In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
2
01
~2
12
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
2.
182
73
2
01
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
C
o
mpetencies of principals in e
ns
uring sustainable
educ
ati
o
n:
Teachers' view
s
Fatma
Köyb
a
ş
ı
Ş
e
min
D
e
part
men
t
o
f Educat
io
n
A
d
min
i
s
t
ratio
n,
C
um
hu
riyet
Un
iv
ersity
,
Turkey
Ar
ticle
In
fo
ABSTRACT
A
r
t
i
cl
e hi
sto
r
y:
Re
cei
v
e
d
F
e
b
1
5
, 2
019
Re
vise
d Ma
r 1
6
,
201
9
Acc
e
p
t
e
d
Ap
r 1
7
, 2
019
T
h
is stu
dy
a
i
m
e
d
to
r
eveal the
o
pi
ni
ons of
teach
ers ab
ou
t t
h
e c
om
peten
c
ies
o
f
school
a
dminis
trators
i
n
o
rder
t
o
ensure
t
he
s
u
s
tainab
i
l
ity
o
f
e
d
ucation
i
n
s
c
ho
ols
.
I
t
was
a
p
n
eum
o
lo
gy
s
tudy
d
e
sig
n
ed
w
it
h
qu
alitati
ve
r
e
search
m
et
hod.
T
h
e
s
t
ud
y
g
r
oup
con
s
i
s
t
s
o
f
fifteen
t
each
e
r
s
f
r
om
s
choo
ls
l
o
c
at
ed
i
n
fi
ve
d
i
ff
erent
educat
io
nal
zo
nes
acro
s
s
the
cen
ter
o
f
S
ivas,
a
city
in
C
entral
T
urkey.
S
t
udy
dat
a
w
ere
an
aly
z
ed
w
it
h
c
o
nten
t
anal
ysis
t
o
det
e
rmin
e
t
h
e
f
acto
r
s
th
at
p
r
ov
ide
edu
cational
s
u
stain
a
bili
ty
i
n
s
c
ho
ols.
A
cco
rdin
g
to
t
he
r
es
ul
ts
;
solidarity
a
nd
s
tructured
work
c
ha
racteris
ti
cs
a
mong
s
cho
o
l
ad
m
in
is
t
r
a
t
o
r
s
to
f
u
lf
ill
t
h
e
objectives
o
f
t
h
e
sch
o
o
l
a
f
f
ect
t
h
e
a
d
e
qu
a
c
y
of
e
du
cat
ion
i
n
a
p
os
iti
ve
way;
w
h
i
le
i
nst
itutionalism
and
limiting
of
t
he
capacit
y
h
ave
a
n
o
ppo
site
ef
f
ect.
In
r
e
l
ation
to
cap
acit
y
build
in
g
f
o
r
tak
i
n
g
t
h
e
s
choo
l
cu
l
t
u
r
e
t
o
f
utu
r
e,
s
c
ho
ol
a
d
m
i
n
istrat
ors
hav
e
a
h
igh
op
in
i
on
of
o
p
e
ni
ng
up
t
o
t
he
ne
i
g
h
borh
o
o
d
b
e
si
des
s
c
ho
o
l
c
ul
ture
s
up
pl
y
an
d
d
e
man
d
.
Lastly
,
f
o
r
carry
in
g
th
e
sc
h
o
o
l
in
to
t
h
e
f
u
t
u
re,
teach
e
r
s
ex
pect
s
choo
l
lead
ers
to
e
x
h
ibit
behav
i
o
r
s
w
ith
em
ph
asis
o
n
s
pecif
i
c t
h
emes
a
s
ethics
, m
o
ti
vati
on
, an
d aw
a
r
en
ess
.
Key
w
ords:
Co
mp
et
e
n
cy
Ed
uca
t
ion
P
r
inci
pal
S
u
sta
i
na
ble
Co
pyr
i
g
h
t
©
2019
Instit
u
t
e of Advan
ced E
n
g
i
neer
in
g a
nd Sci
e
nce.
All rights
reserv
e
d
.
C
o
rre
s
po
n
d
in
g Au
t
h
or:
F
a
tma
K
öyba
şı
Ş
e
m
in,
D
e
partm
e
nt o
f
Ed
uca
t
i
on A
d
m
i
nistra
ti
o
n
,
C
u
mhur
iye
t
U
ni
v
e
rsi
t
y,
581
4
0
,
S
i
vas,
Turke
y.
Em
ail
:
f
k
o
ybas
i
@c
um
h
u
riy
e
t.
e
du.tr
1.
I
N
TR
OD
U
C
TI
O
N
S
u
st
a
i
na
b
i
l
i
ty
f
i
r
st
e
m
e
rge
d
i
n
1
9
8
2
i
n
t
h
e
Wor
l
d
C
h
arte
r
for
N
ature
,
w
hi
c
h
w
as
a
cc
e
p
te
d
by
the
Interna
tio
na
l Uni
o
n
for
the Co
nse
r
va
ti
on of N
ature
(IU
CN
). S
ust
ai
nab
i
li
ty
is based on
e
n
vir
onme
n
t
a
l
bi
olo
g
y
and
is
t
h
o
u
g
h
t
to
b
e
t
h
e
abi
l
ity
t
o
tra
n
s
f
er
t
h
e
f
unc
t
i
o
n
s
a
n
d
c
y
cl
ica
l
m
ob
il
ity
o
f
the
eco
lo
g
i
cal
s
y
s
te
m
s
t
o
the
fu
t
u
re
[
1]
.
A
l
t
h
ou
g
h
t
he
m
ain
po
int
of
o
ri
gin
of
s
usta
ina
b
i
l
ity
i
s
e
c
o
l
o
gy,
c
onc
l
u
s
i
ons
c
a
n
b
e
dra
w
n
ab
o
u
t
th
e
susta
i
na
bil
i
t
y
o
f
o
t
h
er
a
r
e
a
s
. Ö
r
ü
cü
[
2]
s
tate
s
t
h
a
t
s
usta
ina
b
i
l
i
ty
g
oes
w
e
ll
b
ey
o
nd
en
v
i
ro
nm
enta
l
c
o
ncer
ns
a
n
d
inc
l
ude
s
als
o
s
ocia
l
a
nd
eco
n
o
m
i
c
co
nd
i
tio
n
s
.
Be
si
de
s
i
t
s
socia
l
a
n
d
cu
l
t
u
r
al
a
spec
ts,
sus
t
a
i
n
a
bil
i
ty
i
nte
r
ac
t
s
and
in
ter
t
w
i
ne
s
w
i
t
h
a
l
l
re
l
eva
n
t a
r
ea
s (soc
i
a
l,
e
nvi
r
onm
enta
l
and e
c
o
n
o
m
i
c
)
[3,
4
].
I
n
s
ocia
l
term
s,
s
ustai
n
a
b
i
l
ity
c
a
n
b
e
desc
ri
bed
a
s
m
ee
t
i
n
g
t
he
n
ee
ds
o
f
toda
y
'
s
h
u
m
a
n
genera
tio
n
w
itho
u
t
j
eo
pa
rdiz
i
ng
the
ab
il
ity
o
f
fu
ture
g
e
n
era
t
i
ons
t
o
m
eet
the
i
r
ne
eds
[5
]
.
E
duc
at
ion
c
a
n
b
e
di
sc
usse
d
un
der
the
ti
t
l
e
o
f
s
oc
ial
s
u
s
t
a
i
na
bi
l
i
t
y
s
i
n
ce
it
i
s
a
s
oc
i
a
l
phe
n
o
m
e
no
n.
T
he
r
easons
f
or
e
d
u
cat
i
on
ar
e
a
soc
i
a
l
phe
n
o
m
e
no
n
c
a
n be
l
is
te
d
a
s
f
o
l
low
i
n
g
[
6]
;
i
)
. It i
s
on
l
y po
s
s
i
ble t
h
r
o
u
g
h e
duc
a
t
i
o
n t
o
s
oc
ial
i
ze
a
nd in
t
r
o
d
u
c
e
t
h
e
chi
l
d
t
o
s
o
c
i
e
ty
(so
c
i
al
s
u
s
t
a
in
ab
ilit
y
)
;
i
i
)
. Th
e
n
a
t
i
o
n
a
l
c
ult
u
re
,
w
h
i
c
h
cons
t
i
t
u
t
es
t
he
n
ati
o
nal
i
d
en
t
i
t
y
,
c
an
be
i
n
d
o
c
t
rina
t
e
d
to
t
he
n
ew
g
e
n
era
tio
n
a
n
d
transferre
d
t
o
t
h
e
p
eop
l
e
p
u
b
l
i
c
onl
y
t
h
ro
ug
h
e
duca
t
io
n
sys
t
e
m
;
i
i
i)
ec
onom
ic
a
n
d
t
ech
n
o
l
o
gic
a
l
de
ve
l
opme
n
t
i
s
o
n
l
y
p
o
ss
i
b
le
t
hro
u
g
h
e
d
u
c
a
tio
n
(ec
o
n
o
m
ic
s
ust
a
ina
b
ili
t
y
);
i
v)
Sel
e
c
t
ion
a
n
d
tra
i
ni
ng
o
f
st
ude
n
t
s
a
c
c
o
rdi
ng
t
o
t
h
e
i
r
a
b
ilit
ie
s
i
s
a
g
a
i
n
p
o
ssi
ble
t
h
ro
ug
h
e
duc
a
t
i
o
n
(ec
o
n
o
m
i
c
susta
i
na
bil
i
t
y);
v).
Cre
a
ti
on
o
f
dem
o
cr
atic
a
nd
h
u
m
a
n
rela
t
i
o
n
s
i
s
aga
i
n
po
s
s
i
b
le
t
hr
ou
gh
ed
uc
a
tio
n
(soc
ial
susta
i
na
bil
i
t
y);
vi
)
.
T
hese
s
pi
rit
u
al
v
a
l
ues
a
nd
d
i
sc
i
p
l
i
nes
ne
c
e
ssary
f
or
t
he
p
ea
ce
a
n
d
se
curi
ty
o
f
t
h
e
soc
i
e
t
y
ca
n
be
p
r
o
v
i
de
d
b
y
e
d
u
cat
i
o
n
syst
e
m
o
nly
(soc
ial
sus
t
ai
na
bi
l
i
t
y
).
S
o,
t
hey
co
ul
d
be
a
r
gue
d
to
c
on
tri
b
ute
t
o
susta
i
na
bil
i
t
y o
f
e
duca
tio
n.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-8
8
2
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
01
- 2
12
20
2
Ed
uc
at
iona
l
sus
t
a
i
na
bil
i
t
y
i
s
a
transfor
ma
tive
par
a
d
i
g
m
t
ha
t
no
u
r
i
s
h
e
s
l
e
arni
ng
a
n
d
i
nt
eg
ra
te
s
beha
v
i
o
u
ra
l
an
d
c
o
g
n
i
t
i
v
e
pe
rspec
t
i
v
es
t
ha
t
a
llow
ada
p
tin
g
i
n
o
rde
r
t
o
de
ve
lo
p
a
so
c
i
a
l
-ec
o
lo
gic
a
l
s
ys
t
e
m
w
ith
fle
x
ib
i
l
i
t
y
t
o
fac
e
t
he
t
hre
a
ts
o
f
the
fu
ture
f
u
l
l
of
a
mbi
g
u
ity
a
n
d
s
urpr
is
es
[
7].
The
m
a
in
p
r
oble
m
w
it
h
th
e
educ
a
t
i
o
n
sys
t
e
m
i
s
that
i
t
l
acks
a
struct
ure
a
nd
ope
rat
i
o
n
t
o
me
et
n
e
w
r
equire
me
nt
s
[8].
S
usta
ina
b
i
l
i
t
y
in
educ
a
t
i
o
n
is
t
h
e
c
l
a
rity
o
f
t
h
e
po
l
i
cy,
ob
j
e
ct
i
v
es,
c
ont
e
n
t
,
m
e
th
o
d
,
a
nd
proce
s
s
of
e
duc
at
io
n
a
s
w
ell
as
its
a
bi
l
i
t
y
to m
eet
e
x
p
ec
ta
tio
ns of t
h
e
co
m
i
ng
ge
ner
a
t
i
o
n
.
I
n
o
r
d
er
t
o
e
n
s
u
re
s
oc
ial
s
u
st
aina
bil
i
ty,
sup
por
t
co
ul
d
b
e
e
xte
n
d
e
d
t
o
cl
os
e
relati
o
n
s
h
ips,
f
ai
th-
b
ase
d
soc
i
al
n
e
t
w
o
r
k
s
(belie
f
com
m
u
n
i
t
i
es
a
n
d
v
o
l
unta
r
y
or
ga
ni
z
a
t
io
n
s
)
,
pos
it
ive
t
h
in
ki
n
g
h
a
b
its
a
n
d
e
n
g
a
g
ing
ac
t
i
v
i
ti
e
s
[
9].
These
fac
t
or
s,
w
hi
c
h
a
re
a
lso
supp
ort
i
ve
f
o
r
e
n
surin
g
s
ust
a
ina
b
il
i
t
y
in
e
duca
tio
n
as
a
s
oc
ial
phe
n
o
m
e
no
n,
can
b
e
valua
b
l
e
.
F
o
ste
r
[
10]
a
rgue
s
tha
t
s
usta
ina
b
i
l
i
t
y
in
e
duca
tio
n
c
a
n
be
achie
v
e
d
by
ac
tin
g
to
ge
ther as in
d
i
v
i
dua
ls lear
n
i
ng i
n
the mo
d
e
r
n
a
g
e
a
n
d
b
y
pro
vi
din
g
ed
u
c
a
t
i
o
n capa
b
le
o
f impa
rt
ing s
u
ffic
ie
nt
kn
ow
le
d
g
e,
s
ens
i
t
i
vi
t
y
,
em
ot
io
na
l
d
i
ve
rs
i
t
y,
a
nd
sp
i
r
itua
l
u
n
i
t
y
t
o
t
he
i
n
d
i
v
i
d
ua
l
.
W
e
c
a
n
con
c
l
u
de
t
ha
t
t
h
e
conc
e
p
t
of
c
o-ope
ra
ti
o
n
,
w
h
i
c
h
is
s
ug
ge
ste
d
by
F
o
st
e
r
t
o
ens
u
re
s
usta
i
n
a
b
i
l
i
t
y
i
n
e
d
u
ca
tio
n,
i
s
para
l
l
e
l
t
o
the
conc
e
p
t
of
c
lo
se
r
elati
o
n
s
h
i
p
s
t
ha
t
supp
or
t
s
s
ocia
l
sus
t
a
i
n
a
bi
l
i
t
y.
A
s
anot
her
fact
or
w
hi
c
h
s
u
p
por
ts
s
oc
ia
l
susta
i
na
bil
i
t
y
a
s
w
ell
a
s
s
ust
a
i
n
ab
i
l
i
t
y
o
f ed
u
c
atio
n,
t
he c
on
c
ept of be
lie
f-
b
a
sed so
cia
l
n
e
t
w
o
r
k
s ca
n be
s
aid to
un
ite
w
i
t
h
con
c
e
p
t
s
o
f
se
nsit
i
v
it
y
and
em
ot
iona
l
di
ver
s
it
y.
O
ne
e
xam
p
le
o
f
th
i
s
f
a
c
t
o
r
in
t
he
s
us
ta
in
ab
i
lity
o
f
educ
a
t
i
o
n
co
ul
d
be
t
he
m
ult
i
dim
e
n
s
i
o
nal
ity
o
f
the
cla
s
sro
o
m
s
a
s
t
he
y
i
n
c
l
u
d
e
pe
o
p
le
w
it
h
di
ffe
ren
t
e
th
n
i
c
,
cul
t
u
ral,
a
nd
r
e
lig
io
us
e
tc.
ba
c
kgr
ou
n
d
s.
I
t
ca
n
also
b
e
sa
id
t
ha
t
t
h
e
ha
bi
ts
o
f
p
o
s
iti
ve
t
h
i
nki
n
g
,
one
o
f
M
y
er
s'
[9]
su
ppor
ti
ng
fac
t
ors
of s
oc
i
a
l
susta
i
na
b
i
l
i
ty,
a
nd t
h
e
co
nce
p
t
of s
piri
t
u
al
i
nte
g
rat
i
on,
w
hi
ch w
il
l co
n
t
ri
b
u
te
t
o
susta
i
na
bil
i
t
y i
n
educ
a
t
ion,
a
re
c
lose
t
o
eac
h ot
her
at
cer
t
a
in
poin
t
s.
