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
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
47~5
6
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
156
62
47
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
Leadership change desi
g
n: a pro
fessiona
l
learning community
(PLC) project in eastern Indonesia
Ted
d
y
Tr
ila
k
s
on
o
1
,
A
m
ba
ra
P
ur
us
o
t
t
a
m
a
2
,
Ifa
Han
i
fah
Misb
ach
3
, Irfan
Hary
Pras
et
ya
4
1,
2
S
c
ho
ol
o
f
Bu
siness
a
nd
E
cono
m
i
cs
,
Univers
itas
Pr
as
eti
y
a M
u
lya,
In
do
ne
sia
3
Dep
a
rtem
ent
of
P
sy
c
h
o
l
og
y,
U
n
i
vers
it
as P
en
didik
a
n
In
do
nes
i
a,
I
n
do
nesi
a
4
F
acu
lt
y E
d
u
c
a
t
io
n
a
n
d
So
cial Wo
r
k,
U
n
i
vers
it
y
of
Au
c
kl
and,
N
ew
Zeal
a
n
d
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Sep
2
2
,
2
018
R
e
v
i
s
e
d
Oct
29
, 2
0
18
Ac
ce
p
t
ed
No
v
1
6
,
2
018
A
prof
es
si
onal
learnin
g
c
o
m
m
u
n
ity
(PLC) is a lo
ng
-term
su
st
ain
a
bl
e pro
g
ram
th
at
can
r
ep
la
ce
prof
es
s
i
onal
d
e
vel
opm
en
t
(PD
)
t
o
enab
le
t
each
e
rs
t
o
be
c
o
me
teach
er
l
e
a
d
e
rs a
n
d
s
cho
o
l pri
n
cip
a
ls
t
o
b
ecom
e
i
nst
r
uctio
nal l
eaders
.
U
si
ng
a
case s
t
u
d
y
f
r
om
t
he es
t
ab
lishm
ent
o
f
t
he P
LC
p
roject
i
n
10
sch
o
ol
s
of
E
astern
Ind
o
n
e
sia
(S
apa
r
ua
i
s
l
and
,
M
aluk
u),
this
r
esearch
d
ev
e
l
op
s
a
pr
og
re
ssive
lead
ershi
p
c
h
a
n
g
e
m
o
d
el
t
hroug
h
an
ADD
IE
i
n
s
t
r
uctio
nal
d
e
si
gn
t
hat
chan
ges
scho
ol
l
ead
e
r
s
h
i
p
.
T
h
e
res
e
arch
a
im
s
to
i
nv
estig
a
t
e
ho
w
t
o
id
e
n
ti
fy
th
e
mo
st
e
ff
e
c
t
i
v
e
l
eaders
h
i
p
c
han
g
e
m
o
d
e
l
by
e
xpl
ori
n
g
diff
err
ent
f
o
rms
of
learning
c
ommunities
bet
w
een
s
choo
l
principals
a
nd
t
ea
ch
er
s.
U
s
i
ng
an
acti
o
n
research
a
pp
roach
t
o
s
o
l
v
e
t
h
e
pro
b
le
m
,
t
he
d
ata
were
c
o
llect
ed
o
v
e
r
a
10
-m
on
th
p
erio
d
w
h
en
t
h
e
P
LC
p
roj
ect
act
iv
i
t
i
e
s
t
o
o
k
p
lace
an
d
e
m
be
d
d
e
d
th
em
a
s
em
p
i
ric
a
l
m
a
t
e
rials
th
a
t
c
om
p
l
e
m
ent
each
o
t
h
er.
T
h
e
f
i
n
di
ng
s
sh
ow
th
at
t
h
e
l
e
a
d
e
rsh
i
p
chan
ge
d
es
ign
t
h
ro
ug
h
PLC
ru
ns
e
ff
ecti
v
el
y
if
v
al
u
e
ali
gnm
e
n
t
o
ccurs
b
etween
s
chool
p
rin
c
ip
als
an
d
teach
ers
af
ter
t
he
o
p
e
n
env
i
ro
nm
ent
is
e
s
t
ab
li
shed
.
Th
e
dat
a
a
l
s
o
h
i
ghlight
t
h
a
t
a
l
i
g
n
e
d
v
a
l
u
es
m
ust
be
e
mb
edd
e
d
as
s
ch
oo
l
i
d
entities
,
w
hereas
a
s
ch
oo
l
p
r
in
c
i
pal
mu
s
t
act
a
s
a
chan
ge
l
eader
i
n
ord
e
r
to
e
nsu
r
e
th
at
t
hes
e
c
hang
es
a
re
s
us
ta
in
abl
e
.
Th
is
s
tud
y
c
onclud
e
s
by
pro
p
o
s
in
g
poli
c
y
reco
m
m
en
dat
i
o
n
s
f
o
r
po
licy
m
a
kers
a
n
d
e
d
u
catio
n
st
akeh
ol
ders
o
n
ho
w
to
d
evel
op
P
D
an
d
P
L
C
in
In
do
ne
sia
n
sc
h
o
o
ls.
K
eyw
ord
s
:
Acti
on re
sear
ch
ADD
IE mo
d
e
l
Ind
ones
i
a
Leadership
P
r
ofessi
ona
l L
e
a
r
ni
ng
Com
m
unit
y
(
PLC)
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ted
dy
Tri
l
a
k
so
no,
Sch
o
o
l
of
Busi
n
ess a
n
d
Ec
ono
mi
cs
,
U
n
i
v
ersi
tas P
r
a
s
e
tiya
M
u
l
y
a
,
Jl
.
RA
. K
ar
t
i
n
i
(
TB
S
im
atupa
n
g
),
Ci
l
a
nda
k B
a
ra
t
Jakar
t
a S
e
latan
124
30
, In
d
o
n
e
si
a.
Em
ail:
t
e
d
d
y
.trila
ks
o
no@
pmb
s
.a
c.
i
d
1.
I
N
TR
OD
U
C
TI
O
N
S
c
h
o
o
l
p
r
in
c
i
pa
l
s
h
old
a
st
rat
e
gi
c
l
e
ad
ershi
p
r
ol
e
in
i
mp
ro
vi
n
g
t
he
q
u
a
l
i
t
y
o
f
bot
h
tea
c
hi
n
g
a
n
d
l
e
a
r
ni
ng
.
Thi
s
n
oti
o
n
set
s
a
h
igh
b
a
r
fo
r
sc
h
ool
p
ri
n
c
ip
al
s
to
f
u
l
f
i
l
l
a
s
e
t
o
f
c
r
i
t
e
r
i
a
t
h
a
t
a
r
e
r
e
g
u
l
a
t
e
d
b
y
a
s
p
e
c
t
s
t
h
at
i
nc
l
u
d
e
:
p
e
rson
al
ity
co
mp
et
en
ce,
m
a
n
a
g
emen
t
sk
ill
s
,
su
pe
rv
isio
n
s
k
ills,
e
n
t
r
epre
ne
uria
l
s
k
il
ls,
and
s
o
c
i
a
l
s
k
i
l
l
s
[1].
T
o
o
b
t
a
i
n
th
ose
s
k
ills,
sc
h
ool
p
ri
nci
p
a
l
s
ar
e
pr
ov
i
d
ed
w
it
h
li
fe
-lo
n
g
P
rofe
s
s
i
ona
l
D
e
ve
lopm
en
t
(P
D
)
opp
ort
u
n
i
t
i
es
t
ha
t
a
r
e
i
m
ple
m
e
n
t
e
d
b
y
L
e
mb
aga
Pe
n
g
e
m
b
ang
an
d
a
n
Pemb
e
r
day
a
a
n
Ke
pa
la S
e
k
o
la
h
(L
PPKS)
In
do
nes
i
a
[2]
.
D
e
s
pite
r
ec
e
i
v
i
n
g
c
ompr
e
h
ens
i
ve
t
ra
in
i
ngs,
s
c
ho
o
l
p
r
i
nc
i
p
a
ls
a
re
stuc
k
in
a
n
a
r
cha
i
c
mi
ndse
t
a
nd
r
e
m
a
i
n
t
o
w
ork
i
n
a
b
ur
eauc
r
ati
c
c
u
lt
ure
.
P
D
ha
s
not
i
nc
lu
de
d
e
fforts
t
o
c
h
an
g
e
t
h
e
l
ead
e
r
s
h
i
p
c
ult
u
re
o
f
sc
hool
p
ri
nc
i
p
al
s
fro
m
burea
u
c
rac
y
t
o
d
e
m
o
cra
c
y
an
d
foc
u
s
o
n
i
nstru
c
tio
na
l
leade
r
s
h
ip
t
ha
t
ope
n
l
y
e
n
c
o
u
r
ages
m
utua
l
e
m
pow
e
r
m
e
nt
a
m
ong
s
t
ud
en
ts
a
nd
t
ea
che
r
s.
T
o
i
m
p
r
ov
e
the
q
u
a
l
i
t
y
o
f
t
e
a
c
h
e
r
s
a
n
d
s
c
h
o
o
l
p
r
i
n
c
i
p
a
l
s
,
t
h
e
g
o
v
e
r
n
m
e
n
t
t
a
r
g
e
ts
P
D
app
r
oache
s
t
ha
t:
(
1
)
ar
e
c
o
st
l
y
,
(2)
a
r
e
con
d
u
cte
d
s
ep
a
r
ate
l
y
for
tea
c
h
e
r
s
(
M
G
M
P
com
m
uni
t
y
)
an
d
sc
h
o
o
l
p
r
i
nc
ipa
l
s
(MK
K
S
c
om
muni
t
y
),
(
3)
s
h
o
w
a
l
a
ck
o
f i
n
tegr
a
t
i
o
n be
tw
ee
n
te
ac
hers a
nd pri
n
c
i
pa
l
s
’
deve
l
o
pm
ent eff
o
r
t
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
47
- 5
6
48
P
D
a
im
s
to
i
m
p
rove
t
he
s
k
i
l
l
s
an
d
k
now
l
e
dge
o
f
teac
he
rs
a
nd
sc
h
ool
p
ri
n
c
i
p
a
l
s
;
h
owev
er
m
a
n
y
part
ici
p
a
t
e
i
n
c
ompl
ia
nce
w
i
t
h
o
t
h
e
r
f
orm
a
l
itie
s
fra
m
e
d
b
y t
h
e
g
ove
r
n
me
n
t
i
ns
t
e
a
d
o
f
v
i
e
w
i
n
g
it
as
a
pe
r
sona
l
nee
d
.
T
h
e
e
v
id
ence
s
how
s
tha
t
t
he
P
D
appro
a
ch
a
t
the
p
o
lic
y
le
v
el
a
nd
p
rac
t
i
c
e
a
t
t
h
e
s
cho
o
l
s
i
s
l
e
ss
l
ik
el
y
to
pro
duce
i
n
-dep
th
l
ear
n
i
ng
a
n
d
te
n
d
s
to
f
oc
u
s
m
er
ely
o
n
s
u
p
erfi
c
i
a
l
i
m
p
r
ov
emen
t
on
k
nowl
e
d
g
e
c
ont
ent
[3
],
and
i
t
is
d
isc
o
nnec
t
e
d
from
t
h
e
pe
rso
n
a
l
a
n
d
s
oc
ial
de
ve
l
o
pm
ent
n
eeds
o
f
t
ea
che
r
s
an
d
sch
o
o
l
p
r
i
nc
i
p
a
l
s
[4].
O
n
e
o
p
t
i
o
n
i
s
t
o
i
mp
lem
e
nt
s
ust
a
i
n
a
b
le
l
on
g-te
rm
c
oa
ch
i
n
g
progr
am
s
in
t
he
P
rofess
i
o
na
l
Le
ar
nin
g
Com
m
unit
y
(
PLC)
t
ha
t
focu
s
on
c
o
ll
a
b
orati
o
ns
a
m
o
n
g
s
cho
o
l
p
ri
nc
i
p
a
l
s
a
s
i
ns
t
r
uc
t
i
ona
l
l
e
ade
r
s
[5]
a
nd
teac
hers
a
s
te
a
c
her
leade
r
s
[6]
.
A
n
a
ppro
a
ch
t
ha
t
foc
u
s
e
s
on
t
h
e
s
y
n
e
rgy
be
tw
een
s
c
h
oo
l
pri
n
c
i
p
a
ls
a
n
d
teac
hers
c
a
n
b
e
re
alized
a
s l
o
n
g
a
s
the
r
e
exi
s
t
e
ffor
t
s
tha
t
u
n
dersta
nd
a
n
d
refl
e
c
t
t
he
i
n
t
era
c
ti
on
an
d
be
ha
vi
ors
betw
ee
n sch
o
o
l
pr
i
nc
ipa
l
s
an
d te
ache
r
s.
1.1.
