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1
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2
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4
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ec
to
r
,
a
p
la
n
n
er
,
an
d
a
j
u
d
g
m
en
t
-
m
ak
er
.
A
tr
u
s
tw
o
r
th
y
s
ch
o
o
l
h
ea
d
w
o
u
ld
u
s
e
co
llab
o
r
atio
n
as
a
w
o
r
k
in
g
tech
n
iq
u
e
b
y
estab
lis
h
in
g
tea
m
s
an
d
s
m
aller
u
n
its
o
f
tea
m
m
em
b
e
r
s
to
ex
am
in
e
p
r
o
p
o
s
als
o
r
tactics
[
8
]
.
T
h
er
ef
o
r
e,
it is
u
p
to
t
h
e
s
ch
o
o
l h
ea
d
to
b
e
a
s
tr
o
n
g
team
p
lay
er
to
im
p
ac
t th
e
q
u
ality
o
f
in
s
t
r
u
c
tio
n
[
9
]
,
[
1
0
]
.
B
ec
o
m
in
g
an
in
s
p
ir
in
g
s
ch
o
o
l
lead
er
is
b
y
n
o
m
ea
n
s
an
ea
s
y
task
,
r
e
g
ar
d
less
o
f
th
e
co
n
tex
t
o
f
s
er
v
ice.
Ho
wev
er
,
th
e
co
r
e
o
p
er
atio
n
al
co
n
ce
p
ts
f
o
r
ed
u
ca
ti
o
n
al
lead
e
r
s
h
ip
r
em
ain
th
e
s
a
m
e
[
1
1
]
.
T
h
er
e
is
an
ar
g
u
m
en
t
th
at
lead
er
s
h
ip
ca
n
n
o
t
ju
s
t
b
e
attr
ib
u
ted
o
n
ly
to
a
s
in
g
le
in
d
iv
id
u
al;
ess
en
tiall
y
,
it
is
a
m
ix
tu
r
e
o
f
u
n
iq
u
e
r
ea
s
o
n
s
.
T
h
e
ef
f
ec
tiv
e
an
d
s
u
s
tain
ab
le
g
o
v
er
n
an
ce
o
f
an
y
in
s
titu
tio
n
d
ep
en
d
s
o
n
th
e
willin
g
n
ess
o
f
th
e
s
ch
o
o
l
o
f
f
icials
to
d
e
v
elo
p
a
n
d
im
p
lem
en
t
in
itiativ
es
th
at
m
ig
h
t
g
u
ar
a
n
tee
a
co
n
tin
u
o
u
s
in
cr
ea
s
e
in
ef
f
icien
cy
an
d
a
p
leasan
t
p
r
o
f
ess
io
n
al
r
e
latio
n
s
h
ip
b
etwe
en
th
e
a
d
m
in
i
s
tr
atio
n
an
d
its
co
n
s
titu
en
ts
[
1
2
]
.
C
o
n
s
eq
u
en
tly
,
ef
f
icien
cy
is
wh
at
s
ch
o
o
l
h
ea
d
s
ar
e
r
eq
u
esti
n
g
f
r
o
m
t
h
eir
tea
ch
er
s
in
th
e
ed
u
ca
tio
n
al
s
ec
to
r
s
.
T
o
p
er
f
o
r
m
ef
f
icien
tly
a
n
d
ef
f
ec
tiv
ely
,
s
ch
o
o
l
h
ea
d
s
m
u
s
t
p
er
f
o
r
m
f
iv
e
f
u
n
ctio
n
s
[
1
3
]
,
[
1
4
]
.
T
h
ese
in
clu
d
e
p
lan
n
i
n
g
(
d
elin
ea
tin
g
p
r
io
r
ities
,
d
eter
m
in
in
g
g
o
als
,
an
d
im
p
lem
en
tin
g
ac
tio
n
-
co
o
r
d
in
ate
d
p
lan
s
)
;
s
taf
f
in
g
(
s
co
u
t
in
g
th
e
r
i
g
h
t
tea
ch
er
with
th
e
n
ec
ess
ar
y
s
k
ills
an
d
ex
p
er
tis
e
th
at
ar
e
r
e
q
u
ir
e
d
f
o
r
t
h
e
s
u
cc
ess
o
f
th
e
o
r
g
an
izatio
n
)
;
o
r
g
an
izin
g
(
ass
em
b
lin
g
a
n
d
s
u
cc
ess
f
u
ll
y
im
p
lem
e
n
tin
g
t
o
ac
h
ie
v
e
th
e
o
r
g
an
izatio
n
al
o
b
jectiv
es,
to
d
ec
i
d
e
wh
ich
task
s
ar
e
to
b
e
c
ar
r
ied
o
u
t
,
h
o
w
d
u
ties
ar
e
to
b
e
d
iv
id
ed
,
wh
o
co
m
m
u
n
icate
s
to
wh
o
m
an
d
wh
e
n
ac
tio
n
s
ar
e
to
b
e
tak
en
)
;
co
n
tr
o
llin
g
(
tr
ac
k
in
g
an
d
r
ev
iewin
g
p
e
r
f
o
r
m
a
n
ce
an
d
en
s
u
r
e
th
at
ex
p
ec
tatio
n
s
ar
e
m
et
an
d
ac
h
i
ev
ed
)
;
a
n
d
,
d
ir
ec
tin
g
(
r
esp
o
n
d
in
g
p
o
s
itiv
ely
af
ter
o
u
tco
m
es
h
av
e
b
ee
n
l
in
k
ed
to
f
u
tu
r
e
p
o
te
n
tial,
th
e
ju
s
tific
atio
n
f
o
r
d
if
f
er
en
ce
,
a
n
d
tr
y
in
g
to
m
ak
e
teac
h
er
s
r
ea
s
o
n
ab
ly
s
tr
en
g
th
en
th
eir
p
r
o
d
u
ctiv
ity
)
[
1
2
]
,
[
1
5
]
.
R
ec
o
g
n
izin
g
t
h
e
v
alu
e
o
f
i
m
p
r
o
v
in
g
th
e
lead
er
s
h
ip
s
k
ills
o
f
th
e
s
ch
o
o
l
h
ea
d
is
clo
s
ely
r
elate
d
to
th
e
n
ee
d
f
o
r
o
r
g
an
izatio
n
s
to
r
ec
r
u
it
an
d
r
etain
h
ig
h
-
p
er
f
o
r
m
i
n
g
teac
h
er
s
.
T
h
e
h
ea
r
t
o
f
s
u
cc
ess
f
u
l
lead
er
s
h
ip
p
r
ac
tice
in
clu
d
es
p
er
s
o
n
al
s
k
il
ls
(
ad
v
an
ce
m
e
n
t
o
f
s
elf
-
awa
r
e
n
ess
,
cr
itical
an
d
c
o
m
p
lex
m
a
n
ag
em
en
t
o
f
s
tr
ess
an
d
well
-
b
ein
g
an
d
co
n
f
lict
r
eso
lu
tio
n
)
;
in
ter
p
er
s
o
n
a
l
s
k
il
ls
(
b
u
ild
in
g
r
elatio
n
s
h
ip
s
th
r
o
u
g
h
co
n
s
tr
u
ctiv
e
co
m
m
u
n
icatio
n
,
g
ain
in
g
au
t
h
o
r
ity
an
d
s
tr
en
g
th
,
p
r
o
m
o
tin
g
p
r
o
d
u
ctiv
ity
,
a
n
d
r
eso
lv
in
g
an
d
r
ec
l
o
s
in
g
ten
s
io
n
s
)
;
an
d
g
r
o
u
p
s
k
ills
(
in
s
p
ir
in
g
an
d
em
p
o
wer
i
n
g
o
t
h
er
s
,
b
u
ild
in
g
s
u
cc
ess
f
u
l
p
e
r
f
o
r
m
an
ce
,
an
d
lead
in
g
p
r
o
g
r
ess
iv
e
ad
ju
s
tm
en
t)
[
1
6
]
.
S
tirr
ed
b
y
th
e
wo
r
k
o
f
W
h
et
ten
[
1
7
]
,
Ko
u
ze
s
an
d
Po
s
n
er
[
1
8
]
h
a
d
p
u
b
lis
h
ed
f
iv
e
o
u
ts
tan
d
in
g
lea
d
er
s
h
ip
p
r
ac
tices
th
at
p
r
o
v
id
e
th
e
f
o
u
n
d
atio
n
f
o
r
o
r
g
a
n
izatio
n
al
p
er
f
o
r
m
a
n
ce
b
y
s
u
g
g
esti
n
g
wh
at
attitu
d
es
an
d
b
eh
av
io
r
s
s
ch
o
o
l
o
f
f
icials
n
ee
d
to
ac
co
m
p
lis
h
to
b
ec
o
m
e
s
u
cc
ess
f
u
l
lead
er
s
.