The
co
nce
p
t
o
f
s
usta
i
n
ab
i
lit
y
in
e
duca
t
io
n
is
d
isc
u
sse
d
b
y
a
no
t
her
r
e
sear
c
h
e
r
[
7].
H
e
i
nt
r
o
d
u
ce
d
t
h
e
cha
nge
t
he
c
ult
u
re
a
nd
para
d
i
gm
o
f
ed
uca
t
i
o
n,
a
nd
s
t
ate
d
t
hat
i
t
em
bra
ces
t
he
p
rinc
i
p
le
s
of
s
us
tai
n
a
b
i
l
i
t
y
a
n
d
bei
n
g
rea
s
o
n
a
b
le,
he
al
thy
a
nd
du
r
a
ble
:
su
s
t
ain
abi
lit
y
:
ens
u
ri
ng
c
o
n
t
i
n
ua
tio
n
o
f
p
e
o
p
l
e,
p
u
b
lic
a
nd
e
n
v
i
ro
nme
n
t;
bei
n
g reas
on
a
b
l
e
(reas
o
n
a
b
l
e
ness)
:
i
n
te
gra
tive
w
o
rk,
jus
tic
e,
r
espec
t
a
nd
i
n
cl
us
ion
n
o
t
t
o
b
e
c
o
ntrary
t
o
ethical
pri
n
ci
p
l
es;
be
in
g hea
l
thy
:
l
i
v
i
n
g
s
y
s
tem
,
nour
ish
i
n
g
a
nd
show
in
g
hea
l
t
h
y
rela
t
i
o
n
s
h
ips
;
bei
n
g dura
b
l
e
:
t
o
e
nsure
ade
qua
c
y
i
n
pr
actic
e
in
o
rder
t
o
con
t
i
n
ue
doi
n
g
s
ome
t
h
i
n
g
.
The
c
o
exis
te
nce
of
t
he
se
f
our
p
rinc
i
p
l
e
s
ca
n
be
in
t
e
rpre
te
d as
a
s
ig
n of sus
ta
in
abi
lit
y i
n
e
d
u
c
a
ti
o
n
.
S
e
ve
ral
me
t
h
o
d
s
ha
ve
b
ee
n
p
u
t
forw
ar
d
i
n
o
r
d
er
t
o
pr
ov
i
d
e
susta
ina
b
il
ity,
a
nd
t
h
e
l
i
t
e
ra
tu
re
p
rov
i
de
s
a
m
u
lti
t
ude
o
f
stu
d
ie
s
on
t
h
e
in
t
e
rm
ediar
y
(
key)
r
ol
e
of
e
duc
at
i
on
to
t
h
i
s
end
[1
1-1
4
]
.
T
hese
s
tud
i
es
di
sc
uss
e
d
uc
at
ion
as
a
k
i
nd
of
t
o
o
l
(
a
s
a
t
ra
ini
ng
pro
g
ram
to
c
re
at
e
a
su
st
a
i
n
a
b
l
e
env
i
ro
n
m
e
n
t
)
t
o
ac
h
i
eve
susta
i
na
bil
i
t
y.
C
o
n
s
i
der
i
ng
e
duc
at
i
on
as
a
s
o
c
ia
l
phe
nom
en
on,
t
he
c
o
n
ce
p
t
o
f
susta
i
na
bil
ity
i
n
e
duc
a
t
io
n
ca
n
be
e
xam
i
n
e
d s
e
para
t
e
l
y
.
S
o
m
e
r
e
s
e
a
r
c
h
e
r
s
d
i
s
c
u
s
s
t
h
i
s
c
o
n
c
e
p
t
w
i
t
h
i
n
t
h
e
f
r
a
m
e
w
o
r
k
o
f
t
ra
i
n
in
g
for
a
sust
a
i
n
a
ble
env
i
ro
nm
en
t,
ca
usin
g
misun
d
ersta
n
d
i
ng
[1
5].
The
que
sti
o
n
to
b
e
addre
sse
d
for
s
usta
ina
b
i
l
ity
i
n
e
d
uca
t
io
n
is
:
Wha
t
t
ra
in
ing
a
n
d
l
e
a
r
ni
ng
e
x
p
e
ri
en
c
e
s
s
hou
ld
b
e
take
n
a
s
basis
f
or
t
he cha
n
g
i
n
g w
o
rl
d c
h
ara
c
teris
t
i
c
s
?
Ma
n
y
e
xpe
rt
s
a
r
gue
tha
t
w
e
need
t
o
r
a
dical
l
y
c
ha
n
g
e
o
u
r
w
a
ys
o
f
th
i
n
k
i
ng
in
a
m
ore
h
oli
s
t
i
c
,
syst
emati
c
,
an
d
un
i
f
y
i
ng
w
a
y
[
16
-19
]
.
In
t
h
i
s
ma
tt
e
r
,
Wal
k
er
a
n
d
S
alt
[2
0]
c
onc
ise
l
y
base
s
usta
i
n
abi
l
ity
i
n
e
d
uc
ati
o
n
o
n
t
hin
k
i
ng
fle
x
ib
l
y
.
H
o
me
r-
D
i
x
on
[21]
e
x
p
la
i
n
s
i
t
i
n
c
o
nnec
t
io
n
w
i
t
h
t
h
i
nk
i
ng
for
w
ard.
R
es
nic
k
a
nd
H
a
ll
[2
2]
i
n
d
ica
t
e
t
h
at
s
us
t
a
ina
b
le
educ
a
t
i
o
n
can
b
e
a
c
h
i
eve
d
i
n
l
e
arni
ng
orga
ni
z
a
t
io
ns.
F
a
gan
[2
3]
i
n
his
st
ud
y
o
n
t
he
s
c
e
na
rio
of
s
ust
a
ina
b
le
e
d
u
cati
o
n
,
p
oi
nt
s
ou
t
t
h
a
t
f
l
e
xib
l
e
th
i
nkin
g
a
s
a
n
el
e
m
e
n
t
wh
ic
h
re
cent
l
y
re
fers
t
o
dy
nam
i
s
m
a
nd
acti
v
ism
play
s
a
role in
sus
t
ai
nab
l
e
ed
uc
at
io
n.
A
s
a ke
y to c
op
ing
w
ith
a
m
b
i
g
u
it
y an
d
u
n
cer
t
a
int
y
i
n
s
o
me
way, ke
y
ele
me
n
t
s
o
f
s
u
s
t
a
in
a
b
i
lity
i
n
edu
cat
ion
are
so
ci
a
l
l
ea
rni
n
g
an
d
f
l
exi
b
il
it
y
[2
4]
l
ea
rn
in
g
t
o
l
ea
r
n
,
tra
n
sform
a
tio
na
l
le
a
r
ni
ng,
con
t
in
uou
s
und
e
r
stan
di
n
g
/e
x
p
lora
tio
n; o
ve
rc
om
ing
o
b
s
t
a
c
le
s,
a
nd
n
ece
ssa
r
y c
r
ea
tivi
t
y
[7]
.
The
fact
t
hat
e
duca
t
io
n
ha
s
a
sys
t
em
t
ha
t
ca
n
suffice
t
o
t
o
d
a
y
'
s
peo
p
l
e
an
d
a
d
ap
t
i
t
sel
f
a
t
the
l
e
vel
t
o
suffice
t
o
fu
tur
e
g
ene
r
at
i
ons
i
nd
ica
t
e
s
t
he
e
x
i
st
e
n
ce
of
s
us
tai
nab
i
li
ty
i
n
ed
uc
atio
n.
I
n
orde
r
to
e
ns
ure
sus
t
ai
nab
l
e
deve
l
opm
en
t,
a
lt
h
o
u
g
h
e
duca
t
i
o
n
is
k
n
o
w
n
t
o
b
e
i
m
porta
nt
a
nd
va
ri
ou
s
l
e
arn
i
n
g
m
e
t
ho
ds
a
re
i
d
e
n
t
if
i
e
d
[2
5
]
,
how
e
v
e
r
e
ns
urin
g
s
u
sta
i
na
bi
lit
y
of
e
du
c
a
t
io
n
i
s
c
omp
lica
t
e
d
a
n
d
q
u
ite
s
low
to
c
han
g
e
t
h
e
per
s
pe
c
t
i
v
e
o
f
educ
a
t
i
o
n
in
e
d
u
ca
t
i
ona
l
orga
niza
tio
ns [
26, 27]
.
S
u
st
a
i
n
a
bl
e
edu
c
a
tio
n
i
n
st
it
uti
o
n
s
s
houl
d
se
rv
e
wi
t
h
s
o
c
i
a
l
j
u
s
ti
c
e
a
nd
e
n
vi
r
o
n
m
en
ta
l
ma
nagem
e
n
t
mode
l
[
28]
.
It
can
b
e
state
d
t
ha
t
t
h
er
e
i
s
a
r
e
l
a
tions
h
i
p
be
t
w
e
en
t
h
e
m
an
a
g
e
m
e
n
t
a
n
d
su
st
ain
a
bilit
y
of
educ
a
t
i
o
na
l
ins
t
i
t
ut
i
o
n
s
.
A
lth
o
u
g
h
s
t
u
die
s
o
n
ra
isi
ng
a
w
are
n
ess
o
f
t
h
e
stu
d
e
n
t
s
o
r
t
e
ac
hers
t
hr
ou
g
h
t
rai
n
i
n
g
an
d
course
s
t
o
e
n
s
ure
susta
i
na
ble
deve
l
o
pm
en
t
have
b
e
e
n
s
u
fficie
n
t
l
y
co
ver
e
d
in
t
he
l
it
e
r
a
t
ure
[2
9-33]
s
t
u
d
i
e
s
o
n
how
s
u
s
ta
i
n
ed
t
he
e
duca
t
i
on
i
n
s
ch
o
o
ls
a
re
,
o
r
a
bo
u
t
s
ch
oo
l
a
d
m
i
n
i
s
t
r
a
tio
n
compe
t
en
cie
s
i
n
th
is
r
e
s
pe
ct
a
re
very
l
i
m
ite
d,
a
nd i
t
is im
p
o
rta
n
t t
o
e
xam
i
ne
t
he
c
om
pet
e
nc
i
e
s
o
f sc
h
o
o
l
p
ri
nci
p
a
l
s i
n
e
nsu
r
i
n
g
sus
t
ai
na
bi
l
ity.
Ed
uc
at
ors
have
i
mpor
t
a
n
t
r
ole
s
a
nd
com
p
et
i
e
ncie
s
in
p
r
ovi
d
i
n
g
s
us
t
a
ina
b
l
e
e
duc
at
io
n.
T
he
r
ole
o
f
t
he
teac
hers
i
s
t
o
f
a
c
ili
ta
te
l
ea
rni
ng
a
n
d
e
n
a
b
le
l
ear
n
i
n
g
r
a
t
he
r
t
han
t
r
an
sfe
rri
ng
k
n
o
w
l
e
dge
t
o
st
u
d
e
n
ts
a
cc
ord
i
n
g
to
[
3
4
]
a
n
d [2
5
]
.
I
n
a
dditi
o
n
,
ma
nager
role
s
and com
p
e
t
enc
i
e
s
r
e
quire co
m
pl
e
x
a
n
d
h
i
g
h-le
vel skil
ls
t
o
e
n
sure
susta
i
na
bil
i
t
y.
K
op
p
an
d
Ma
rtu
n
izz
i
[
35],
sta
t
ed
t
he
m
an
a
g
e
m
ent
c
om
pe
tenc
ies
re
q
u
ir
ed
f
or
s
us
ta
i
n
a
b
i
l
i
t
y
ma
nage
rs ac
c
o
r
di
ng t
h
e
yea
r
of re
sear
ches
a
bo
u
t
t
he t
o
p
i
c
as sh
ow
n
in
T
a
b
le
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e
com
p
e
t
e
n
c
i
es o
f
pri
n
c
i
p
a
l
s in e
n
s
u
r
i
n
g
sus
t
ai
na
b
l
e
edu
c
at
i
on: te
ac
he
r
s
'
vie
w
s (
F
atm
a
K
ö
y
b
a
ş
ı
Ş
emin)
20
3
Ta
b
l
e
1.
S
ustai
n
a
b
i
l
i
t
y
com
p
e
t
enc
i
e
s
f
or
s
ust
a
i
n
a
b
i
l
i
t
y
m
a
nage
r
s
T
opic
2009
2011
2012
A
dva
n
c
e
d
c
o
m
pr
ehe
n
si
on
o
f
sust
a
i
n
a
ble
d
e
ve
lo
pm
e
n
t
H
a
n
d
l
i
ng
of
c
o
m
pl
e
x
i
t
y
Ba
l
a
n
c
e
b
e
twee
n loca
l a
nd
globa
l
pe
rsp
e
c
tiv
e
s
D
i
v
e
r
s
i
t
y
, r
es
p
ect
f
o
r
dive
rging
pe
rspe
c
t
ive
s
C
o
m
p
r
e
he
nsion
of
e
ffec
t
s
,
risks
a
nd
opp
o
r
tu
n
iti
e
s
Inte
gr
a
tive
a
pproac
h
I
nnova
tion
a
nd c
r
ea
t
i
vit
y
E
m
o
tiona
l
int
e
l
l
i
g
en
ce
an
d
s
e
l
f
-
p
er
cep
t
i
o
n
V
i
sion,
pow
e
r
o
f
pe
rsua
sion,
orga
ni
sa
tion
of
t
ra
nsfo
r
m
a
tion
U
nde
rsta
nding
of
i
n
te
rdisc
i
plin
a
r
y
c
onn
e
c
t
i
ons
Ha
ndling of inse
c
u
ritie
s,
ambi
guitie
s a
nd dil
e
mma
s
Pe
r
c
e
p
ti
o
n
o
f
“sha
dow
issue
s
”
S
y
st
em
ati
c
/holist
i
c
t
h
inking
L
ong-te
rm
p
e
r
spe
c
ti
ve
s
Suppo
rt
i
n
dec
i
sionm
a
k
ing
thro
ugh di
a
l
ogue
and
intuit
ion
Lea
r
ning
a
nd
d
e
ve
l
o
pm
e
n
t
Base
d
on
the
qual
i
fica
t
i
o
n
s
in
t
he
T
a
b
le
1
,
ta
kin
g
i
n
t
o
acc
ou
n
t
t
h
e
a
u
t
h
o
r
i
t
y
o
f
t
h
e
s
c
h
o
o
l
adm
i
n
i
s
t
rat
o
rs
i
n
the
Turk
is
h
Ed
uc
at
ion
Sys
t
em
,
t
h
e
com
p
ete
n
c
i
e
s
o
f
s
c
h
oo
l
ad
mi
ni
st
rat
o
rs
i
n
p
r
o
v
id
i
ng
susta
i
na
bl
e
ed
uca
t
ion
c
a
n
be
s
tate
d
as
f
o
l
l
o
w
s
.
S
c
hool
p
ri
nci
p
a
ls
s
h
o
u
l
d
be
a
ble
t
o
d
em
ons
t
r
ate
f
o
cu
sing
o
n
l
o
n
g
-
t
e
rm
p
e
r
sp
e
c
ti
v
e
s
fo
r
a
c
h
i
e
vi
ng
s
ch
ool
o
bj
e
c
ti
v
e
s
,
a
nd
p
e
r
sua
d
in
g
t
eac
hers
a
nd
ot
her
stake
h
olde
rs
t
o
ac
hi
e
v
e
sus
t
ai
n
a
ble
de
ve
lo
pm
ent.
T
o
ca
rry
t
h
e
s
c
h
o
o
l
in
to
t
he
f
u
t
ure
and
to
i
m
p
ro
ve
t
he
qua
lit
y
o
f
e
d
u
cati
o
n,
sch
o
o
l
a
dmi
n
i
s
t
r
at
ors
shou
ld
b
e
o
p
en
t
o
in
n
ova
t
i
o
n
a
n
d
c
re
ati
v
e
a
n
d
s
h
o
u
ld
b
e
a
b
l
e
t
o
dec
i
de
w
i
t
h
t
h
eir
ow
n
in
tui
t
i
o
n
b
y
gi
v
i
n
g
i
mp
orta
n
c
e
to
t
he
v
ie
w
s
o
f
stake
h
o
l
ders.
