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n
teac
h
er
’
s
c
h
ar
ac
te
r
,
b
elief
s
,
ab
ilit
ies
,
an
d
en
v
ir
o
n
m
e
n
t
s
.
Nu
m
er
o
u
s
r
ep
o
r
ts
(
e
.
g
.
[
2
3
-
3
2
]
)
ex
p
o
s
ed
th
at
teac
h
er
s
ar
e
u
n
co
v
er
ed
to
d
if
f
er
en
t
s
o
u
r
ce
o
f
s
tr
ess
,
s
u
ch
as:
ed
u
ca
ti
n
g
u
n
i
n
ter
es
ted
lear
n
er
s
,
p
o
o
r
p
r
ep
ar
ed
lear
n
er
s
,
p
o
o
r
lear
n
er
s
co
n
d
u
cts,
s
u
p
p
o
r
tin
g
d
is
cip
li
n
e
i
n
t
h
e
clas
s
r
o
o
m
,
a
d
em
a
n
d
in
g
w
o
r
k
lo
ad
(
cu
r
r
icu
l
u
m
d
e
m
an
d
s
)
,
r
o
le
o
v
er
lo
ad
,
g
r
ea
t
p
r
o
s
p
ec
ts
,
lack
o
f
co
m
p
e
n
s
atio
n
an
d
ap
p
r
ec
iatio
n
,
b
ein
g
u
n
p
r
o
tecte
d
to
co
m
m
o
n
c
h
an
g
es,
ti
m
e
p
r
ess
u
r
es,
b
ei
n
g
ac
ce
s
s
ed
b
y
o
t
h
er
s
,
ex
p
er
ien
c
in
g
p
r
o
b
lem
atic
r
elatio
n
s
w
it
h
co
w
o
r
k
er
s
a
n
d
s
u
p
er
io
r
s
,
m
a
n
a
g
e
m
en
t st
y
les,
a
n
d
p
o
o
r
w
o
r
k
i
n
g
cir
cu
m
s
ta
n
ce
s
.
T
ea
ch
er
s
’
w
o
r
k
-
r
elate
d
s
tr
ess
h
as
b
ee
n
k
n
o
w
n
a
s
lin
k
ed
to
th
eir
jo
b
p
er
f
o
r
m
an
ce
.
T
ea
ch
er
s
’
j
o
b
p
er
f
o
r
m
a
n
ce
ca
n
b
e
s
i
m
p
l
y
d
ef
in
ed
as
th
e
en
t
ir
e
p
r
ed
ict
ab
le
v
alu
e
th
at
a
teac
h
er
h
a
s
to
ca
r
r
y
o
u
t
o
v
er
a
s
tan
d
ar
d
p
er
io
d
o
f
ti
m
e.
B
o
r
m
an
a
n
d
Mo
to
w
id
lo
[
3
3
]
p
o
s
i
ted
th
at
th
e
to
tal
o
f
e
v
en
tu
al
c
o
n
s
tr
u
ct
s
o
f
t
h
e
j
o
b
p
er
f
o
r
m
a
n
ce
ca
n
b
e
g
r
o
u
p
ed
in
to
t
w
o
b
r
o
ad
ty
p
e
s
:
(
a)
task
p
er
f
o
r
m
a
n
ce
:
r
ef
er
s
to
ac
tiv
itie
s
r
elate
d
to
th
e
ex
ec
u
tio
n
an
d
m
ai
n
te
n
a
n
ce
o
f
co
r
e
tech
n
ical
p
r
o
c
ess
in
a
p
ar
ticu
lar
o
r
g
an
izatio
n
an
d
(
b
)
co
n
tex
tu
al
p
er
f
o
r
m
a
n
ce
:
r
e
f
er
s
to
ac
ti
v
itie
s
th
a
t
co
n
tr
ib
u
te
to
o
r
g
an
iza
tio
n
al
e
f
f
ec
ti
v
en
e
s
s
i
n
w
a
y
s
t
h
at
s
h
ap
e
th
e
o
r
g
a
n
izatio
n
al,
s
o
cial,
a
n
d
p
s
y
ch
o
lo
g
ical
e
n
v
ir
o
n
m
en
t
in
w
h
ic
h
th
e
tech
n
ical
co
r
e
f
u
n
c
tio
n
s
[
3
4
-
37
]
.