T
h
ese
in
clu
d
e
:
i)
Mo
d
elin
g
th
e
way
(
cr
ea
ti
n
g
e
x
p
ec
tatio
n
s
o
f
s
u
cc
ess
an
d
p
r
o
v
i
d
in
g
a
p
r
ec
ed
en
t
f
o
r
ev
er
y
o
n
e
to
f
o
llo
w)
;
ii)
I
n
s
p
ir
in
g
a
s
h
a
r
ed
v
is
io
n
(
co
m
in
g
u
p
with
n
ew
id
ea
s
an
d
g
en
er
atin
g
an
i
d
ea
l
an
d
d
is
tin
ctiv
e
p
ictu
r
e
o
f
wh
at
a
n
o
r
g
an
izatio
n
s
h
o
u
ld
b
ec
o
m
e)
;
iii)
C
h
allen
g
in
g
th
e
p
r
o
ce
s
s
(
lo
o
k
in
g
at
ch
allen
g
es
as
to
o
ls
f
o
r
lear
n
in
g
)
;
iv
)
E
n
ab
lin
g
o
t
h
er
s
to
ac
t (
f
o
s
ter
in
g
co
o
p
er
atio
n
,
estab
lis
h
in
g
tr
u
s
t,
an
d
g
en
e
r
atin
g
m
o
m
en
tu
m
)
;
an
d
v)
E
n
co
u
r
ag
in
g
th
e
h
ea
r
t
(
cr
ea
tin
g
a
n
d
m
ain
tain
in
g
ele
v
ated
ex
p
ec
tatio
n
s
,
k
ee
p
in
g
th
e
p
eo
p
le
co
m
m
itted
to
th
em
b
y
p
r
eser
v
in
g
t
h
e
c
o
n
n
ec
tio
n
b
etwe
en
in
ce
n
tiv
es
an
d
p
e
r
f
o
r
m
an
ce
)
.
Dr
iv
en
b
y
th
ese
ab
ilit
ies,
a
s
ch
o
o
l h
ea
d
is
lik
ely
t
o
s
u
cc
ee
d
.
B
est
q
u
ality
in
s
tr
u
ctio
n
an
d
teac
h
er
co
m
p
ete
n
ce
ca
n
b
e
d
ir
ec
tly
o
r
in
d
ir
ec
tly
in
f
l
u
en
ce
d
b
y
th
e
lead
er
s
h
ip
s
ty
le
o
f
th
eir
s
ch
o
o
l
lead
er
s
[
1
9
]
-
[
2
1
]
.
L
ea
d
e
r
s
h
ip
p
r
ac
tice
is
th
e
m
o
d
e
o
f
co
n
d
u
ct
th
at
th
e
lead
er
em
b
r
ac
es
in
af
f
ec
tin
g
th
e
p
er
f
o
r
m
an
ce
o
f
t
h
e
teac
h
er
b
ec
au
s
e
ed
u
ca
tio
n
al
s
u
cc
e
s
s
co
u
ld
o
n
ly
b
e
ac
co
m
p
lis
h
ed
b
y
f
u
lf
illed
an
d
in
s
p
ir
ed
teac
h
er
s
[
2
2
]
.
Au
th
e
n
tic
lead
er
s
h
ip
is
a
p
atter
n
o
f
ac
tio
n
s
th
at
s
ch
o
o
l
lead
er
s
d
is
p
lay
in
in
f
lu
en
cin
g
teac
h
er
s
'
co
n
d
u
ct
to
war
d
s
ac
h
iev
in
g
o
r
g
a
n
izatio
n
al
an
d
p
e
r
s
o
n
al
ex
p
ec
tatio
n
s
[
2
3
]
.
A
s
u
cc
ess
f
u
l
f
o
r
m
o
f
m
a
n
ag
em
en
t
is
th
u
s
ess
en
tial
to
in
s
p
ir
e
teac
h
er
s
an
d
en
h
an
ce
th
eir
p
r
o
d
u
ctiv
ity
i
n
s
ch
o
o
ls
[
2
]
,
[
2
4
]
.
R
esear
ch
es
h
av
e
s
h
o
wn
th
at
th
e
s
tan
d
ar
d
o
f
lead
er
s
h
ip
c
r
ea
tes
a
p
ec
u
liar
ity
b
etwe
en
th
e
g
ain
s
an
d
lo
s
s
es
o
f
a
s
ch
o
o
l
[
2
5
]
,
[
2
6
]
.
I
n
h
ig
h
-
ef
f
icien
cy
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
th
at
h
av
e
o
v
er
co
m
e
th
e
p
atter
n
o
f
lo
wer
p
r
o
d
u
ctiv
ity
an
d
d
ec
r
ea
s
in
g
p
er
f
o
r
m
a
n
ce
,
s
ch
o
o
l
o
f
f
icials
s
et
th
e
b
en
ch
m
ar
k
b
y
d
ir
ec
tin
g
an
d
en
co
u
r
a
g
in
g
teac
h
er
s
an
d
e
m
p
lo
y
ee
s
to
r
ea
ch
th
eir
h
ig
h
est
p
o
ten
tials
[
2
7
]
.
Sch
o
o
ls
,
as
s
u
ch
,
m
ak
e
a
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
t
o
ed
u
c
atio
n
al
o
u
tc
o
m
es;
th
e
m
o
tiv
a
tio
n
al
s
tr
ateg
ies
o
f
s
ch
o
o
l
h
e
ad
s
ar
e
am
o
n
g
th
e
r
ea
s
o
n
s
th
at
co
n
t
r
ib
u
ted
to
s
tu
d
en
t
s
u
cc
ess
[
2
8
]
.
Oth
er
s
ch
o
o
l
-
r
elate
d
co
n
s
id
er
atio
n
s
th
at
s
h
o
u
ld
b
e
ad
d
r
ess
ed
b
y
th
e
s
ch
o
o
l h
ea
d
s
d
u
e
to
th
e
ir
im
p
ac
t
o
n
s
tu
d
en
ts
'
lear
n
in
g
an
d
e
d
u
ca
tio
n
al
asp
ir
atio
n
s
in
clu
d
e
th
e
teac
h
er
’
s
ex
ten
t
o
f
co
ac
h
in
g
an
d
s
u
p
er
v
is
ed
lear
n
in
g
,
th
e
d
eg
r
ee
,
a
n
d
n
atu
r
e
o
f
th
e
ab
ilit
y
g
r
o
u
p
in
g
s
,
th
e
s
tan
d
ar
d
s
o
f
teac
h
er
s
,
th
e
m
eth
o
d
o
f
lead
er
s
h
ip
an
d
teac
h
i
n
g
p
r
ac
tices,
th
e
s
ize
o
f
a
s
ch
o
o
l,
as
well
as
th
e
tr
en
d
s
an
d
p
r
ac
tice
an
d
attr
i
b
u
tes
o
f
th
e
s
ch
o
o
l
s
ettin
g
[
2
9
]
.
T
h
e
m
o
tiv
atio
n
o
f
teac
h
er
s
r
e
p
r
esen
ts
a
p
o
ten
tial
ag
e
d
if
f
er
en
ce
,
ex
p
e
r
ien
ce
,
an
d
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
.
Mu
s
taf
a
an
d
Oth
m
an
[
3
0
]
h
a
v
e
f
o
u
n
d
th
at
th
er
e
ca
n
b
e
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ma
n
a
g
in
g
ed
u
c
a
tio
n
a
l in
s
titu
t
io
n
s
:
S
ch
o
o
l h
ea
d
s
’
lea
d
ers
h
i
p
p
r
a
ctice
s
a
n
d
…
(
C
h
err
y
Jo
y
C
.
A
q
u
in
o
)
1327
clea
r
co
n
n
ec
tio
n
b
etwe
en
ef
f
i
cien
cy
a
n
d
teac
h
er
s
’
w
o
r
k
p
er
f
o
r
m
an
ce
.
T
h
ey
n
o
ted
th
at
tea
ch
er
s
s
h
o
wed
b
etter
p
er
f
o
r
m
an
ce
if
th
e
in
ten
s
ity
o
f
co
m
m
itm
en
t
is
b
etter
.
T
h
u
s
,
wh
en
teac
h
er
s
ar
e
in
cr
ed
ib
ly
m
o
tiv
ated
,
th
e
s
u
cc
ess
o
f
th
eir
wo
r
k
b
ec
o
m
es
s
ig
n
if
ican
t [
3
1
]
.
T
ea
ch
er
s
ar
e
in
s
p
ir
ed
b
y
a
tea
ch
er
-
ce
n
ter
e
d
ap
p
r
o
ac
h
to
ed
u
ca
tio
n
al
m
an
ag
em
e
n
t.
T
ea
ch
e
r
-
ce
n
ter
ed
o
p
er
atio
n
al
lead
er
s
h
ip
s
ty
le
is
d
is
tin
g
u
is
h
ed
b
y
g
r
ea
ter
en
g
ag
em
e
n
t
in
d
ec
is
io
n
-
m
ak
in
g
;
r
e
d
u
ce
d
tig
h
t
m
o
n
ito
r
in
g
o
f
teac
h
e
r
s
;
n
ev
er
-
en
d
in
g
d
ir
ec
t
o
r
ial
s
u
s
ten
an
ce
f
o
r
teac
h
er
d
ev
el
o
p
m
en
t;
g
o
o
d
s
o
cial
r
elatio
n
s
h
ip
s
;
an
d
o
p
e
n
in
ter
a
ctio
n
s
[
3
2
]
-
[
3
4
]
.
T
h
is
p
h
ilo
s
o
p
h
y
is
o
n
ly
ac
h
iev
ab
le
wh
e
n
th
e
s
ch
o
o
l
h
ea
d
s
as
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
,
b
ey
o
n
d
o
r
ab
o
v
e
th
eir
m
an
ag
em
e
n
t
p
o
s
itio
n
s
,
s
tr
iv
e
to
m
ee
t
as
m
an
y
s
p
ec
if
ic
p
r
ef
er
en
ce
s
as
n
ec
ess
ar
y
an
d
g
u
id
e
teac
h
er
s
with
ex
tr
e
m
e
r
esp
ec
t
an
d
a
g
r
ea
t
m
in
d
s
et
a
n
d
in
v
o
lv
em
en
t
in
th
eir
wellb
ein
g
.