Profe
ssion
a
l
l
earn
i
n
g c
o
mm
u
n
ity (
P
LC
)
A
t
e
ac
her-sc
hoo
l
princ
i
pa
l
lear
nin
g
c
omm
uni
ty,
us
ua
ll
y
referr
ed
t
o
as
a
P
LC
,
ar
e
sch
o
o
ls
o
r
netw
orks w
it
hi
n
sc
ho
ol
s
i
n
w
hic
h
tea
che
r
s d
e
pe
n
d
on eac
h ot
her
for
ca
rin
g
a
n
d
s
up
p
o
rt a
nd
i
n
w
h
ich t
eac
hers
l
e
a
r
n
a
n
d
i
nqui
re
t
o
g
et
h
e
r
as
m
e
m
b
e
rs
o
f
a
sh
a
r
ed
p
ract
i
c
e
[
5
].
O
n
e
o
f
t
h
e
i
m
p
o
r
ta
n
t
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
P
L
C
i
s
a
col
l
a
borat
i
v
e
c
u
lture
w
i
t
h
a
foc
u
s
o
n
l
e
a
r
ni
ng
[
6
]
.
T
h
e
re
a
re
s
eve
r
al
c
hara
cter
i
s
tic
s
to
d
e
s
c
r
i
b
e
sc
h
o
o
l
cul
t
u
res
as “
l
e
arni
ng c
o
mm
un
i
t
ie
s”
:
p
h
ilos
o
p
hy a
nd
be
lie
fs,
str
uc
ture
s,
go
v
e
r
n
ance
,
and a
c
ti
v
i
t
i
es [
7].
Esta
bl
is
hin
g
a
n
e
ffe
c
t
ive
P
L
C
m
ode
l
is
n
o
t
e
asy.
T
her
e
fore
,
app
ropr
ia
te
m
etho
ds
a
re
n
ece
ssa
r
y
to
s
o
l
v
e
t
h
i
s
p
r
o
b
l
e
m
a
s
w
e
l
l
a
s
t
o
d
e
t
e
r
m
i
n
e
w
h
i
c
h
i
m
p
o
r
t
a
n
t
f
a
c
t
ors
ca
n
he
lp
d
e
s
ig
n
the
a
ppr
o
p
ria
t
e
P
L
C
mode
l
s
in
e
d
uc
ati
o
nal
e
nviro
n
m
ents. A
c
tio
n r
e
sea
r
ch i
s app
lie
d
as
t
h
e
s
t
u
dy
m
et
ho
d
,
b
ec
au
se
i
t
i
s
s
uit
a
b
l
e
f
o
r
e
d
u
cato
r
s
a
s
a
p
ra
ct
i
c
al
p
ro
cess
to
s
olv
e
p
r
o
bl
ems
and
i
m
p
r
ov
e
w
ith
i
n
t
he
c
o
n
t
ex
t
of
t
he
s
t
u
dy
[8].
A
c
tio
n
rese
arc
h
d
iffer
s
f
rom
q
u
al
i
t
a
t
i
v
e
a
n
d
q
u
a
n
t
i
t
a
tiv
e
resea
r
ch
b
u
t
s
hare
s
c
h
ar
acte
r
ist
i
cs
w
it
h
b
o
t
h.
A
n
ac
t
i
o
n
rese
arc
h
er
p
erforms
i
n
ter
v
en
t
i
o
n
t
o
co
l
l
e
c
t
d
a
t
a
,
a
na
ly
ze
i
t
,
a
nd
i
mp
lem
e
nt
i
t
s
a
c
tio
n
t
o
c
omp
l
ete
e
d
uca
t
ion
iss
u
e
s
[
8].
Wi
t
h
o
u
t
a
c
t
i
on,
t
h
e
r
e
i
s
n
o
a
ct
io
n
resea
r
ch.
Th
er
ef
or
e,
t
he
a
c
tio
n
r
e
sea
r
che
r
m
ust
un
de
rsta
nd
t
h
e
exi
s
te
nce
o
f
t
h
e
c
ha
nge
p
r
o
c
e
s
s,
w
hic
h
i
n
v
o
l
v
es
s
tu
de
n
t
s,
t
eac
h
ers,
p
ar
ent
s
,
a
nd
t
h
e
co
m
m
unit
y
,
a
n
d
wit
h
in
the
s
e
grou
ps,
som
e
w
i
ll r
e
sis
t
c
han
g
e
[8]
.
1.2.
Ai
m o
f
st
u
dy
Th
is
p
r
o
p
o
se
d
ca
se
s
t
u
dy
re
sera
ch
i
n
the
con
t
e
x
t
o
f
h
i
g
h
sc
ho
o
l
i
n
E
a
st
e
r
n
I
n
done
s
i
a
(S
apa
r
ua
isla
nd,
M
a
l
u
k
u
)
a
ims
t
o
a
nal
y
ze
the
PLC
p
r
ojec
t
w
i
t
h
a
c
t
i
o
n
re
s
ear
ch
p
erspec
t
i
ve
.
We
i
nve
st
i
g
ate
h
o
w
t
o
ide
n
tif
y
t
h
e
mos
t
e
f
f
ec
t
i
ve
f
a
c
tors
t
hat
i
n
fl
u
e
nc
e
the
s
u
cc
e
ss
o
f
s
c
h
oo
l
le
ade
r
sh
i
p
c
ha
n
g
e
s
(sc
hoo
l
pri
n
cipa
ls
and
teac
hers)
by
ex
pl
ori
ng
d
i
ffe
r
enc
e
f
orm
s
o
f
lea
r
n
i
n
g
c
o
m
m
uni
ties
in
e
ach
o
f
t
h
e
sch
o
o
ls
t
hat
e
m
be
d
d
ed
i
n
th
i
s
P
L
C
p
roj
ect.
M
o
re
s
pe
cifica
l
l
y,
w
e
ask
the
fol
l
owi
ng
r
e
sea
rch
q
u
e
s
ti
o
n
s:
W
ha
t
the
st
r
a
te
g
i
c
fact
or
s
w
o
u
l
d
best
s
u
p
p
o
rt
f
or
l
ead
e
r
shi
p
c
ha
nge
i
n
sc
h
ool
t
hr
ou
g
h
t
he
e
s
ta
blis
hme
n
t
of
P
LC
?
Wha
t
a
r
e
t
he
cha
lle
ng
e
s
t
o d
e
si
gn lea
d
ersh
i
p
c
han
g
e
mode
l
thr
o
u
g
h
e
stab
li
shm
en
t
o
f
PLC?
2.
RESEARCH
M
ETH
O
D
2.1.
Case
s
e
l
ect
ion
S
t
udy
in
g
m
i
cr
o-
inst
i
t
u
t
i
ona
l
c
h
a
n
ge,
sch
o
o
l
s
a
r
e
o
fte
n
c
o
n
s
i
der
e
d
t
he
b
e
s
t
e
x
em
plar
y
mode
l
for
in
st
i
t
u
tio
na
l
re
form
[
9],
[10]
.
In
pub
l
i
c
a
n
d
pri
v
a
t
e
sch
o
o
l
s
i
n
I
n
d
one
sia
,
m
ost
pri
n
c
i
pa
ls
s
til
l
ap
p
l
y
a
transac
tio
na
l
l
e
adersh
ip
t
y
p
e
.
T
heir
c
hai
n
o
f
c
o
mm
an
d
st
ill
use
s
h
i
e
r
arc
h
i
c
al
a
ut
h
o
ri
ty
o
r
bur
ea
uc
rat
i
c
aut
h
ori
t
y as
l
e
a
d
er
s. Te
a
c
h
ers r
e
spo
n
d
be
ca
us
e t
h
ere
is m
an
d
a
te
or rules
and
regul
a
tion
s. One way
t
o exam
ine
the
c
o
nte
x
t
o
f
t
he
s
c
h
oo
l
c
u
l
t
ure
for
pro
f
ess
i
o
n
a
l
l
ea
r
n
i
n
g
i
s
b
y
o
rgan
iz
i
n
g
ad
u
lts
i
nt
o
l
e
arni
ng
c
o
m
m
uni
t
i
es,
w
h
ic
h
req
u
i
res
sk
i
l
ful
l
e
a
d
e
r
s
h
ip
a
n
d
r
eso
u
rc
es
t
o
s
upp
or
t
adu
l
t
l
e
arni
ng
a
n
d
c
oll
a
bo
rat
i
o
n
[
7
]
.
Th
e
r
e
f
ore
,
o
u
r
em
pirica
l
q
u
a
l
ita
t
i
ve
r
e
s
e
a
rc
h
is
e
m
b
e
d
ded
in
t
he
P
L
C
p
rojec
t
i
n
1
0
s
c
hoo
ls
t
ha
t
i
n
c
l
ude
p
u
b
l
i
c
,
pri
v
a
t
e
,
voca
t
io
na
l,
a
n
d
r
el
i
g
io
us
s
c
h
o
o
l
s
i
n
E
as
te
rn
I
nd
o
n
es
ia
(
Sapa
rua
I
s
l
a
n
d
,
M
a
l
u
k
u
)
.
T
h
i
s
r
e
s
e
a
r
c
h
w
a
s
con
d
u
cte
d
f
or
over
10
m
o
n
t
h
s
w
ith
40
par
t
i
c
ipa
n
ts
(
1
0
p
ri
nci
p
a
l
s
an
d
30
t
e
a
c
h
ers).
Th
is
p
roj
e
ct
w
as
a
ss
i
s
t
e
d
by
the
H
e
k
a
-Leka
F
o
u
n
d
a
t
i
on,
a
n
o
n
-
p
ro
fi
t
orga
n
i
z
a
t
i
on
t
h
at
f
oc
uses
on
ass
i
s
t
i
n
g
w
i
t
h
n
on-ac
a
d
em
ic
profe
s
si
o
n
al
d
e
v
el
o
p
me
nt for
t
eac
hers
a
n
d
sc
hoo
l
pri
n
c
i
pa
ls
o
f
hig
h
s
c
h
o
o
l
s
i
n
S
a
p
arua
Island.
2.2.
Da
ta
c
o
l
l
e
ction
D
a
ta
c
o
lle
ct
i
o
n
occ
u
r
r
ed
o
v
e
r
a
10-m
onth
per
i
od
d
u
rin
g
w
h
ic
h
t
h
e
PL
C
pr
ojec
t
to
o
k
p
la
ce,
w
ith
a
c
t
i
vit
i
es
i
n
c
lud
i
ng
t
w
o
f
o
c
us
g
roup
d
isc
u
ssio
n
s
,
t
w
o
w
o
rk
shop
s
,
me
n
t
o
r
in
g
of
t
he
a
c
tio
n
pla
n
,
a
n
d
a
fie
l
d
vi
si
t
a
c
t
i
v
i
tie
s.
T
hro
u
gh
th
is
a
cti
v
i
t
y,
t
he
d
a
t
a
c
o
l
l
ec
t
i
o
n
i
n
clu
d
es
e
m
p
ir
ic
al
m
a
t
e
r
ia
ls
t
h
a
t
c
o
m
p
l
e
m
e
nt
e
a
c
h
ot
her
i
n
q
ues
t
i
o
n
n
a
i
res,
i
nte
r
view
t
ra
nsc
r
ip
t
s
,
foc
u
s
g
r
o
u
p
d
i
s
c
u
ss
i
o
n
tr
ansc
ri
p
t
s,
r
ese
a
rc
h
jour
nal
i
n
g
,
an
d
fie
l
d vis
i
t
n
o
te
s.
T
he empiric
al m
ater
i
a
l
s
a
re
sum
marized
i
n Ta
ble
1.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
L
e
aders
hip ch
an
ge des
i
g
n
:
a p
r
o
f
ess
i
o
n
a
l
le
arn
i
n
g
com
m
u
ni
ty
(
P
L
C
)…
(T
eddy
T
r
il
akso
no)
49
Ta
b
l
e 1.
Em
p
irical
m
a
t
e
r
ia
ls
Ac
tivitie
s
Dur
a
tion
Ma
t
e
ri
a
l
F
o
c
u
s
G
r
oup
D
i
s
c
uss
i
on
(F
GD
)
w
i
th
H
e
k
a
L
e
k
a
F
ounda
tion
t
e
a
m
2 m
onths
F
GD
t
r
a
nsc
r
i
p
t
s
F
G
D
w
ith
s
c
hool
p
r
i
nc
ipa
l
s
2 m
onths
F
GD
t
r
a
nsc
r
i
p
t
s
F
i
e
l
d v
i
sit
a.
Sc
hool
obse
r
va
ti
o
n
&
I
n-de
pth
I
n
t
e
rvie
w
w
ith
t
e
a
c
h
e
r
a
nd
sc
ho
ol
p
r
i
nc
ipa
l
s
b.