B
o
r
m
an
a
n
d
Mo
to
w
id
lo
[
3
3
]
f
u
r
t
h
er
class
i
f
ied
tas
k
p
er
f
o
r
m
an
ce
i
n
to
t
w
o
t
y
p
es
:
(
a)
ac
tiv
itie
s
th
at
co
n
v
er
t
m
ater
ials
i
n
to
g
o
o
d
an
d
s
er
v
ices,
an
d
(
b
)
ac
tiv
ities
t
h
a
t
s
er
v
ice
an
d
m
ai
n
tai
n
t
h
e
tech
n
ical
co
r
e
b
y
r
ep
len
is
h
in
g
i
ts
s
u
p
p
l
y
o
f
r
a
w
m
ater
ial
s
,
d
is
t
r
ib
u
ti
n
g
its
f
i
n
is
h
ed
p
r
o
d
u
cts;
o
r
d
eliv
er
i
n
g
ess
e
n
tial
p
la
n
n
in
g
,
co
o
r
d
in
atio
n
,
d
ir
ec
tio
n
;
o
r
s
taf
f
r
o
les
th
at
s
u
p
p
o
r
t
it
to
ef
f
ec
ti
v
el
y
a
n
d
ef
f
icie
n
tl
y
f
u
n
ctio
n
.
W
h
er
ea
s
,
So
n
en
tag
et
al.
[
3
8
]
en
u
m
er
at
ed
f
iv
e
ca
teg
o
r
ies
o
f
co
n
tex
tu
al
p
er
f
o
r
m
a
n
ce
as
f
o
llo
w
s
:
(
a)
u
n
d
er
tak
i
n
g
ev
e
n
t
s
b
ey
o
n
d
a
p
er
s
o
n
’
s
f
o
r
m
al
j
o
b
r
eq
u
ir
e
m
en
ts
;
(
b
)
te
n
ac
it
y
o
f
e
ag
er
n
es
s
w
h
e
n
n
ee
d
ed
to
co
m
p
lete
ess
e
n
tial
ta
s
k
r
eq
u
ir
e
m
en
ts
;
(
c)
ass
i
s
ti
n
g
o
th
er
s
;
(
d
)
o
b
ey
i
n
g
in
s
tr
u
ct
io
n
s
a
n
d
p
r
escr
ib
ed
p
r
o
ce
d
u
r
e
s
ev
e
n
w
h
e
n
it
i
s
in
co
n
v
en
ien
t
; a
n
d
(
e
)
d
ef
en
d
i
n
g
th
e
o
r
g
a
n
izatio
n
’
s
o
b
j
ec
tiv
es
o
p
en
l
y
.
T
h
e
ac
ce
s
s
ib
le
liter
atu
r
e
co
n
tain
s
d
if
f
er
e
n
t
cu
r
r
en
t
s
tu
d
ies
o
n
h
o
w
w
o
r
k
-
r
elate
d
s
tr
es
s
p
r
ed
icted
j
o
b
p
er
f
o
r
m
a
n
ce
,
b
o
th
i
n
t
h
e
co
n
tex
t
o
f
o
r
g
a
n
izatio
n
s
i
n
g
e
n
er
al
an
d
in
t
h
e
co
n
te
x
t
o
f
s
ch
o
o
l
in
p
ar
ticu
lar
.
Yu
n
ar
ti
et
al.
[
3
9
]
ex
am
i
n
ed
th
e
w
o
r
k
-
r
elate
d
s
tr
e
s
s
o
f
te
ac
h
er
s
w
o
r
k
i
n
g
i
n
p
r
i
m
ar
y
s
ch
o
o
ls
o
f
So
u
t
h
er
n
P
ap
u
a
an
d
h
o
w
it
p
r
ed
icts
teac
h
er
s
’
j
o
b
p
er
f
o
r
m
an
ce
.
E
m
p
lo
y
in
g
i
n
cid
en
tal
s
a
m
p
li
n
g
,
a
to
tal
o
f
1
0
6
2
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
w
er
e
s
elec
ted
as
s
am
p
le
s
.
D
er
iv
ati
v
e
d
ata
w
er
e
s
tati
s
ticall
y
e
x
a
m
in
ed
.
Usi
n
g
s
i
m
p
le
lin
ea
r
r
eg
r
ess
io
n
as
th
e
to
o
l
f
o
r
d
ata
an
al
y
zi
n
g
,
th
e
s
t
u
d
y
co
n
c
lu
d
ed
th
at
j
o
b
p
e
r
f
o
r
m
a
n
ce
o
f
t
ea
ch
er
s
w
o
r
k
i
n
g
i
n
th
e
p
r
i
m
ar
y
s
ch
o
o
ls
o
f
So
u
t
h
e
r
n
P
ap
u
a
w
as
s
ig
n
i
f
ica
n
t
n
eg
at
iv
el
y
p
r
ed
icted
b
y
teac
h
e
r
s
’
wo
r
k
-
r
elate
d
s
tr
es
s
.