L
ed
b
y
th
is
p
r
in
cip
le,
th
e
s
ch
o
o
l
h
ea
d
s
estab
lis
h
a
wo
r
k
in
g
r
elatio
n
s
h
i
p
th
at
is
ch
ar
ac
ter
ized
b
y
a
s
tr
o
n
g
cu
ltu
r
e
o
f
h
ar
m
o
n
y
,
en
g
a
g
em
en
t,
c
o
n
s
en
s
u
s
,
an
d
r
esp
ec
t f
o
r
teac
h
er
s
[
1
9
]
.
O
n
t
h
e
p
r
e
m
i
s
e
o
f
t
h
es
e
c
l
a
im
s
a
n
d
r
es
u
l
ts
,
t
h
e
r
es
e
a
r
c
h
er
s
w
e
r
e
e
n
c
o
u
r
a
g
e
d
t
o
i
n
v
e
s
ti
g
a
t
e
t
h
e
l
e
a
d
e
r
s
h
i
p
p
r
a
c
ti
c
es
o
f
s
c
h
o
o
l
h
e
a
d
s
,
t
h
e
p
e
r
f
o
r
m
a
n
c
e
o
f
t
e
a
ch
e
r
s
,
a
n
d
t
h
e
i
r
r
o
l
e
i
n
m
a
i
n
t
ai
n
in
g
q
u
a
l
i
t
y
f
a
c
t
o
r
s
i
n
s
c
h
o
o
l
a
d
m
i
n
is
t
r
a
ti
o
n
.
S
p
e
c
i
f
ic
a
l
l
y
,
t
h
is
s
t
u
d
y
s
o
u
g
h
t
t
o
:
i
)
D
e
s
c
r
i
b
e
t
h
e
l
e
v
el
o
f
s
c
h
o
o
l
h
e
a
d
s
’
l
e
a
d
e
r
s
h
i
p
p
r
a
c
t
i
c
es
a
n
d
l
e
v
el
o
f
te
a
c
h
e
r
s
’
p
e
r
f
o
r
m
a
n
c
e
;
ii
)
D
e
t
e
r
m
i
n
e
if
t
h
e
r
e
a
r
e
s
i
g
n
i
f
ic
a
n
t
d
i
f
f
e
r
e
n
c
e
s
i
n
t
h
e
l
e
v
e
l
o
f
s
c
h
o
o
l
h
e
a
d
s
’
l
e
a
d
e
r
s
h
i
p
p
r
a
c
tic
e
s
a
l
o
n
g
w
it
h
p
l
a
n
n
i
n
g
,
o
r
g
a
n
i
z
i
n
g
,
c
o
n
t
r
o
l
l
i
n
g
,
c
o
m
m
a
n
d
i
n
g
,
a
n
d
c
o
o
r
d
i
n
a
t
i
n
g
;
iii
)
D
e
t
e
r
m
i
n
e
i
f
t
h
e
r
e
a
r
e
s
i
g
n
if
i
c
a
n
t
d
i
f
f
e
r
e
n
ce
s
i
n
t
h
e
l
e
v
el
o
f
t
e
a
c
h
e
r
s
’
p
e
r
f
o
r
m
a
n
c
e
a
n
d
l
ev
e
l
o
f
s
c
h
o
o
l
h
e
a
d
s
’
l
e
a
d
e
r
s
h
i
p
p
r
ac
t
i
ce
s
w
h
e
n
t
h
e
y
w
e
r
e
g
r
o
u
p
e
d
a
c
c
o
r
d
i
n
g
t
o
t
h
ei
r
a
c
a
d
e
m
ic
p
r
o
f
i
l
e
; a
n
d
iv
)
D
et
e
r
m
i
n
e
i
f
t
h
e
r
e
i
s
a
s
i
g
n
i
f
i
c
a
n
t
r
e
l
a
ti
o
n
s
h
i
p
b
e
tw
e
en
t
h
e
s
c
h
o
o
l
h
e
a
d
s
’
l
e
a
d
e
r
s
h
i
p
p
r
a
c
t
i
c
es
a
n
d
t
e
a
c
h
e
r
s
’
p
e
r
f
o
r
m
a
n
c
e
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
co
r
r
elatio
n
r
esear
ch
was
u
s
ed
in
th
is
s
tu
d
y
wh
ich
w
as
co
n
d
u
cte
d
in
th
e
s
elec
ted
s
ec
o
n
d
ar
y
s
ch
o
o
ls
o
f
th
e
Dep
a
r
tm
en
t
o
f
E
d
u
ca
tio
n
,
Sch
o
o
ls
Div
is
io
n
o
f
Nu
ev
a
Vizc
ay
a,
Ph
ilip
p
in
es.
Simp
le
r
an
d
o
m
s
am
p
lin
g
was
u
s
ed
to
ca
lcu
la
te
th
e
s
am
p
le
s
ize
f
o
r
te
ac
h
er
-
r
esp
o
n
d
e
n
ts
(
n
=1
9
5
)
wh
ile
p
u
r
p
o
s
iv
e
s
am
p
lin
g
was
u
s
ed
f
o
r
s
ch
o
o
l
h
ea
d
s
(
n
=1
7
)
.
A
s
tr
u
ctu
r
e
d
q
u
esti
o
n
n
air
e
was
d
ev
elo
p
ed
to
g
at
h
er
th
e
n
ec
ess
ar
y
in
f
o
r
m
atio
n
th
at
r
ein
f
o
r
ce
d
th
e
th
em
e
o
f
th
is
an
aly
s
is
.
T
o
co
n
f
o
r
m
to
th
e
n
o
r
m
al
s
tan
d
a
r
d
s
an
d
p
r
ac
tice
o
f
r
esear
ch
,
th
e
r
esear
c
h
er
s
s
o
u
g
h
t
p
er
m
is
s
io
n
f
r
o
m
t
h
e
Sch
o
o
l
s
Div
is
io
n
Su
p
er
i
n
ten
d
en
t
f
o
r
th
e
co
n
d
u
ct
o
f
th
is
s
tu
d
y
.
Fu
r
t
h
er
,
p
er
m
is
s
io
n
w
as
also
p
u
r
s
u
e
d
to
g
o
th
r
o
u
g
h
th
e
r
ec
o
r
d
s
o
f
th
e
Div
is
io
n
Statis
tician
f
o
r
th
e
p
er
f
o
r
m
an
ce
o
f
teac
h
e
r
s
th
r
o
u
g
h
th
eir
i
n
d
iv
id
u
al
p
er
f
o
r
m
an
ce
co
m
m
itm
en
t
an
d
r
e
v
iew
(
I
PC
R
)
.
T
h
e
ad
m
in
is
tr
atio
n
an
d
r
etr
iev
al
o
f
th
e
r
esear
ch
in
s
tr
u
m
e
n
t w
er
e
d
o
n
e
b
y
th
e
r
esear
ch
er
s
.
W
eig
h
ted
m
ea
n
s
wer
e
e
m
p
lo
y
ed
to
estab
lis
h
th
e
lev
els
o
f
lead
er
s
h
ip
p
r
ac
tices
o
f
s
ch
o
o
l
le
ad
er
s
an
d
th
e
p
er
f
o
r
m
an
ce
o
f
teac
h
er
s
.
T
o
d
ec
id
e
h
o
w
d
if
f
er
e
n
t
v
ar
i
ab
les
ar
e
ass
o
ciate
d
with
ea
c
h
o
th
er
,
th
e
T
-
test
,
F
-
test
,
p
o
s
t
-
hoc
test
s
,
an
d
Pear
s
o
n
r
wer
e
u
tili
ze
d
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
L
ev
el
o
f
s
cho
o
l hea
ds
’
lea
dersh
ip pra
ct
ices
T
ab
le
1
s
h
o
ws
th
e
lev
el
o
f
s
c
h
o
o
l
h
ea
d
s
’
lead
er
s
h
i
p
p
r
ac
tic
es
as
ev
alu
ated
b
y
th
em
s
elv
es
an
d
t
h
eir
teac
h
er
s
in
te
r
m
s
o
f
p
lan
n
in
g
,
o
r
g
an
izin
g
,
co
n
tr
o
llin
g
,
co
m
m
an
d
in
g
,
an
d
c
o
o
r
d
in
atin
g
.
T
ab
le
1
p
r
esen
ts
t
h
e
lev
el
o
f
lead
er
s
h
ip
p
r
ac
tices
o
f
s
ch
o
o
l
h
ea
d
s
as
o
b
s
er
v
e
d
b
y
th
em
s
elv
es
an
d
th
eir
teac
h
er
s
.
R
esu
lts
r
ev
ea
led
th
e
f
o
llo
win
g
:
i)
Plan
n
in
g
:
Sch
o
o
l
h
ea
d
s
wer
e
co
n
s
id
er
ed
to
h
a
v
e
r
e
g
u
lar
ly
ex
h
ib
ited
r
em
ar
k
a
b
le
lead
er
s
h
ip
p
r
ac
tices
in
th
e
p
lan
n
in
g
d
im
e
n
s
io
n
,
g
iv
i
n
g
p
r
i
o
r
ity
to
a
well
-
d
ef
in
e
d
tar
g
et
an
d
m
ak
in
g
it
c
lear
t
o
th
eir
wo
r
k
er
s
,
co
n
ce
n
tr
atin
g
o
n
s
tr
ateg
ic
r
esu
lts
,
an
d
id
en
tify
in
g
n
ec
ess
ar
y
s
tep
s
to
ac
h
iev
e
th
eir
o
b
jectiv
es.
ii)
Or
g
an
izin
g
:
Sch
o
o
l
h
ea
d
s
h
av
e
b
ee
n
m
ea
s
u
r
ed
to
co
n
s
is
ten
tly
d
em
o
n
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.
iii)
C
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tr
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llin
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:
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s
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th
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f
ield
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ac
k
t
h
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s
u
cc
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o
f
all
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ch
o
o
l a
ctiv
ities
.
iv
)
C
o
m
m
an
d
in
g
:
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o
o
l
h
ea
d
s
h
av
e
b
ee
n
ex
am
in
e
d
to
co
n
s
is
ten
tly
d
em
o
n
s
tr
ate
r
em
ar
k
ab
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lead
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s
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ip
b
eh
av
io
r
s
alo
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g
th
e
co
m
m
a
n
d
d
im
en
s
io
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,
with
a
f
o
cu
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n
q
u
ality
p
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f
o
r
m
an
ce
an
d
u
n
ity
in
th
e
wo
r
k
f
o
r
ce
.
v)
C
o
o
r
d
in
atin
g
:
Sch
o
o
l
h
ea
d
s
h
av
e
b
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f
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u
n
d
to
r
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ly
s
h
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w
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p
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lead
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r
o
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h
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c
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n
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a
x
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b
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p
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f
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l
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b
alan
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,
an
d
u
p
d
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g
t
h
em
with
im
p
r
o
v
em
en
ts
.