In
-
d
e
p
th
I
nte
r
vie
w
w
ith
t
he
h
e
a
d
o
f
Ma
l
u
k
u
E
duca
tion
A
g
e
n
c
y
,
M
i
nist
r
y
o
f
E
duc
a
tion
a
nd C
u
lture
1 m
onth
F
i
e
l
d
v
i
sit
note
s
:
obse
r
va
tion
n
o
te
s
a
nd
inte
rvie
w tra
n
s
c
r
i
pts
P
L
C
T
r
a
i
ning
1 m
onth
P
r
e
-
post
t
e
st
V
a
lue
A
lign
m
e
n
t T
r
a
i
ning
1 m
onth
P
r
e
-
post
t
e
st
Me
ntoring
im
pl
e
m
e
n
t
a
tion
of
A
c
tion
P
l
a
n
2
m
onths
A
ct
ion
pla
n
d
o
c
u
m
e
nt a
nd
r
e
f
l
ec
tion
note
E
v
a
l
u
a
ti
on w
i
t
h
fi
e
ld
v
isit
t
o
sc
hool
2 m
onths
S
lide
pr
e
s
e
n
t
a
t
ion
Th
e
CAQDAS
(
co
mp
u
t
er-
a
ssi
s
t
e
d
q
u
a
l
i
t
ati
v
e
d
a
t
a
a
n
a
ly
si
s)
p
r
o
g
r
a
m
,
n
a
m
ely
N
v
i
v
o
so
ftw
a
re
u
se
d
by
r
e
sea
r
che
r
s
in
a
na
l
y
zi
n
g
t
hi
s
da
ta,
is
h
i
g
h
l
y
r
ecom
m
e
nde
d
to
a
ss
ist
re
sear
cher
s
in
a
nal
y
z
i
n
g
qua
l
i
ta
t
i
v
e
data
[
1
1
].
I
f
th
e
r
e
sea
r
che
r
n
ee
ds
t
o
per
f
or
m
a
quan
t
i
t
a
tive
an
a
l
y
s
is,
th
e
n
t
his
act
io
n
re
sear
ch
w
ill
o
n
l
y
u
se
descr
i
pt
i
v
e
sta
tis
ti
c
s
.
2.3.
Prod
u
c
t
i
o
n
an
d
an
alys
i
s
o
f e
m
p
i
r
i
c
a
l
mate
ria
l
The
effect
i
v
en
ess
of
t
he
d
e
v
e
l
o
p
me
n
t
o
f
sc
h
o
o
l
l
ea
dersh
i
p
chan
g
e
mo
d
e
l
t
h
ro
ugh
t
he
e
sta
b
li
sh
men
t
of
P
LC
w
as
a
n
a
lyze
d
a
t
e
ach
s
ta
ge
o
f
t
h
e
mode
l
of
t
he
A
D
D
IE
s
ys
tem
a
p
proac
h
f
or
d
e
s
ign
i
ng
instr
u
ct
i
on,
a
s
exh
i
bi
t
e
d i
n
F
i
gur
e 1
[1
2].
F
i
gur
e 1.
A
na
lys
i
s of
e
m
p
iric
al
m
a
t
e
r
ial [
1
2
]
The
fi
r
s
t
s
t
eps
in
t
h
e
a
nalysis
pha
se
o
f
t
h
e
A
D
D
I
E
m
odel
a
r
e
to
i
d
e
n
t
if
y
in
st
ru
c
t
i
o
n
a
l
goa
l
s
,
c
ond
uct
in
struc
tio
na
l
a
n
a
l
ys
is,
a
n
a
l
yz
e
lea
r
ner
s
a
n
d
c
on
t
e
xts,
a
n
d
f
orm
a
f
oc
us
g
rou
p
i
n
the
fie
l
d
w
i
t
h
t
he
H
ek
a
L
e
k
a
F
oun
da
ti
o
n
a
n
d
s
c
h
o
o
l
p
ri
nci
p
a
l
s
t
o
o
bta
i
n
an
a
sse
ssm
ent
of
p
r
o
fess
io
na
l
de
vel
o
pm
ent
need
s
a
n
d
de
te
rm
ine
t
h
e
go
al
s
of
P
LC
p
roj
e
c
t
.
The
f
o
c
u
s
g
r
ou
p
wi
ll
g
e
n
e
r
a
t
e
th
e
kno
w
l
e
d
ge,
at
tit
udes,
a
nd
sk
il
ls
t
ha
t
ma
t
c
h
th
e
lear
n
i
n
g
str
ate
g
ie
s a
p
pro
p
ria
t
e to
t
he pa
r
tic
i
p
an
ts w
h
o
w
il
l
jo
i
n
t
he
p
ro
gram
[13]. Th
i
s
pha
se w
i
l
l a
l
s
o
ana
lyz
e
the
c
h
a
r
ac
teri
s
t
ic
s
of
s
ch
oo
l
pri
n
ci
pa
ls
a
n
d
t
ea
cher
s
wi
th
a
rch
i
p
ela
g
ic
c
o
n
te
x
t
s
an
d
c
u
l
t
u
res
so
t
ha
t
t
h
ey
c
an
un
dersta
n
d
t
he
i
nstr
uc
ti
ona
l
m
odel
t
o
b
e
bui
l
t
,
si
nce
t
h
i
s
m
ode
l
requ
i
r
e
s
d
esig
n
e
rs
t
o
crea
t
e
a
n
in
st
ruct
ion
a
l
ana
l
ys
is an
d
i
de
nt
ify en
try
be
hav
i
our
a
n
d
le
a
r
ner
cha
r
ac
teris
t
i
c
[12]
.
The
se
c
o
n
d
p
ha
se
o
f
de
s
i
g
n
i
n
g
t
h
e
m
o
d
e
l
in
vo
l
v
es
w
riti
ng
perf
or
man
c
e
obj
e
c
t
i
v
e
s,
d
ev
e
l
opi
ng
assessm
ent
i
n
s
t
rume
n
t
s,
d
e
v
e
l
o
p
i
n
g
i
nstruc
tio
na
l
st
r
a
teg
i
e
s
,
an
d
re
visi
n
g
ins
t
ruc
t
io
n.
T
he
d
a
t
a
are
o
b
t
ai
ne
d
and
ana
l
yze
d
b
y deve
l
o
p
i
ng
t
he
s
c
h
o
o
l
c
ult
u
re
i
ns
t
r
ume
n
t
,
p
e
e
r
re
vi
e
w
,
a
n
d
ins
t
ruc
t
i
o
na
l
le
ader
shi
p
a
re
g
ive
n
to
t
he
p
a
r
ti
ci
pa
nt
s
o
f
P
LC
p
r
o
ject
i
n
the
for
m
o
f
a
w
o
rkshop.
D
e
v
el
op
me
n
t
o
f
in
st
ru
cti
o
n
a
l
st
ra
t
e
gi
es
i
s
al
so
pro
v
i
d
e
d
w
i
t
h
post-w
o
r
k
sh
op
a
ssi
g
nm
ent
s
t
o
doc
um
en
t
t
h
e
g
o
o
d
p
r
ac
ti
ce
s
und
e
r
t
a
k
e
n
a
s
p
art
of
t
h
e
i
r
a
cti
o
n
Evaluation Warning : The document was created with Spire.PDF for Python.
ISS
N
:
225
2-
8
8
2
2
In
t
.
J
.
E
v
a
l
.
&
R
e
s
.
E
d
u
c
.
V
o
l.
8
,
N
o
.
1
,
M
ar
c
h
2
0
1
9
:
4
7
-
5
6
50
p
l
a
n
.
I
n
t
h
e
n
e
x
t
s
t
a
g
e
,
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
i
n
s
t
r
u
c
t
i
o
n
a
l
m
a
t
e
r
ia
l
s
,
the
da
ta
a
r
e
o
b
t
ai
ne
d
t
h
r
o
ug
h
t
h
e
di
str
i
b
u
t
i
on
of
i
n
s
tr
uc
t
i
o
n
a
l
m
ater
ia
ls
i
n
t
h
e
f
o
r
m
o
f
pr
o
t
oc
ol
-
p
rot
o
c
o
l
m
e
e
tin
g,
c
lass
o
b
s
erva
t
i
o
n
,
and
som
e
ex
a
m
p
l
e
s
o
f
p
r
o
f
ession
a
l
d
eve
l
op
me
nt
a
c
t
i
v
i
t
i
e
s
th
at
t
h
e
p
art
i
c
i
p
a
n
t
s
will im
plem
en
t. They will be c
ha
l
l
e
ng
e
d
to
e
x
e
r
c
i
s
e
pe
r
c
ept
i
o
n
a
n
d
w
il
l
ha
ve
t
he
opp
or
tun
i
ty
t
o
ma
ke
o
b
ser
v
a
tio
ns
o
n
t
h
e
im
plem
en
tat
i
on
of
t
h
e
a
c
ti
on
pl
an
t
ha
t
t
h
e
y
i
m
p
le
me
nt
.
I
n
t
he
f
i
n
a
l
e
va
lua
tio
n
of
t
he
A
D
D
I
E
m
ode
l,
the
r
e
s
ear
cher
s
w
i
l
l
des
i
gn a
nd
per
f
or
m
a
for
m
ati
v
e
an
d
sum
m
a
tive
ev
a
l
ua
tio
n
in
stru
cti
on,
i
n
w
h
ic
h
pa
r
tic
i
p
an
ts
w
ill
m
e
asu
r
e
th
eir
o
w
n
success
rate
f
rom
the
in
d
i
cat
ors
t
h
e
y
s
peci
fy.
Duri
ng
th
is
e
val
u
a
t
io
n
p
h
a
s
e
,
p
ar
tic
ip
a
n
ts
w
il
l
h
a
ve
t
he
o
p
por
t
u
n
i
ty
t
o
r
e
f
l
e
c
t
a
n
d
m
a
ke
i
m
p
r
ove
m
e
nts
i
n
t
he
i
nstr
uc
t
i
o
n
m
ode
l.
2.
4.
A
n
alyt
ic
a
l
a
p
p
roac
h
t
o
i
mp
rove
d
e
s
ign
Thr
o
ug
h
de
ve
lop
i
ng
t
he
P
LC
i
n
ea
c
h
s
c
h
ool
i
nc
l
u
de
d
in
t
his
pr
oj
ect
,
we
d
e
v
el
op
a
p
rog
r
e
s
siv
e
lead
ersh
ip
c
h
a
n
g
e
d
esig
n
u
s
in
g
an
ADDIE
mo
d
e
l
as
p
ropo
sed
[1
2
]
.
I
t
t
h
en
f
o
l
l
o
ws
t
he
a
cti
on
r
e
sea
r
ch
s
p
i
ral
me
t
h
od
a
s
p
r
op
o
s
ed
[
13
],
[
14
]
t
o
c
o
n
ti
nuou
sl
y
mak
e
i
m
p
ro
v
e
me
nt
s
t
o
t
h
e
de
si
gn,
a
n
d
a
t
t
he
s
am
e
ti
me
,
w
e
tr
y
to
s
olve
t
he
p
r
o
b
l
em
s
tha
t
a
r
i
se
[
8]
i
n
t
h
is
P
L
C
pr
oject,
a
s
i
l
lus
t
rate
d
in
F
igure
2.
F
i
gur
e
2.
A
ctio
n
r
e
sear
ch
s
pir
a
l
pha
ses
i
n
l
ea
de
r
s
h
i
p
cha
nge
d
e
si
gn
[
14]
,
[1
6]
,
[13]
The
tec
h
n
i
c
a
l
p
hase
o
f
ac
tio
n
re
sear
ch
s
tarte
d
w
it
h
t
h
e
in
terr
o
g
a
ti
o
n
o
f
t
h
e
id
e
a
s,
a
c
t
io
ns,
obs
er
vat
i
on
s,
a
nd
r
e
f
lec
t
i
o
n
pha
ses
to
b
e
u
t
i
lize
d
a
s
da
ta
c
o
l
l
e
c
t
ion
a
n
d
a
n
al
ys
is
m
e
t
ho
ds
[
15]
,
[
1
6
]
.
The
e
ffe
c
t
i
v
e
n
ess o
f
the
des
i
gn w
a
s m
easur
e
d
i
n e
a
c
h
a
c
t
i
o
n r
e
s
e
ar
c
h
p
h
ase
.
Acti
o
n
re
sear
ch w
as
c
o
n
si
de
re
d t
o
b
e
the
m
o
st
a
p
p
r
opr
iate
m
e
t
h
o
d
due
t
o
it
s
part
ici
p
a
t
i
v
e
n
a
ture
t
ha
t
br
i
n
gs
c
o-
r
e
sea
r
che
r
s
t
o
f
i
n
d
pr
a
c
tic
al
so
lu
tio
ns
f
or
p
r
o
b
l
e
m
s
in
t
he
i
r
P
LC
[
17].
All
ac
ti
vi
t
i
e
s
i
n
P
L
C
a
re
s
usta
i
n
ab
le
p
r
ogram
s,
s
ince
the
y
m
us
t
be
im
pl
e
m
e
n
te
d
i
nde
pe
nde
n
t
l
y
t
hr
ou
g
h
d
ai
l
y
o
r
m
o
nt
h
l
y
a
c
ti
v
ities
w
i
t
h
t
h
e
s
h
ift
of
t
he
i
so
la
ted
t
e
achi
n
g
me
t
h
od
s
to
b
eco
me
a
n
op
en
s
y
s
t
e
m
th
a
t
i
s
su
s
cep
tib
l
e
t
o
f
e
e
d
b
a
c
k
a
n
d
pe
er
r
eview
fr
om
c
o
l
l
e
ag
ues
t
o
t
ea
r
dow
n
bo
u
ndar
i
e
s
a
n
d
g
aps
be
tw
ee
n
sc
h
o
o
l
p
r
i
nc
i
p
a
l
s
a
nd
t
e
a
c
he
r
s
.