Vij
ay
a
n
[
4
0
]
ex
am
i
n
ed
w
o
r
k
-
r
elate
d
s
tr
es
s
an
d
p
er
f
o
r
m
an
ce
o
f
e
m
p
lo
y
ee
s
w
o
r
k
i
n
g
in
A
a
v
in
C
o
m
p
an
y
,
C
o
i
m
b
ato
r
e.
E
m
p
l
o
y
i
n
g
s
i
m
p
le
r
an
d
o
m
s
a
m
p
li
n
g
,
a
to
tal
o
f
1
0
0
em
p
lo
y
ee
s
w
er
e
s
elec
ted
as
s
a
m
p
les.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
m
ale
w
o
r
k
er
s
ar
e
m
o
r
e
w
o
r
r
ied
ab
o
u
t
w
o
r
k
s
a
f
et
y
a
n
d
s
h
i
f
t
w
o
r
k
.
At
th
e
en
d
o
f
th
e
s
t
u
d
y
,
r
esear
ch
er
co
n
cl
u
d
ed
th
at
th
e
s
elec
ted
co
n
s
tr
u
ct
o
f
w
o
r
k
s
tr
es
s
is
co
n
f
id
e
n
tl
y
r
elate
d
ea
ch
o
th
er
an
d
ef
f
ec
t p
o
s
iti
v
el
y
o
n
p
er
f
o
r
m
an
ce
o
f
e
m
p
lo
y
ee
s
w
o
r
k
i
n
g
in
th
e
A
a
v
i
n
C
o
m
p
an
y
,
C
o
i
m
b
ato
r
e.
Am
o
ak
o
et
al.
[
4
1
]
ex
am
i
n
e
d
o
cc
u
p
atio
n
al
s
tr
ess
an
d
h
o
w
it
a
f
f
ec
t
j
o
b
p
er
f
o
r
m
an
ce
at
A
s
p
e
c
t
A
C
o
m
p
an
y
L
i
m
ited
.
E
m
p
l
o
y
i
n
g
a
co
n
v
e
n
ie
n
ce
s
a
m
p
li
n
g
tec
h
n
iq
u
e,
th
e
r
esear
c
h
er
s
estab
lis
h
ed
1
0
9
e
m
p
lo
y
ee
s
w
o
r
k
in
g
at
t
h
e
As
p
et
A
C
o
m
p
an
y
L
i
m
ited
as
s
a
m
p
les.
T
h
e
s
t
u
d
y
co
n
cl
u
d
ed
th
at
w
o
r
k
-
r
elate
d
s
tr
ess
e
n
h
an
ce
s
e
m
p
lo
y
ee
s
’
p
er
f
o
r
m
a
n
ce
i
n
a
p
o
s
iti
v
e
a
n
d
s
i
g
n
i
f
ica
n
t
m
a
n
n
er
.
A
t
t
h
e
en
d
o
f
t
h
e
s
t
u
d
y
th
e
r
esear
ch
er
s
ar
g
u
ed
th
at
as
th
e
w
o
r
k
-
r
elate
d
s
tr
ess
o
f
e
m
p
lo
y
ee
s
in
cr
ea
s
e,
th
e
p
er
f
o
r
m
an
ce
o
f
e
m
p
lo
y
ee
s
ten
d
to
i
n
cr
ea
s
e
an
d
vice
ve
r
s
a
.
Gh
ar
ib
et
al.
[
4
2
]
ex
a
m
in
ed
th
e
j
o
b
s
tr
ess
o
f
ac
ad
e
m
ic
s
taf
f
w
o
r
k
i
n
g
at
Dh
o
f
ar
U
n
i
v
er
s
it
y
in
Su
lta
n
ate
o
f
O
m
a
n
a
n
d
h
o
w
it
i
m
p
ac
ts
o
n
j
o
b
p
er
f
o
r
m
a
n
ce
.
Usi
n
g
1
0
2
s
tr
u
ct
u
r
ed
q
u
esti
o
n
n
air
e
as
t
h
e
to
o
l
f
o
r
co
llectin
g
d
ata,
th
e
s
tu
d
y
co
n
clu
d
ed
th
at
w
o
r
k
lo
ad
as
th
e
s
o
u
r
ce
o
f
s
tr
ess
a
m
o
n
g
ac
ad
em
ic
s
ta
f
f
w
o
r
k
i
n
g
at
Dh
o
f
ar
U
n
i
v
er
s
it
y
in
t
h
e
S
u
ltan
ate
o
f
O
m
a
n
i
m
p
ac
t
p
o
s
itiv
el
y
o
n
j
o
b
p
er
f
o
r
m
an
ce
.