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[
3
5
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,
[
3
6
]
.
B
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Petr
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Go
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[
3
7
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[
3
8
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,
[
3
9
]
.
Ma
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ten
s
s
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an
d
R
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x
å
[
4
0
]
also
s
h
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d
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v
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s
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p
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in
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f
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(
d
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Mo
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[
3
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lead
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s
n
ee
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b
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d
d
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v
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d
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u
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d
g
ain
in
f
o
r
m
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o
n
q
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ality
s
tan
d
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s
.
3
.
2
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L
ev
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perf
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m
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T
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2
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ef
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PC
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f
f
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s
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d
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a
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d
a
r
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s
k
illed
at
ac
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n
g
s
u
cc
ess
[
4
1
]
.
T
o
b
e
s
u
cc
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f
u
l,
Ash
ied
u
an
d
Sco
tt
-
L
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[
4
2
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tated
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th
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v
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T
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[
4
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R
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lts
in
d
icate
th
at
th
e
teac
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in
g
p
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f
o
r
m
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T
ea
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r
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HT
1
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ig
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ce
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ar
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1
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T
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T
3
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Ma
s
ter
T
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ch
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MT
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2
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HT
3
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I
t
co
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ld
b
e
ass
u
m
ed
th
at
s
u
ch
teac
h
er
s
wh
o
h
a
v
e
b
ee
n
u
p
g
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ed
to
HT
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d
HT
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av
e
a
g
r
ea
ter
lev
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o
f
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ed
icatio
n
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d
m
o
tiv
atio
n
,
th
e
r
eb
y
d
e
m
o
n
s
tr
atin
g
a
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er
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atis
f
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class
if
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Fu
r
th
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m
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e
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th
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v
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f
teac
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o
h
as
s
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r
s
in
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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1330
ed
u
ca
tio
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y
s
tem
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C
o
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eq
u
e
n
tly
,
th
e
teac
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g
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ased
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d
th
e
ir
y
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s
o
f
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ce
as tea
ch
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s
.
T
h
e
f
in
d
in
g
s
a
r
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
f
in
d
in
g
s
d
r
aw
n
b
y
T
o
m
in
ez
a
n
d
Dela
C
r
u
z
[
4
3
]
th
at
h
ig
h
er
-
le
v
el
teac
h
er
s
r
ep
r
ese
n
t
h
ig
h
er
ed
u
ca
tio
n
al
s
u
cc
e
s
s
in
cr
ea
tin
g
a
h
ea
lth
y
lear
n
in
g
atm
o
s
p
h
er
e,
r
es
o
lv
in
g
in
d
iv
id
u
al
d
if
f
er
e
n
c
es,
tr
an
s
m
itti
n
g
lear
n
in
g
p
r
io
r
ities
,
an
d
d
eter
m
in
in
g
lear
n
i
n
g
o
u
tco
m
es.
T
h
ey
also
clar
if
ied
th
at
m
o
r
e
q
u
alif
ied
teac
h
er
s
ar
e
p
r
ep
a
r
ed
to
d
e
m
o
n
s
tr
ate
im
p
r
o
v
ed
p
r
ep
a
r
atio
n
s
k
ills
,
in
clu
d
in
g
a
f
ar
m
o
r
e
o
r
g
an
ized
r
ep
r
esen
tatio
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th
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tu
d
en
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r
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ed
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ty
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ed
u
ca
ti
o
n
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d
s
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d
m
o
tiv
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s
m
o
r
e
s
k
illed
th
an
in
ex
p
er
ien
ce
d
teac
h
er
s
.
L
ik
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wis
e,
th
er
e
ar
e
s
ev
er
al
f
ac
to
r
s
id
en
tifie
d
to
b
e
i
n
ass
o
ciatio
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with
teac
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p
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f
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m
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teac
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teac
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p
r
ep
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ce
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d
p
r
o
f
ess
io
n
al
r
eg
u
lato
r
y
ex
am
i
n
atio
n
[
4
8
]
.
3
.
5
.
Co
m
pa
riso
n in t
he
lev
el
o
f
s
cho
o
l hea
ds
’
lea
dersh
ip
pra
ct
ices o
f
when t
hey
a
re
g
ro
up
ed
a
cc
o
rding
t
o
t
heir
a
ca
de
m
ic
pro
f
ile
T
ab
le
5
c
o
m
p
a
r
es
th
e
lead
e
r
s
h
ip
p
r
a
ctice
s
o
f
s
ch
o
o
l
h
ea
d
s
ac
co
r
d
in
g
to
t
h
eir
ac
ad
e
m
ic
p
r
o
f
ile
s
u
ch
as
ag
e,
h
ig
h
est
ed
u
ca
tio
n
al
attain
m
en
t,
an
d
n
u
m
b
e
r
o
f
y
ea
r
s
as
ad
m
in
is
tr
ato
r
,
o
u
ts
tan
d
in
g
ac
h
iev
em
en
t,
an
d
ty
p
e
o
f
s
ch
o
o
l
b
ein
g
m
an
a
g
ed
.
R
esu
lts
in
T
ab
le
5
s
p
ec
if
y
th
at
th
e
lev
el
o
f
lead
er
s
h
i
p
p
r
ac
tices
im
p
lem
en
ted
b
y
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
ar
e
n
o
t
s
ig
n
if
ican
tly
d
if
f
e
r
en
t
wh
en
th
ey
wer
e
g
r
o
u
p
e
d
ac
co
r
d
in
g
to
ag
e,
n
u
m
b
er
o
f
y
ea
r
s
as
an
ad
m
in
is
tr
ato
r
,
o
u
ts
tan
d
in
g
ac
h
iev
e
m
en
t,
an
d
th
e
ty
p
e
o
f
s
ch
o
o
l
b
ein
g
m
an
ag
ed
.
T
h
ese
r
esu
lts
s
u
g
g
est th
at
th
e
lev
el
o
f
lead
er
s
h
ip
p
r
ac
tices o
f
s
ch
o
o
l h
ea
d
s
is
co
m
p
ar
ab
le
wh
en
th
e
r
esp
o
n
d
en
ts
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e
g
r
o
u
p
e
d
ac
co
r
d
in
g
to
th
e
p
r
o
f
ile
v
ar
iab
les m
en
tio
n
ed
ea
r
lier
.
C
o
n
v
er
s
ely
,
th
e
s
ch
o
o
l
h
ea
d
s
’
lev
e
l
o
f
lead
e
r
s
h
ip
p
r
ac
tices
i
s
s
ig
n
if
ican
tly
d
if
f
er
e
n
t
wh
en
th
ey
wer
e
g
r
o
u
p
ed
b
ased
o
n
th
eir
h
ig
h
est
ed
u
ca
tio
n
al
attain
m
e
n
t.
T
h
e
r
esu
lt
in
d
icate
s
th
at
th
e
l
ev
el
o
f
lead
er
s
h
ip
p
r
ac
tices
o
f
s
ch
o
o
l
h
ea
d
s
is
i
n
co
m
p
ar
a
b
le
wh
en
th
eir
h
ig
h
est
ed
u
ca
tio
n
al
attain
m
en
t
is
tak
en
in
to
ac
co
u
n
t.
T
h
is
f
u
r
th
e
r
im
p
lies
th
at
s
ch
o
o
l
h
ea
d
s
th
at
p
u
r
s
u
ed
th
eir
d
o
cto
r
ate
d
e
g
r
ee
s
h
a
v
e
a
h
ig
h
er
lev
el
o
f
lead
er
s
h
ip
p
r
ac
tices
th
an
t
h
o
s
e
h
o
ld
er
s
o
f
m
aster
’
s
d
eg
r
ee
s
.
T
h
is
is
in
s
u
p
p
o
r
t
o
f
Pih
ie
,
Sad
e
g
h
i,
an
d
E
lias
[
3
9
]
ass
er
tio
n
th
at
to
b
e
s
u
cc
ess
f
u
l,
s
ch
o
o
l
lead
er
s
s
h
o
u
ld
lear
n
as
m
u
ch
as
p
o
s
s
ib
le
o
f
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
b
y
en
g
ag
in
g
in
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
to
r
eg
u
lar
l
y
d
em
o
n
s
tr
ate
th
eir
tr
an
s
f
o
r
m
atio
n
al
lea
d
er
s
h
ip
to
h
a
n
d
le
o
r
g
an
izatio
n
al
ch
a
n
g
e.
B
esid
es,
s
ch
o
o
l
lead
er
s
m
u
s
t
d
ete
r
m
in
e
th
e
s
ch
o
o
l’
s
p
r
o
g
r
ess
i
o
n
an
d
p
r
o
m
o
te
a
p
o
s
itiv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
t
to
f
o
s
ter
an
d
s
tr
en
g
th
en
th
e
m
o
tiv
atio
n
an
d
c
o
m
m
itm
en
t
o
f
teac
h
er
s
to
en
ab
le
ch
an
g
e
in
s
tr
ess
f
u
l c
o
n
d
itio
n
s
[
1
3
]
.