By
p
rov
i
di
n
g
s
cho
o
l
a
dm
in
i
s
t
r
a
t
or
w
it
h
sy
ste
m
atic
and
h
o
l
istic
t
hi
nk
i
ng
(t
o
be
a
b
l
e
to
r
ea
l
i
z
e
t
ha
t
th
e
eve
n
ts
t
h
a
t
a
pp
ear
t
o
be
s
epar
ate
a
n
d
i
n
d
e
pen
d
e
n
t
fr
om
e
a
c
h
ot
her
affec
t
t
he
w
hole
sys
t
e
m
by
unde
rsta
nd
i
n
g
t
h
e
relat
i
o
n
s
h
i
p
a
m
o
n
g
them
)
and
l
e
arni
ng
in
a
t
eam
w
i
t
h
t
e
a
c
h
e
rs,
p
r
in
cip
a
ls
a
nd
s
t
a
k
e
ho
ld
e
r
s
,
s
c
h
o
o
l
p
r
in
c
i
p
a
l
s
s
houl
d
b
e
ab
le
t
o
c
r
ea
t
e
a
l
ea
rni
ng
orga
niza
tio
n.
S
c
hoo
l
adm
i
n
i
s
t
rat
o
rs
s
ho
u
l
d
be
a
ble
to
i
de
nt
i
f
y
t
h
e
fa
ctors
an
d
op
p
o
r
t
u
n
i
t
i
es
b
y
c
ons
ider
in
g
th
e
di
ver
s
i
t
y
an
d
d
i
ffe
rent
perspe
c
tive
s
a
cc
o
r
d
i
n
g
t
o
d
i
le
m
m
a
s
and
uncer
t
a
int
i
es
o
f
t
h
e
sc
h
oo
l
c
l
im
at
e
and
cult
ure.
T
here
fore
,
th
i
s
s
t
u
d
y
aim
s
t
o de
te
rmine
t
h
e c
o
mpe
t
e
n
cie
s
o
f sch
o
o
l pr
i
n
c
i
pa
l
s
t
o
ensu
re sustainable education.
2.
RESEARCH
M
ETH
O
D
I
n
t
h
i
s
st
ud
y,
qua
l
i
ta
t
i
ve
r
ese
a
rc
h
m
e
tho
d
s
w
e
re
u
sed
to
i
de
n
t
i
fy
t
he
f
actors
t
ha
t
contribute
t
o
the
susta
i
na
bil
i
t
y
of
s
c
h
oo
ls
i
n
e
duca
tio
n
a
nd
t
o
d
e
e
p
ly
unde
r
s
ta
nd
a
nd
a
n
a
l
yze
w
h
a
t
t
hese
f
act
ors
c
o
nt
r
i
bu
te
t
o
sch
o
o
l
s
in
w
ha
t
a
s
pec
t
s.The
st
u
d
y
w
a
s
d
esigne
d
as
a
phe
no
me
nolo
gic
s
t
u
dy
sinc
e
i
t
i
s
b
a
se
d
o
n
i
n
d
i
v
i
du
a
l
s'
expe
r
i
ence
s
a
n
d
h
e
lp
i
nt
e
r
pre
t
a
nd r
e
vea
l
ex
p
e
rience
s [3
6].
The
st
u
dy
g
ro
u
p
c
o
n
siste
d
o
f
a
to
t
a
l
of
15
te
ac
hers
w
ho
t
e
ac
h
in
s
c
h
o
o
l
s
l
o
cate
d
i
n
fi
ve
d
iffer
e
n
t
e
duca
t
io
na
l
regi
o
n
s
i
n
S
ivas
p
rovi
nce
c
e
n
t
re.
T
h
e
dem
ograph
i
c
data
o
f
pa
r
t
i
c
ip
a
n
ts
w
ho
com
m
ent
o
n
t
he
f
a
c
t
ors
t
h
a
t
a
ffe
c
t
t
he
s
us
ta
ina
b
i
lit
y
o
f
s
ch
oo
ls
i
n
e
duc
a
t
ion
are
gi
ven
in Ta
b
le
2.
Tab
l
e
2
.
D
e
mogr
ap
hic da
ta o
f
par
t
ic
ipa
n
t
t
e
a
c
he
rs
N
a
m
e
G
e
n
de
r
S
c
hool
F
i
e
ld
T
1
M
a
l
e
H
i
gh
Sc
hool
M
a
t
h
e
m
a
ti
c
s
T
2
F
em
a
l
e
H
i
gh
Sc
hool
T
ur
ki
sh
L
a
ng.
&
L
ite
r
a
tur
e
T
3
F
em
a
l
e
H
i
gh
Sc
hool
G
e
r
m
a
n
T
4
M
a
l
e
S
e
c
o
nd
a
r
y
S
hool
T
ur
ki
sh
L
a
ngua
g
e
T
5
M
a
l
e
S
e
c
o
nd
a
r
y
S
hool
P
hy
sica
l
Educ
a
t
i
o
n
T
6
M
a
l
e
S
e
c
o
nd
a
r
y
S
hool
E
nglish
T
7
F
em
a
l
e
S
e
c
o
nd
a
r
y
S
hool
M
a
t
h
e
m
a
ti
c
s
T
8
F
em
a
l
e
P
r
im
a
r
y
S
c
hool
C
l
a
ssroom
T
e
a
c
h
e
r
T
9
F
em
a
l
e
P
r
im
a
r
y
S
c
hool
C
l
a
ssroom
T
e
a
c
h
e
r
T
10
Ma
l
e
H
igh
Sc
hool
R
e
ligious
C
ul
t.
&
M
or
a
l
K
nowle
dg
e
T
11
Ma
l
e
H
igh
Sc
hool
C
h
e
m
i
stry
T
12
F
e
m
a
l
e
H
igh
Sc
hool
M
a
t
h
e
m
a
ti
c
s
T
13
Ma
l
e
H
igh
Sc
hool
T
ur
ki
sh
L
a
ng.
&
L
ite
r
a
tur
e
T
14
F
e
m
a
l
e
P
r
i
m
a
r
y
S
c
hool
C
l
a
ssroom
T
e
a
c
h
e
r
T
15
Ma
l
e
P
r
i
m
a
r
y
S
c
hool
C
l
a
ssroom
T
e
a
c
h
e
r
Ei
gh
t
of
t
he
p
a
r
t
i
c
i
pa
n
t
s
w
e
r
e
m
ales
a
nd
se
ven
w
e
r
e
f
e
m
a
l
e
s
.
S
e
ven
tea
c
he
rs
w
ork
in
h
i
g
h
sch
o
o
l
s,
fo
ur
i
n
sec
onda
ry
s
choo
ls
a
nd
the
o
t
her
fo
ur
i
n
prim
ar
y
sc
hools
.
Tw
o
of
t
he
p
ar
tic
ipa
n
t
s
t
ea
ch
T
urkis
h
l
a
n
gua
g
e
and
l
i
t
e
r
at
ure
,
t
hree
t
e
a
c
h
m
a
t
he
ma
tic
s,
one
G
e
r
ma
n
l
a
ng
uage,
o
ne
c
he
m
i
stry,
one
T
ur
kish
l
a
n
gua
g
e
,
one
ph
ysic
a
l
e
duca
t
i
o
n,
one
t
e
a
c
h
e
s
E
nglis
h
l
a
n
gua
ge,
and
fou
r
a
re
c
l
a
ssroo
m
tea
c
her
s
.
Te
a
c
he
rs
w
e
r
e
nam
e
d
as
T1,
T2... T1
5
a
ccording to
the
order
of
i
nt
erview.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-8
8
2
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
01
- 2
12
20
4
2.1.
D
a
ta
c
ol
l
e
cti
o
n
tool an
d
d
ata
col
l
ect
ion
I
n
o
rde
r
t
o
c
o
l
l
ect
i
nform
a
ti
on
ab
ou
t
the
fac
t
ors
tha
t
a
ffec
t
t
he
s
usta
ina
b
il
i
t
y of
e
duc
a
t
i
o
n
in
s
c
h
o
o
l
s,
a
se
mi-struc
t
u
r
e
d
in
terv
iew
fo
rm
w
as
d
e
v
el
o
p
ed.
For
t
h
e
qu
est
i
o
ns
i
n
the
inter
v
i
e
w
for
m
,
li
te
ra
ture
r
evie
w
w
a
s
ca
rried o
ut
f
irs
t
t
o pr
epar
e a
p
o
o
l
o
f q
u
es
t
i
o
n
s.
Te
n
ques
t
io
n
s
wer
e pr
epar
e
d
to serve
t
h
e pur
p
o
se
a
n
d
sco
pe
o
f
the
rese
arc
h
.
For
fi
na
l
i
z
i
n
g
the
in
t
e
rv
ie
w
quest
io
ns,
t
w
o
facu
l
ty
m
em
ber
s
s
pe
cial
ize
d
i
n
ed
u
c
a
t
i
o
na
l
adm
i
n
i
s
t
rat
i
on from
the D
e
pa
rtme
nt
of E
duca
t
i
o
nal
S
c
ie
nc
es
w
e
r
e
a
ske
d
f
o
r
t
heir o
pin
i
o
n
, to
r
eac
h
c
onse
n
su
s
on
the
q
u
est
i
ons
d
ire
c
t
l
y
rel
a
ted
t
o
t
he
r
esea
rch
pur
pose
.
A
s
a
r
esult,
s
ix
que
sti
o
n
s
w
er
e
incl
u
d
ed
i
n
t
h
e
in
t
e
rv
iew
form
.
N
e
xt,
a
pil
o
t
st
ud
y
w
a
s
c
a
r
r
ied
ou
t
w
i
th
t
hre
e
t
eac
hers
w
ho
w
e
r
e
not
i
n
t
h
e
stud
y
grou
p
in
o
r
d
er
t
o
fi
n
d
out
w
het
h
er
t
he
que
s
tio
n
s
w
e
r
e
cle
a
r
eno
ugh.
R
o
b
s
o
n
[37]
s
ta
t
e
s
t
h
a
t
t
he
v
al
ue
o
f
r
e
sea
r
ch
que
sti
ons
i
s
equ
i
vale
n
t
t
o
b
e
in
g
a
w
e
ll
-
o
rg
anize
d
que
s
tio
n,
d
e
t
erm
i
n
i
ng
the
bo
u
ndar
i
e
s
o
f
t
h
e
re
sear
ch,
guid
i
ng
the
re
se
arc
h
,
and
he
lp
ing
t
o
a
chieve
r
e
s
ult
s
.
In
t
hi
s
rega
rd,
since
the
l
i
t
e
r
ature
on
sust
aina
b
i
l
i
t
y
i
n
educ
a
t
io
n
pro
v
i
d
es
a
l
i
mit
e
d
re
so
u
r
c
e
o
f
th
eo
ret
i
cal
a
nd
p
ra
cti
c
a
l
s
amp
l
e
s
,
the
q
u
es
tio
ns
w
e
r
e
pre
p
are
d
s
o
a
s
t
o
r
e
vea
l
m
or
e
expe
r
i
ence
s
t
h
an
f
e
e
l
i
n
g
s
a
nd
t
h
ou
g
h
t
s
.
A
l
so
a
t
t
e
n
t
i
on
w
a
s
pai
d
t
o
m
a
k
e
p
r
e
p
a
r
e
q
u
e
s
t
i
o
n
s
w
h
i
c
h
a
r
e
n
o
t
gu
idi
n
g
the
re
spon
de
n
t
s,
a
re
u
n
d
ersta
n
dab
l
e
a
nd
sup
por
t
e
d
w
i
th
probe
s.
T
he
que
st
io
ns
i
n
t
h
e
dra
f
t
i
n
te
rview
form
w
e
r
e
exa
m
ined
b
y
e
xpe
rts
a
nd
a
rra
nged
unt
il
a
c
onse
n
su
s
w
a
s
re
ac
hed.
A
s
a
result,
f
our
ques
t
io
ns
w
ere
inc
l
ude
d i
n
t
he
f
orm
.
2.2.
V
a
li
di
t
y
a
nd
r
e
l
ia
b
i
l
i
t
y
P
r
oce
dures
f
or
e
nsurin
g
v
a
lid
it
y
and
reli
ab
i
l
i
t
y
c
on
d
i
tio
ns
i
n
qua
li
t
a
tive
r
e
sea
r
ch
i
nc
lu
de
d
esc
r
i
b
in
g
and
in
terpr
e
t
i
n
g
t
he
d
a
t
a
an
d
de
sc
ri
bi
ng
t
h
e
si
tua
t
io
n,
f
r
ee
fr
om
e
r
r
ors
[3
8].
D
u
ring
i
n
t
e
rview
s
i
n
t
h
i
s
s
t
u
d
y
,
firs
t
of
a
ll,
t
he
p
artic
i
p
an
ts
w
er
e
infor
m
e
d
a
bo
u
t
t
he
p
u
r
po
se
a
n
d
co
n
t
e
n
t
of
t
he
s
t
u
dy
in
o
rder
t
o
m
i
n
i
m
i
z
e
pro
b
ab
le
m
ista
kes.
V
oice
r
ec
o
r
d
i
n
g
s
w
e
r
e
m
ade
duri
n
g
t
h
e
i
n
te
rv
i
e
w
w
ith
t
he
p
ar
tic
i
p
a
n
ts'
perm
issi
o
n
.
O
nc
e
the
v
o
ice
re
cordi
n
gs
w
er
e
c
onfirm
e
d
by
t
h
e
p
a
r
t
ic
i
p
a
n
ts,
the
da
t
a
w
e
r
e
conv
erte
d
in
to
w
rit
t
e
n
doc
um
ent
s
.
A
s
a
seco
nd
ste
p
,
as
a
n
interpre
t
a
t
i
on
c
r
it
e
r
io
n,
a
tten
t
io
n
w
a
s
paid
t
o
con
v
e
y
t
h
e
p
a
r
ti
c
i
pa
n
t
s
'
e
xpr
ess
i
ons
w
i
t
h
out
add
i
ng a
ny
co
m
m
e
n
ts.
F
i
nal
l
y,
t
he
f
o
l
l
o
w
i
ng
p
o
in
ts
a
r
e
t
ake
n
i
nt
o
a
ccou
n
t
w
hi
le
e
xpl
a
i
ni
n
g
t
he
r
el
evan
t
si
tua
t
i
o
n
:
t
he
f
actors
t
h
at
c
au
se
t
h
e
r
e
s
e
a
r
c
h
er
t
o
ac
t
u
n
f
ai
r
l
y
we
re
e
l
i
m
i
n
a
t
ed
b
y
ch
ec
ki
n
g
w
h
e
t
he
r
the
tr
anscrip
t
ions
s
e
e
m
e
d
com
p
l
i
a
n
t
w
ith
the voic
e
rec
or
dings.
In add
it
i
o
n,
e
ach stage
of
t
he
r
esea
rch proce
s
s (pre
p
a
ra
t
i
on o
f
q
ue
sti
o
ns,
ide
n
tif
i
c
at
i
on
of
t
he
q
ues
t
i
ons
i
n
the
i
n
terview
f
o
r
m
,
dem
ograp
hic
da
t
a
o
f
the
p
a
rtic
ipa
n
ts,
data
c
o
l
le
c
t
io
n
proce
s
s
an
d
an
a
l
y
s
is
o
f
the
d
a
t
a
)
we
re
r
epo
r
ted
c
l
ear
ly
a
n
d
ope
n
l
y.
R
aw
d
a
t
a
are
kep
t
i
n
order
to
d
e
t
erm
i
ne
t
h
ei
r co
mp
li
anc
e
wi
t
h
fu
t
u
r
e re
se
arc
h
t
o
b
e
ca
r
ri
e
d
o
ut
i
n
t
h
i
s
area.
2.3.
Da
ta
a
na
ly
si
s
The
da
ta
o
b
t
ai
ned
from
t
he
p
ar
t
i
c
i
pa
n
t
s
w
e
re
a
nal
y
ze
d
w
ith
c
o
n
t
e
n
t
ana
l
ys
is
t
o
f
i
n
d
o
u
t
t
he
f
ac
tors
t
h
at
p
rovi
d
e
e
du
c
a
t
i
o
n
a
l
su
st
ai
n
a
bi
lit
y
i
n
sc
ho
ol
s. Cont
e
n
t
a
n
a
l
y
sis is c
om
pos
ed
o
f thre
e
st
a
g
es a
s
form
ing t
h
e
code
s,
c
a
t
eg
ori
z
in
g
the
c
ode
s
ba
se
d
on
s
i
m
ilar
ities,
a
n
d
f
ina
l
l
y
d
a
ta
a
b
s
t
r
a
c
ti
on
[3
9].