H
e
n
c
e
,
t
r
u
s
t
a
n
d
r
e
s
p
e
c
t
a
r
i
s
e
,
w
i
t
h
s
o
l
i
d
a
t
te
nt
io
n
t
o
s
tu
den
t
s’
outc
o
me
s.
2.
5.
D
a
t
a
v
a
l
i
d
at
io
n
:
Trian
gu
lat
i
on
s
t
r
at
egy
To
p
r
e
ve
n
t
b
i
a
s
i
n
t
h
i
s
q
u
a
l
i
t
a
t
iv
e
rese
arch,
due
t
o
t
h
e
large
am
ou
n
t
o
f
d
a
ta,
a
n
d
t
h
e
ne
e
d
f
or
v
e
ri
fi
c
a
ti
on
r
e
g
ardi
ng
w
hi
ch
d
a
t
a
are
av
ail
a
b
l
e
o
r
n
ot
y
et
,
wh
i
ch
d
at
a
a
r
e
f
e
as
ibl
e
f
o
r
a
na
l
y
si
s,
o
r
th
a
t
w
h
i
ch
ha
ve
b
ee
n
c
o
n
f
ir
m
e
d
w
ith
o
th
er
d
a
t
a
s
o
ur
ce
s,
t
h
e
r
ese
a
r
c
he
r
s
c
o
n
duc
t
e
d
a
tr
ia
ng
u
l
a
t
ion
s
t
r
a
te
gy
[
18]
.
Thi
s
i
s
be
ne
ficia
l
b
ec
ause
d
a
t
a
a
r
e
ofte
n
c
o
r
r
osiv
e
,
w
ith
t
he
r
e
s
ear
che
r
v
e
r
i
fy
i
n
g
t
h
e
e
x
pla
n
a
tio
n
gi
ve
n
b
y
o
t
h
e
r
s,
t
h
e
n
t
e
s
t
i
n
g
t
h
e
t
h
e
s
i
s
t
h
a
t
a
p
p
e
a
r
s
t
h
i
s
i
s
m
o
r
e
s
e
r
i
o
u
s
t
h
a
n
j
u
s
t
"
l
o
s
i
ng
da
ta"
[
19]
.
I
n
t
hi
s
st
udy,
r
ese
a
r
c
her
s
u
s
ed
f
ou
r
typ
e
s
of
t
rian
gulation
as
s
u
g
g
e
s
t
ed
b
y
[20
]-[22
]
.
Fir
st
,
t
h
e
re
se
arc
h
ers
appl
i
e
d
th
e
met
hod
o
f
tr
ia
ng
u
l
at
i
on
b
y
c
ompa
r
i
ng
inf
o
r
m
a
tion
or
d
ata
usi
ng
i
n
t
e
r
v
ie
w
s
,
ob
ser
v
at
ion
s
,
and
s
u
r
v
e
y
s
t
o
c
hec
k
t
he
va
li
di
t
y
.
S
eco
nd
l
y
,
tria
ngu
la
ti
o
n
i
nves
tig
a
t
or
s
were
e
m
p
l
o
y
e
d
b
y
us
ing
m
o
r
e
t
h
a
n
on
e
pe
r
s
on
i
n
th
e
da
t
a
co
l
l
ecti
o
n
an
d
an
a
l
y
s
i
s
p
ro
ces
ses
.
T
h
i
rd
,
d
a
t
a
s
ou
rce
t
r
i
a
ngu
l
a
t
i
on
w
a
s
o
b
ta
i
n
ed
b
y
co
l
l
ec
ti
n
g
w
ritte
n
doc
ume
n
ts
i
n
the
for
m
o
f
a
r
e
fle
c
t
i
o
n
n
o
t
e,
doc
um
en
t,
o
ff
ic
ial
ac
ti
o
n
p
l
a
n,
o
r
pict
ur
e
s
o
r
ph
otos
d
ur
i
ng
P
L
C
a
c
ti
vi
ties.
F
ina
l
l
y
,
the
r
e
se
ar
c
h
er
s
use
d
t
he
o
r
y
t
r
i
a
ng
ula
t
i
o
n.
T
h
e
f
i
n
a
l
r
e
s
u
l
t
s
o
f
t
h
e
r
e
s
e
a
r
c
h
i
n
t
h
e
f
o
r
m
o
f
in
form
atio
n
fo
r
m
ulas
o
r
the
s
is
s
ta
te
me
n
t
s
w
e
re
c
om
pare
d
with
t
h
e
the
o
retica
l
p
ers
p
ec
ti
ve
t
ha
t
i
s
r
elev
a
n
t
t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
L
e
aders
hip ch
an
ge des
i
g
n
:
a p
r
o
f
ess
i
o
n
a
l
le
arn
i
n
g
com
m
u
ni
ty
(
P
L
C
)…
(T
eddy
T
r
il
akso
no)
51
avo
i
d
t
h
e
i
n
di
v
i
d
u
a
l
b
ia
ses
of
t
he
r
ese
a
rc
hers
f
rom
t
h
e
fi
n
d
i
n
g
s
or
c
o
n
cl
us
i
o
ns
p
r
o
d
u
ce
d.
T
he
r
e
s
ear
cher
a
l
s
o
m
a
d
e
a
d
a
t
a
r
e
c
o
r
d
s
h
e
e
t
.
T
h
i
s
d
a
t
a
r
e
c
o
r
d
s
h
e
e
t
a
s
s
i
s
t
s
r
e
s
e
a
r
c
h
ers
in
o
rg
a
n
i
z
i
n
g
da
ta
a
n
d
m
aki
n
g
t
e
mp
or
ary
summ
ar
i
e
s
of
r
e
l
a
t
e
d
r
esea
rch
prob
lem
s
w
hi
l
e
c
rossche
c
k
i
n
g
t
h
e
cor
r
ectne
s
s
of data th
r
o
ugh
the t
r
i
a
ngul
ation
method
.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
3.1.
D
e
v
e
l
o
pi
n
g
a
n
o
p
e
n
e
nv
i
r
o
n
me
n
t
The
resear
ch
f
i
ndings
of
ADDIE
model
from
t
he
a
nalys
i
s
until
ev
a
l
ua
ti
o
n
s
ta
ges
a
r
e
abo
u
t
t
h
e
impor
ta
nce
o
f
ope
n
i
n
t
e
ra
ctio
n
a
n
d
v
a
l
u
e
a
lig
nm
en
t
in
s
c
h
o
o
l
c
u
l
t
ur
e.
A
s
ex
pr
essed
by
one
o
f
t
h
e
sc
h
o
o
l
pri
n
ci
pa
ls:
“
W
e
n
e
e
d
t
o
de
ve
l
op t
r
u
s
t
a
n
d
t
h
row awa
y
o
u
r
eg
o
,
wh
et
her
I co
me
f
r
o
m
a pub
li
c
s
c
hoo
l
,
a
vo
c
a
ti
onal
sc
h
ool
,
p
r
i
v
a
t
e
Ch
ri
stia
n
sch
ool,
o
r
a
n
Is
l
a
mi
c
Mad
r
a
s
a
h
…
”
(
I
n
t
ervi
ew)
The
s
o
cia
l
i
n
t
e
r
a
c
ti
on
he
lps
us
t
o
de
fine
a
nd
b
u
i
ld
our
o
w
n
s
el
f
-
c
o
n
c
ept
s
a
n
d
to
r
edu
c
e
th
e
anxi
ety
an
d
f
e
a
r
w
e
e
xpe
rie
n
c
e
i
n
th
e
w
o
rk
e
n
v
ir
onm
en
t
[2
3].
Ar
gued
t
h
a
t
o
pe
nne
s
s
of
m
i
n
d
a
n
d
a
t
t
i
t
u
de
a
re
i
ns
trum
ent
s
t
ha
t
have
p
r
o
ve
n
e
ffec
t
i
v
e
in
d
ea
li
ng
w
i
t
h
cha
n
g
e
a
n
d
a
lso
di
ffere
nc
e
s
[
2
4
].
T
hi
s
s
upp
or
t
s
t
h
e
w
or
k
by
s
e
l
f,
w
ho
asser
t
e
d
t
ha
t
o
p
e
n
ness
c
an
b
e
a
n
i
nst
r
ume
n
t to he
l
p im
prov
e t
h
e
state
o
f th
e
or
ga
ni
zat
i
o
n
w
h
e
n
o
pen
n
e
ss is a
n
impor
ta
nt
p
art of o
ver
c
om
ing
a pr
o
b
lem
i
n
th
e
orga
n
iza
tio
n [2
5]
. As
stated
i
n
the
F
GD re
sul
t
s w
ith
t
he sc
hoo
l
pri
n
ci
pa
l a
nd t
h
e
H
e
ka
L
eka
fou
n
d
at
i
on t
e
a
m
:
"
I
f
you lo
ok at th
e
d
a
t
a re
la
te
d to
t
h
e
v
a
l
u
e of
T
e
ache
r
C
o
m
p
ete
n
cy
T
e
st
(
U
KG
)
in
M
a
l
u
k
u
Prov
ince,
wh
ic
h is q
u
i
t
e
l
o
w,
nam
e
l
y
4
4
.
5
7, th
i
s
res
u
l
t
is
b
e
lo
w
t
h
e ave
r
a
g
e
re
qu
e
s
t
e
d
b
y
the
g
o
vernm
e
n
t,
wh
ic
h is
55,
the
n
t
h
e ne
e
d
for c
h
a
n
g
es f
o
r sch
o
o
l st
ak
e
h
o
l
de
rs in
t
h
e
reg
i
o
n
t
o
im
prov
e t
h
e va
lue
U
K
G
.
With an
un
ders
t
a
n
d
in
g
of the
lack
of
a
c
hiev
em
e
n
t an
d
reg
a
rd i
t
as c
o
nstruc
t
i
ve
cri
tic
ism
,
it is a
go
od s
t
art
to
cha
nge
..
."
(FG
D
)
I
n
o
ther
s
tu
d
i
e
s
,
ope
nnes
s
i
s
no
t
on
l
y
t
he
a
b
i
l
i
t
y
t
o
f
u
n
c
t
i
o
n
a
s
a
n
ins
t
r
u
me
nt
t
o
face
d
i
f
fere
nce
s
,
b
u
t
als
o
t
o
s
tim
ula
t
e
cre
a
ti
vit
y
.
The
st
ud
y
o
f
t
h
e
r
ela
t
i
o
nsh
i
p
bet
ween
c
rea
t
i
v
ity
a
n
d
op
enn
e
ss
i
s
s
ti
ll
d
eb
at
ed,
bec
a
u
s
e
i
t
s
t
ill
cann
o
t
b
e
co
ncl
u
ded.
S
eve
r
al
s
tu
die
s
t
hat
sup
p
ort
t
h
e
st
ud
y,
r
e
v
eal
t
h
a
t
o
p
e
nness
c
a
n
b
e
a
ca
t
a
lys
t
for in
d
i
v
i
dua
ls an
d
or
g
an
iza
tio
ns t
o be
m
ore
cr
eat
i
v
e
[
2
6
]
.
Co
nv
erse
l
y
,
a
l
a
ck
o
f
op
e
n
n
e
ss
r
e
s
ul
t
s
i
n
a
lack
o
f
cre
a
t
i
v
i
t
y
.
S
i
m
i
lar
st
ud
i
e
s
were
c
arried
o
ut
i
n
se
veral
p
lac
e
s
w
h
ic
h
sh
ow
ed
a
d
ire
c
t
l
i
nk
b
e
t
w
e
e
n
ope
n
n
ess a
n
d c
r
ea
t
i
vi
ty
i
n or
g
a
niz
a
t
ion
[27].
Ot
h
e
r
f
i
nd
i
n
g
s
f
r
o
m
t
h
e
an
aly
s
i
s
p
hase
o
f
t
h
e
ADDIE
mo
d
e
l
i
s
t
o
u
n
l
oc
k
m
e
nta
l
b
loc
k
ing
i
n
w
hic
h
di
ffic
ul
t
i
e
s
t
o
ope
n
w
e
re
f
ou
nd
a
t
t
he
b
e
g
i
nni
ng
of
t
he
w
orks
ho
p.
T
he
p
sy
ch
o
l
o
g
i
cal
g
a
p
i
n
pow
er
d
ista
nc
e
betw
ee
n
sc
hoo
l pri
n
ci
pa
ls
a
n
d
teac
hers
w
as rem
oved t
o
c
r
e
ate
e
q
ua
li
ty.
T
h
eir p
o
s
i
t
i
ons
a
r
e
e
qua
l, in
l
i
n
e
w
i
t
h
the le
arne
rs’ menta
l
i
t
y tha
t
i
s
o
p
e
n
t
o l
e
arn n
e
w
thi
n
gs a
nd
re
spe
c
t e
a
c
h
o
the
r
.