T
ab
le
5
.
Dif
f
e
r
en
ce
s
in
th
e
lev
el
o
f
s
ch
o
o
l
h
ea
d
s
’
lead
er
s
h
i
p
p
r
ac
tices wh
en
th
ey
wer
e
g
r
o
u
p
ed
ac
co
r
d
in
g
t
o
th
eir
ac
ad
em
ic
p
r
o
f
ile
P
r
o
f
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l
e
v
a
r
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a
b
l
e
Df
F
v
a
l
u
e
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p
-
v
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l
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e
R
e
mar
k
s
A
g
e
4
,
1
2
2
.
9
3
.
0
6
7
N
o
t
s
i
g
n
i
f
i
c
a
n
t
H
i
g
h
e
s
t
E
d
u
c
a
t
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o
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l
a
t
t
a
i
n
me
n
t
1
,
1
5
5
.
5
6
*
*
.
0
3
2
S
i
g
n
i
f
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c
a
n
t
N
u
mb
e
r
o
f
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r
s
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s
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t
r
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t
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r
3
,
1
3
2
.
7
2
.
0
8
8
N
o
t
s
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g
n
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f
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c
a
n
t
O
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t
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t
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e
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e
me
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t
4
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1
2
1
.
3
4
.
3
1
2
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o
t
s
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g
n
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f
i
c
a
n
t
Ty
p
e
o
f
s
c
h
o
o
l
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e
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n
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ma
n
a
g
e
d
4
,
1
2
1
.
3
4
.
3
1
2
N
o
t
s
i
g
n
i
f
i
c
a
n
t
*
*
si
g
n
i
f
i
c
a
n
t
a
t
.
0
5
3
.
6
.
Rela
t
io
ns
hip
bet
wee
n t
he
s
c
ho
o
l hea
ds
’
lea
dersh
ip
pra
ct
ices a
nd
t
ea
cher
s
’
perf
o
rm
a
nce
T
ab
le
6
s
h
o
ws
th
e
r
elatio
n
s
h
ip
b
etwe
en
t
h
e
lead
er
s
h
ip
p
r
ac
tices
o
f
s
ch
o
o
l
h
ea
d
s
a
n
d
teac
h
in
g
p
er
f
o
r
m
an
ce
o
f
teac
h
er
s
.
R
esu
lts
in
T
ab
le
6
s
h
o
w
th
at
t
h
e
d
im
en
s
io
n
s
o
f
th
e
s
ch
o
o
l
h
ea
d
s
’
lead
er
s
h
ip
p
r
ac
tices
s
u
ch
as
p
lan
n
i
n
g
,
o
r
g
an
izin
g
,
an
d
co
n
t
r
o
llin
g
a
r
e
s
lig
h
tly
co
r
r
elate
d
with
teac
h
er
s
’
p
er
f
o
r
m
a
n
ce
.
Mo
r
eo
v
er
,
s
u
p
er
v
is
o
r
y
p
r
ac
tic
es
th
at
in
v
o
lv
e
co
m
m
an
d
in
g
an
d
co
o
r
d
in
atin
g
a
r
e
m
o
d
e
r
ately
ass
o
ciate
d
with
teac
h
er
s
’
ef
f
icien
cy
.
Fin
ally
,
th
e
s
ch
o
o
l
h
ea
d
s
’
lev
el
o
f
lea
d
er
s
h
ip
p
r
ac
tices
is
d
is
cr
ee
tly
lin
k
ed
with
teac
h
er
s
’
ef
f
ec
tiv
en
ess
.
Ho
wev
er
,
n
o
n
e
o
f
th
e
d
im
en
s
io
n
s
,
lik
ewise
with
th
e
o
v
er
all
lead
er
s
h
ip
p
r
ac
tices,
ar
e
f
o
u
n
d
to
b
e
s
tatis
tically
s
ig
n
if
ican
t.
R
esu
lts
in
d
icate
th
at
th
er
e
ar
e
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
b
et
wee
n
th
e
q
u
ality
o
f
lead
er
s
h
ip
s
k
ills
im
p
lem
en
ted
b
y
s
ch
o
o
l
h
ea
d
s
an
d
th
e
s
u
c
ce
s
s
o
f
teac
h
er
s
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
s
ch
o
o
l
h
ea
d
s
’
lead
er
s
h
ip
p
r
ac
t
ices
ar
e
in
d
ep
en
d
en
t
o
f
teac
h
e
r
s
’
p
er
f
o
r
m
a
n
ce
o
r
v
ice
-
v
er
s
a.
T
h
at
is
,
r
eg
ar
d
less
o
f
th
e
lead
e
r
s
h
ip
p
r
ac
tices c
ar
r
ied
o
u
t b
y
s
ch
o
o
l
h
ea
d
s
,
th
e
p
er
f
o
r
m
a
n
ce
o
f
teac
h
er
s
r
em
ain
s
th
e
s
am
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ma
n
a
g
in
g
ed
u
c
a
tio
n
a
l in
s
titu
t
io
n
s
:
S
ch
o
o
l h
ea
d
s
’
lea
d
ers
h
i
p
p
r
a
ctice
s
a
n
d
…
(
C
h
err
y
Jo
y
C
.
A
q
u
in
o
)
1331
T
ab
le
6
.
R
elatio
n
s
h
ip
b
etwe
en
th
e
s
ch
o
o
l h
ea
d
s
’
lead
er
s
h
ip
p
r
ac
tices a
n
d
teac
h
er
s
’
p
er
f
o
r
m
an
ce
V
a
r
i
a
b
l
e
s c
o
r
r
e
l
a
t
e
d
C
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
p
-
v
a
l
u
e
s
R
e
mar
k
s
P
l
a
n
n
i
n
g
p
r
a
c
t
i
c
e
s
a
n
d
p
e
r
f
o
r
ma
n
c
e
.
3
2
8
.
1
9
9
N
o
t
s
i
g
n
i
f
i
c
a
n
t
O
r
g
a
n
i
z
i
n
g
p
r
a
c
t
i
c
e
s a
n
d
p
e
r
f
o
r
m
a
n
c
e
.
2
1
9
.
3
9
9
N
o
t
s
i
g
n
i
f
i
c
a
n
t
C
o
n
t
r
o
l
l
i
n
g
p
r
a
c
t
i
c
e
s
a
n
d
p
e
r
f
o
r
ma
n
c
e
.
3
2
1
.
2
0
9
N
o
t
s
i
g
n
i
f
i
c
a
n
t
C
o
mm
a
n
d
i
n
g
p
r
a
c
t
i
c
e
s
a
n
d
p
e
r
f
o
r
m
a
n
c
e
.
4
3
1
.
0
8
4
N
o
t
s
i
g
n
i
f
i
c
a
n
t
C
o
o
r
d
i
n
a
t
i
n
g
p
r
a
c
t
i
c
e
s a
n
d
p
e
r
f
o
r
m
a
n
c
e
.
4
5
1
.
0
6
9
N
o
t
s
i
g
n
i
f
i
c
a
n
t
O
v
e
r
a
l
l
l
e
a
d
e
r
sh
i
p
p
r
a
c
t
i
c
e
s
a
n
d
p
e
r
f
o
r
man
c
e
.
4
5
2
.
0
6
8
N
o
t
s
i
g
n
i
f
i
c
a
n
t
Sch
o
o
l
lead
er
s
h
ip
c
o
v
er
s
th
e
tr
ain
in
g
o
f
b
o
th
teac
h
er
s
a
n
d
l
ea
r
n
er
s
.
Su
s
tain
ed
ad
v
an
ce
d
k
n
o
wled
g
e
is
a
k
ey
asp
ec
t
o
f
h
elp
in
g
te
ac
h
er
s
to
r
esp
o
n
d
to
ch
an
g
in
g
ex
p
ec
tatio
n
s
a
n
d
to
d
ev
el
o
p
th
eir
p
r
o
f
ess
io
n
al
s
k
ills
[
2
0
]
.
Su
cc
ess
f
u
l
lead
er
s
h
ip
r
eq
u
ir
es
b
o
t
h
ex
p
licit
a
n
d
im
p
licit
m
eth
o
d
s
to
b
o
o
s
t
th
e
wo
r
k
en
v
ir
o
n
m
en
t
[
4
4
]
.
Sch
o
o
l
lead
er
s
n
ee
d
to
a
d
d
r
ess
th
e
s
ch
o
o
l
clim
ate
b
o
t
h
b
y
f
o
s
ter
in
g
th
e
im
p
ac
t
o
f
t
ea
ch
er
s
o
n
clim
ate
-
r
elate
d
in
itiativ
es
an
d
b
y
d
ir
e
ctly
ac
ce
p
tin
g
ac
c
o
u
n
ta
b
ilit
y
f
o
r
th
ese
r
esp
o
n
s
ib
ilit
ies.
T
h
e
m
ain
task
o
f
s
ch
o
o
l
lead
er
s
is
to
d
ir
ec
t
teac
h
er
s
an
d
p
r
o
v
id
e
t
h
e
ca
p
ac
ity
t
o
r
eso
lv
e
co
m
m
o
n
p
r
o
b
lem
s
a
b
o
u
t
s
ec
u
r
ity
a
n
d
ed
u
ca
tio
n
al
e
x
p
ec
tatio
n
s
[
2
1
]
,
[
4
9
]
.