In
t
h
i
s
st
u
dy,
t
he
d
a
t
a
w
e
r
e
a
nalyze
d
in
a
w
ay t
o firs
t
i
d
e
n
t
i
fy
s
ubc
ateg
orie
s,
f
oll
o
w
e
d
by ge
nera
l
c
a
teg
o
ries,
a
n
d
fina
l
l
y
t
o
e
l
i
c
it
t
h
e
them
es.
The da
ta a
nal
y
ze
d
i
n
t
his
w
e
re a
l
s
o
su
p
p
o
r
t
e
d
w
it
h dire
c
t
cita
t
i
o
n
s.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
To
ach
ie
ve
f
in
din
g
s
o
f
t
he
s
t
u
d
y
,
the
da
t
a
c
ol
lec
t
e
d
f
rom
t
h
e
p
arti
ci
p
a
nt
s
we
re
c
at
eg
o
r
iz
ed
a
nd
t
he
ma
in
t
hem
e
s
w
e
re
r
eac
hed.
T
he
r
esul
ts
r
ega
r
d
i
ng
the
fa
ctors
t
h
a
t
pro
v
i
d
e
sus
t
a
i
nab
i
l
i
t
y
i
n
e
d
uca
t
io
n
ar
e
prese
n
t
e
d,
r
espec
tive
l
y.
3.1.
Te
ach
er
views
r
e
gard
i
n
g
p
rin
c
ip
als’ e
ffe
c
t
s
on
ac
c
omp
lish
i
n
g
ob
je
cti
v
e
s
to
e
n
suri
ng
a
de
qua
n
cy
o
f
ed
u
c
at
i
o
n
at th
e
s
ch
ool
I
n
r
esponse
first
que
st
i
on
(
I
n
th
e
sc
o
p
e
o
f
a
d
e
qua
c
y
o
f
educ
a
t
i
o
n
,
how
do
yo
u
a
s
se
ss
t
h
e
b
eha
v
io
urs
of
y
o
u
r
sch
o
o
l
a
dm
in
i
s
tra
t
or
t
o
fu
l
f
i
l
t
he
obje
c
t
i
ve
s
o
f
t
he
s
c
ho
ol
?
)
;
t
h
e
ma
i
n
c
at
ego
r
i
e
s,
s
u
b
c
at
e
g
o
r
i
e
s
a
nd
them
es de
r
i
v
e
d
from
conten
t a
n
al
ys
i
s
a
re
giv
en in
Fig
u
re
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e
com
p
e
t
e
n
c
i
es o
f
pri
n
c
i
p
a
l
s in e
n
s
u
r
i
n
g
sus
t
ai
na
b
l
e
edu
c
at
i
on: te
ac
he
r
s
'
vie
w
s (
F
atm
a
K
ö
y
b
a
ş
ı
Ş
emin)
20
5
F
i
gure
1.
S
c
hool
a
dm
i
n
is
trat
o
r
s' b
e
h
a
v
io
urs t
o
fu
l
f
il the
sc
h
o
o
l o
b
jec
t
i
v
es
A
c
cordi
n
g
to
t
he
r
esul
ts,
sc
h
o
o
l
a
dmi
n
is
t
r
at
ors'
p
os
iti
ve
b
ehav
i
ours
'
t
o
ful
f
il
t
h
e
sc
ho
o
l
o
b
j
e
c
t
i
v
es,
w
h
ic
h
is
a
n
a
s
p
ect
o
f
ade
q
uac
y
o
f
e
d
uc
a
t
io
n,
w
er
e
often
re
p
o
rte
d
by
te
ac
he
rs
(
f
=
15)
,
w
h
ile
n
ega
t
i
v
e
be
ha
vi
o
u
rs
w
e
r
e
r
e
p
o
r
ted
on
ly
by
fe
w
(f
=
4
).
O
n
this
t
o
p
ic,
t
h
e
te
ache
r
s
expre
s
se
d
the
opi
n
i
o
n
t
ha
t
so
li
dari
t
y
a
nd
str
u
c
t
ured
work
c
haracteris
ti
cs
o
f
th
e
pr
in
ci
pa
ls
a
re
posit
i
v
el
y
refl
e
c
t
e
d
i
n
ach
ie
v
e
me
nt
o
f
the
sc
ho
ol
o
bje
c
t
i
ve
s,
w
hic
h
serve
s
t
o
t
h
e
a
d
eq
ua
c
y
o
f
ed
uca
t
i
on.
T
he
i
dea
of
p
o
s
i
tive
be
hav
i
ours
w
a
s
div
i
ded
i
n
to
t
w
o
m
a
i
n
categor
i
e
s,
so
l
i
dar
ity
a
n
d
s
truc
t
u
r
e
d
work
c
hara
cter
i
s
t
i
cs.
The
form
er
h
ad
t
h
re
e
subc
at
ego
r
i
e
s.
T
he
t
e
a
c
h
e
rs
n
ot
ed
t
h
a
t
sch
o
o
l
m
a
n
age
r
s
supp
ort
the
m
a
nd
the
i
r
ed
uc
at
iona
l
w
o
r
k
s
ta
rget
i
ng
a
t
s
tu
de
nt
s
(T1,
10)
;
t
h
e
y
s
h
o
w
i
n
tere
st
(T1,
3
,
6)
a
nd
t
h
ey
i
n
v
o
l
v
e
te
a
c
her
s
i
n
e
x
ec
u
tin
g
a
ny
act
i
on
or
m
akin
g
dec
i
si
ons
a
t
m
e
e
tin
gs
(
T1,
8,
12).
U
nder
the
ca
teg
o
ry
o
f
struc
t
ure
d
w
ork
c
h
ara
c
teri
st
i
c
s,
it
w
a
s
re
port
e
d
t
h
at
p
ri
nci
p
als
w
o
rk
d
i
lige
n
tl
y
(T7,
10,
1
1
)
,
the
y
are
w
e
ll
-
d
i
s
c
i
p
l
i
n
e
d
(
T8, T
4) a
nd t
h
e
y
pla
n
a
h
e
a
d (
T
1, 14)
.
O
n
t
h
e
o
ther
h
and,
t
w
o
c
a
t
e
g
ories
w
e
re
r
eporte
d
as
i
nsti
t
u
t
i
o
n
a
li
sm
a
nd
c
ap
a
c
ity
b
ui
ldin
g
cat
eg
o
r
i
e
s
rela
t
e
d
t
o
t
he
n
ega
t
i
v
e
be
ha
viour
s o
f
sch
o
o
l
adm
i
n
i
s
t
ra
tor
s
bef
ore rea
l
i
z
i
n
g sch
o
o
l goa
ls in t
e
rm
s
of ade
qua
c
y
of
e
d
u
ca
ti
o
n
.
In
r
ela
tio
n
w
i
t
h
t
he
f
or
me
r
c
a
t
e
gor
y;
t
w
o
s
ub
ca
te
g
o
ries
w
e
r
e
rea
c
hed
tha
t
t
he
i
r
p
rinc
i
p
al
s
just
ca
re
a
bou
t
m
a
int
a
i
n
i
n
g
th
e
cu
rr
ent
sit
u
a
t
i
o
n,
s
tat
u
s
qu
o,
(
T9)
and
t
h
ey
d
o
not
t
a
k
e
r
i
sk
s-no
t
ta
ki
ng
in
i
t
i
a
t
i
ves
(T13).
A
s
f
or
c
apa
c
i
t
y
bu
i
l
d
i
n
g; t
here
is a subca
t
e
g
ory w
h
ic
h
i
n
d
i
c
a
t
es t
ha
t
schoo
l adm
i
n
i
stra
tor
s
a
re not
fully
qua
l
i
fie
d
t
o
fu
lfi
l
t
he
ir
g
oa
ls
a
nd
t
h
e
y
h
a
v
e
shortc
omi
n
gs
(
T9,
15).
O
n
t
he
c
on
trar
y,
s
cho
o
l
a
dm
in
i
s
tra
t
or
s'
fa
il
ure
to
bui
l
d
capa
c
i
t
y
f
or
e
duca
t
io
na
l
ne
eds
an
d
ins
t
itu
ti
o
n
a
l
i
s
t
b
e
h
a
vi
ou
rs
a
re
t
ho
ug
ht
t
o
h
a
v
e
n
eg
a
tiv
e
effec
t
s
o
n
f
ul
filme
n
t
o
f
s
c
h
ool
g
oa
ls.
P
o
si
t
i
v
e
be
ha
v
i
ou
rs
i
ncl
u
d
e
d
i
l
i
ge
nce-
hard
w
ork,
p
artic
i
p
at
i
on
i
n
dec
i
si
o
n
s,
b
ein
g
s
up
por
ti
v
e
a
n
d
d
isc
i
p
l
ine
d
,
and
be
in
g
goo
d
p
l
a
nne
rs.
Capa
cit
y
b
u
ild
i
ng
ca
n
be
a
ssocia
t
e
d
w
ith
impro
v
i
n
g the
profe
s
si
o
n
al
q
ua
lif
i
c
at
i
ons
o
f sc
h
ool
a
dm
inis
trat
ors.
I
n
re
l
a
tion
w
ith
s
c
h
o
o
l
's e
duc
a
t
i
o
nal q
u
a
l
i
f
ic
atio
n
(the
i
de
a o
f sus
t
a
i
na
b
ili
t
y
of educ
a
t
i
o
n)
, pr
i
n
c
i
pa
ls'
beha
v
i
o
u
rs
s
uc
h
a
s
s
ol
idar
it
y
and
s
t
ruct
ure
d
w
ork
cha
r
ac
t
e
ris
t
ic
s
in ac
h
i
e
v
i
n
g
g
oals
ar
e
re
garde
d
a
s
pos
i
t
i
v
e
a
c
t
i
on
s
by
t
e
ach
e
r
s.
C
a
s
t
r
ogi
ov
a
nni
[
4
0
]
s
t
a
t
e
s
t
h
at
t
h
e
a
b
u
n
d
a
n
c
e
o
f
r
e
s
ou
rc
es
i
s
e
f
f
e
c
t
iv
e
i
n
t
h
e
r
ea
li
za
t
i
on
o
f
the g
o
a
l
s,
w
hi
c
h
m
ake
s
s
urv
i
v
i
n
g
o
f
the
sc
h
ool
r
ela
t
i
v
e
l
y
easie
r
.
T
hi
s
m
i
g
h
t
b
e
be
ca
use
sc
h
o
o
l
a
dm
inis
tr
ators
are
r
e
gular,
a
p
t
t
o
p
la
n a
h
ea
d,
a
nd d
i
sc
i
p
l
i
n
ed
i
n
us
i
n
g
resou
r
c
e
s to a
chie
ve
scho
o
l g
o
a
l
s.
An
ot
h
e
r
po
si
tiv
e
b
eh
avi
o
u
r
o
f
sc
hoo
l
ad
mi
ni
st
rato
rs
t
o
re
al
i
z
e
scho
o
l
pur
poses
w
a
s
f
o
u
nd
t
o
b
e
p
a
rti
c
ip
at
ion
in
d
e
c
i
s
ion
s
.
R
e
se
arc
h
e
mp
h
a
si
ze
s
th
a
t
p
art
i
c
i
p
at
i
o
n
i
n
d
e
c
is
i
o
ns
p
lay
s
a
f
a
c
ili
tat
i
ng
role
i
n
N
e
g
a
tive B
ehavio
urs
re
gardin
g Ad
eq
uacy of
Educatio
n
(f=
4
)
I
n
stit
ution
a
lis
m
(f=2)
St
at
us
q
uo
i
s
t
(
f
=1
)
N
o
t an Initiative
Ta
ke
r
(F
=1
)
Ca
pa
city Bu
ilding
(f
=
2
)
Un
q
u
al
if
ie
d
‐
H
a
s
Sh
or
tcomin
gs
(
F=
2)
Po
sitive
B
eh
avio
urs
re
g
a
rd
ing
Ade
quacy o
f
Ed
u
c
a
t
ion
(f=1
5)
Solid
a
r
ity
(f
=
9
)
Supportive (
f=3)
In
tere
ste
d
(f=3)
In
vo
l
v
es
T
ea
ch
er
s
i
n
Dec
i
sions (
f
=3)
Structured
W
ork
Charac
teri
sti
c
s
(f
=
6
)
Diligen
t
‐
H
ar
dworkin
g
(F=3)
A pl
anner
(f=2)
Dis
c
iplin
ed
(
f=
2)
Evaluation Warning : The document was created with Spire.PDF for Python.
ISS
N
:
225
2-
8
8
2
2
I
n
t
.
J.
Ev
al.
&
Res.
Ed
u
c
.
Vo
l.
8
,
No
.
2
,
J
u
n
e
2
0
19: 2
01
-
2
12
20
6
a
c
hie
v
in
g
sch
o
o
l
g
o
a
l
s
[
41,
4
2]
.
A
l
so
C
opla
n
d
[
4
3]
p
o
i
n
t
s
ou
t
t
ha
t
par
tici
p
at
i
on
in
d
ec
isio
ns
i
s
a
n
e
ffe
c
ti
v
e
f
act
or
f
or
s
ch
o
o
l
de
ve
l
opme
n
t
to
h
a
v
e
a
susta
i
na
ble
capa
c
i
t
y
.
I
t
can
b
e
sa
id
t
ha
t
pa
rtic
ipa
t
i
o
n
i
n
d
eci
si
o
n
m
aki
n
g
c
a
n aff
e
c
t
sus
t
a
ina
b
il
i
t
y in
e
duc
at
i
on.
A
par
t
fr
o
m
that,
tea
c
h
e
r
opi
n
i
ons su
gge
st
t
ha
t sc
ho
ol
adm
i
n
i
s
tr
a
t
o
r
s a
r
e
z
ealo
u
s,
h
ar
d
w
or
kin
g
,
a
nd
sup
por
t
i
ve
i
n
a
c
h
i
ev
i
ng
s
c
ho
o
l
g
oa
l
s
(dem
on
strat
i
n
g
effica
c
y
f
or
s
cho
o
l
a
d
min
i
s
t
r
a
t
o
r
s
)
.
I
n
a
st
ud
y
by
G
o
r
t
o
n
a
n
d
M
cl
nt
yr
e
[4
4]
a
m
ong
t
he
c
har
a
cter
ist
i
c
s
o
f
eff
e
c
tive
schoo
l
ad
mi
ni
st
ra
to
rs
w
ere
re
p
o
r
t
e
d
as
d
il
ig
en
ce
,
c
o
mmi
t
m
e
n
t
and
b
e
i
n
g
i
nv
olve
d
w
i
th
s
tud
e
nt
s.
A
l
s
o
Arg
on
[
4
5
]
f
o
und
o
u
t
tea
c
h
e
r
opi
n
i
o
n
s
t
h
at
s
up
p
o
r
t
ive
s
c
ho
o
l
a
dmin
is
tr
ator
s
are
h
a
r
d
w
o
r
k
i
ng
.
In
t
he
s
t
u
dy
c
on
du
ct
ed
b
y
Br
ow
n
a
nd
W
y
n
n
[
46]
,
it
w
a
s
fo
un
d
o
u
t
t
hat
sc
hoo
l
a
d
mini
str
a
t
o
r
s
se
ek f
o
r te
ac
hers
wh
o
c
a
n
a
d
a
p
t to the
sc
hoo
l con
d
iti
ons,
su
ppo
rt
t
h
e
m
a
n
d
en
s
u
re t
h
e
i
r lo
ya
lt
y
i
n
o
r
d
er
t
o
i
n
c
r
ease
those
te
a
c
he
r
s
'
w
i
lli
ng
n
e
ss
t
o
co
nt
i
n
u
e
w
o
r
kin
g
i
n
th
e
sc
hool
.
I
t
c
o
u
l
d
be
s
u
gge
ste
d
t
ha
t
sc
ho
o
l
a
dmi
n
istr
a
t
or
s
'
b
e
h
a
v
io
u
r
s
s
uch
a
s
m
a
k
i
ng
an
e
f
f
o
r
t
to f
u
lf
il
t
h
ei
r sc
ho
ol
p
u
r
po
se
,
work
i
n
g
hard
an
d su
pp
orti
n
g
te
ac
hers
a
re
l
i
k
el
y
t
o
h
ave
a
posi
t
i
v
e
effec
t
o
n
su
st
a
i
nabi
l
ity
o
f
sc
ho
ol
.
