
10. The teacher expresses his/her needs subtly, for
example, by hinting at what he/she needs.
B. Communication (Impact and Feedback)
1. The teacher carefully considers the source of
feedback before changing his/her behaviour.
2. The teacher is able to identify situations when it
would be constructive to provide feedback to another
person.
3. The teacher is overly aware of the impact he/she has
on others.
4. The teacher changes his/her behaviour in response to
the feedback he/she receives.
 5. If someone gives the teacher a feedback that he/she
doesn’t like, the teacher does the opposite of what the
person wants.
6. When people give the teacher unfavourable feedback,
he/she argues with them.
7. When the teacher tells people that their behaviour is
having a negative effect on him/her. They do not
change what they are doing.
8. The teacher is told that the feedback he/she gives is
excessive and too detailed.
9. When providing feedback to others, the teacher
responds in a way that is brief and specific.
10. The teacher is told that when he/she provides
feedback, he/she is too critical of the other teachers.
C. Handling Conflicts
1. The teacher is aware when there is conflict with
him/her and other teachers.
2. The teacher feels that there are times when it is
beneficial to express disagreement in a relationship.
3. The teacher avoids conflict at all costs.
4. In order to avoid conflict, the teacher tries to
anticipate what the other teacher/s want/s him/her to
do.
5. The teacher withdraws in the face of conflict,
regardless of the circumstances.
6. After the teacher voices a disagreement with other
teacher/s, he she immediately apologizes for bringing
up the issue.
7. When the teacher is having a conflict with other
teacher/s, he/she asks what he/she can do to make
things better between them.
8. The teacher is successful at resolving conflicts with
others.
9. During an argument, the teacher is careful to avoid
hurting the other teacher/s feelings.
10. The teacher approaches solutions to conflict
directly, clearly communicating what can be done to
resolve their differences.
D. Disclosure and Interpersonal Closeness
1. The teacher has one or more close relationship with
other teachers.
2. The teacher is aware when it is appropriate to ask
other teachers about their experiences.
3. The teacher shares personal information to others.
4. The teacher feels the need to keep secrets from other
 teachers.
5. The teacher feels it is best not to talk about his/her
own experiences to others.
6. The teacher stats to talk about what his/her going
through, and then decides it is better to keep it for
himself/herself.
7. The teacher has told other teachers his/her problems,
and then wished that he/she hadn’t.
8. Close relationships are important to the teacher.
9. The teacher asks other people to tell him/her about
their feelings and experiences.
10. The teacher listens to others and offers them
support.
E. Emotional Experience and Expression
1. The teacher is aware of his/her feelings and
emotional experiences as they are happening.
2. The teacher can tell the difference between one
emotion and another.
3. The emotional responses make sense to the teacher
when he/she considers the circumstances.
4. The teacher expresses his/her emotions at appropriate
times and places.
5. The teacher intentionally hides his/her feelings.
6. The teacher tries not to feel certain emotions.
7. The teacher avoids situations that might bring out
strong feelings.
8. The teacher allows himself/herself to feel all
emotions, even strong ones.
9. When the teacher has an unpleasant emotion, he/she
takes immediate action to stop feeling it.
10. The teacher is able to put a name to what he/she is
feeling.
F. Personal Relations
1. Gives personalized assistance to fellow teachers
when needed.
2. Creates a warm and friendly atmosphere.
3. Respects opinions of others and listens to ideas and
shows genuine sympathy with the domestic problems
of fellow teachers.
4. Puts fellow teachers’ needs ahead of his/her personal
conveniences.
5. Weighs constructive criticisms of fellow teachers.
6. Avoids hurting the feelings of fellow teachers.
7. Makes himself/herself available to fellow teachers
even when personal problems are involved and help
is needed.
8. Helps fellow teachers in their material needs when
necessity demands.
9. Provides opportunities for personal initiative and
creativity.
10. Treats fellow teachers courteously at the time of
correction.