L
ea
d
er
s
h
ip
p
r
ac
tices
o
f
s
ch
o
o
l
a
d
m
in
is
tr
ato
r
s
h
av
e
s
i
g
n
if
ican
t
e
f
f
ec
t
o
n
teac
h
er
en
g
a
g
em
en
t,
e
f
f
icien
c
y
,
p
r
o
d
u
ctiv
ity
,
an
d
b
etter
ed
u
ca
tio
n
al
ac
h
iev
em
en
t
[
5
0
]
-
[
5
3
]
.
4.
CO
NCLU
SI
O
N
T
h
e
s
ch
o
o
l
h
ea
d
s
h
av
e
b
ee
n
f
o
u
n
d
to
r
eg
u
lar
ly
s
h
o
w
im
p
r
e
s
s
iv
e
lead
er
s
h
ip
s
tr
ateg
ie
s
in
t
h
e
f
ield
s
o
f
p
lan
n
in
g
,
o
r
g
an
izin
g
,
r
eg
u
latin
g
,
d
ir
ec
tin
g
,
an
d
u
n
i
f
y
in
g
,
teac
h
er
s
ex
h
ib
ited
a
v
er
y
s
atis
f
ac
to
r
y
teac
h
in
g
q
u
ality
.
T
h
e
ex
p
lan
atio
n
s
m
ad
e
b
y
s
ch
o
o
l
h
ea
d
s
an
d
teac
h
er
s
o
n
th
e
ex
ce
llen
t
lead
er
s
h
ip
s
tr
ateg
ies
o
f
s
ch
o
o
l
h
ea
d
s
ar
e
u
n
p
ar
alleled
.
T
h
e
d
i
s
tin
ctio
n
in
lea
d
er
s
h
ip
p
r
ac
tic
es
ex
p
er
ien
ce
d
b
y
s
ch
o
o
l
h
ea
d
s
an
d
t
h
eir
teac
h
er
s
is
ab
s
o
l
u
tely
v
ital,
co
n
f
ir
m
in
g
th
at
th
e
r
ea
ctio
n
s
o
f
b
o
th
s
ec
to
r
s
-
r
esp
o
n
d
e
n
ts
ar
e
f
u
n
d
am
en
ta
lly
b
etter
.
T
ea
ch
er
s
'
p
er
f
o
r
m
a
n
ce
is
c
o
n
s
is
ten
t
ir
r
esp
ec
tiv
e
o
f
ag
e,
ed
u
ca
tio
n
al
ac
h
iev
em
e
n
t,
o
r
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
s
.
Ho
wev
er
,
wh
en
teac
h
er
s
ar
e
ca
teg
o
r
ized
ac
co
r
d
in
g
to
th
eir
teac
h
in
g
s
tatu
s
a
n
d
n
u
m
b
er
o
f
y
ea
r
s
o
f
e
x
p
er
ien
ce
,
th
e
r
e
ar
e
g
r
e
at
d
is
p
ar
ities
in
th
ei
r
p
r
o
d
u
ctiv
ity
.
T
h
is
e
x
p
o
u
n
d
s
t
h
at
h
ea
d
teac
h
er
s
h
a
v
e
im
p
r
o
v
e
d
teac
h
in
g
ef
f
icien
cy
t
h
an
teac
h
er
s
an
d
m
aster
teac
h
er
s
.
I
n
co
m
p
ar
is
o
n
,
teac
h
er
s
with
s
h
o
r
ter
r
ele
v
an
t
ex
p
er
ien
ce
s
h
o
wed
p
o
o
r
er
ed
u
ca
tio
n
al
q
u
ality
r
elativ
e
to
t
h
o
s
e
wh
o
s
p
en
t
m
o
r
e
tim
e
in
th
e
s
ch
o
o
l
s
y
s
tem
.
Sch
o
o
l
h
ea
d
s
wh
o
h
av
e
o
b
tain
ed
th
eir
d
o
cto
r
ate
d
eg
r
ee
s
g
e
t
a
g
r
ea
te
r
lev
el
o
f
lead
er
s
h
ip
p
r
ac
tices
th
an
t
h
o
s
e
h
o
ld
er
s
o
f
m
aster
'
s
d
eg
r
ee
s
.
T
h
e
v
er
y
ef
f
ec
tiv
e
p
er
f
o
r
m
a
n
c
e
o
f
teac
h
e
r
s
r
em
ain
s
co
n
s
tan
t,
r
eg
ar
d
less
o
f
wh
eth
er
th
e
s
ch
o
o
l
h
ea
d
s
ca
r
r
y
o
u
t
a
v
er
y
h
ig
h
a
u
th
en
tic
lead
er
s
h
ip
.
T
h
e
r
esear
ch
er
s
f
o
r
war
d
s
ev
e
r
al
r
ec
o
m
m
en
d
atio
n
s
.
T
h
e
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
m
a
y
r
eso
lv
e
th
e
f
o
llo
win
g
in
ter
v
e
n
tio
n
ac
tiv
ities
to
f
u
r
th
er
im
p
r
o
v
e
th
e
lead
er
s
h
ip
p
r
ac
tices
o
f
its
s
ch
o
o
l
h
ea
d
s
t
h
at
lead
to
an
ex
ce
llen
t
p
er
f
o
r
m
an
ce
o
f
t
h
eir
s
ch
o
o
ls
,
teac
h
e
r
s
,
an
d
p
u
p
ils
,
s
u
ch
as:
i
)
R
eg
u
lar
cr
af
tin
g
an
d
im
p
lem
en
tatio
n
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
f
o
r
s
ch
o
o
l
h
ea
d
s
an
d
teac
h
er
s
;
ii
)
Fu
r
th
er
r
e
v
iew
o
f
p
r
ev
ailin
g
lead
er
s
h
ip
p
r
ac
tices
o
f
s
ch
o
o
l
h
ea
d
s
to
f
u
r
th
er
en
h
an
ce
th
e
p
er
f
o
r
m
a
n
ce
o
f
teac
h
er
s
an
d
p
u
p
ils
;
iii
)
Or
ien
tatio
n
an
d
r
e
-
o
r
ien
tatio
n
o
f
te
ac
h
er
s
o
n
th
ei
r
d
u
ties
an
d
r
es
p
o
n
s
ib
ilit
ies;
an
d
iv
)
R
ev
is
itin
g
th
e
ess
en
tial
v
alu
es
o
f
Dep
ar
tm
e
n
t
o
f
E
d
u
ca
t
io
n
.
Fu
tu
r
e
r
esear
ch
e
r
s
m
ay
in
v
esti
g
ate
o
th
e
r
ap
p
r
o
ac
h
es
o
f
th
is
s
tu
d
y
an
d
co
m
e
u
p
with
r
elate
d
s
tu
d
ies
g
iv
in
g
co
n
s
id
er
atio
n
s
o
n
th
e
in
clu
s
io
n
o
f
o
th
er
v
ar
iab
les
an
d
wid
e
n
in
g
its
s
co
p
e.
ACK
NO
WL
E
DG
E
M
E
NT
S
Gr
atitu
d
e
is
g
iv
en
to
th
e
D
ep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
,
Sch
o
o
ls
Div
is
io
n
o
f
Nu
ev
a
Viz
ca
y
a,
th
e
Ph
ilip
p
in
es f
o
r
g
r
an
tin
g
th
e
co
n
d
u
ct
o
f
th
is
s
tu
d
y
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
r
in
cip
als an
d
t
ea
ch
er
s
.
RE
F
E
R
E
NC
E
S
[1
]
K.
Leith
wo
o
d
,
A.
Ha
rris,
a
n
d
D
.
Ho
p
k
in
s,
“
S
e
v
e
n
str
o
n
g
c
laim
s
a
b
o
u
t
su
c
c
e
ss
fu
l
sc
h
o
o
l
lea
d
e
rs
h
ip
re
v
isit
e
d
,
”
S
c
h
o
o
l
L
e
a
d
e
rs
h
i
p
&
M
a
n
a
g
e
me
n
t
,
v
o
l
.
4
0
,
n
o
.
1
,
p
p
.
5
-
2
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3
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5
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Co
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6
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M.
C
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ll
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,
C
.
Ja
m
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s,
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n
d
M
.
F
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,
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Th
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7
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D.
A.
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K.
S
.
Ca
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De
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8
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J.
M
.
Ko
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Z.
P
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9
]
B.
Z.
P
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“
In
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.
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0
]
D.
D.
Ro
ss
,
V.
Ve
sc
io
,
K.
Tri
c
a
rico
,
a
n
d
K.
S
h
o
rt,
S
e
c
re
ts
fo
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me
n
to
rin
g
n
o
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tea
c
h
e
rs
.
G
a
in
e
sv
il
le,
F
L:
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ti
n
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e
r
Ce
n
ter f
o
r
Lea
rn
i
n
g
,
2
0
1
1
.
[2
1
]
L.
Li, P
.
Ha
ll
in
g
e
r,
a
n
d
J
.
Ko
,
“
P
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ip
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.
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2
]
J.
S
e
b
a
stian
,
H
.
Hu
a
n
g
,
a
n
d
E
.
Al
len
sw
o
rth
,
“
Ex
a
m
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n
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ra
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ste
m
s
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sc
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ls:
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n
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ti
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2
.
[2
3
]
M
.
E.
M
a
li
k
,
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Q.
Da
n
is
h
,
a
n
d
A.
Us
m
a
n
,
“
Th
e
imp
a
c
t
o
f
se
rv
ice
q
u
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li
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ts’
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ti
o
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n
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a
ti
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f
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n
jab
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rn
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M
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n
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me
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t
Res
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[2
4
]
A.R.
El
a
n
g
o
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a
n
,
C
.
C.
P
i
n
d
e
r,
a
n
d
M
.
M
c
Lea
n
,
“
Ca
ll
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s
a
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rn
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[2
5
]
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L.