Sc
h
ool
a
d
m
i
n
i
s
t
r
at
o
r
s
were
a
l
s
o
fo
u
nd
t
o
b
e
in
f
l
ue
ntia
l
by
m
e
a
n
s
of
a
f
f
ec
t
i
o
n
a
nd
r
e
spec
t
-
or
ie
n
t
e
d
b
e
h
av
i
our
s
i
n
f
ul
fi
ll
in
g
sc
h
ool
g
oa
ls.
I
n
p
r
o
f
e
s
s
i
o
n
al
iza
t
i
on
of
t
ea
che
r
s,
w
hich
i
s
an
e
ffect
i
v
e
f
eat
ur
e
in
r
ea
li
za
tio
n
of
s
c
h
oo
l
o
b
je
c
t
i
v
e
s
[
4
7
]
.
I
t
w
as
c
onc
lu
ded
tha
t
s
ch
o
o
l
adm
i
n
i
stra
tors
'
re
sp
e
c
t
for
tea
c
h
ers
is
a
l
s
o
eff
e
c
t
iv
e
a
c
hiev
in
g
the
goals
[
4
8
,
49]
.
I
n
r
elat
io
n
w
i
t
h
ade
q
uacy
o
f
e
d
u
c
a
t
io
n,
t
he
f
ac
t
o
r
s
t
ha
t
a
dver
s
el
y
a
ffe
c
t
t
he
s
us
ta
ina
b
ili
t
y
o
f
educa
t
i
on
w
e
r
e
r
epor
te
d
a
s
t
he
l
ac
k
o
f
p
rofess
i
o
n
a
l
ad
ministrato
r,
r
ej
ection
to
t
ak
e
in
i
t
ia
ti
ve,
and
be
i
ng
st
a
t
us
q
u
o
i
s
t
i
n
f
u
l
f
i
lli
n
g
s
ch
o
o
l
goa
ls.
O
n
t
h
e
ot
her
h
a
nd,
s
ch
o
o
l
lea
d
er
s'
p
er
for
m
i
n
g
mor
e
a
u
th
or
ity
b
e
yond
t
a
kin
g
i
n
i
ti
ative
co
ul
d
lea
d
t
o
ob
stac
les
suc
h
a
s
inter
v
e
n
t
i
on
by
t
o
p
ma
nager
s
,
r
e
st
r
i
ctio
n
s
im
po
se
d
b
y
l
e
g
al
t
ex
ts,
a
nd
u
n
cer
t
a
in
l
e
g
a
l
t
e
x
t
s
[
5
0
]
which
in
t
ur
n
m
a
y
hi
n
d
er
t
he
s
ch
o
o
l
'
s
e
ducat
i
o
n
ade
qua
c
y
a
nd
t
h
us
b
r
i
ng
e
duca
t
io
na
l
sus
t
ai
na
bi
li
ty
t
o
a
ha
lt.
3.
2.
Te
ac
her
views
re
ga
r
d
in
g pr
incip
a
l
s
’
ef
fects t
r
ansfe
r
r
i
n
g
t
he
s
c
ho
o
l
c
ul
tu
r
e
t
o
n
e
x
t
g
en
er
a
t
i
o
ns
Fo
r
t
h
e
qu
e
s
ti
on
"
In
t
he
s
cope
o
f
bui
ldi
n
g
th
e
scho
o
l
'
s
e
du
ca
ti
ona
l
c
a
p
a
c
ity,
w
h
at
d
oe
s
yo
ur
s
cho
o
l
m
a
na
ger
do
t
o
c
ar
r
y
t
h
e
s
ch
oo
l
'
s
cu
ltur
a
l
va
l
u
e
to
f
utur
e
?
"
th
e
s
ubc
a
t
eg
or
ie
s,
c
a
t
e
gor
ies
a
nd
the
m
e
s
d
eter
m
i
ne
d
thr
o
u
g
h
c
on
te
n
t
a
na
lys
i
s
a
r
e
gi
ve
n
i
n
F
igu
r
e
2.
F
i
gur
e
2.
A
c
t
iv
it
i
e
s
u
n
d
er
t
a
ke
n
by
sc
ho
o
l
a
d
m
inistr
a
t
or
s
t
o
c
a
r
r
y
t
h
e
s
c
hoo
l
cul
t
ur
e
(
v
alue
s)
i
nt
o
fu
tur
e
Acc
o
rdi
n
g
to
t
he
t
e
ache
r
s
'
v
i
e
ws,
the
a
c
ti
v
itie
s
tha
t
t
h
e
s
cho
o
l
a
d
min
i
s
t
r
a
tor
s
c
ar
r
y
out
t
o
take
t
he
sc
hoo
l
cul
t
u
r
e
i
n
t
o
fu
tur
e
a
s
a
par
t
o
f
build
i
n
g
t
h
e
sch
o
o
l
cap
ac
it
y
are
co
mb
i
n
e
d
u
nd
er
t
he
t
h
e
me
s
o
f
s
c
h
ool
c
u
lt
ur
e
sup
p
l
y
,
s
c
h
o
o
l
cu
l
t
ur
e
dem
a
nd,
a
nd
ope
n
n
ess
t
o
t
he
n
ei
g
h
bou
rho
od.
Ther
e
are
soc
i
a
l
act
i
v
it
ies
(f
=
13)
u
n
d
er
t
he
t
hem
e
o
f
sc
ho
o
l
cul
t
ur
e
s
u
p
p
l
y,
i
n
t
r
a
-
i
nst
i
t
u
t
i
o
n
al
r
e
l
a
tio
ns
(
f
=
6
)
unde
r
sc
h
ool
c
ul
t
u
r
e
d
em
and,
a
nd
com
m
uni
t
y
r
elati
o
n
s
(
f
=
6
)
u
nder
the
t
h
e
m
e
of
open
n
e
s
s
to
t
he
ne
ig
hb
o
u
rh
oo
d
.
A
s
subca
t
eg
o
r
ies
of
s
ocia
l
acti
v
ities
;
t
he
t
e
a
c
h
er
s
r
e
por
te
d
that
m
ea
l
s
a
r
e
o
r
g
a
n
i
z
e
d
f
or
s
a
y
i
n
g
go
o
d
b
y
e
t
o
s
o
m
e
tea
c
he
r
s
o
r
w
e
l
c
ome
new
c
ome
r
s
(Ö
1,
Ö
8
)
a
nd
on
s
pec
i
a
l
o
cca
si
ons
(
T1
,
2,
8
,
12,
1
4
,
a
nd
15)
.
Also
o
the
r
s
ubc
ateg
or
i
e
s
we
re
f
ou
n
d
u
n
d
er
t
he
s
am
e
them
e:
a
s
a
par
t
o
f
soc
i
al
a
ss
ista
n
c
e;
m
one
y
f
u
nds
(
T2)
,
c
l
u
b
s
(
T
4)
,
assoc
i
a
tio
ns
(
T1
2
)
a
nd
m
a
ter
i
a
l
a
nd
mor
a
l
su
pp
or
t
i
s
e
x
te
n
d
e
d
t
o
t
h
e
per
s
o
n
s
in
n
eed
(
T4,
10,
15)
.
A
s
a
not
her
the
m
e
,
s
c
hoo
l
cul
t
ur
e
dem
a
n
d
w
as
s
ee
n
to
b
r
a
n
c
h
ou
t
i
n
t
o
t
w
o
c
a
t
e
g
o
r
i
e
s
.
U
n
d
e
r
i
n
t
r
a
-
in
st
itu
t
i
o
n
a
l
r
e
l
a
t
i
o
n
s
h
i
ps,
the
te
ache
r
s
as
s
ubc
a
t
e
gor
ie
s
t
h
a
t
s
ch
o
o
l
m
a
nage
r
s
f
r
e
que
n
t
l
y
h
o
l
d
inte
r
v
i
e
w
s
o
n
im
por
tan
t
i
s
s
u
e
s
(
Ö
3)
a
nd
t
h
e
y
a
r
e
i
n
c
o
nsta
n
t
c
om
m
unic
a
tio
n
w
i
t
h
t
he
t
eac
her
s
(
T1
1,
12)
.
A
s
f
or
r
egu
l
a
r
m
e
e
t
in
gs
;
i
t
w
a
s
f
ou
n
d
o
u
t
t
ha
t
eval
ua
t
i
o
n
s
a
r
e
ma
de
on
schoo
l
a
c
h
i
ev
em
ent
a
n
d
st
u
d
en
t
be
ha
v
i
our
s
(
T
3,
8
).
The last
t
hem
e
,
ope
n
n
ess
t
o
t
he
n
ei
gh
b
our
h
o
o
d
,
cons
ists of t
h
e
c
a
teg
o
r
y
ca
l
le
d
com
m
unit
y
r
elati
o
ns.
Ac
cordi
n
g
to
t
he
t
ea
che
r
v
ie
ws,
t
h
r
ee
di
ffer
ent
su
bcate
g
or
ie
s
w
e
r
e
fou
nd.
P
r
i
nc
ipa
l
s
sha
r
e
sc
hoo
l
e
v
en
ts
on
the
soc
i
a
l
m
e
d
i
a
(
T2,
11,
12)
,
gr
adua
t
e
s
of
t
he
s
ch
oo
l
w
ho
a
r
e
now
pr
of
e
s
sio
n
a
l
s
gi
ve
s
em
ina
r
s
in
t
he
s
am
e
scho
ol
fro
m
ti
me
t
o
time
(T3
,
4
)
.
Them
e o
f
S
chool
C
ult
u
re
Suppl
y
(S
o
c
ial
A
c
tiv
i
tie
s C
a
teg
o
r
y)
•
D
i
n
ing
Event
s
(
f=6)
•
S
ocial assist.(
f=5)
•V
i
s
i
t
s
(
f
=
2
)
Them
e of
S
chool
C
ul
ture
De
m
a
nd
(I
nt
ra‐ins
ti
tut
i
onal
re
la
tio
n
c
a
t
e
gory
)
•
C
om
m
u
n. wi
t
h
t
eac
hers
(f
=3)
•
R
egul
ar
m
eet
i
ngs(f=
3)
Them
e of
O
peni
ng
t
o
ne
ighbou
rs
(C
om
m
un. rel
at
i
on
Cat
e
gory)
•
S
oci
a
l
m
e
dia
use(f=
3)
•
S
em
i
n
ars(f=3)
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e
com
p
e
t
e
n
c
i
es o
f
pri
n
c
i
p
a
l
s in e
n
s
u
r
i
n
g
sus
t
ai
na
b
l
e
edu
c
at
i
on: te
ac
he
r
s
'
vie
w
s (
F
atm
a
K
ö
y
b
a
ş
ı
Ş
emin)
20
7
Wit
h
r
ega
r
d to c
rea
ting
the
scho
o
l
's educ
a
t
io
na
l
ca
pac
i
ty (t
h
e
idea
o
f
s
us
t
a
ina
b
il
it
y
of e
d
u
cat
i
on)
;
the
a
c
ti
vit
i
es
o
f
sc
ho
ol adm
i
n
is
t
r
at
ors to
b
r
i
ng t
h
e sc
hool c
u
l
t
u
r
e (
v
alue) to fu
tu
re
we
re
c
oll
e
cted
u
nder
the
t
h
em
es
of
s
c
h
oo
l
cu
ltu
r
e
s
uppl
y,
s
c
hoo
l
cu
lt
ure
dem
a
nd
an
d
o
p
e
nne
ss
t
o
t
he
n
eig
h
b
o
u
rh
o
od.
I
t
w
a
s
fou
nd
ou
t
th
at
in
t
r
a-in
sti
t
u
t
i
o
na
l
rela
t
i
o
n
s
w
h
i
c
h
s
t
r
e
ng
t
h
e
n
c
om
m
u
n
i
c
a
t
i
on
w
i
th
t
e
ach
ers
a
s
w
el
l
as
i
n
vol
v
e
me
nt
o
f
sch
o
o
l
st
a
k
eh
o
l
ders
i
n
soc
i
a
l
a
ct
i
v
it
ie
s
are
e
m
pl
o
y
e
d
i
n
prese
r
vi
ng
t
h
e
sc
h
ool
c
u
ltu
re
.
It
w
as
s
ee
n
t
h
at
i
n
c
o
nn
ecti
on
wi
t
h
s
ch
oo
l
-
env
i
ro
n
m
ent
re
l
a
ti
on
s,
s
c
h
oo
l
cu
l
t
u
r
e
i
s
t
ra
n
s
f
e
rre
d
by
giv
i
ng
sem
i
nars
a
n
d
u
sin
g
t
he
s
oc
i
a
l
me
di
a
.
Enc
oura
g
ing s
c
ho
o
l
cu
l
t
u
re and em
p
h
as
izi
n
g re
l
a
t
i
ons w
it
h the
s
urrou
n
d
i
ng c
o
mm
uni
ty have
bee
n
see
n in t
h
e
rese
arc
h
re
s
ul
t
s
tha
t
p
l
a
y
a
n
i
m
porta
nt
r
o
l
e f
o
r the
su
sta
i
na
bi
l
ity
o
f e
d
uca
tio
n.
A
cc
ordi
ng
to Çe
l
ik
[
5
1
]
pare
nts
pro
t
ec
t
t
h
e
schoo
l
cul
t
u
re
a
t
t
h
e
e
x
t
e
nt
t
he
y
kn
ow
a
bo
ut
i
t.
I
n
t
hi
s
r
e
gar
d
,
schoo
l
a
d
min
i
stra
t
o
rs
c
a
n
b
enef
it
from
e
nviro
nm
ent-c
o
m
m
unit
y
r
elat
io
ns
t
o
de
ve
lo
p
scho
o
l
c
ult
u
re
s
.
In
h
i
s
s
t
u
d
y
,
Ö
z
de
mir
[52]
f
o
u
n
d
o
ut
t
hat
for en
ha
nc
i
ng t
h
e sch
o
o
l
cu
l
tu
re,
te
ache
r
s
e
x
pect sc
h
o
o
l
pri
nci
pa
ls
t
o h
o
l
d
t
r
a
di
tio
na
l ce
rem
onie
s
a
n
d
c
ul
t
u
ral
and
s
por
ti
n
g
e
ve
n
t
s
(the
s
u
p
p
ly
o
f
sch
o
o
l
c
ult
u
re
).
I
t
hin
k
t
ha
t
teac
her
s
'
e
x
p
e
c
t
a
t
i
o
ns
s
uch
a
s
t
r
a
d
i
tio
na
l
ce
rem
onies
a
n
d
c
ul
tura
l
and
sporti
n
g
e
ve
n
t
s
ma
y
be
pos
sible
thr
ou
g
h
o
rga
n
i
z
a
t
io
n
o
f
s
oc
ia
l
eve
n
ts
a
nd
ma
int
a
in
in
g
str
o
n
g
i
nte
r
nal
an
d
e
nviro
nm
en
t
a
l
re
lat
i
o
n
s
b
y
s
ch
o
o
l
a
dm
i
n
i
s
tra
t
or
s.
I
n
the
st
ud
y
co
nd
uc
te
d
by
A
s
lan,
Ö
ze
r a
n
d Ba
kır
[53] i
t w
a
s re
veale
d
t
hat
the
va
l
u
es s
ha
r
e
d
i
n
sc
ho
ol
s f
o
r t
r
a
n
sf
errin
g
t
h
e
s
c
h
ool
c
u
ltu
re
are
ofte
n
ca
rried
t
hro
u
gh
i
n
tra
-
organ
i
za
tio
n
a
l
c
o
mm
unica
tio
n
or
o
rgan
iz
a
t
i
o
nal
s
o
c
i
a
liz
a
tio
n
(
s
cho
o
l
c
u
l
t
u
re
dem
a
nd).
The
clo
s
enes
s
of
i
n
t
ra
-orga
n
iz
a
tio
na
l
c
o
m
m
un
ic
a
t
i
o
n
a
n
d
i
n
tra
-
orga
n
i
z
a
t
i
ona
l
com
m
unic
a
t
i
o
n
c
a
n
be
e
x
p
l
ai
ne
d
b
y
t
he
f
a
c
t
o
r
g
a
n
iza
t
io
na
l
st
ak
e
hol
de
rs
o
w
n
t
he
a
b
i
l
i
t
y
t
o
ke
ep
c
om
mun
i
c
a
tio
n
cha
n
ne
ls o
pen.