A
lth
oug
h an o
pen e
n
vi
r
o
n
m
en
t
betw
ee
n tea
c
h
e
r
s
a
nd
sch
o
o
l
pri
n
ci
pa
l e
x
is
t
s
,
scho
ol
l
e
a
d
er
sh
ip
w
i
l
l n
o
t
h
a
ppe
n w
i
t
h
ou
t va
lue
a
l
ig
nme
n
t fr
om
bo
th
p
art
i
es.
3.2.
Th
e
i
m
p
o
r
t
an
c
e
of
valu
e
al
i
gn
men
t
Othe
r
r
e
sea
r
ch
f
i
n
d
i
ng
s
ar
e
se
en
i
n
t
h
e
d
e
vel
o
pm
ent
p
h
a
s
e
of
A
D
DIE
af
t
e
r
th
e
t
w
o
wo
rk
s
hop
ac
t
i
v
i
ti
e
s
,
23
%
i
n
cr
ease
i
n
t
h
e
p
a
r
t
i
c
i
pa
n
t
s’
k
now
led
g
e
of
t
his
p
ro
gra
m
,
but
o
nly
1
0
%
of
t
he
m
u
n
d
e
r
sta
n
d
how
t
o
pr
act
ic
e
pro
t
oc
o
l
s
t
o
e
qua
l
i
z
e
v
a
l
u
e
s
(P
re
&
P
ost
Tes
t
P
L
C
W
orks
ho
p).
The
unde
rsta
n
d
i
n
g
and
kn
ow
le
d
g
e
ab
ou
t
t
h
e
va
lue
alig
nm
en
t
is
n
ee
ded
be
for
e
m
a
k
ing
t
h
e
e
s
t
a
b
l
i
s
h
m
e
n
t
o
f
t
h
i
s
P
L
C
.
D
u
r
i
n
g
t
h
e
i
m
p
l
emen
t
a
ti
on
p
h
a
se
o
f
ADDIE,
t
h
r
ee
p
u
b
l
i
c
sc
h
o
o
l
s
t
h
at
h
av
e
d
e
v
el
o
p
e
d
a
c
l
i
ma
te
o
f
o
p
e
n
ness
ha
ve
f
ai
l
e
d
t
o
i
mp
l
e
me
nt
t
h
e
acti
o
n
pl
an
o
f
l
ead
e
r
s
h
ip
c
h
a
ng
e
du
e
to
t
h
e
o
b
st
a
c
l
es
o
f
pri
n
c
i
pa
l
be
ha
vio
u
r
tha
t
h
a
v
e
no
t
app
l
ied t
h
e
va
l
u
e
ali
gnm
en
t
and o
p
e
n
c
ol
lec
t
ive
l
e
a
d
e
r
sh
ip.
As
t
e
a
c
h
ers fro
m p
u
b
l
i
c
sc
hool
s st
at
e
d
:
"Very
l
i
m
it
e
d
ti
m
e
fo
r
t
e
a
c
h
e
rs in
pub
li
c
sch
ool
s
t
o
ga
t
h
e
r
, d
i
scu
ss, an
d a
g
re
e on
sh
are
d
val
u
es, bec
a
use
of
the m
a
ny jobs ou
ts
ide
o
f
te
ach
i
ng"
(FG
D
)
Th
is
i
ss
ue
is j
u
stified
b
y
p
ol
ic
y m
a
ke
rs:
".
... the
prob
le
m
for p
u
b
l
i
c sc
ho
o
l
s
is the
n
u
m
ber o
f
a
d
m
i
n
i
s
t
ra
tio
ns
the
y
have
t
o
tak
e
c
a
re
o
f
an
d
t
h
ey
(t
ea
ch
ers
and
pri
n
ci
pa
ls) mu
st
g
o
th
ro
ugh
bur
eau
c
rati
c
ru
le
s,
b
e
c
a
u
s
e
t
h
e
fun
d
s
the
y
use
m
u
st be
acc
o
u
n
t
a
ble
to
t
h
e
S
t
ate..
.
”
(interv
i
e
w
)
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
47
- 5
6
52
The
orga
n
i
z
a
t
i
ona
l
c
h
a
n
ge
n
e
e
d
to
b
e
ad
dre
s
se
d
i
n
o
r
d
er
t
o
impr
ove
t
he
s
cho
o
l
s
t
o
a
c
h
ie
ve
b
e
t
ter
perform
ance
.
To
d
ea
l
w
i
th
t
he
se
c
han
g
e
s
,
sc
h
o
o
l
a
s
a
n
o
r
g
a
n
izat
i
on
sh
ou
l
d
b
e
d
o
n
e
w
ith
t
he
p
ri
nc
i
p
le
o
f
pru
d
enc
e
g
i
ve
n
th
e
h
i
gh
p
o
t
e
n
t
i
a
l
r
is
k
s
[
28]
.
A
lth
oug
h
sch
o
o
l
m
u
s
t
m
a
ke
c
ha
nge
s,
o
r
g
a
n
iza
t
io
ns
o
ft
en
f
ocus
to
o
m
u
ch
on
a
n
t
i
c
i
pa
t
i
ng
c
h
a
nge
s
from
o
u
t
si
de
t
he
o
rga
n
iza
t
i
on
rather
t
han
from
within
[
29].
I
n
f
a
ct,
the
cha
nge
from
t
h
e
i
n
s
i
de
m
us
t
a
l
so
b
e
co
nsi
d
ere
d
.
A
r
gues
tha
t
t
he
v
al
ues
gene
rate
d
b
y
t
he
o
rga
n
i
z
a
t
io
n
a
r
e
ca
pab
l
e
o
f
b
ec
omin
g
t
h
e
orga
niz
a
t
i
o
n
'
s
cata
l
ys
t
for
m
oving
f
o
rw
ar
d
[30].
The
r
efore,
t
he
r
ole
of
un
dersta
n
d
i
n
g
of
v
a
l
ues
bec
o
m
e
s
very
i
mp
orta
nt
t
o
ev
e
r
y
m
e
m
b
er
of
t
h
e
s
c
h
oo
l
s
.
A
l
i
g
n
i
ng
sch
o
o
ls
v
al
ues
ca
nno
t
occ
u
r
nat
u
ral
l
y
b
e
c
a
u
se
v
a
l
ue
s
a
r
e
a
b
stra
ct
;
t
h
ey
a
r
e
t
h
en
p
roj
ected
i
n
the
f
o
rm
o
f
a
c
t
i
on
s
a
n
d
b
e
h
a
vi
ou
rs [
31].
The
need
f
or
a
li
gnm
ent
o
f
o
rga
n
i
z
a
t
io
na
l
an
d
ind
i
v
i
dua
l
va
lue
s
a
s
i
t
all
o
ws
f
o
r
d
i
ffe
re
n
ces
b
e
t
we
en
the
t
w
o
.
V
al
ue
s
are
c
e
ntre
d
on
s
o
me
th
in
g
t
h
a
t
i
s
co
ns
ide
r
ed
i
mp
orta
n
t
by
the
i
n
di
v
i
d
u
a
l
t
o
his
or
h
er
life
w
h
ic
h i
s
str
on
g
l
y i
n
fl
uenc
e
d
b
y
hi
s o
r
h
er c
he
ri
shed culture or
r
eligi
o
n [3
2
]
. Cul
ture a
nd r
e
li
g
i
o
n
w
i
ll
hel
p
t
he
in
div
i
dua
l
in
c
a
rryin
g
ou
t
his
w
o
rk.
Ind
i
v
i
d
u
al
e
n
v
i
r
o
n
m
e
n
t
s
a
l
s
o
a
ffe
c
t
i
n
d
i
vid
u
a
l
s
i
n
b
u
i
ldi
n
g
va
l
u
e
[3
3]
deri
ve
d
from
t
he
e
n
v
i
r
o
nme
n
t
a
n
d
pas
t
e
xpe
rie
n
c
e
s
re
ve
als
tha
t
va
lue
s
ca
n
com
e
f
r
o
m
sever
a
l
s
o
urce
s,
inc
l
ud
ing
nat
i
ona
l
c
u
lture
,
local
s
oc
iet
y
,
re
l
i
g
i
o
n
,
fam
i
l
y
a
nd
a
ls
o
co
m
p
any
[3
4],
[35]
.
A
s
a
n
e
x
am
pl
e
,
st
a
t
em
ent fr
om
one of sch
o
o
l
pr
inc
i
pa
l
s
f
rom
pub
l
i
c sc
h
ools
:
"T
he sch
o
o
l
v
a
lue
s
t
hat
we
pr
ofe
ss
ar
e i
n
ac
c
o
r
danc
e
wi
t
h
the v
a
lue
s
giv
e
n
by
t
h
e n
a
tio
n
a
l
educ
a
t
i
o
n m
i
n
i
stry
, suc
h
as t
u
t w
u
ri
h
and
ay
a
n
i
"
(reflec
t
i
o
n no
tes)
3.3.
B
u
il
di
n
g
a
s
c
h
o
o
l
i
de
nt
i
t
i
e
s
f
r
o
m
v
a
l
ue
s
I
n
t
h
e
e
v
a
l
u
atio
n
ph
as
e
of
t
h
e
ADDIE
mo
d
e
l
,
t
h
e
s
tu
dy
r
ev
e
a
l
s
t
hat
suc
c
e
s
s
in the
i
m
p
lem
e
nta
t
ion o
f
P
L
C
o
n
l
y
h
a
p
p
e
ns
i
n
tw
o
pri
v
a
t
e
sc
ho
o
l
s
;
C
hris
tia
n
H
i
g
h
S
c
h
o
o
l
a
n
d
I
s
l
a
m
i
c
H
i
g
h
.
I
n
a
dd
i
t
i
o
n t
o
f
o
r
m
i
n
g
a
n
ope
n
en
v
i
ro
n
m
ent,
t
he
y
als
o
a
gree
d
t
o
r
e
-
ali
gn
t
h
e
i
r
v
a
l
u
e
s
t
ha
t
s
u
i
t
t
h
e
e
c
o
s
y
s
t
e
m
o
f
t
h
e
i
r
s
c
h
o
o
l
b
y
inc
o
rp
ora
tin
g
re
ligi
o
us
v
al
ue
s
a
s
t
he
ir
n
e
w
s
ch
oo
l
i
d
en
t
i
t
i
es.
A
s
t
he
p
ri
nc
ipa
l
o
f
S
a
pa
rua
C
h
rist
ian
H
i
g
h
S
c
hoo
l
,
a
re
l
igi
on-
base
d sc
ho
ol,
sta
t
e
d
:
"We
i
n
cl
ud
e
th
e
v
a
lu
e
s
o
f
Ch
ri
sti
a
nit
y
a
s
a
sch
ool
id
en
tit
y
, su
ch
as more
of
t
e
n
g
r
e
e
t
i
ng
eac
h
o
t
her
w
i
t
h
‘Sya
lo
om’”
(in
t
erv
i
e
w
)
The
s
e
sc
h
o
o
l
c
han
g
es
c
a
n
b
e
ob
ser
v
ed
t
hrou
g
h
g
o
od
pr
actic
e
i
n
t
ea
ch
er
a
nd
stu
d
e
n
t
be
ha
v
i
ors.
A
b
sen
t
ee
i
s
m
,
t
ardi
ne
ss,
li
t
t
e
r
i
ng,
a
n
d
r
ude
ne
ss
de
cre
a
sed,
a
nd
the
q
u
al
ity
o
f
tea
c
h
i
n
g
a
n
d
l
e
a
rn
i
ng
inc
r
ea
se
d.
As a tea
cher
ment
i
o
ne
d
:
".
..
we
m
ade
sl
og
a
n
s
re
la
te
d t
o
t
h
e
v
a
l
u
e
s
o
f
sc
ho
o
l
s i
n
e
v
e
r
y
c
l
assr
oom
and sch
o
o
l
e
n
vi
ron
m
e
n
t
.
..
on
e of
ou
r sl
o
g
a
n
s is h
onest
y... we
ma
k
e
an
h
o
n
e
st
y
c
a
nt
e
e
n
,
wh
ere
st
u
d
e
nt
s p
a
y
fo
r t
h
e
i
r
foo
d
an
d
d
r
in
k
s
wi
tho
u
t
go
ing
th
r
ough
t
h
e
c
a
sh
i
e
r,
d
i
rec
t
l
y
ente
ri
n
g
the fu
nd b
o
x..
.
”
(re
f
l
e
ctio
n no
t
e
s)
I
ndiv
i
dua
ls
w
h
o
w
or
k
i
n
o
r
c
o
n
t
r
i
b
u
te
t
o
an
o
r
g
a
n
iza
t
io
n
no
t
on
ly
w
ork
for
lif
e,
b
ut
t
here
a
r
e
a
l
s
o
some
o
the
r
t
h
i
ngs
t
o
c
ons
i
d
e
r
[
28]
,
[36],
lik
e
e
q
u
i
v
a
le
nt
v
a
l
ue
s
.