H.
M
a
n
g
u
n
d
jay
a
,
D.B.
Ut
o
y
o
,
a
n
d
P
.
Wu
la
n
d
a
ri,
“
Th
e
R
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Em
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Re
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to
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iza
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l
Ch
a
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,
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sb
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.
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0
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5
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.
3
8
5
.
[2
6
]
I.
M
.
M
e
tt
e
,
B.
G
.
Ra
n
g
e
,
J.
A
n
d
e
rso
n
,
D.
J
.
Hv
i
d
sto
n
,
a
n
d
L.
Nie
u
we
n
h
u
ize
n
,
“
Tea
c
h
e
rs'
P
e
rc
e
p
ti
o
n
s
o
f
Tea
c
h
e
r
S
u
p
e
r
v
isio
n
a
n
d
Ev
a
l
u
a
ti
o
n
:
A
Re
flec
ti
o
n
o
f
S
c
h
o
o
l
Im
p
r
o
v
e
m
e
n
t
P
ra
c
ti
c
e
s
in
th
e
A
g
e
o
f
Re
fo
r
m
,
”
Ed
u
c
a
ti
o
n
L
e
a
d
e
rs
h
ip
Rev
iew
,
v
o
l.
1
6
,
n
o
.
1
,
p
p
.
1
6
-
3
0
,
2
0
1
5
.
[2
7
]
F.
G
a
n
d
o
lfi
a
n
d
S
.
S
to
n
e
,
“
Clari
fy
in
g
lea
d
e
rsh
i
p
:
Hig
h
-
imp
a
c
t
le
a
d
e
rs
in
a
ti
m
e
o
f
lea
d
e
rsh
i
p
c
ri
sis
,
”
Rev
ista
d
e
M
a
n
a
g
e
me
n
t
Co
mp
a
ra
t
In
ter
n
a
ti
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n
a
l
,
v
o
l
.
1
7
,
n
o
.
3
,
p
p
.
2
1
2
-
2
2
4
,
2
0
1
6
.
[2
8
]
P.
Ha
ll
in
g
e
r
a
n
d
R
.
H.
He
c
k
,
“
L
e
a
d
e
rsh
ip
fo
r
lea
rn
i
n
g
:
D
o
e
s
c
o
ll
a
b
o
ra
ti
v
e
lea
d
e
rsh
i
p
m
a
k
e
a
d
i
ffe
re
n
c
e
in
sc
h
o
o
l
imp
ro
v
e
m
e
n
t?
”
Ed
u
c
a
ti
o
n
a
l
M
a
n
a
g
e
me
n
t
A
d
min
istra
ti
o
n
a
n
d
L
e
a
d
e
rs
h
ip
,
v
o
l.
3
8
,
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o
.
6
,
p
p
.
6
5
4
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7
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0
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o
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7
7
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7
4
1
1
4
3
2
1
0
3
7
9
0
6
0
.
[2
9
]
E.
Ya
riv
a
n
d
E
.
Ka
ss
,
“
As
sistin
g
stru
g
g
li
n
g
tea
c
h
e
rs
e
ffe
c
ti
v
e
ly
,
”
Ed
u
c
a
ti
o
n
a
l
M
a
n
a
g
e
me
n
t
Ad
m
in
istra
ti
o
n
a
n
d
L
e
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h
ip
,
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l.
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7
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o
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p
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o
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1
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7
2
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2
3
.
[3
0
]
M
.
N.
M
u
sta
fa
a
n
d
N
.
Oth
m
a
n
,
“
Th
e
e
ffe
c
t
o
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wo
rk
m
o
ti
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ti
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o
n
tea
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e
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rm
a
n
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e
in
P
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ru
se
n
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ig
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sc
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o
ls,
R
iau
P
r
o
v
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n
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e
,
In
d
o
n
e
sia
,
”
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o
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o
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u
ma
n
ika
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l
.
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o
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2
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p
.
2
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1
0
.
[3
1
]
F.
Az
iz,
U
.
Q
u
ra
ish
i,
a
n
d
M
.
N
a
d
e
r,
“
Lea
d
e
rsh
ip
p
ra
c
ti
c
e
s
fo
r
p
ro
fe
ss
io
n
a
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ss
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c
e
o
f
tea
c
h
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rs
in
se
c
o
n
d
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r
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h
o
o
ls,
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Asi
a
Pr
o
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e
d
in
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.
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.
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3
5
.
[3
2
]
C
.
Ki
-
S
u
c
k
,
“
Tea
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h
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e
n
tere
d
m
a
n
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m
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d
j
o
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sa
ti
sfa
c
ti
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f
tea
c
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rs
,
”
Ame
ric
a
n
Ed
u
c
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ti
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a
l
Res
e
a
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h
Asso
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ti
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An
n
u
a
l
M
e
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ti
n
g
,
1
9
7
0
.
[On
li
n
e
].
Av
a
il
a
b
le:
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tt
p
s:/
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les
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p
d
f.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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2252
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Ma
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1333
[3
3
]
S
.
Orp
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o
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a
n
d
M
.
T.
Orr,
“
Lea
rn
in
g
lea
d
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rsh
i
p
m
a
tt
e
rs:
Th
e
in
fl
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n
c
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f
in
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v
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&
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[3
4
]
H.
M
.
M
a
r
k
s
a
n
d
S
.
M
.
P
ri
n
t
y
,
“
P
rin
c
ip
a
l
lea
d
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rsh
ip
a
n
d
sc
h
o
o
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p
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rm
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:
An
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ti
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ip
,
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d
u
c
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t
io
n
a
l
Ad
mi
n
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Qu
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[3
5
]
R.
L.
Da
ft
a
n
d
D.
M
a
rc
ic
,
Bu
i
ld
i
n
g
ma
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il
ls:
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a
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n
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Lea
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g
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2
0
1
3
.
[3
6
]
R.
L.
Da
ft
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n
d
D.
M
a
rc
ic
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Un
d
e
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ta
n
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.
Ne
lso
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E
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ti
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n
,
2
0
1
6
.
[3
7
]
R.
Bo
ld
e
n
,
G
.
P
e
tro
v
,
a
n
d
J
.
G
o
slin
g
,
“
Te
n
sio
n
s
in
h
ig
h
e
r
e
d
u
c
a
t
io
n
lea
d
e
rsh
ip
:
T
o
wa
rd
s
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m
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lt
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lev
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lea
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e
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Hig
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Qu
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.
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.
[3
8
]
S
.
J.
Zac
c
a
ro
a
n
d
R
.
J.
Klimo
sk
i,
T
h
e
n
a
tu
re
o
f
o
r
g
a
n
iza
ti
o
n
a
l
le
a
d
e
rs
h
i
p
:
U
n
d
e
rs
ta
n
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i
n
g
t
h
e
p
e
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rm
a
n
c
e
imp
e
ra
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e
s c
o
n
fro
n
ti
n
g
to
d
a
y
's le
a
d
e
rs
,
Vo
l
.
1
2
.
J
o
h
n
Wi
le
y
&
S
o
n
s,
2
0
0
2
.
[3
9
]
Z.
A.
L.
P
ih
ie
,
A
.
S
a
d
e
g
h
i,
a
n
d
H
.
El
ias
,
“
An
a
ly
sis
o
f
h
e
a
d
o
f
d
e
p
a
rtme
n
ts
lea
d
e
rsh
ip
sty
les
:
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p
li
c
a
ti
o
n
f
o
r
imp
ro
v
i
n
g
re
se
a
rc
h
u
n
iv
e
rsit
y
m
a
n
a
g
e
m
e
n
t
p
ra
c
ti
c
e
s,
”
Pro
c
e
d
ia
-
S
o
c
ia
l
a
n
d
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a
v
io
ra
l
S
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ie
n
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e
s
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l.
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9
,
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p
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0
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1
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o
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s
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sp
ro
.
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1
.
1
1
.
3
4
1
.
[4
0
]
K.
M
å
rten
ss
o
n
a
n
d
T.
R
o
x
å
,
“
Lea
d
e
rsh
ip
a
t
a
lo
c
a
l
lev
e
l
–
E
n
h
a
n
c
in
g
e
d
u
c
a
ti
o
n
a
l
d
e
v
e
lo
p
m
e
n
t
,”
Ed
u
c
a
t
io
n
a
l
M
a
n
a
g
e
me
n
t
Ad
mi
n
istra
t
io
n
&
L
e
a
d
e
rs
h
ip
,
v
o
l.
44
,
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o
.
2
,
p
p
.
2
4
7
-
262
,
2
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1
6
,
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o
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0
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7
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1
7
4
1
1
4
3
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1
4
5
4
9
9
7
7
.
[4
1
]
F
.
F
it
z
g
e
ra
ld
a
n
d
B
.
Afa
ll
a
,
“
P
e
r
se
v
e
ra
n
c
e
a
n
d
P
a
ss
io
n
in
t
h
e
Te
a
c
h
in
g
P
ro
fe
ss
io
n
:
Tea
c
h
e
rs'
G
rit
,
S
e
lf
-
Eff
ica
c
y
,
Bu
rn
o
u
t,
a
n
d
P
e
rfo
rm
a
n
c
e
,
”
J
o
u
rn
a
l
o
f
Criti
c
a
l
Rev
iews
,
v
o
l
.
7
,
n
o
.
11
,
p
p
.
1
0
8
-
1
1
9
,
2
0
2
0
,
d
o
i:
1
0
.
3
1
8
3
8
/j
c
r.
0
7
.
1
1
.
1
7
.
[4
2
]
J.
A.
As
h
ied
u
a
n
d
B
.
D.