I
t
w
a
s
un
derst
o
o
d
t
ha
t
soc
i
a
l
a
c
t
i
v
itie
s,
o
n
e
o
f
the
c
h
a
nne
ls
o
f
o
rg
a
n
i
z
at
ion
a
l
so
ci
a
l
i
zatio
n
t
h
at
a
l
l
o
w
s
cho
o
l
st
a
k
eh
o
l
ders to
re
l
a
t
e
a
n
d
f
aci
li
t
a
t
e
t
he
ir ada
pt
a
tio
n to t
he
ir
s
c
h
o
o
ls,
is
a
l
s
o as
a
n
e
ffe
c
t
ive
fact
or in
pro
t
ec
t
i
o
n
of
t
he
s
c
h
ool
c
ult
u
re
.
Lune
n
b
ur
g
an
d
O
r
nste
in
[
42]
s
t
a
tes
t
h
at
ma
in
t
e
nance
of
s
c
h
o
o
l
c
u
l
t
u
res
c
ould
be
p
o
s
si
bl
e
wi
t
h
c
e
l
e
b
ra
t
i
on
s
a
n
d
b
u
il
din
g
g
ood
r
e
l
a
t
i
onshi
p
s
f
o
r
s
c
h
ool
s
t
a
k
e
h
o
l
de
rs
t
o
in
t
e
grate
i
n
t
o
c
omm
on
valu
es.
It
ca
n
be
s
ai
d
tha
t
s
ch
oo
ls
w
i
t
h
ne
ga
t
i
ve
s
c
h
ool
c
u
l
t
u
res
ma
y
be
i
nsu
f
fic
i
e
n
t in
c
on
ve
yin
g
t
he
c
u
l
t
u
re
t
he
y
have
.
Bil
i
r,
A
y
and
G
ü
rbüz
[
5
4
]
fo
un
d
o
u
t
t
ha
t
te
a
c
he
rs'
ne
gat
i
v
e
vie
w
s
on
sc
h
o
o
l
c
ul
t
u
re
s
w
e
re
r
oote
d
i
n
a
stric
t
c
o
nt
rol
of
s
c
hoo
l
c
u
l
t
u
r
es.
In
m
a
i
n
t
ain
i
ng
s
ch
ool
c
ul
t
u
re
,
so
c
i
a
l
a
c
tiv
it
ies
(dini
n
g
orga
ni
za
tio
ns,
c
o
-op
e
ra
tion
and
vi
sits)
a
nd
in
tra-
i
n
st
i
t
u
t
io
nal
re
l
a
tio
ns
(
con
t
in
u
i
t
y
o
f
te
a
c
her
-
m
a
nage
r
com
m
unic
a
t
ion)
c
an
b
e
p
o
ss
i
b
le
w
i
t
h
vo
lun
t
ar
y
a
nd com
f
or
t
a
b
l
e
pa
rti
c
i
p
a
tio
n o
f
s
t
a
ke
h
o
l
de
rs
.
It
i
s
ob
served
t
ha
t
the
findi
ngs
relate
d
to
t
ra
ns
ferr
i
ng
the
sc
ho
o
l
c
ult
u
re
(
value
s
)
i
n
to
f
u
t
ur
e
in
t
he
r
esea
rch
overla
p
w
i
t
h
t
h
e
rese
arc
h
r
esul
ts
i
n
the
l
i
t
e
ra
ture
.
I
n
o
t
h
er
w
o
rds,
i
t
ma
y
be
p
la
us
i
b
l
e
t
o
prop
ose
th
at
s
cho
o
l
c
u
l
t
u
re
c
ann
o
t
afford
s
tric
t
co
ntro
l
for
transfer
o
f
sc
hoo
l
cul
t
u
re
t
o
fu
tur
e
.
I
c
oul
d
arg
u
e
t
ha
t
per
cep
t
i
o
n
s
rega
rd
in
g
sc
h
ool
c
ul
tu
re
a
nd
s
c
hoo
l
a
d
mi
ni
st
ra
t
o
rs'
b
e
h
a
vi
ou
rs
in t
h
i
s
respe
c
t
m
a
y be
infl
u
en
tia
l i
n
t
he
c
on
t
e
xt o
f ed
uc
at
i
ona
l ca
pa
ci
t
y
a
n
d
sus
t
a
ina
b
il
i
t
y
of
e
duca
tio
n.
3.3.
Te
ach
ers
v
i
e
w
s
re
gard
i
n
g
t
heir
exp
ec
tatio
n
s f
r
om
p
r
i
n
c
ip
als t
o
car
r
y
th
e
sc
h
ool
i
n
t
o
fu
tu
r
e
Te
ac
h
e
rs
'
answ
e
r
s
for
the
ques
t
i
o
n
"Wha
t
be
h
a
vi
o
u
rs
do
y
o
u
e
xpe
ct
from
y
our
p
ri
nci
p
a
l
t
o
c
a
rry
your
sch
o
o
l
t
o
fu
ture
?
"
w
ere
ana
l
yze
d
y
i
e
ldi
n
g
t
h
e
fo
l
l
o
w
i
ng
subc
a
t
e
gor
ie
s,
c
ateg
ories
an
d
t
h
em
es
in Fig
ure
3.
F
i
gure
3.
S
c
hool
a
dm
i
n
i
s
tra
t
o
r
s' be
h
a
v
io
urs t
o
c
arr
y
the
s
c
h
oo
l
i
n
t
o
future
The
beha
vio
u
rs
e
xpecte
d
f
ro
m
scho
ol
a
dmi
n
i
s
tra
t
o
r
s
for
t
r
ansfer
ri
ng
t
h
e
scho
o
l
c
ul
ture
i
nt
o
fu
ture
a
r
e
gat
h
er
ed
u
n
d
e
r
t
he
t
he
me
s
of
e
th
i
c
a
l
b
e
h
a
v
io
ur
s,
m
otiv
a
t
i
o
n
a
n
d
a
w
a
rene
ss.
T
he
f
irs
t
t
hem
e
c
ons
ists
of
s
u
b
ca
t
e
g
o
ri
es
o
f
tak
i
n
g
r
espons
i
b
i
lit
y
(T1,
9
,
11,
14)
a
nd
f
a
i
rness
o
f
b
e
h
a
v
io
urs
(T8,
1
5
)
.
U
nde
r
the
ne
xt
S
c
hool
a
dm
ini
s
trators'
b
ehav
iours
t
o
c
arry
t
h
e
s
c
h
o
o
l
i
nt
o
t
h
e
f
u
t
u
re
(f=15)
Eth
i
cal
Beh
a
v
i
ou
rs
(f
=
6
)
Taki
ng
Resp
onsib
ili
ty
(f
=
4
)
Fai
r
n
e
ss
(
f
=
2
)
Moti
va
tio
n
(
f
=
5)
Coo
p
erat
i
o
n
(
f
=3
)
O
r
g
a
ni
zing
(
f=2)
A
w
areness
(f=4)
Be
in
g
co
n
s
ci
o
u
ss
(f
=
2
)
Eval
u
a
tion
meetings
(
f=2)
Evaluation Warning : The document was created with Spire.PDF for Python.
ISS
N
:
225
2-
8
8
2
2
I
n
t
.
J.
Ev
al.
&
Res.
Ed
u
c
.
Vo
l.
8
,
No
.
2
,
J
u
n
e
2
0
19: 2
01
-
2
12
20
8
them
e,
t
en
de
nc
y
t
o
c
o
o
p
er
a
t
e
(
T
3,
5
,
6)
a
nd
or
ga
niz
i
ng
(
T
7
,
13)
w
e
r
e
foun
d.
L
ast
l
y,
a
w
a
r
e
ness
i
s
se
en
t
o
ha
v
e
tw
o
s
ubca
t
e
g
o
r
ies
a
s
h
o
l
d
i
n
g
m
eetin
gs
i
n
o
r
der
to
e
va
l
u
a
t
e
the
p
h
y
s
i
c
al
,
so
ci
al
a
n
d
ac
a
d
e
m
i
c
a
sp
e
c
t
s
o
f
t
h
e
sc
hoo
l
(
T
8,
12)
.
A
n
o
t
her
dim
e
ns
io
n
of
s
us
t
a
ina
b
ili
t
y
i
n
educ
a
t
i
o
n
is t
r
an
sf
e
r
ri
n
g
th
e sc
hoo
l
c
u
l
t
ure.
Scho
o
l
adm
in
is
t
r
at
ors'
re
spons
i
b
ili
ty fo
r bri
n
g
i
ng t
h
e schoo
l i
n
t
o
future
were
f
o
u
nd to c
onsis
t
of eth
i
ca
l be
hav
io
urs,
mo
ti
v
a
ti
on
an
d
a
w
a
r
en
e
s
s
.
F
i
r
s
t
l
y,
t
ea
che
r
s
em
phas
i
zed
t
h
a
t
scho
o
l
a
dmi
n
i
s
t
r
at
ors
sho
u
l
d
ta
ke
r
espo
nsib
i
lit
y
f
o
r
e
t
hica
l
be
h
a
vi
o
u
r
s
t
o
th
is
e
nd.
W
a
l
de
n
[
5
5]
p
o
i
nts
ou
t
t
h
at
t
h
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
f
u
t
u
r
e
s
c
h
o
o
l
s
a
r
e
n
o
t
f
u
l
l
y
kn
own
;
s
t
ill,
d
e
s
i
r
ed
c
hara
c
t
e
r
ist
i
c
s
a
lway
s
i
n
cl
u
d
e
arc
h
ite
c
t
u
r
a
l
fe
at
ur
es
a
nd
e
q
u
i
pm
ent
of
s
ch
oo
ls.
H
e
a
lso
pr
ed
icts
t
ha
t
th
e
se
arc
h
o
f
q
u
a
lit
y
for
scho
o
l
s
will
c
o
n
tin
ue
a
nd
tha
t
s
c
h
o
o
l
s
w
i
l
l
w
or
k
t
o
e
ns
ur
e
par
t
i
c
ip
a
t
i
o
n
of
s
take
h
o
lde
r
s
and
t
h
e
c
o
m
m
unit
y
a
s
w
e
ll
a
s
s
oc
io
l
o
g
i
ca
l
an
d
p
sy
c
hol
ogi
c
a
l
c
o
n
d
it
i
o
n
s
.
S
i
n
c
e
sc
h
ool
a
d
min
i
s
t
r
a
t
o
r
s
a
r
e
r
espons
i
b
le
f
or
a
r
r
angi
ng
t
h
e
sc
hoo
l
la
n
d
s
c
a
pe,
it
i
s
n
o
t
s
ur
p
r
isi
ng
a
t
a
l
l
t
ha
t
t
h
e
y
a
r
e
e
xpe
cte
d
to
w
or
k
t
o
t
his
end.
F
air
n
e
s
s
of
s
c
h
o
o
l
a
dmi
n
i
s
t
r
at
or
s
as
e
t
h
ic
a
l
b
e
h
a
v
i
o
u
r
s
w
e
r
e
f
ou
n
d
a
s
pos
i
tive
fac
t
or
s
i
n
f
u
t
u
r
e
t
r
a
n
s
f
e
r
o
f
t
h
e
s
c
h
o
o
l
.
A
c
c
o
r
d
i
n
g
t
o
I
n
t
e
r
s
t
a
t
e
S
c
h
o
o
l
L
eade
r
s
Li
cens
u
re
C
o
n
so
rtu
i
m
(I
SS
C
L
)
[56]
sta
nda
r
d
s,
a
s
c
h
o
o
l
l
e
a
d
er
m
ust
e
x
hib
i
t
f
a
ir
a
nd
c
ons
is
t
e
nt
b
eh
a
v
iour
s,
w
hic
h
s
e
e
m
s
t
o
be
i
n
pa
r
a
lle
l
w
i
t
h
o
ur
st
ud
y
fi
n
d
i
n
gs.
Bal
yer
[57]
s
t
a
te
s
tha
t
m
ee
t
i
n
g
o
f
tea
c
h
e
r
s'
e
x
p
e
ct
a
t
ions
f
o
r
f
ai
r
b
e
hav
i
ou
r
s
f
ro
m
sc
ho
ol
a
d
min
i
s
t
r
a
t
o
r
s
[
5
8
]
is eff
ect
i
v
e i
n
m
anagi
n
g
sc
h
ool cha
nge
by s
ch
o
o
l
lea
d
ers.
I
n the sc
op
e of susta
i
n
ab
i
l
ity of
e
duca
t
io
n,
m
a
n
age
m
e
n
t
o
f
c
ha
nge
can
a
ll
ow
f
utur
e
tr
ansf
er
o
f
sc
hoo
ls.
Thus,
i
t
i
s
a
n
e
xp
e
c
ted
be
ha
v
i
ou
r
tha
t
sch
o
o
l
ad
mi
ni
st
ra
to
rs
a
ct
i
n
a
fa
i
r
w
ay
a
s
a
p
a
rt
o
f
t
h
ei
r
co
m
p
et
en
ci
e
ss
in
f
o
r
s
u
s
t
a
i
n
a
b
l
e
e
d
u
cati
o
n
.
M
oti
v
a
t
i
on
by
sc
h
ool
a
dmi
n
i
s
tr
at
or
s
pla
y
s
a
r
o
le
i
n
f
o
r
br
in
g
i
n
g
t
he
s
cho
o
l
i
n
to
f
ut
ur
e.
T
h
i
s
fi
nd
ing
se
em
s
to
c
oinc
i
d
e
w
i
th
K
o
c
a
baş
a
nd
K
a
r
a
köse
[
59]
,
w
ho
say
tha
t
m
otiva
tio
n
i
s
a
d
r
i
v
i
ng
f
o
r
ce
u
sed
by
m
a
n
age
r
s
t
o
k
eep
e
mp
loy
e
es
c
o
n
s
ta
ntl
y
m
ovi
n
g
i
n
the
dir
e
cti
o
n
of
i
n
d
i
v
id
u
a
l
a
nd
or
ga
niza
ti
o
n
a
l
goa
l
s
,
a
n
d
tha
t
s
choo
l
pr
inc
i
pa
ls
m
ust
be
tr
a
i
ne
d
i
n
m
ot
i
v
a
t
i
on
[
60]
.
As
a
not
her
r
e
sul
t
o
f
o
u
r
stud
y,
a
w
a
r
e
ness
of
s
ch
oo
l
a
d
min
i
str
a
t
o
r
s
a
bou
t
sc
h
o
o
l
e
duca
t
io
n
i
n
o
r
d
er
t
o
m
ove
t
he
s
c
h
oo
l
to
t
h
e
f
ut
ur
e
is
a
m
o
n
g
t
h
e
co
mp
e
t
en
ci
e
s
s
uppo
se
d
t
o
b
e
a
s
sumed
b
y
sc
hoo
l
adm
i
n
i
s
t
r
a
tor
s
i
n
s
u
s
t
a
i
na
b
ili
t
y
o
f
ed
uc
at
ion.
A
s
u
n
d
er
s
to
od
f
r
o
m
re
p
o
r
t
s
f
r
o
m
dy
sfun
c
tio
n
a
l
sch
ool
s,
the
l
a
c
k
o
f
aware
n
ess
of
s
c
hoo
l
adm
i
n
i
s
t
rat
o
rs'
re
gardi
n
g
the
e
x
p
ec
t
a
ti
o
n
s
is
i
nfl
u
en
t
i
a
l
on
the
sta
t
u
s
o
f
the
sc
hoo
l
[
6
1]
.
I
n
a
ddi
ti
o
n
,
i
t
w
a
s
s
ee
n
t
h
a
t
c
o
n
s
ci
ous
s
c
h
oo
l
a
d
m
i
n
is
tr
at
or
s
ma
ke
a
d
i
ffe
r
e
nc
e
in
s
c
h
o
o
l
s
uc
cess
[6
2
]
.
As
a
l
s
o
sup
por
te
d
by
t
h
e
litera
ture,
it
c
a
n
be
a
rgue
d
tha
t
p
o
s
i
tive
re
flec
tio
n
of
s
c
hoo
l
adm
i
nis
t
rators
'
a
w
ar
e
n
ess
r
e
gar
d
i
ng
(
c
onsc
i
o
u
sne
ss)
a
bou
t
t
h
e
scho
o
l
e
duc
a
t
i
o
n
on
the
e
d
ucat
i
on
a
c
t
i
v
it
i
e
s
of
t
he
s
cho
o
l
c
an
a
l
s
o
s
how
i
t
s
e
l
f
in
i
m
p
r
o
ve
d
sus
t
ai
na
bi
l
ity
o
f
the
educ
a
t
ion.
3.
4.