W
h
er
ea
s
th
e
r
o
le
o
f
co
n
f
lict
a
m
o
n
g
ac
ad
e
m
ic
s
t
af
f
w
o
r
k
i
n
g
a
t
Dh
o
f
ar
Un
iv
er
s
it
y
i
n
t
h
e
S
u
lta
n
ate
o
f
O
m
a
n
e
f
f
ec
t
n
e
g
ati
v
el
y
o
n
j
o
b
p
er
f
o
r
m
an
ce
.
Dan
k
ad
e
et
al.
[
1
9
]
an
aly
ze
d
s
tr
ess
a
m
o
n
g
v
o
ca
tio
n
a
l
s
ec
o
n
d
ar
y
s
c
h
o
o
l
teac
h
er
s
o
f
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Ha
m
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al.
[
4
3
]
co
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d
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a
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tu
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y
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h
w
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7
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alid
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[
4
4
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ex
am
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R
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4
5
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cted
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s
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d
y
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An
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asa
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b
r
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m
[
4
6
]
co
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d
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cted
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y
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et
al.
[
4
7
]
ex
a
m
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wo
r
k
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r
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d
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1
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,
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1
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R
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2.
RE
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ARCH
M
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T
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y
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f
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ar
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4
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.
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[
4
9
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.
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I
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2252
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5
0
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R
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So
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3.
RE
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L
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AND
D
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SCU
SS
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ict,
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[
5
3
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5
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p
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f
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y
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ec
o
m
m
en
d
ed
.
RE
F
E
R
E
NC
E
S
[1
]
J.
P
.
R.
F
re
n
c
h
,
R.
D.
Ca
p
lan
,
a
n
d
R.
V
.
Ha
rriso
n
,
T
h
e
me
c
h
a
n
ism o
f
jo
b
stre
ss
a
n
d
stra
i
n
,
C
h
ich
e
ste
r
:
W
il
e
y
,
1
9
8
2
.
[2
]
M
.
A
.
J
.
Oliv
ier
a
n
d
D
.
J.
L
.
V
e
n
ter
,
“
T
h
e
e
x
ten
d
a
n
d
c
a
u
se
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o
f
stre
ss
in
tea
c
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rs
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th
e
G
e
o
rg
e
Re
g
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n
,
”
S
o
u
th
Af
ric
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
,
v
o
l
.
23
,
n
o
.
3
,
p
p
.
1
8
6
-
1
9
2
,
2
0
0
3
.
[3
]
C.
A
.
Ba
k
a
re
,
“
T
h
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d
y
n
a
m
i
c
o
f
p
sy
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h
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d
m
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m
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stre
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s,”
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ma
n
Res
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s
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o
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.
1
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o
.
2
,
p
p
.
1
0
4
-
1
1
2
,
2
0
0
5
.
[4
]
G
.
J.
Bo
y
le,
M
.
G
.
Bo
rg
,
J.
M
.
F
a
lzo
n
a
n
d
A
.
J.
Ba
g
li
o
n
i
,
“
A
stru
c
tu
ra
l
m
o
d
e
l
o
f
th
e
d
ime
n
sio
n
s
o
f
tea
c
h
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stre
ss
,
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Brit
ish
J
o
u
rn
a
l
o
f
E
d
u
c
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t
io
n
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l
Psy
c
h
o
lo
g
y
,
v
o
l
.
65
,
n
o
.
1
,
p
p
.
4
9
-
6
7
,
1
9
9
5
.
[5
]
O.
Cli
p
a
,
“
S
tres
s
f
a
c
to
rs
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n
d
so
l
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ti
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b
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r
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t
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f
p
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sc
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tea
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rs,”
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a
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l
.
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0
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p
p
.
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2
3
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5
.
[6
]
O.
Cli
p
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,
“
T
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stre
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d
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,
”
in
O.
Cli
p
a
(
Ed
.
),
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t
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Cu
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:
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p
.
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2
8
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0
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7
.
[7
]
R.
Dic
k
a
n
d
U.
W
a
g
n
e
r
,
“
S
tres
s
a
n
d
stra
in
in
tea
c
h
i
n
g
:
A
str
u
c
tu
ra
l
e
q
u
a
ti
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n
a
p
p
ro
a
c
h
,
”
Brit
ish
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
,
vol
.
71
,
n
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.
2
,
p
p
.
2
4
3
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5
9
,
2
0
0
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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s
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.
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N:
2252
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8822
W
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357
[8
]
J.
G
ri
ff
it
h
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A
.
S
tep
to
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,
a
n
d
M
.
Cro
p
ley
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“
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n
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stig
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w
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.