S
c
o
tt
-
L
a
d
d
,
“
Un
d
e
rsta
n
d
i
n
g
tea
c
h
e
r
a
tt
ra
c
ti
o
n
a
n
d
re
ten
ti
o
n
d
ri
v
e
r
s:
Ad
d
re
ss
in
g
tea
c
h
e
r
sh
o
rtag
e
s,
”
A
u
stra
li
a
n
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
(O
n
li
n
e
)
,
v
o
l.
3
7
,
n
o
.
1
1
,
p
p
.
23
-
4
1
,
2
0
1
2
.
[4
3
]
B.
A
.
To
m
i
n
e
z
a
n
d
L
.
M
.
De
la
Cr
u
z
,
“
P
re
d
ict
o
rs o
f
O
u
tstan
d
in
g
P
e
rfo
rm
a
n
c
e
o
f
Ba
sic
Ed
u
c
a
ti
o
n
Te
a
c
h
e
rs
,
”
J
PA
IR
M
u
lt
i
d
isc
ip
l
in
a
ry
Res
e
a
rc
h
,
v
o
l.
1
9
,
n
o
.
1
,
2
0
1
5
,
d
o
i:
1
0
.
7
7
1
9
/
jp
a
i
r.
v
1
9
i1
.
3
1
4
.
[4
4
]
N.
P
.
R.
Ku
su
m
a
d
e
wi,
I.
N
.
S
u
d
ja,
a
n
d
I.
W
.
S
u
jan
a
,
“
T
h
e
I
n
flu
e
n
c
e
o
f
Lea
d
e
rsh
ip
S
t
y
le,
Wo
r
k
E
n
v
ir
o
n
m
e
n
t
o
n
Jo
b
S
a
ti
sfa
c
ti
o
n
a
n
d
Emp
l
o
y
e
e
P
e
rfo
rm
a
n
c
e
a
t
P
T.
Kh
ris
n
a
M
u
lt
i
Li
n
tas
Ce
m
e
rlan
g
,
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Co
n
tem
p
o
ra
ry
Res
e
a
rc
h
a
n
d
Rev
iew
,
v
o
l
.
9
,
n
o
.
0
3
,
p
p
.
2
0
5
4
4
-
2
0
5
5
2
,
2
0
1
8
,
d
o
i:
1
0
.
1
5
5
2
0
/
ij
c
rr/2
0
1
8
/9
/
0
3
/
4
5
9
.
[4
5
]
S.
Na
e
e
m
a
n
d
B
.
Kh
a
n
z
a
d
a
,
“
R
o
le
o
f
Tran
sf
o
rm
a
ti
o
n
a
l
Lea
d
e
rsh
ip
in
Emp
l
o
y
e
e
’s
P
e
rf
o
rm
a
n
c
e
with
M
e
d
iatin
g
Ro
le
o
f
Jo
b
S
a
ti
sfa
c
ti
o
n
in
He
a
lt
h
S
e
c
to
r
o
f
P
a
k
ista
n
,
”
J
o
u
rn
a
l
o
f
He
a
lt
h
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
a
n
d
De
v
e
lo
p
me
n
t
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
-
6
,
2
0
1
8
.
[4
6
]
P
.
M
.
Tafrizi,
P
.
Dia
tmo
n
o
,
a
n
d
S
.
M
a
riam
,
“
Th
e
Eff
e
c
t
of
Tran
s
fo
rm
a
ti
o
n
a
l
Lea
d
e
rsh
ip
S
t
y
le,
W
o
rk
M
o
ti
v
a
ti
o
n
,
An
d
W
o
rk
En
v
iro
n
m
e
n
t
on
Emp
l
o
y
e
e
P
e
rfo
rm
a
n
c
e
Th
a
t
in
M
e
d
ia
ti
o
n
by
Jo
b
S
a
ti
sfa
c
ti
o
n
Va
riab
le
s
in
P
t
.
G
y
n
u
ra
Co
n
su
l
in
d
o
,
”
B
u
sin
e
ss
a
n
d
En
tre
p
re
n
e
u
ria
l
Rev
iew
,
v
o
l.
1
8
,
n
o
.
2
,
p
p
.
1
6
5
-
1
7
6
,
2
0
1
9
.
[4
7
]
S
.
D.
R.
P
ied
a
d
e
,
I.
M
.
Ward
a
n
a
,
I.
G
.
Rian
a
,
a
n
d
I
.
G
.
A.
De
wi
“
Th
e
ro
le
o
f
m
o
ti
v
a
ti
o
n
:
T
h
e
e
ffe
c
t
o
f
tran
sfo
rm
a
ti
o
n
a
l
lea
d
e
rsh
ip
o
n
e
m
p
lo
y
e
e
p
e
rfo
rm
a
n
c
e
,
”
In
ter
n
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
r
n
a
l
o
f
M
a
n
a
g
e
me
n
t,
IT
,
a
n
d
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
6
,
n
o
.
6
,
p
p
.
253
-
2
6
3
,
2
0
1
9
,
d
o
i:
1
0
.
2
1
7
4
4
/
irj
m
is.v
6
n
6
.
8
0
3
.
[4
8
]
J.
K.
Rice
,
“
Th
e
Im
p
a
c
t
o
f
Tea
c
h
e
r
Ex
p
e
rien
c
e
:
E
x
a
m
in
in
g
th
e
E
v
id
e
n
c
e
a
n
d
P
o
li
c
y
Im
p
li
c
a
ti
o
n
s.
Brief
No
.
1
1
,
”
Na
ti
o
n
a
l
Ce
n
ter
fo
r
An
a
ly
sis
o
f
Lo
n
g
it
u
d
i
n
a
l
Da
ta
in
Ed
u
c
a
ti
o
n
Re
se
a
rc
h
,
2
0
1
0
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/eric
.
e
d
.
g
o
v
/?id
=
ED5
1
1
9
8
8
.
[4
9
]
J.
S
e
b
a
stian
,
E
.
Allen
sw
o
rt
h
,
a
n
d
H
.
Hu
a
n
g
,
“
Th
e
r
o
le
o
f
tea
c
h
e
r
l
e
a
d
e
rsh
ip
in
h
o
w
p
ri
n
c
ip
a
ls
i
n
fl
u
e
n
c
e
c
las
sro
o
m
in
stru
c
ti
o
n
a
n
d
stu
d
e
n
t
lea
rn
in
g
,
”
Ame
ric
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l.
1
2
3
,
n
o
.
1
,
p
p
.
6
9
-
1
0
8
,
2
0
1
6
,
d
o
i
:
1
0
.
1
0
8
6
/
6
8
8
1
6
9
.
[5
0
]
A
.
M
a
tt
h
e
w,
“
Tran
sf
o
rm
a
ti
o
n
a
l
lea
d
e
rsh
ip
i
n
e
d
u
c
a
ti
o
n
:
A
re
v
i
e
w
o
f
e
x
isti
n
g
l
it
e
ra
tu
re
,
”
In
ter
n
a
ti
o
n
a
l
S
o
c
i
a
l
S
c
ien
c
e
Rev
iew
,
v
o
l
.
9
3
,
n
o
.
1
,
p
p
.
1
-
1
3
,
2
0
1
7
.
[5
1
]
C.
Ja
m
e
s
,
M
.
Cra
wfo
r
d
,
a
n
d
I
.
O
p
latk
a
,
“
An
a
ffe
c
ti
v
e
p
a
ra
d
i
g
m
fo
r
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
i
p
t
h
e
o
r
y
a
n
d
p
ra
c
ti
c
e
:
c
o
n
n
e
c
ti
n
g
a
ffe
c
t
,
a
c
ti
o
n
s,
p
o
we
r,
a
n
d
i
n
flu
e
n
c
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
d
e
rs
h
i
p
in
Ed
u
c
a
t
io
n
,
v
o
l.
2
2
,
n
o
.
5
,
p
p
.
6
1
7
-
6
2
8
,
2
0
1
8
,
d
o
i:
1
0
.
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0
8
0
/
1
3
6
0
3
1
2
4
.
2
0
1
8
.
1
4
8
1
5
3
6
.
[5
2
]
C.
J
a
mes
,
M
.
Co
n
n
o
ll
y
,
a
n
d
M
.
Ha
wk
in
s,
“
Re
c
o
n
c
e
p
t
u
a
li
sin
g
a
n
d
re
d
e
fin
i
n
g
e
d
u
c
a
ti
o
n
a
l
lea
d
e
r
sh
ip
p
ra
c
ti
c
e
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
d
e
rs
h
ip
in
E
d
u
c
a
t
io
n
,
v
o
l.
2
3
,
n
o
.
5
,
p
p
.
6
18
-
6
3
5
,
2
0
2
0
,
d
o
i:
1
0
.
1
0
8
0
/
1
3
6
0
3
1
2
4
.
2
0
1
9
.
1
5
9
1
5
2
0
.
[5
3
]
J.
Ba
tt
il
a
n
a
,
M
.
G
il
m
a
rti
n
,
M
.
S
e
n
g
u
l,
A.
C.
P
a
c
h
e
,
a
n
d
J.
A.
Ale
x
a
n
d
e
r,
“
Lea
d
e
rsh
ip
c
o
m
p
e
ten
c
ies
fo
r
imp
lem
e
n
ti
n
g
p
lan
n
e
d
o
r
g
a
n
iza
ti
o
n
a
l
c
h
a
n
g
e
,
”
T
h
e
L
e
a
d
e
rs
h
i
p
Q
u
a
rte
rly
,
v
o
l.
2
1
,
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o
.
3
,
p
p
.
4
2
2
-
4
3
8
,
2
0
1
0
,
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o
i:
1
0
.
1
0
1
6
/
j.
lea
q
u
a
.
2
0
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0
.
0
3
.
0
0
7
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