Te
ac
her
views
re
ga
r
d
in
g pr
incip
a
l
s
’
ef
fects on
ma
k
ing a
learn
i
n
g
scho
o
l
f
o
r
t
he
p
u
r
p
o
se o
f
ensuring
s
u
s
ta
ina
b
l
e
educa
t
io
n
a
t
scho
o
l
I
n
r
espo
nse
t
o
t
he
q
uer
y
w
he
the
r
t
he
ir
s
is
a
l
e
a
r
n
i
ng
sc
h
o
o
l
o
r
n
o
t
,
o
n
l
y
t
w
o
t
e
a
c
h
e
r
s
h
a
v
e
a
p
o
s
i
t
i
v
e
r
e
spo
n
se
.
A
s
a
r
e
s
ult
of
a
nal
y
s
i
s
of
t
hose
t
eacher
s'
o
pinions;
t
h
e
su
b
cat
e
g
o
r
ies
,
c
at
e
g
o
r
i
e
s
an
d
t
h
emes
a
re
g
iv
en
in F
ig
ure
4.
F
i
gur
e
4.
S
chool
a
d
m
i
n
istr
a
t
o
r
s'
e
ff
ec
t
on
m
a
ki
n
g
s
ch
oo
ls
l
ea
r
n
i
ng
or
ga
n
i
z
a
ti
ons
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
T
h
e
com
p
e
t
e
n
c
i
es o
f
pri
n
c
i
p
a
l
s in e
n
s
u
r
i
n
g
sus
t
ai
na
b
l
e
edu
c
at
i
on: te
ac
he
r
s
'
vie
w
s (
F
atm
a
K
ö
y
b
a
ş
ı
Ş
emin)
20
9
F
r
o
m
t
h
e
t
e
a
c
h
e
r
s
'
v
i
e
w
s
,
t
h
e
m
a
i
n
t
h
e
m
e
o
f
i
n
s
t
r
u
c
t
i
o
n
a
l
l
e
a
d
e
r
s
hi
p
w
a
s
obta
i
ne
d
r
e
garding
respo
n
s
i
b
ili
t
i
e
s
o
f
sc
hoo
l
a
d
min
i
s
t
r
a
t
o
rs
f
or
c
rea
t
i
ng
lear
n
i
ng
s
c
h
o
o
l
s
.
I
t
w
a
s
d
i
v
i
d
e
d
i
n
t
o
t
h
r
e
e
c
a
t
e
g
o
r
i
e
s
a
s
dy
nam
i
sm
(
f
=
10),
a
dmin
istr
ative
(f
=
1
0
)
and
hum
a
n
r
elat
i
ons
(3).
T
he
f
irst
c
ate
gor
y
l
e
d
to
t
he
s
u
b
c
a
t
e
g
ories
as
p
rov
i
d
i
ng
o
ppor
tu
ni
t
i
es
a
n
d
c
hance
s
(
T1,
8,
10,
12,
15),
m
a
k
ing
c
o
nne
cti
o
n
w
i
t
h
n
e
i
g
h
b
o
u
ri
ng
gro
u
p
s
of
artisa
n
s
a
nd
ch
ar
i
t
ies
tha
t
c
o
n
tr
i
b
ute
to
t
he
s
c
h
o
o
l
(
T1,
4,
1
2
)
and
shar
i
n
g
the
i
r
succe
sse
s
(
T5,
6,
14)
.
U
nde
r
the
seco
nd
ca
t
e
gor
y,
t
he
s
ubc
ate
g
orie
s
of
m
eetin
g
the
ph
ys
i
c
al
n
eed
s
of
t
he
s
c
hoo
l
(T1,
4
,
11,
14),
be
ing
a
lea
d
er
in
i
mple
me
nt
i
n
g t
h
e
dec
i
si
o
n
s
and
in
no
va
ti
o
n
s (T1,
5,
12,
15) a
n
d
e
n
su
ring
o
rd
e
r
a
nd
d
isc
i
pli
n
e (T3
,
14) we
r
e
rea
c
he
d.
L
ast
l
y,
hum
an
r
e
l
a
tio
ns
w
ere
sup
p
lem
e
n
t
e
d
w
it
h
su
bca
t
e
go
ri
es
t
h
a
t
sc
hoo
l
a
d
mi
ni
st
ra
to
rs
s
u
ppo
rt
teac
hers
(
T11,
13) a
n
d
val
ue
t
eac
hers
(
T2).
I
n
t
h
i
s
st
ud
y,
t
he
c
om
pe
te
nc
i
e
s
of
p
r
i
nc
i
p
a
l
s
in
c
re
ating
l
e
ar
n
ing
schools
were
d
i
s
cussed
f
o
r
susta
i
na
bl
e
ed
uca
t
i
on.
I
t
w
a
s
fou
nd
o
u
t
t
h
a
t
s
choo
l
adm
i
ni
strat
ors'
c
om
pe
tenc
ie
s
i
n
t
h
i
s
re
gard
a
re
c
ombi
n
e
d
un
der
t
h
e
th
e
m
e
of
i
ns
truc
t
i
ona
l
lea
d
e
r
sh
ip.
The
st
ud
y
a
l
so
d
e
m
on
st
rate
s
t
h
at
e
du
cato
r
s
espec
i
al
ly
s
ch
oo
l
adm
i
n
i
s
t
rat
o
rs,
w
ho
pr
ov
i
d
e
sup
p
o
rt
f
or
m
akin
g
lear
ni
ng
sc
ho
o
l
s
,
for
m
a
k
i
n
g
l
ear
ni
ng
sc
ho
o
l
s
ha
ve
a
r
ole
t
o
pla
y
a
n
d
a
ss
u
m
e
lea
d
ershi
p
t
o
th
is
e
n
d
.
I
n
st
r
u
c
tio
na
l
le
ad
ershi
p
c
o
mp
et
en
ci
es
w
e
r
e
d
e
t
e
rmi
n
e
d
t
o
b
e
r
e
l
a
t
ed
w
ith
dy
n
a
m
i
sm
, m
ana
ger
i
a
l
and h
u
m
a
n rela
t
i
o
n
s
a
c
c
o
rd
ing
to
t
he
t
ea
cher
s.
P
r
ovidi
n
g
e
qu
a
l
i
t
y
of
o
p
p
o
rt
u
n
it
ies
and c
h
anc
e
s in
t
he
c
ate
gor
y o
f
dyna
mism
i
s
c
o
n
s
ide
r
ed as an
e
ff
e
c
t
ive fac
t
or in
m
a
ki
n
g
s
us
tai
n
a
b
le e
du
ca
t
i
o
n
in
t
he
s
ch
o
o
l.
H
oy
a
n
d
Miske
l
[
41]
s
ta
te
t
ha
t
tea
c
h
i
ng
a
nd
l
ear
ning
pr
oces
ses
sh
ou
l
d
b
e
s
u
p
p
o
rte
d
c
o
n
ti
nu
o
u
s
l
y
for
bei
n
g
a
lea
r
ni
n
g
s
cho
o
l
.
I
t
can
b
e
associa
t
e
d
w
ith
t
he
f
i
n
d
i
ng
of
d
y
n
am
i
s
m.
A
lso,
D
uF
our
[
6
3
]
indic
a
t
es
t
h
e
i
m
p
o
r
t
a
n
c
e
of
p
ro
f
e
ssion
al
d
e
v
el
op
me
nt
t
o
e
n
su
re
c
o
n
t
i
nu
ity
o
f
lea
r
n
i
n
g
o
rgan
iza
tio
n
s
a
nd
em
phas
i
ze
d
the
nee
d
f
or
f
ina
n
c
i
a
l
m
eans
ope
n
to
t
e
ache
r
s.
T
he
r
espon
sib
i
l
i
t
y
o
f
m
a
na
gers
t
o
offe
r
e
qual
o
p
p
o
rt
u
n
i
t
i
e
s
and
c
h
an
c
e
s
to
t
e
ach
e
r
s
al
so
i
nc
lud
e
s
p
r
ovi
si
on
o
f
fi
n
a
n
c
i
a
l
opp
o
r
t
u
n
i
t
i
es.
D
e
pa
rt
ing
fr
om
t
h
a
t,
it
c
a
n
be
s
ai
d
t
h
at
sch
o
o
l
a
dmi
n
is
t
r
at
ors'
r
esp
o
n
sib
i
lit
y
for
pro
v
i
d
i
ng
e
q
ua
l
op
por
tu
n
i
t
i
es
a
nd
c
ha
n
c
es
p
l
a
ys
a
n
im
p
o
rta
n
t
r
o
l
e
i
n
tur
n
in
g
the
i
r
sc
hoo
l
i
n
t
o
a
l
ear
nin
g
o
rga
n
i
z
at
i
o
n.
C
on
si
deri
n
g
l
e
arni
ng
o
rg
a
n
i
z
ati
o
n
a
s
a
s
ub
-di
m
en
si
on
t
o
mak
e
educ
a
t
i
o
n
sus
t
a
i
na
b
l
e,
it
ca
n
b
e
a
c
know
l
e
d
g
e
d
t
ha
t
pro
v
i
si
o
n
o
f
e
qua
li
t
y
o
f
opp
ort
u
n
i
t
i
es
a
nd
c
h
a
n
ce
s
by
sc
h
ool
ma
nage
rs
w
ill
b
ri
ng
po
si
tive
resu
lts
f
or
s
ust
a
i
n
a
b
il
i
t
y
in
e
du
c
atio
n.
F
rom
d
ynam
i
sm
poi
nt
o
f
view
,
it
w
as
s
e
e
n
tha
t
s
c
h
o
o
l
ad
m
i
ni
strat
o
rs
h
a
v
e
a
role
t
o
pla
y
i
n
e
s
t
a
b
lish
i
ng
exte
r
n
al
e
n
v
i
r
onme
n
ta
l
t
i
es
i
n
order
t
o
b
e
c
o
m
e
a
lear
n
i
n
g
o
rga
n
iz
ati
o
n.
F
ulla
n
[64]
s
t
r
esses
t
h
a
t
t
e
a
c
h
ers
and
s
c
h
o
o
l
a
dm
i
n
ist
r
a
t
or
s
sh
ou
l
d
c
on
t
i
n
uou
sl
y
i
n
cre
a
se
the
i
r
kn
ow
le
d
g
e
a
nd
ca
pac
i
t
i
e
s
i
n
t
h
e
le
arn
i
ng
or
gan
i
z
a
tio
n.
I
n
for
m
a
t
i
o
n
e
x
chan
ge
w
i
t
hi
n
t
h
e
fram
e
w
o
r
k
o
f
con
t
in
uou
s
in
form
ati
on
an
d
capa
c
i
t
y
b
u
i
ld
i
ng
m
a
y
be
possi
ble
b
y
c
re
ating
e
x
t
e
r
n
al
e
n
v
i
ro
nm
enta
l
l
i
n
k
s.
H
ence
,
sch
o
o
l
a
d
m
i
n
istra
t
o
r
s'
e
sta
b
li
shi
n
g
e
x
ter
n
a
l
e
nv
iro
n
m
e
n
t
al
tie
s
c
an
p
l
a
y
a
n
i
mpor
t
a
n
t
r
ole
in
i
ncre
asi
n
g
the
kn
owle
d
g
e and
capa
c
it
y
of scho
o
l
s to
b
e
c
om
e l
e
arnin
g
o
r
g
a
n
iza
t
i
o
n
s. A
lso
prese
n
t
study re
veale
d
tha
t
sc
hoo
l
a
d
mi
ni
st
ra
to
rs
h
av
e
a
ro
l
e
i
n
c
r
e
a
t
i
n
g
ext
e
rn
al
e
n
v
i
r
o
n
m
en
t
a
l
t
ies
to
e
ns
ure
lea
r
n
i
ng
o
r
gan
i
zati
o
ns
a
s
one
o
f
th
e
cha
r
ac
t
e
ris
tics
of
s
usta
i
n
ab
le
e
duca
t
io
n.
I
n
relat
i
on
w
i
t
h
d
y
n
a
mi
s
m
,
i
t
w
a
s
s
e
e
n
t
h
at
s
ch
oo
l
ad
m
i
ni
st
ra
tor
s
al
s
o
have
r
o
l
e
o
f
s
ucce
ss
s
ha
rin
g
f
or
c
re
atin
g
a
lea
r
nin
g
o
rgan
iza
t
i
on.
K
orkm
az
[6
5]
c
onc
l
ude
d
t
h
a
t
ope
n
com
m
unic
a
t
io
n,
s
ha
rin
g
o
f
th
o
u
g
h
t
s
a
n
d
tra
n
s
f
er
o
f
k
n
o
w
l
e
dge
h
a
v
e
s
tron
g
in
flue
nce
i
n
c
har
a
c
t
er
ist
i
cs
em
bod
i
e
d
in
l
e
a
rni
ng
orga
n
i
z
a
t
i
o
ns.
A
c
cordi
ng
t
o
our
s
t
u
d
y
f
i
n
d
i
n
gs,
it
c
an
b
e
state
d
t
hat
s
c
ho
o
l
a
dm
in
i
s
t
r
ators
'
role
o
f
succ
ess
sharin
g
is
e
ffe
c
tive
in
b
e
i
ng
an
o
r
g
a
n
iz
at
i
o
n
t
ha
t
lea
r
ns
d
ue
t
o
t
h
e
fact
t
hat
it
i
s
some
k
i
n
d
of
t
h
o
u
ght
o
r
kn
owl
e
dg
e
t
r
an
sfer.
S
u
c
c
e
ss
sh
a
r
i
n
g
c
a
n
a
l
s
o
b
e
i
nt
e
rpr
e
te
d as
a
s
ig
n
o
f
p
ro
fe
ssiona
l de
ve
l
o
pm
ent.
S
ili
ns,
M
u
lfor
d
a
n
d
Za
rin
s
[
66]
c
lass
i
f
i
e
d
one
o
f
the
d
i
m
e
nsion
s
o
f
l
e
a
r
n
ing
orga
niz
a
tio
ns
a
s
profe
s
si
ona
l
deve
l
opm
en
t.
T
her
e
for
e
,
succ
ess
sha
r
i
ng
b
y
t
ea
c
h
er
s
a
nd
sch
o
o
l
adm
i
n
i
s
t
rat
o
rs
f
or
p
ro
f
e
ssiona
l
de
ve
l
opme
n
t
ca
n
c
r
ea
t
e
a
s
yne
rg
y
a
m
ong
col
l
ea
gue
s.
S
har
i
n
g
o
f
ach
ie
ve
me
nts
in
s
us
ta
i
n
ab
i
lit
y
of
e
d
u
cati
o
n
c
a
n
also
b
ring
abo
u
t
t
he
c
on
t
i
n
u
i
t
y
o
f
ac
hi
e
v
em
ent
s
;
thu
s
,
the
step
s
t
a
ken
t
o
be
com
e
a
s
c
hool
w
here
t
here
i
s
const
a
n
t
deve
l
opm
en
t c
a
n m
e
dia
t
e
a
st
e
p
tow
ar
ds s
us
t
a
ina
b
il
i
t
y i
n
educ
a
t
io
n.
P
r
ese
n
t
st
ud
y
dem
ons
trates
t
ha
t
sc
hoo
l
adm
i
nis
t
rat
o
rs'
c
o
m
p
ete
n
cies
f
o
r
b
eco
mi
ng
l
e
a
r
n
i
ng
orga
niza
t
i
o
n
s a
r
e
under
t
h
e ro
of of ma
na
geri
a
l
affairs inc
l
u
d
i
n
g
e
s
t
a
b
l
i
s
h
i
ng th
e p
hysic
a
l
s
truc
ture
, l
e
ad
er
ship
and
order-
d
i
sc
ipl
i
n
e.
E
stab
lis
hi
n
g
the
p
hysic
a
l
struc
ture
, le
a
d
er
sh
ip a
n
d
orde
r-disc
i
pl
ine
ar
e am
on
g
t
h
e sc
h
o
o
l
adm
i
n
i
s
t
rat
o
r's
qua
lific
a
tio
ns.
T
he
q
ua
lific
at
i
on
i
n
t
hese
a
re
a
s
a
l
s
o
h
as
b
ee
n
fou
n
d
t
o
be
e
ffe
c
tive
in
t
he
s
c
h
o
o
l
bei
n
g
a
le
arn
i
n
g
o
r
g
an
iza
t
i
on.