69
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4
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p
.
5
1
7
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3
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1
9
9
9
.
[9
]
A
.
A
.
Ig
n
a
t
a
n
d
O
.
Cl
ip
a
,
“
T
e
a
c
h
e
rs’
sa
ti
sf
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c
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h
li
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e
,
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sa
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ti
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n
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t
h
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m
o
ti
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telli
g
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n
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e
,
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c
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ia
-
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o
c
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l
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d
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v
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ra
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.
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3
,
p
p
.
4
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0
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2
.
[1
0
]
C.
Ky
ria
c
o
u
,
“
T
e
a
c
h
e
r
stre
ss
:
d
irec
ti
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n
s f
o
r
f
u
tu
re
r
e
se
a
rc
h
,
”
Ed
u
c
a
ti
o
n
a
l
Rev
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,
v
o
l
.
53
,
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o
.
1
,
p
p
.
2
7
-
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5
,
2
0
0
1
.
[1
1
]
C.
J.
T
ra
v
e
rs
a
n
d
C.
L
.
Co
o
p
e
r
,
T
e
a
c
h
e
r
u
n
d
e
r
p
re
ss
u
re
:
S
t
re
ss
in
th
e
tea
c
h
i
n
g
p
ro
fes
sio
n
.
L
o
n
d
o
n
,
UK
:
Ro
u
tl
e
d
g
e
,
1
9
9
6
.
[1
2
]
B.
R.
W
e
ra
n
g
,
“
T
h
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e
ff
e
c
t
o
f
w
o
rk
lo
a
d
,
in
d
iv
id
u
a
l
c
h
a
ra
c
teristics
,
a
n
d
s
c
h
o
o
l
c
li
m
a
te
o
n
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c
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e
m
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u
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e
n
tar
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sc
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ls
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f
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a
p
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a
,
”
Ca
k
ra
w
a
la
Pen
d
id
ika
n
,
v
o
l
.
37
,
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o
.
3,
p
p
.
4
5
7
-
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6
9
,
2
0
1
8
.
[1
3
]
M.
M
o
rg
a
n
a
n
d
K.
Kitch
i
n
g
,
“
T
e
a
c
h
in
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in
d
isa
d
v
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n
tag
e
d
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h
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ls:
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b
sa
ti
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.
L
.
G
il
li
g
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.
Do
w
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s
(Ed
s.),
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u
c
a
ti
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Disa
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v
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la
n
d
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li
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in
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n
,
p
p
.
3
6
7
-
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7
8
,
2
0
0
7
.
[1
4
]
W
e
ra
n
g
,
B.
R.
,
L
e
b
a
,
S
.
M
.
R.
,
a
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d
Pu
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E
.
A
.
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.
,
“
F
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a
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m
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m
e
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tar
y
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h
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ls
o
f
In
d
o
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e
sia
:
Em
p
iri
c
a
l
p
r
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o
f
f
ro
m
so
u
th
e
rn
P
a
p
u
a
,
”
I
n
ter
n
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ti
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n
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l
J
o
u
rn
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o
f
M
a
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u
c
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ti
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n
,
v
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l
.
11
,
n
o
.
3
,
p
p
.
2
2
3
-
2
4
7
,
2
0
1
7
.
[1
5
]
B.
R.
W
e
ra
n
g
,
e
t
a
l
,
“
In
c
re
a
sin
g
tea
c
h
e
r
a
tt
e
n
d
a
n
c
e
in
In
d
o
n
e
sia
:
A
L
o
n
g
it
u
d
in
a
l
st
u
d
y
in
t
h
e
re
m
o
te
e
le
m
e
n
tar
y
sc
h
o
o
ls
o
f
S
o
u
t
h
e
rn
P
a
p
u
a
,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
M
a
n
a
g
e
me
n
t
in
E
d
u
c
a
t
io
n
,
v
o
l
.
13
,
n
o
.
2
,
p
p
.
1
3
3
-
1
5
5
,
2
0
1
9
.
[1
6
]
K.
S
.
W
o
n
g
a
n
d
W
.
H.
Ch
e
u
k
,
“
Jo
b
-
re
late
d
stre
ss
a
n
d
so
c
ial
su
p
p
o
rt
i
n
k
in
d
e
rg
a
rten
p
ri
n
c
ip
a
ls:
t
h
e
c
a
se
o
f
M
a
c
a
u
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
M
a
n
a
g
e
me
n
t
,
v
o
l
,
19
,
n
o
.
3
,
p
p
.
1
8
3
-
1
9
6
,
2
0
0
5
.
[1
7
]
D.
H.
Olso
n
,
H.
I.