A
n
o
t
h
e
r
p
r
o
b
l
e
m
t
h
a
t
a
r
i
s
e
s
i
s
t
h
e
f
a
i
l
u
r
e
o
f
in
div
i
dua
ls
t
o
un
dersta
n
d
t
he
s
truc
ture
a
nd
c
ult
u
re
o
f
th
e
orga
niz
a
t
i
o
n
[3
7]
i
n
w
h
ic
h
the
orga
n
i
z
a
tio
n
i
s
una
b
l
e
t
o
i
m
m
e
rse
i
t
se
lf
i
n
t
h
e
c
u
lt
ure
an
d
va
lue
s
i
t
has
for
i
t
s
m
e
m
b
e
r
s
.
T
h
i
s
i
s
w
h
a
t
h
a
p
p
e
n
s
w
i
t
h
p
u
b
l
i
c
sc
ho
ol
s
t
h
at
f
ai
l
to
e
st
ab
li
sh
s
c
h
o
o
l
i
d
enti
t
y
fro
m
mu
tu
al
ly
a
g
ree
d
-up
on
v
a
l
u
es.
Th
e
al
i
g
n
m
e
n
t
of
s
c
h
oo
l
val
u
es
a
n
d
c
u
l
t
u
re
w
ith i
n
d
iv
i
dua
ls r
equ
i
res
a sha
r
ed
unde
rsta
n
d
i
ng o
f
t
he
goal
s
a
cross
t
h
e
orga
n
i
z
a
t
i
o
n
[
3
8
].
Di
ff
e
r
e
n
c
e
s
i
n
p
e
r
sp
ecti
v
e
c
a
n
a
l
so
b
e
cau
sed
by
d
i
f
f
e
re
n
t
l
ev
e
l
s
o
f
or
ga
ni
zat
i
ona
l
s
t
ruc
t
ure
.
V
a
r
i
a
tio
ns
a
c
r
oss
le
ve
ls
a
n
d
a
cross
orga
ni
z
a
tio
ns
h
a
v
e
the
pote
n
tia
l
t
o
h
inde
r
perf
orma
nce
a
n
d
i
m
pro
v
em
en
t
w
ithi
n
t
he
o
rg
aniza
t
i
on.
F
or
e
xam
p
le,
a
sys
t
em
t
ha
t
is
t
oo
bure
a
u
cra
tic
a
nd
to
p
d
o
w
n
betw
ee
n
a
sc
ho
ol
p
r
in
c
i
p
a
l
and
a
t
e
a
c
h
e
r
i
n
a
p
u
b
l
i
c
s
c
hool
r
eq
u
i
res
c
o
mmun
i
cati
on
a
nd
pa
rtic
ipa
t
ion
fr
o
m
i
nd
i
v
id
ua
ls
a
t
a
ll
leve
ls of
t
h
e or
gan
i
za
tio
n in o
rder
t
o i
m
pro
v
e
ac
cess and sh
a
r
e
inform
a
ti
on at a low
e
r
l
e
v
el, t
hus em
p
o
w
ering
em
plo
y
e
e
s
to
u
se
inform
a
ti
o
n
for de
c
i
s
io
n
ma
kin
g
[
3
9
].
The
va
l
u
e
o
f
a
n
or
ga
n
i
za
ti
o
n
can
s
e
r
ve
a
s
a
benc
hm
ar
k
sta
n
da
rd
th
at
gui
d
e
s
th
e
beh
a
vio
r
o
f
me
mbe
r
s
i
n
v
a
r
i
o
us
s
itua
t
io
ns
.
V
a
lue
bec
o
m
e
s
ve
ry
i
m
p
ort
a
nt
f
or
i
n
d
i
v
id
ual
s
a
nd
orga
n
i
z
a
t
i
ons,
be
ca
use
i
t
i
s
usefu
l
t
o
ma
i
n
ta
in
i
ts
s
ur
v
i
v
a
l
.
T
hese
v
a
l
u
e
s
are
em
bed
d
e
d
in
t
h
e
c
ul
t
u
re
a
n
d
f
orm
t
h
e
des
i
red
be
h
a
v
i
o
r
,
w
h
ic
h
e
n
s
u
re
s
ha
rm
on
y
i
n
s
o
c
ie
ty
[
40]
.
Ma
ny
w
orks
o
f
li
t
e
ra
t
u
r
e
a
l
s
o
sh
ow
t
ha
t
the
po
si
tive
c
o
ntr
i
b
u
tio
n
o
f
the
ri
g
h
t
c
o
mb
ina
t
io
n
of
o
r
g
aniza
t
i
ona
l
va
l
u
e
ca
n
si
gn
ific
ant
l
y
a
ffect
t
he
o
rganiza
tion's
p
e
rf
or
mance
[37]
,
[4
1],
[42]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
L
e
aders
hip ch
an
ge des
i
g
n
:
a p
r
o
f
ess
i
o
n
a
l
le
arn
i
n
g
com
m
u
ni
ty
(
P
L
C
)…
(T
eddy
T
r
il
akso
no)
53
3.4.
Th
e
col
l
ab
or
a
t
ion
p
r
oce
s
s
of sch
ool p
rin
c
ip
als
as a c
h
a
n
g
e
l
e
ad
er
I
n
t
h
e
e
v
a
lu
at
io
n
p
h
a
se
o
f
the
ADDI
E
mo
del
,
p
rin
c
ip
al
s
wh
o
u
s
e
a
col
l
a
b
o
r
a
t
iv
e
l
ead
ersh
ip
s
t
y
l
e
i
n
implem
e
n
t
i
ng
ac
tio
n
pla
n
s ha
ve
m
ore
su
c
c
e
s
sfu
lly c
ha
n
g
ed
t
he
sc
ho
o
l
c
ult
u
re
.
A
s
expr
essed by
teac
hers
:
"T
h
e
p
r
in
c
i
pal
i
s
alw
a
ys
in
v
o
l
ved
in
g
i
vi
ng di
re
ct
ions at
ev
ery PLC me
et
i
n
g
an
d
con
t
r
i
bu
t
i
n
g
to pr
ovi
d
in
g inp
u
t
reg
a
r
d
in
g t
h
e ac
t
i
o
n
pl
a
n
tha
t
we
wi
ll r
u
n.
..
t
h
e
h
e
ad
ma
st
e
r
co
ndu
c
t
s a
qua
rt
e
r
l
y
m
o
nit
o
ri
n
g
an
d
e
v
al
u
a
ti
on
f
o
r e
a
ch
a
c
ti
on
pl
an
im
p
l
e
m
en
ta
t
i
o
n
agre
e
d
u
p
on
i
n
the
PL
C m
e
e
t
i
n
g"
(reflect
i
on
n
o
t
e)
Th
e
ex
ist
e
n
c
e
o
f
P
LC
w
il
l
he
l
p
t
ea
ch
er
t
o
b
e
co
me
i
nvo
lv
ed
i
n
th
e
sc
ho
ol
c
ha
n
g
e
.
T
h
e
y
ca
n
pa
rt
i
c
ip
a
t
e
in
pla
n
ni
ng
a
n
d
im
plem
en
ti
ng
t
h
e
c
h
an
ge
a
n
d
grad
ua
ll
y
w
i
l
l
i
ncr
eas
e
t
e
ac
he
rs’
c
onf
i
d
e
n
ce
i
n
t
hem
s
el
v
e
s
as
succe
ssfu
l
i
mp
lem
e
nt
er
s.
F
urther
mor
e
,
when
t
he
o
pe
n
n
es
s
e
nvir
o
n
m
e
n
t
h
a
d
b
e
e
n
f
o
r
m
e
d
,
c
h
a
n
g
e
i
s
n
o
t
eno
u
gh.
T
h
i
s
c
h
an
ge
m
us
t
le
a
d
t
o
im
pro
v
em
ent,
t
he
s
u
s
t
a
in
e
d
i
m
p
ro
vem
e
nt
t
hat
l
e
ad
s
to
a
chie
vem
e
n
t
o
f
o
u
r
pur
pose
[5],
a
nd
t
o
l
ea
d
th
is, w
e
need
c
ha
n
g
e
lea
d
ers
[4
3].
Em
phas
i
zi
n
g
t
he
i
m
porta
nce
of
l
ea
dersh
i
p
i
n
o
r
g
an
iza
tions,
defi
n
e
l
e
a
d
e
r
s
h
i
p
a
s
a
p
r
o
c
e
s
s
o
f
in
flue
nc
in
g
pe
op
le
t
o
ac
hie
v
e
goa
ls,
w
h
ile
m
a
n
agem
en
t
m
obi
liz
es
a
n
or
gan
i
zat
i
on
to
w
a
r
d
t
h
e
a
t
t
a
i
n
m
ent
o
f
its
g
oa
l
s
[
4
4
].
I
n
pra
c
ti
c
e
,
t
h
e
i
n
t
e
re
sts
be
t
w
e
e
n
t
h
e
o
r
g
a
niza
t
i
on
a
nd
it
s
m
e
m
b
ers
ne
ed
t
o
be
c
on
sta
n
t
l
y
adjus
t
e
d
[
45].
T
herefore,
th
e
or
g
a
n
i
sati
on
r
eq
ui
red
a
l
ead
e
r
w
h
o
can
c
a
rry
o
u
t
t
he
t
as
k
;
s
uch
a
lea
d
e
r
i
s call
e
d
a
t
r
an
sform
a
ti
ona
l
lea
d
er.
U
n
l
i
ke
t
r
a
nsa
c
ti
o
n
al
l
ea
der
s
,
w
ho
a
p
ply
the
s
t
rength
o
f
m
a
ny
f
ollowers,
t
r
a
n
sf
o
r
mat
i
ona
l
l
e
ad
ers
are
ca
p
a
bl
e
o
f
i
nspi
ri
n
g
,
i
nt
e
l
l
e
ctu
a
l
l
y
s
t
i
m
ul
a
t
i
ng,
a
nd
gi
v
i
ng
in
d
i
v
i
d
u
a
l
’
s
enc
our
agem
en
t
.
The
v
alue
o
f
l
e
a
d
ersh
ip w
i
l
l have
a
n imp
a
ct
on
t
he
s
urrou
n
d
i
n
g e
nviro
nm
ent
[4
6].
A
sse
rt
t
hat
t
r
a
n
sform
a
ti
o
n
al
l
ea
ders
hi
p
is
p
osit
i
v
el
y
re
la
te
d
t
o
t
h
e
p
e
rfor
m
a
n
ce
of
i
n
d
i
v
i
d
ual-
leve
l
fo
l
l
ow
ers
[4
7].
In
a
d
d
i
t
i
o
n
,
t
r
ans
f
orm
a
ti
o
n
a
l
l
e
ad
er
ship
i
s
pos
it
ive
l
y
r
e
late
d
t
o
t
e
a
m
an
d
orga
niza
t
i
o
n
a
l
perform
ance
.
I
n
o
rde
r
t
o
ac
h
i
e
v
e
the
de
sire
d
goa
l,
t
he
s
c
h
oo
l
p
ri
nc
ipa
l
m
ust
be
c
a
p
a
b
le
o
f
tran
sfor
ma
t
i
o
n
al
leade
r
s
h
ip.
Co
llec
t
i
v
e
work
w
it
h
t
r
ans
f
orm
a
ti
o
n
al
l
e
a
d
ers
ge
ner
ates
m
or
e
ide
a
s,
b
ut
i
n
d
iv
id
ua
li
st
s
ge
ner
a
te
mor
e
i
de
as
w
i
t
h
t
ra
nsa
c
t
i
ona
l
lea
d
e
r
s
[
48]
.
M
o
r
e
g
e
n
era
l
l
y
,
gro
up
p
erf
o
rm
ance
i
s
generally
h
igher
than
f
or
self-e
mp
lo
ye
d
in
d
i
v
i
dua
ls.
A
lea
d
er
w
ith
a
t
r
a
nsf
o
rm
atio
na
l
lea
d
e
rshi
p
st
yle
i
s
u
rg
e
n
t
l
y
ne
e
d
ed
b
y
sc
hoo
ls
t
o
impro
v
e
scho
o
l
c
ult
u
re
.
A
s
expr
essed b
y
a
t
e
a
c
h
e
r
f
rom
a rel
i
g
i
on
-b
a
s
e
d
sch
ool
:
"
W
e m
anage
d
to
b
u
il
d t
h
e v
a
l
u
e
of
t
h
e sc
ho
o
l
a
n
d
i
m
pl
em
ent
i
t
bec
a
u
s
e
we
wa
n
t
ed
t
o
spe
nd o
u
r t
i
m
e
t
oge
t
h
er w
i
t
h
our
sc
ho
o
l
pri
n
ci
p
a
l wh
ic
h we
k
n
ow
she
is
b
u
s
i
er th
a
n
we
are. S
h
e m
o
t
i
v
a
te
d
us t
h
a
t
w
h
a
t
we
d
o
i
n
g w
ill
be s
u
cc
ess
f
u
l
..
. and s
h
e
is a r
o
le
m
o
de
l
fo
r
us."
Tha
t
a
l
e
a
der
i
s
w
i
l
li
n
g
t
o
sa
crifice
h
i
m
s
elf
for
t
h
e
or
ga
ni
zat
i
o
n,
b
e
a
role
m
ode
l
,
a
nd
a
l
s
o
d
isp
l
a
y
e
t
h
ic
a
l
st
a
ndard
s
[
49]
.