B
a
n
oğ
lu
a
nd
P
e
ker
[6
7]
n
o
t
e
d
t
ha
t
scho
o
l
a
dmi
n
i
s
t
r
at
ors
w
h
o
ha
d
rec
e
ive
d
m
ana
g
eria
l
train
i
n
g
h
ad
a
m
ore
pos
i
t
i
v
e
per
cept
i
o
n
i
n
t
a
k
i
ng
t
h
e
sc
h
o
o
l
a
s
a
l
ear
ning
orga
niza
t
i
o
n
t
h
a
n
tho
s
e
w
ho
h
a
d
n
o
t
re
cei
ve
d
t
h
e
train
i
ng.
I
t
c
a
n
b
e
sai
d
t
ha
t
sc
h
ool
a
d
m
in
i
s
t
r
at
o
r
s'
p
ro
fi
cie
n
cy
in
e
d
u
ca
ti
o
n
al
a
dmin
istr
at
ion
(
h
av
in
g
ma
ste
r
y
of
m
ana
g
eria
l
ski
lls)
m
a
y
be
e
ffec
tive
in
t
urn
i
n
g
s
cho
o
l
s
in
t
o
l
e
a
r
ni
ng
o
rg
aniz
at
ion
s
.
A
n
o
t
her
c
o
mp
e
n
t
e
nc
y
ex
p
l
or
ed
i
n
t
h
is
s
tu
dy
is
t
hat
sc
h
o
o
l
a
dmi
n
ist
r
a
t
or
s
ha
ve
a
c
om
p
e
nte
n
c
y
o
f
huma
n
r
elat
i
o
n
s
i
n
cre
a
tin
g
a
l
e
arn
i
n
g
o
rga
n
i
z
a
tio
n.
T
he
s
cho
o
l
's
m
a
n
age
m
ent/
des
i
gn
te
am
i
s
the
ca
t
a
lys
t
f
o
r
trans
f
or
min
g
t
he
s
cho
o
l
i
n
t
o
a
lea
r
ning
or
g
a
niza
t
i
o
n
a
n
d
i
m
p
rov
in
g
it
[6
8]
.
Sull
iv
an
a
n
d
H
ar
per
[69
]
b
el
ie
ve
tha
t
t
he
l
ea
ders
w
ho
ha
ve
a
b
r
o
ad
p
e
r
spec
tiv
e,
a
r
e
c
apable
o
f
l
e
a
d
i
n
g
a
l
e
a
r
n
i
n
g
o
r
g
a
n
i
z
a
t
i
o
n
,
a
n
d
w
h
o
c
a
n
t
a
k
e
the
h
u
ma
n
dim
e
nsi
on
t
o
t
h
e
c
e
n
ter
of
t
he
o
rga
n
i
z
a
t
io
n
w
ill
be
n
ee
ded
by
o
r
gan
i
z
a
ti
o
n
s
i
n
t
he
f
u
t
ure
.
Fur
t
he
rm
o
r
e,
it
is
n
o
t
e
d
i
n
t
h
e
l
i
ter
a
t
u
re tha
t
sch
o
o
l
adm
in
is
t
rat
o
rs w
ho
ha
ve
a
tte
nde
d
tea
m
w
ork have a m
ore
pos
it
ive
pe
rce
p
ti
on
of
t
he
ir
s
c
h
o
o
l
a
s
a
le
arni
n
g
o
rga
n
iza
t
ion
in
c
ompar
i
son
to
t
h
o
se
w
h
o
h
a
v
e
n
o
t
a
t
te
nd
e
d
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-8
8
2
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
01
- 2
12
21
0
[6
7].
This
f
in
di
ng
seem
s
t
o
b
e
sim
i
l
a
r
to
o
ur
r
esul
t
t
h
at
a
tta
c
hm
ent o
f
i
m
p
orta
nce
b
y
s
ch
oo
l
a
d
mi
n
i
stra
t
o
rs
o
n
huma
n
r
e
l
a
tio
ns
h
a
s
a
c
ons
tr
uct
i
v
e
e
ffec
t
on
t
u
rn
i
ng
sc
h
o
o
l
s
i
n
t
o
l
e
a
r
n
in
g
orga
n
i
z
a
t
i
ons.
To
day
'
s
sc
hoo
l
ma
nage
r's m
o
t
i
vat
i
on to l
e
a
rn and l
i
fe
lon
g
le
a
r
n
ing [7
0] may
i
n
d
i
ca
te
t
hat the
r
e ma
y
be
l
ea
rni
ng
ass
o
ci
a
t
i
o
ns.
The
act
iv
i
t
ie
s
in
w
h
i
ch
s
c
h
o
o
l
adm
i
n
i
s
t
ra
to
r
s
p
lay
a
r
o
l
e
i
n
m
a
ki
n
g
l
e
a
rni
n
g
or
ga
niza
t
i
ons
c
a
n
b
e
list
e
d
as
pro
v
i
d
i
n
g
d
yna
mism
,
ma
ste
r
y of m
anage
r
i
a
l
sk
il
l
s
,
and
a
hum
an-
o
rien
te
d
ma
n
a
gem
e
n
t
a
ppr
oac
h
.
4.
CONCL
U
S
ION
Ens
u
ri
ng
sus
t
a
i
na
b
ili
t
y
i
n
educa
t
ion
i
n
v
o
l
v
e
s
kee
p
in
g
of
a
s
c
h
o
ol
i
t
s
el
f
al
iv
e,
m
e
e
t
i
n
g
t
h
e
n
eed
s
of
stude
n
t
s
and
par
e
nts
w
i
t
h
t
he
s
e
r
vice
s
it
provide
s,
a
nd
edu
c
ati
ng
stu
d
e
n
ts
t
o
ada
p
t
to
t
he
c
ond
i
t
i
ons
o
f
l
i
fe
i
n
the
fu
ture.
The
mult
id
i
m
ens
i
o
n
al
n
at
ure
of
s
us
tai
n
a
b
i
lit
y
o
u
tp
u
t
s
i
n
e
duca
t
i
o
n
im
p
l
i
e
s
th
at
t
here
i
s
m
o
re
t
ha
n
one
f
ac
t
o
r
t
h
at
a
ffec
ts
s
usta
i
n
a
b
il
it
y
i
n
e
duc
atio
n.
I
n
order
t
o
disc
l
o
se
t
h
e
f
ac
tors
a
ffec
tin
g
sus
t
a
i
na
b
i
l
ity
i
n
educ
a
t
i
o
n,
t
e
a
c
he
rs'
vi
e
w
s
w
e
re
o
bta
i
ne
d
r
e
gar
d
i
n
g
;
i
)
the
sc
h
o
o
l
a
d
m
i
n
i
s
trat
ors
'
b
ehav
i
ours
t
o
f
ulf
i
l
the
i
r
s
c
h
o
o
l
o
b
j
e
c
t
i
v
e
s
;
i
i
)
t
h
e
i
r
a
c
t
i
v
i
t
i
e
s
t
o
b
r
i
n
g
s
c
h
o
o
l
c
u
l
t
u
r
e
s
(va
l
ue
s)
t
o
f
u
t
u
r
e
;
iii)
t
he
r
espo
nsi
b
i
lit
ies
o
f
t
he
sch
o
o
l
a
dmin
istra
t
or
i
n carryi
ng
t
h
e scho
o
l
t
o
futur
e
;
i
v
) the
e
ffe
cts
of
s
ch
oo
l admin
i
s
t
rat
o
rs
on scho
ol
s
be
in
g
lear
n
i
n
g
orga
n
i
z
a
t
i
o
ns. The re
s
u
lts o
f the
stu
dy w
e
re ana
l
y
z
e
d
in refere
n
ce
to the
o
re
ti
cal
a
n
d
other f
indings in
the l
i
t
era
t
ur
e.
B
a
se
d
on
t
h
e
r
esu
l
t
s
o
f
th
e
re
sea
r
ch
o
n
t
h
e
c
o
mp
et
e
n
ci
e
s
o
f
sc
h
o
o
l a
d
m
i
ni
strat
o
rs i
n s
u
st
a
i
na
bil
i
t
y of
educ
a
t
i
o
n,
the
f
o
l
l
o
w
i
n
g
su
g
g
e
st
io
ns ca
n
be
re
com
m
e
n
d
e
d.
In
o
rde
r
t
o
i
m
pr
o
v
e
pri
n
c
i
pal
s
f
or
t
a
k
in
g
i
n
i
tia
ti
ve
i
n
fu
l
f
il
l
i
n
g
sc
h
ool
g
oa
l
s
,
t
h
e
y
c
o
u
l
d
b
e
g
i
v
e
n
ma
nage
ria
l
e
du
ca
t
i
o
n
(
thesi
s
/
non-
t
h
e
s
i
s
m
aster
de
gree
)
w
i
t
h
c
oo
pera
ti
on
of
uni
ver
s
i
t
y
an
d
M
i
nis
t
ry
o
f
N
a
t
i
o
n
a
l
Ed
uca
t
i
on (
M
o
N
E)
.
In
su
p
p
o
r
t
of
s
ch
ool
c
u
ltu
re
s, i
t
i
s
a
dvi
se
d
tha
t
sch
oo
l
a
d
mi
n
i
strators
o
r
g
anize
peri
od
ic
m
ee
t
i
ng
s
wi
th
teac
hers
a
n
d
p
a
r
ents (
at lea
st
once
a
mont
h)
m
ore
ofte
n.
More
over,
i
n-s
e
r
v
i
c
e tra
i
n
i
n
g
sho
u
l
d be o
ffe
r
e
d to sch
o
o
l le
a
d
e
rs w
ith part
i
cu
lar
e
m
pha
si
s
on e
t
h
i
ca
l
beha
v
i
o
u
rs,
w
h
ich
are
re
garded a
s
schoo
l a
d
m
i
ni
stra
t
o
r
s
'
re
spo
n
s
i
bil
i
t
i
e
s
i
n tra
n
sferr
i
ng
the
scho
o
l
in
t
o fut
u
re
.
A
p
ar
t
from
that,
ov
e
r
all
si
tu
a
t
i
o
n
of
t
h
e
s
cho
o
l
s
hou
ld
b
e
pe
ri
odic
a
lly
a
nal
y
ze
d
w
i
t
h
t
he
h
e
l
p
of
s
trateg
y
deve
l
opm
en
t
spec
i
a
lis
ts
f
rom
M
i
n
i
stry
o
f
N
a
ti
o
n
al
E
d
u
ca
t
i
o
n
(
M
o
N
E
)
and
sc
h
ool
d
e
v
e
l
op
me
nt
t
e
a
m
m
e
m
b
ers
to
i
ncr
ease
thei
r
m
o
t
i
v
a
ti
on
and
aw
ar
eness
a
b
o
u
t
t
he
e
duca
t
i
o
n
offere
d
a
t
t
ha
t
scho
o
l
.
A
l
so
t
he
y
nee
d
t
o
hav
e
in
form
ation
ab
ou
t
the
ge
ner
a
l
profi
l
e
o
f
t
he
s
c
h
o
o
l
s
o
t
h
a
t
t
h
e
y
c
a
n
u
n
d
erta
ke
c
or
rec
t
i
v
e
a
nd
deve
l
opm
en
t
w
o
rk
for
inc
o
mp
le
te
or
com
p
el
lin
g
si
tua
t
io
ns.
La
stly,
in
l
in
e
w
ith
t
he
p
urp
o
se
o
f
c
r
ea
tin
g
bo
n
d
s
w
ith
t
he
e
x
t
e
r
nal
env
i
ro
nme
n
t,
s
c
h
o
o
l
ma
nage
rs
s
ho
u
l
d
su
p
port
a
r
tist
i
c,
s
por
ti
ve
o
r
scient
ific
a
cti
v
i
ties
i
n
w
orksh
o
p
s,
s
tre
e
ts
o
r
ot
her
p
u
b
l
i
c
are
a
s
(shoppi
n
g
m
alls).
REFE
RENCES
[1]
F
.
S
.
Ch
api
n
I
II,.
M
.S.
To
rn
a
nd
M.
T
a
t
eno
,
"
P
r
in
cip
l
es
o
f
eco
s
ystem
sus
t
ai
nabilit
y
,
"
Ameri
c
an Nat
u
ralis
t
,
vo
l.
148
(6),
p
p
. 1
016
-10
3
7
,
1
9
9
6
.
[2]
M
.
Ç
e
l
i
k
Ö
r
ü
c
ü
,
"The role and impor
tanc
e o
f
h
i
g
her
e
duca
t
i
on
a
nd ps
yc
ho
l
ogic
a
l
c
o
unse
l
i
ng ed
uca
tio
n in
su
st
ai
n
a
b
l
e ed
uca
t
ion
,
"
Ek
ev
Aca
d
e
m
y
Jour
na
l
,
v
o
l
.
19(6
3
)
, pp.
231-2
4
2
,
20
1
5
.
[3]
A.
B
l
o
w
e
rs,
"Envi
ron
m
ental
p
l
anni
ng
f
or
s
u
s
tain
abl
e
d
ev
elop
ment
,"
.
I
n
B
l
o
w
e
r
s
,
A
.
a
n
d
E
v
a
n
s
,
B
.
,
(
E
d
s
.
)
.
Tow
n
Pl
an
n
i
n
g
Into t
h
e 2
1
st Cent
ur
y
, p
p.
3
3-5
4
,
Lo
nd
o
n
:
Routl
e
dg
e,
1
9
9
7
.
[4]
W.
S
a
c
hs,
"
S
us
taina
b
le
d
evel
opment,"
i
n
R
edcl
ift,
M
.
and
Woo
d
ga
te,
G.
,
(Ed
s
.)
.
Th
e In
t
e
rn
a
t
ional Ha
nd
bo
ok of
En
viro
n
m
ent
a
l S
o
cio
l
og
y
,
p
p
.
7
1
-8
0,
E
dw
ard E
l
g
a
r
P
ublicatio
ns,
U
n
i
t
e
d K
i
n
g
d
o
m,
1
99
7.
[5]
Uni
t
e
d
N
a
tion
s
,
"
R
e
p
o
r
t
o
f
t
he
w
orld
c
om
m
i
ssion
o
n
e
n
viron
m
e
n
t
a
n
d
d
e
ve
lo
pme
n
t:
o
ur
c
o
m
mo
n
fu
tu
re
.
tra
n
sm
itte
d
to
th
e
gen
eral assem
b
l
y
a
s an
an
n
ex t
o d
o
cum
e
nt
A
/4
2/
42
7
,
" A
v
ai
l
a
b
l
e onli
ne at: htt
p
://
www.un-d
ocum
ent
s
.ne
t
/
o
c
f
-
ov
.
h
tm
,
2
008
.
[6]
H
.
Ç
e
l
i
k
ka
ya, "F
unc
ti
ona
l
ed
uca
t
i
on s
o
ci
o
l
o
gy,"
No
be
l
,
A
nka
ra,
201
3.
[7]
Ster
l
i
ng,
S
.,
"Le
a
rni
ng
f
o
r
resilie
nc
e,
o
r
th
e
r
e
sil
i
e
n
t
lear
ne
r
?
T
ow
ar
ds
a
n
ec
essary
r
e
c
onc
i
lia
ti
on
in
a
para
d
i
gm
o
f
sustai
na
ble
educ
at
i
o
n,
"
Env
i
ro
nm
e
n
t
a
l Ed
uca
t
i
o
n Researc
h
,
vol.
16(5-
6),
pp.
5
1
1
-5
2
8
, 201
0.
[8]
Y. Özd
e
n
, "New
val
u
es
in
edu
cati
on,
"
A
P
eg
em
,
An
ka
ra
, 2
01
3.
[9]
D.
G
.
Myers, "
S
o
cial psychology,"
(Trans
. Serap Akfı
r
at),
No
b
e
l
, A
nkara
, 201
5.
[10]
J.
F
o
s
t
e
r,
"
Th
e
s
u
st
a
i
n
a
b
ilit
y
mi
ra
g
e
-Il
l
u
sion
a
n
d
re
a
l
ity
i
n
t
he
c
omi
n
g
w
a
r
on
c
l
i
m
ate
c
h
a
nge,
"
Earthsca
n,
Lo
nd
o
n
, 200
8.
[11]
U
N
E
S
C
O
, "Educ
at
ion
for
su
s
t
ai
na
bl
e
deve
lo
pm
ent,"
A
v
ai
la
ble
o
n
li
ne
a
t
:
ht
tp:
/
/
p
o
r
t
a
l
.
u
n
e
sco.
org
/
ed
uca
t
i
o
n/e
n
/e
v.ph
p
U
RL_ID
=
2
3
2
9
5
&U
RL_D
O
=DO_
TOPI
C
&
URL_
SECTIO
N
=
20
1.
html,
2
0
0
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.