M
c
Cu
b
b
i
n
,
H.
L
.
Ba
rn
e
rs,
M
.
J.
M
u
x
e
n
,
A
.
S
.
Lars
e
n
,
a
n
d
M
.
A
.
,
W
il
so
n
,
F
a
mili
e
s:
W
h
a
t
ma
k
e
s
th
e
m wo
rk
?
Ca
li
f
o
rn
ia:
S
a
g
e
P
u
b
l
ica
ti
o
n
s,
1
9
8
9
.
[1
8
]
J.
Du
n
h
a
m
,
S
tre
ss
in
T
e
a
c
h
i
n
g
,
2
nd
Ed
it
i
o
n
.
L
o
n
d
o
n
:
Ro
u
tl
e
d
g
e
,
1
9
9
2
.
[1
9
]
U.
Da
n
k
a
d
e
,
e
t
a
l.
,
“
A
n
a
l
y
sis
o
f
jo
b
stre
ss
a
ff
e
c
ti
n
g
th
e
p
e
rf
o
r
m
a
n
c
e
o
f
se
c
o
n
d
a
ry
sc
h
o
o
ls’
v
o
c
a
ti
o
n
a
l
tec
h
n
ica
l
tea
c
h
e
rs i
n
No
rth
Eas
t
Nig
e
ria,”
J
o
u
rn
a
l
o
f
T
e
c
h
n
ica
l
Ed
u
c
a
ti
o
n
a
n
d
T
ra
i
n
i
n
g
,
v
o
l
,
8
,
n
o
.
1
,
p
p
.
4
3
-
5
1
,
2
0
1
6
.
[2
0
]
C.
Ky
ria
c
o
u
a
n
d
J.
S
u
tclif
f
e
,
“
A
m
o
d
e
l
o
f
tea
c
h
e
r
stre
ss
,
”
Ed
u
c
a
ti
o
n
a
l
S
tu
d
ies
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
1
-
6
,
1
9
7
8
.
[2
1
]
Na
ti
o
n
a
l
I
n
stit
u
te
f
o
r
Oc
c
u
p
a
ti
o
n
a
l
S
a
f
e
t
y
a
n
d
He
a
lt
h
,
S
tre
ss
a
t
wo
rk
,
DH
HS
(NIO
S
H)
P
u
b
li
c
a
ti
o
n
N
o
.
9
9
-
1
0
1
,
1
9
9
9
.
[
O
n
li
n
e
],
A
v
a
il
a
b
le:
h
tt
p
:/
/
ww
w
.
c
d
c
.
g
o
v
/n
io
sh
/stres
sw
k
.
h
tm
l.
[
A
c
c
e
ss
e
d
o
n
S
e
p
tem
b
e
r
8
,
2
0
1
8
].
[2
2
]
W
o
rld
He
a
lt
h
Org
a
n
iza
ti
o
n
,
R
a
i
sin
g
a
w
a
re
n
e
ss
o
f
stre
ss
a
t
wo
r
k
in
d
e
v
e
lo
p
i
n
g
c
o
u
n
tries
:
A
mo
d
e
rn
h
a
z
a
rd
i
n
a
tra
d
it
i
o
n
a
l
wo
rk
in
g
e
n
v
iro
n
me
n
t
,
2
0
0
7
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s:
//
ww
w
.
w
h
o
.
in
t
/.
.
.
h
e
a
lt
h
/p
u
b
l
ica
ti
o
n
s/
ra
isin
g
a
w
a
re
n
e
ss
o
f
[
A
c
c
e
ss
e
d
o
n
A
u
g
u
st 1
5
,
2
0
1
8
]
[2
3
]
M
.
R
.
C
h
e
n
a
n
d
G
.
M
i
ll
e
r
,
“
T
e
a
c
h
e
r
stre
ss
:
a
re
v
iew
o
f
th
e
i
n
tern
a
ti
o
n
a
l
li
tera
tu
re
,
”
Eric
Do
c
u
me
n
t
4
1
0
1
8
7
,
p
p
.
3
-
2
2
,
1
9
9
7
[2
4
]
M
.
H.
F
ish
e
r
,
“
F
a
c
to
rs
in
f
lu
e
n
c
in
g
stre
ss
,
b
u
r
n
o
u
t,
a
n
d
re
ten
t
io
n
o
f
se
c
o
n
d
a
ry
tea
c
h
e
rs,”
Cu
rr
e
n
t
Iss
u
e
s
in
Ed
u
c
a
ti
o
n
,
v
o
l
.
14
,
n
o
.
1
,
p
p
.
1
-
3
6
,
2
0
1
1
.
[2
5
]
C.