The
y
a
ls
o
s
t
at
ed
t
ha
t
a
l
e
a
d
e
r
c
a
n
p
ro
v
i
de
i
nsp
i
r
at
iona
l
m
o
t
i
v
at
ion.
L
ea
d
e
rs
l
i
k
e
t
h
is
u
s
u
a
l
ly
use
c
h
ar
i
s
m
a
,
bu
i
l
d
a
n
e
voca
tive
v
i
s
i
o
n
,
a
nd
use
em
o
tio
n
-
ba
se
d
a
r
gume
n
ts.
The
na
t
u
re
o
f
trans
f
or
ma
t
i
o
n
a
l
leade
r
s
h
ip
i
s
n
o
t
o
n
l
y
i
n
t
h
e
top
le
a
d
ersh
ip,
a
m
ong
sc
h
o
o
l
pr
in
c
i
pa
l
s
,
bu
t
i
n
a
l
l
l
a
y
ers
o
f
t
he
o
rga
n
iza
t
i
on
a
t
w
h
ic
h the
te
ac
hers
can
b
e
devel
o
ped
[4
5]-[50].
4.
CONCL
U
S
ION
The
c
o
lla
bora
t
i
on
o
f
c
ol
lec
t
i
v
e
lea
d
ersh
ip
b
e
t
w
een
t
eac
hers
a
nd
s
c
hoo
l
p
r
i
n
ci
p
a
l
s
i
n
P
L
C
i
s
a
k
ey
t
o
cha
n
g
i
n
g
s
c
h
ool
c
u
ltur
e
.
The
y
can
p
art
i
c
i
pa
te
i
n
p
l
an
n
i
ng
and
i
m
p
lem
e
n
t
i
n
g
t
h
e
c
h
a
n
ge
a
nd
w
i
l
l
g
ra
dua
ll
y
i
n
c
r
ea
se
t
ea
c
h
ers
“
c
o
n
f
i
d
en
c
e
i
n
t
h
emsel
v
es
a
s
su
cc
essfu
l
i
mp
l
e
me
nt
ers.
A
ct
i
o
n
re
se
arc
h
h
i
g
hlig
ht
s
fo
u
r
st
r
a
te
gic
fact
or
s
tha
t
i
nfl
u
enc
e
effect
i
v
en
e
s
s
in
t
he
d
e
v
e
l
o
p
m
e
nt
o
f
lea
d
ersh
ip
c
h
a
nge
m
ode
l:
(1)
th
e
n
e
e
d
t
o
deve
l
op
a
n
o
p
e
n
e
n
vi
r
onme
n
t
be
fore
f
orm
i
ng
a
le
arni
n
g
c
omm
uni
ty
;
(2)
alth
o
u
g
h
o
pe
n
e
nvir
onm
en
t
e
x
i
s
ts
,
implem
e
n
ta
t
i
o
n
o
f
le
ad
er
sh
ip
c
han
g
e
w
i
l
l
not
h
ap
pe
n
w
i
t
h
out
v
a
l
ue
a
l
i
g
n
m
e
n
t
be
t
w
e
e
n
sch
o
o
l
p
r
i
nc
i
p
a
l
s
a
n
d
teac
hers
;
(3)
s
c
ho
o
l
i
de
n
tit
ies
are
bu
ilt
on
va
l
u
e
s
t
ha
t
ar
e
ag
r
eed
u
po
n
b
y
s
c
h
oo
l
pri
n
c
i
p
a
ls
a
n
d
t
ea
c
h
ers;
a
n
d
(4) scho
o
l
pri
n
c
ipa
l
s
must
a
ct
ive
l
y par
tici
p
a
t
e
i
n
the
co
l
lab
o
r
at
i
v
e
p
r
o
cess
a
s
c
h
a
ng
e
l
e
a
d
e
r
s
i
n
t
h
i
s l
eade
r
s
h
ip
cha
nge
m
ode
l de
ve
l
opme
n
t
.
4.1.
Po
li
c
y
re
c
om
m
e
nd
ation
I
m
plica
t
i
o
ns
f
r
o
m
th
is
r
e
s
e
a
rc
h
i
n
c
l
u
d
e
t
h
e
need
f
or
c
ha
nge
i
n
t
h
e
curr
ent
e
d
uca
t
i
o
n
po
lic
y
in
Ind
ones
i
a.
O
u
r
f
irst
r
e
c
om
me
nda
t
i
o
n
f
or
t
he
p
r
o
v
i
s
i
o
n
o
f
P
D
t
o
pub
l
i
c
sc
ho
ol
s
i
s
t
o
revi
se
gov
e
r
n
m
e
n
t
po
lic
i
e
s
w
i
t
h
a
t
o
p
-d
ow
n
a
ppr
oa
ch t
o bec
o
m
e
a
bot
tom
-
up appr
oa
c
h.
If
te
a
c
her
s
a
nd
sc
h
o
o
l
p
r
i
nc
ipa
l
s are
not
in
vol
ve
d
in
d
e
t
e
r
m
i
ni
ng
t
h
e
n
e
eds
of
P
D
i
n
t
he
i
r
s
c
h
o
o
l
s,
i
t
is
not
l
ik
el
y
t
h
at
t
ea
ch
ers
wil
l
p
arti
ci
p
a
t
e
i
n
th
e
appr
oa
ch
t
ha
t
doe
s
n
o
t
a
l
i
g
n
w
ith
t
he
ir
v
a
l
ues.
T
he
s
e
c
o
nd
p
o
l
i
c
y
c
ha
nge
w
ou
l
d
r
eg
ula
t
e
t
h
e
w
o
rk
loa
d
o
f
teac
hers
a
n
d
p
rinc
i
p
a
l
s
s
o
t
h
a
t
t
h
e
y
h
ave
t
i
m
e
t
o
c
ond
uc
t
P
D
o
r
P
L
C
m
e
e
t
i
n
g
s
,
t
h
u
s
p
r
e
v
e
n
t
i
n
g
t
e
a
c
h
e
r
s
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
47
- 5
6
54
pri
n
ci
pa
ls
f
r
o
m
be
com
i
ng
caug
h
t
up
i
n
bure
a
u
cr
at
ic
a
dm
in
istra
t
i
v
e
m
at
t
e
rs
s
u
c
h
as
p
ap
erwo
rk
.
Thi
r
d
,
regu
la
ti
ons
s
h
o
u
l
d
b
e
o
f
fere
d
for
eve
n
t
he
s
l
i
gh
tes
t
i
nc
e
n
tiv
e
m
e
c
h
a
n
i
s
m
a
t
t
h
e
s
c
h
o
o
l
l
e
v
e
l
o
r
a
t
t
h
e
d
i
s
t
r
i
c
t
leve
l
b
y
t
he
L
oca
l
E
duc
a
t
ion
A
g
e
n
c
y
o
r
t
h
e
M
i
n
i
stry
o
f
Educ
at
i
o
n
an
d
Cul
t
ure
wi
th
s
oc
ial
i
n
ce
nt
i
v
es
o
r
rew
a
rds.
F
or
e
xa
mple,
t
e
ac
h
e
rs
w
ho
are
a
c
t
i
vel
y
i
n
v
o
l
v
e
d
i
n
P
L
C
act
iv
i
t
i
e
s
g
e
t
so
ci
al
r
e
w
ard
s
i
n
th
e
form
o
f
deve
l
opm
en
t
train
i
ng
or
p
rom
o
ti
on
pro
p
o
sal
s
.
La
st
l
y
,
d
i
str
i
ct-l
e
v
e
l
P
L
C
s
sho
u
l
d
be
e
sta
b
lis
he
d
i
n
w
h
i
ch
t
r
i
-
quar
t
e
r
o
r
quat
e
r
l
y
m
eeti
n
gs
a
r
e
h
e
l
d
be
tw
e
e
n
e
a
c
h
s
ch
o
o
l
P
L
C
t
o
eva
l
ua
te
t
he
c
ha
nge
s
in
eac
h
sc
ho
ol
b
y
us
i
n
g
i
ndic
a
t
or
s
o
f
t
he
c
ha
n
g
e
s
i
n
sc
h
o
o
l
c
u
l
t
u
re,
suc
h
a
s
c
h
a
n
ge
s
in
s
tu
de
nt
c
ha
rac
t
e
r
,
te
a
c
hi
n
g
o
f
eva
l
ua
t
i
on
resul
t
s, a
nd st
u
d
en
t lea
r
n
i
ng.
4.2.
L
i
m
i
ta
ti
o
n
s
an
d
fu
r
t
h
e
r
s
t
u
d
y
Fu
t
u
re
r
e
s
ea
rch
n
eed
s
t
o
f
u
r
th
e
r
d
ev
el
op
t
h
i
s
l
e
a
d
e
r
sh
ip
c
h
a
ng
e
d
e
s
ig
n
to
p
u
b
lic
s
c
h
o
o
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a
v
a
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u
m
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sl
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n
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ly
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ore
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ore
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l
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s
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m
por
tan
t
t
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eate
share
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k
now
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b
lem
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tha
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arises
t
hro
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h
t
h
is
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c
tio
n
rese
arc
h
a
p
p
ro
ac
h.
T
he
r
o
l
e
of
t
he
w
r
i
t
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r
a
s
a
m
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d
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g
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e
r
,
t
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c
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,
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n
d
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h
er
c
a
n
a
lso
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r
ea
t
e
t
he
p
ote
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ti
al
f
or
r
ese
a
rc
h
bi
as.
I
n
a
ccor
d
ance
w
i
t
h
t
h
e
adv
i
ce
o
f
G
re
en
a
n
d
H
u
n
tin
gt
o
n
(
2
0
1
7
),
w
e
over
c
om
e
th
is
b
ias
by
in
ter
r
oga
t
i
ng
the
p
a
r
t
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pa
nt
s
rega
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n
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da
t
a
a
nd
fi
nd
ing
s
tha
t
a
ppe
ar
t
o be
v
erifie
d t
h
rou
g
h
the
ir
v
al
idi
t
y a
nd tr
ut
h [13
].
4.3.
Co
nf
l
i
ct o
f
i
n
t
e
res
t
Th
e
re
se
arc
h
er
s
t
a
t
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d
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re
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s
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om
t
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eg
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n
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dy,
w
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trie
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on
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t
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he
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om
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a
n
in
t
e
gri
t
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pact r
elate
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is re
s
e
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rc
h. We al
so sta
te
d t
h
a
t
t
h
ere
w
a
s no in
fl
ue
nc
e of t
he orga
n
iz
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t
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o
ns
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nv
o
l
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t
h
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s
pr
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e
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t
,
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c
h
a
s
H
e
ka
L
eka
F
o
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nda
t
i
on,
A
LP
H
A
-
I,
U
S
A
ID,
Mal
u
ku
E
duca
t
io
n
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g
e
n
c
y
,
Mi
nis
t
r
y
o
f
Ed
uca
t
i
on a
n
d C
u
lt
ure
, a
nd ot
her
organ
i
z
a
tio
ns
r
ega
r
din
g
t
he
m
e
thod
s or
outp
u
t
s
of t
h
is
r
ese
a
rc
h.
ACKNOW
LEDG
E
MEN
T
S
We
g
ra
t
e
fu
ll
y
ac
k
n
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w
l
e
dg
e
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h
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s
u
ppo
rt
a
nd
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h
e
f
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ro
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t
an
le
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Fer
d
i
n
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n
d
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s
a
n
d
the
tea
m
from
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e
k
a
Leka
F
ou
nda
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i
o
n
w
ho
ac
c
o
m
p
an
ie
d
us
f
r
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m
the
star
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of
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pr
ojec
t
u
n
t
i
l
w
e
fini
sh
ed
t
he
ma
nuscri
p
t
o
f
t
hi
s
r
e
sea
r
ch.
S
p
ec
i
a
l
tha
n
ks
go
t
o
T
ho
m
a
s
Wi
b
o
w
o
G
u
n
a
w
a
n
f
o
r
h
is
s
upp
or
t
a
nd
fe
e
d
bac
k
o
n
the
e
a
rlier
ma
nusc
r
ip
t
for
t
h
e
pro
j
ec
t
.
T
his
re
sear
ch
w
a
s
s
up
po
r
t
e
d
b
y
p
o
s
t
-trai
n
i
n
g
U
S
A
I
D
fundi
n
g
f
or
t
h
e
Ed
uca
t
i
on
D
i
v
i
si
on
of
A
LP
H
A
-
I
(
A
l
u
m
n
i
A
ssoc
i
at
ion
of
S
cho
l
ar
sh
i
p
P
r
ogram
U
S
-
Indone
sia).
The
a
u
t
h
ors
a
l
s
o
t
h
a
n
k
A
k
h
m
a
d
S
a
f
i
k
a
n
d
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o
h
a
r
i
E
f
e
n
d
i
a
s
A
L
P
H
A
-
I
C
h
a
i
r
m
a
n
B
oa
rd
,
a
n
d
al
so
R
a
y
a
S
o
endj
oto
an
d
H
a
ni
f
S
a
l
e
h fr
om
t
h
e
U
S
A
ID
I
ndo
nesia
E
d
u
cati
o
n O
f
fic
e
f
or
t
he
ir
generous support.