F
o
r
li
n
,
“
In
c
l
u
sio
n
:
I
d
e
n
ti
f
y
in
g
p
o
ten
t
ial
stre
ss
o
rs
f
o
r
re
g
u
lar
c
las
s
tea
c
h
e
rs,”
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l
.
43
,
n
o
.
3
,
p
p
.
2
3
5
-
2
4
5
,
2
0
0
1
.
[2
6
]
A
.
M
.
G
e
v
in
g
,
“
Id
e
n
ti
fy
in
g
th
e
t
y
p
e
s o
f
stu
d
e
n
t
a
n
d
tea
c
h
e
r
b
e
h
a
v
io
rs as
so
c
iate
d
w
it
h
tea
c
h
e
r
stre
ss
,
”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l
.
23
,
n
o
.
5
,
p
p
.
6
2
4
-
6
4
0
,
2
0
0
7
.
[2
7
]
W
.
H.
Gm
e
l
c
h
,
P
.
K.
W
il
k
e
a
n
d
N.
P
.
L
o
v
rich
,
“
Dim
e
n
sio
n
o
f
stre
ss
a
m
o
n
g
u
n
iv
e
rsity
fa
c
u
lt
y
:
F
a
c
to
r
-
a
n
a
ly
ti
c
re
su
lt
s f
ro
m
a
n
a
ti
o
n
a
l
stu
d
y
,
”
Res
e
a
rc
h
in
Hi
g
h
e
r E
d
u
c
a
t
io
n
,
v
o
l
,
24
,
n
o
.
3
,
p
p
.
2
6
6
-
2
8
6
,
1
9
8
6
.
[2
8
]
T
.
Ha
y
d
o
n
,
M
.
M
.
L
e
k
o
,
a
n
d
D
.
S
tev
e
n
s
,
“
T
e
a
c
h
e
r
stre
ss
:
S
o
u
r
c
e
s,
e
ff
e
c
ts,
a
n
d
p
ro
tec
ti
v
e
f
a
c
to
rs,”
J
o
u
rn
a
l
o
f
S
p
e
c
ia
l
Ed
u
c
a
ti
o
n
L
e
a
d
e
rs
h
i
p
,
v
o
l
.
31
,
n
o
.
2
,
p
p
.
9
9
-
1
0
7
,
2
0
1
8
.
[2
9
]
R.
Kla
ss
e
n
a
n
d
M
.
M
.
Ch
iu
,
“
E
ff
e
c
ts
o
n
tea
c
h
e
rs’
se
lf
-
e
ff
ica
c
y
a
n
d
jo
b
sa
ti
sf
a
c
ti
o
n
:
T
e
a
c
h
e
r
g
e
n
d
e
r,
y
e
a
r
s
o
f
e
x
p
e
rien
c
e
,
a
n
d
jo
b
stre
ss
,
”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
io
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l
.
1
0
2
,
n
o
.
3
,
p
p
.
7
4
1
-
7
5
6
,
2
0
1
0
.
[3
0
]
C.
M
.
Ko
k
k
in
o
s
,
“
Jo
b
stre
ss
o
rs,
p
e
rso
n
a
li
ty
a
n
d
b
u
r
n
o
u
t
in
p
rim
a
r
y
sc
h
o
o
l
tea
c
h
e
rs,”
Brit
ish
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
,
vol
.
77
,
n
o
.
1
,
p
p
.
2
2
9
-
2
4
3
,
2
0
0
7
.
[3
1
]
Ne
e
d
le,
R.
H.,
G
ri
ff
in
,
T
.
,
S
v
e
n
d
se
n
,
R.
,
a
n
d
Be
rn
e
y
,
C.
,
“
Tea
c
h
e
r
stre
ss
:
Ca
u
se
s
a
n
d
c
o
n
se
q
u
e
n
c
e
s,”
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
He
a
lt
h
,
vol
.
50
,
n
o
.
2
,
p
p
.
96
-
9
9
,
1
9
8
0
.
[3
2
]
J.
P
.
R
o
b
in
so
n
,
“
T
e
a
c
h
e
r
stre
ss
:
c
a
u
se
s,
sta
g
e
s,
a
n
d
e
f
fe
c
ts,”
J
o
u
rn
a
l
o
f
He
a
lt
h
Oc
c
u
p
a
ti
o
n
s
Ed
u
c
a
ti
o
n
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
6
8
-
8
0
,
1
9
8
9
.
[3
3
]
W
.
C.
Bo
rm
a
n
a
n
d
S
.
J
M
o
t
o
w
id
lo
,
“
Ex
p
a
n
d
i
n
g
th
e
C
ri
teri
o
n
d
o
m
a
in
t
o
i
n
c
lu
d
e
e
lem
e
n
t
s
o
f
c
o
n
tex
tu
a
l
p
e
rf
o
r
m
a
n
c
e
,
”
in
N.
S
c
h
m
it
t
a
n
d
W
.
C.
Bo
r
m
a
n
(Ed
s.),
Per
so
n
n
e
l
S
e
lec
ti
o
n
i
n
Or
g
a
n
iza
ti
o
n
s,
S
a
n
F
ra
n
c
isc
o
,
CA
:
Jo
ss
e
y
-
Ba
s
s,
p
p
.
7
1
-
9
8
,
1
9
9
3
.
[3
4
]
M
.
E.
Be
rg
m
a
n
,
e
t
a
l
,
“
T
e
st
o
f
M
o
to
w
id
l
o
e
t
a
l.
’s
(1
9
9
7
)
t
h
e
o
ry
o
f
in
d
iv
id
u
a
l
d
if
f
e
re
n
c
e
s
in
tas
k
a
n
d
c
o
n
tex
tu
a
l
p
e
rf
o
r
m
a
n
c
e
,
”
Hu
ma
n
Per
fo
rm
a
n
c
e
,
v
o
l
.
2
1
,
p
p
.
2
2
7
-
2
5
8
,
2
0
0
8
.
[3
5
]
W
.
C.
Bo
rm
a
n
a
n
d
S
.
J.
M
o
to
w
id
lo
,
“
T
a
sk
p
e
r
f
o
rm
a
n
c
e
a
n
d
c
o
n
t
e
x
tu
a
l
p
e
rf
o
rm
a
n
c
e
:
T
h
e
m
e
a
n
in
g
f
o
r
p
e
rso
n
n
e
l
se
lec
ti
o
n
re
se
a
rc
h
,
”
Hu
ma
n
Per
fo
rm
a
n
c
e
,
v
o
l
.
10
,
n
o
.
2
,
p
p
.
9
9
-
1
0
9
,
1
9
9
7
.
[3
6
]
S
.
J.
M
o
to
w
id
lo
,
e
t
a
l
.
,
“
A
th
e
o
ry
o
f
in
d
iv
id
u
a
l
d
if
f
e
r
e
n
c
e
s
in
tas
k
a
n
d
c
o
n
tex
tu
a
l
p
e
rf
o
rm
a
n
c
e
,
”
Hu
ma
n
Per
fo
rm
a
n
c
e
,
v
o
l.
1
0
,
n
o
.
2
,
p
p
.
7
1
-
8
3
,
1
9
9
7
.
[3
7
]
S
.
J.
M
o
t
o
w
id
lo
a
n
d
M
.
J
.
S
c
h
m
it
,
“
P
e
rf
o
rm
a
n
c
e
a
ss
e
ss
m
e
n
t
in
u
n
iq
u
e
jo
b
s,”
i
n
D.
R.
Ilg
e
n
a
n
d
E.
D.
P
u
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Biss
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.
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,
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ra
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g
,
H.
P
.
A
s
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“
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.
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9
]
A
.
K.
W
o
lo
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si,
S
.
I.
A
sa
lo
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i
,
a
n
d
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R
.
W
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,
“
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In
ter
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Ky
riac
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Ch
ien
,
“
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1
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R.
Ku
m
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.
Be
to
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,
“
S
tres
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se
lf
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p
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in
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u
c
a
ti
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l
Psy
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y
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l
.
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o
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p
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5
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.
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4
]
E.
Je
p
so
n
a
n
d
S
.
F
o
rre
st
,
“
In
d
iv
i
d
u
a
l
c
o
n
tri
b
u
to
ry
f
a
c
to
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in
tea
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h
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stre
ss
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o
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Brit
ish
J
o
u
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a
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o
f
Ed
u
c
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ti
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n
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l
Psy
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y
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v
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l
.
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1
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p
p
.
1
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.
[5
5
]
C.
Da
y
,
A
.
Ha
rris,
M
.
Ha
d
f
ield
,
H.
T
o
ll
e
y
,
a
n
d
J.
Be
re
sf
o
rd
,
L
e
a
d
in
g
S
c
h
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ls
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n
T
ime
s
o
f
Ch
a
n
g
e
.
Bu
c
k
in
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m
:
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e
n
Un
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e
rsity
P
re
ss
,
2
0
0
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.
[5
6
]
B.
R.
W
e
ra
n
g
,
“
A
stu
d
y
o
f
re
latio
n
sh
ip
s
in
Ch
risti
a
n
P
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h
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ls
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n
Dig
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[
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.
A
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:
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/
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