REFE
RENCES
[1]
Nat
i
on
al
E
du
c
a
t
i
o
n
M
in
is
ter
Regu
latio
n
(P
erm
e
n
d
i
k
n
a
s),
"Nat
iona
l
E
ducat
io
n
Min
i
ster
R
egu
l
at
ion
No
.
13
y
ear
o
f
20
07
c
on
cernin
g
the
stan
dard
s
of
m
adras
a
s
(Is
la
m
i
c
scho
o
l
)
pri
n
ci
pal
s
a
n
d
s
cho
o
l
pri
n
c
i
p
a
ls
(
P
r
iv
ate
an
d
P
u
blic
sc
ho
ol),
"
2
0
0
7
.
[2]
M
i
nistry
o
f
Nation
al
E
d
u
cati
o
n
,
"
Com
p
etency
o
f
s
c
hoo
l
pri
n
cip
a
l
s:
p
r
i
mary
s
chool
(SD/MI),
j
un
ior
hi
gh
school
(SMP
/M
Ts)
,
H
igh
school
(
SM
A/
S
M
K
/
MA)
,
"
Dir
ectora
t
e o
f
Mi
dd
le S
c
ho
ol Edu
c
atio
n,
M
i
nis
t
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d
u
c
atio
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Jak
a
rta,
2
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[3]
J.
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Chen
a
n
d
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M
c
Cray
,
"A
C
oncep
tu
al
fram
e
w
o
rk
f
or
t
eac
her
p
rof
e
s
s
i
o
n
a
l
d
e
vel
opm
en
t:
T
he
w
ho
le
t
eacher
app
r
oach,
"
NH
SA
Di
a
l
og
, v
ol
.
1
5
,
issue.
1,
p
p
.
8
-
2
3
, 2
01
2.
[4]
V.
D
.
Opfer
an
d
D.
P
edd
e
r,
"
Co
ncep
tual
izi
ng
t
eacher
p
ro
f
e
ssi
on
a
l
le
a
r
ning
,"
Review of
Ed
uc
at
io
nal
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e
ar
ch
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l.
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s
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T.
J
.
Ser
g
iovann
i
,
"
The pr
i
n
cipa
ls
hi
p
:
A re
f
l
ecti
v
e p
r
actice pe
rspecti
v
e
(6th
E
ditio
n),"
MA:
Pe
ar
so
n Edu
c
at
ion
In
c
-
Allyn and
B
a
con
, Bos
t
o
n
, 2
00
9
.
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R.
D
uF
our,
R.
D
uF
o
u
r,
a
n
d
E
.
Ro
bert
.
"
R
ev
isi
t
ing
prof
essi
onal
l
earning
c
ommunities
a
t
w
or
k."
IN:
So
lu
ti
o
n
T
r
e
e
Press
,
I
ndian
a,
2008
.
[7]
L.
B
.
Ea
ston
,
"
P
owe
r
fu
l d
e
sign
s
fo
r pro
f
e
ssion
a
l
l
e
a
r
ning
,"
OH
:
NSDC
.
pp.
1
2
-
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4
,
O
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ord
20
08
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Int.
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l
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s
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88
22
L
e
aders
hip ch
an
ge des
i
g
n
:
a p
r
o
f
ess
i
o
n
a
l
le
arn
i
n
g
com
m
u
ni
ty
(
P
L
C
)…
(T
eddy
T
r
il
akso
no)
55
[8]
D
.
R
.
T
o
m
a
l
,
"
A
c
t
i
o
n
r
e
s
e
a
r
c
h
f
o
r
e
d
u
c
a
t
o
r
,
"
A
S
c
arecr
ow
Ed
uca
tio
n Bo
ok,
M
a
rylan
d
,
a
nd M
D
: Sca
r
ecro
w
P
r
es
s
Inc
,
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3.
[9]
C.
A
.
Dahi
r,
"
S
u
ppo
rti
n
g
a
nat
i
on
o
f
l
earners:
the
rol
e
o
f
sch
o
o
l
c
ou
nsel
in
g
in
e
d
u
c
a
ti
on
al
r
efo
r
m
,
"
J
o
urna
l of
Cou
n
s
e
l
i
n
g
&
D
evelo
p
m
e
nt,
vol.
82(3
)
,
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3
,
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A.
K
au
r
an
d
K
.
S
in
gh,
"
Rol
e
o
f
teach
er
e
d
u
c
a
ti
on
i
n
the
achi
e
ve
me
n
t
o
f
MD
Gs
,"
In
te
rn
atio
na
l J
o
urna
l of
Eva
l
uati
on an
d Resea
r
ch
in Ed
u
c
a
tio
n,
vol.
3(2),
p
p
.
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C. Rob
so
n
,
"
Real
wo
r
ld research
3rd
Ed
i
t
i
on,
"
Chi
c
hest
er: W
i
l
e
y
,
201
1.
[12]
W.
D
ick
and
L. Cary,
"
T
h
e s
y
stem
at
i
c
design
of
i
nst
r
uction (3rd
),"
Jarp
er
C
ol
li
ns,
19
90
.
[13]
J.
K
.
Green
a
nd
A
.
D.
H
un
tin
g
t
o
n
,
"
O
n
lin
e
p
r
o
f
ess
i
o
n
a
l
d
evel
op
m
ent
f
o
r
di
g
itall
y
di
ff
erentia
t
e
d
nurses:
An
action
research
p
ersp
e
c
t
i
v
e,"
Nu
r
s
e Educat
io
n
i
n
Pra
c
tic
e
,
vo
l.
22,
pp.
5
5
-
6
2
,
2
01
7.
[14]
J. M
cNiff,
"
A
c
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r
incip
l
es
a
nd
practice,"
Macmillan
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,
New York, N
Y
, 1988.
[15]
M
.
L
.
H
o
ll
y
,
J
.
M
.
A
rh
ar,
a
n
d
W
.
C
.
Kast
en,
"Act
ion
research
f
o
r
t
eachers:
T
ra
vel
i
n
g
t
h
e
y
ell
o
w
brick
road,
t
h
ird
Ed,"
Pear
son Ed
ucat
ion
,
Bo
st
on
,
M
A
,
20
09.
[16]
J. M
cNiff
a
n
d
J
.
W
hiteh
ead, "Yo
u an
d y
o
u
r
acti
o
n
research
p
roj
e
ct,
t
hird
E
d
,
"
Rout
led
g
e,
L
on
do
n
,
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nglan
d,
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[17]
P.
R
e
a
s
o
n
a
nd
H
.
Bra
d
b
u
ry
,
(
E
d
s
.
)
,
"
S
a
g
e
h
a
ndb
oo
k
of
a
c
t
ion
re
s
earch:
P
a
rti
c
ipati
v
e
inq
u
i
r
y
an
d
p
r
a
c
t
i
ce
(2n
d
ed.),
"
Sa
ge
Pub
l
i
c
ation
s
,
L
ond
on
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2
0
0
8
[18]
N.
C
arter,
D
.
Bry
a
nt-L
uk
osius,
A
.
Dicenso,
J
.
B
lythe,
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nd
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.
J.
N
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"The
u
se
o
f
tr
i
a
ngulat
ion
i
n
qua
l
i
t
a
t
i
ve
research,
"
On
c
o
lo
gy
N
u
rs
in
g
For
u
m
,
v
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l
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4
1
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p
p
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4
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,
2
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M
. B. Miles and
A.
M
. H
uberm
a
n
, “
Q
u
a
li
ta
t
i
ve
d
ata
analy
s
is,”
Sage
,
T
ho
u
s
an
d
O
a
ks
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994.
[20]
N.
K
.
D
e
nzi
n
,
"
S
o
c
iol
ogical
m
ethods
:
A s
ourceb
oo
k,
"
Mc
Graw-
H
ill
,
New
York
, N
Y,
1978
[21]
N. K.
Denzi
n
,
"
T
he qualita
t
i
ve
m
anif
esto:
A call
t
o
ar
m
s,"
New
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M.
Q
.
Pat
t
on,
"
Enhanci
n
g
the
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ality
a
nd
c
r
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di
bi
l
ity
o
f
qualita
tiv
e
anal
ys
is,"
Health Sci
e
nces Researc
h
,
vo
l
.
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4
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0
8
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999
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[23]
R
.
D
u
r
a
n
d
J
.
S
o
l
,
"
S
o
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
,
c
o
-
w
o
r
k
e
r
a
l
t
r
u
i
s
m
,
a
n
d
i
n
c
e
n
t
i
v
e
s
,
"
Ga
mes an
d Eco
n
om
ic
B
e
ha
vior,
vo
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p
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9
3-30
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D.
G
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A
.
N
.
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a
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"
Resis
t
an
ce
to
o
rgani
zati
onal
ch
a
nge:
lin
k
i
n
g
rese
a
rch and pract
ice,
"
Le
a
d
e
r
sh
ip &
Or
ga
niz
a
tio
n
D
evelo
p
men
t
Jo
ur
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a
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[25]
D.
R
.
S
e
lf
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nd
M
.
S
c
h
r
ae
d
e
r,
"
E
n
h
a
ncin
g
th
e
succes
s
of
o
rg
ani
z
a
tional
change:
matchi
ng
r
ead
in
ess
s
t
rateg
i
es
w
it
h
so
urces
o
f res
i
s
t
ance,
"
L
e
a
d
ers
h
ip
&
Org
aniz
a
tion D
e
v
e
l
o
p
m
en
t J
o
urn
a
l,
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l
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0
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8
2
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C.
Z
ho
u
and
P
.
V
alero,
"
A
co
m
p
ari
s
o
n
o
f
cre
a
ti
v
i
ty
i
n
pro
j
ect
g
ro
up
s
in
s
cie
n
ce
a
nd
e
n
g
i
n
ee
rin
g
e
du
cati
o
n
i
n
d
e
nma
r
k
a
nd
c
h
ina
,
"
In
:
Co
ra
zza
G
.,
Ag
n
o
l
i
S
.
(
E
ds)
M
u
l
t
idisc
i
plina
r
y Contribut
i
ons to
th
e
Science
of Creat
i
ve
Thi
n
king
.
C
r
eat
i
vity in the Twe
n
t
y
Fi
rs
t
Cen
t
ury
.
S
prin
ge
r,
S
in
g
a
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,
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F
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J
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C
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a
g
e
s
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n
d
C
.
M
.
P
.
S
o
u
s
a
,
"
P
e
r
s
o
n
a
l
i
t
y
a
n
d
the
cr
eat
ivity
o
f
f
r
ontline
servi
c
e
empl
oyees:
l
i
near
and curvilinear
e
ff
ect
s
,
"
The
In
te
r
n
atio
na
l J
o
urna
l
o
f
Huma
n
Re
so
urc
e
M
a
na
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e
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n
t
,
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16
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[28]
I.
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mi
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"
O
rganisat
ional
quality
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nd
o
rganisational
change:
In
t
e
rco
n
n
ecti
ng
p
a
ths
to
e
ff
ectiven
ess
,
"
Librar
y
M
a
nag
emen
t,
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3
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E
brahi
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J.
B
attilana,
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ai
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,
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The
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o
f
soc
i
a
l
en
terpri
ses:
m
iss
i
on
d
rif
t
a
nd
accou
n
tab
i
l
i
t
y
chal
leng
es
i
n
hybrid
o
rg
ani
zations
,
"
Res
e
ar
c
h
i
n
O
r
g
aniza
ti
on
a
l
Beh
a
vio
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S
a
bir,
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.
S
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a
ir,
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K
h
an,
"Im
p
act
o
f
lead
e
r
s
h
i
p
s
ty
le
o
n
org
a
niza
tio
n
c
om
mi
tm
e
n
t:
I
n
a
m
e
dia
tin
g
rol
e
o
f
em
plo
y
ee v
a
lues
,"
Jou
r
n
a
l
o
f
Eco
n
o
m
ic
and B
e
h
a
vi
or
a
l
S
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M
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so
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"
Ac
h
i
e
v
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org
a
nisa
tion
a
l
c
h
a
n
g
e
thro
ugh
v
a
l
ue
s
ali
g
n
m
ent,
"
Jo
ur
nal
of
Ed
ucatio
n
a
l
Adm
i
ni
st
ration
,
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arog
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a
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d
A.
M
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a
r
c
í
a,
"
In
div
i
d
u
al
d
iff
e
rences
i
n
rel
i
g
ion
and
spirituali
t
y
:
a
n
i
s
s
u
e
of
p
erso
nal
ity
t
rait
s
a
n
d/or v
a
l
u
e
s,
"
J
o
ur
na
l f
o
r
T
h
e
Scien
tif
ic St
udy a
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d
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H
.
Schein, "O
r
ganizat
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lture
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nd
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h
i
p
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o
s
s
e
y-B
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S
an
F
r
a
n
c
i
s
co
,
C
A
,
20
10
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H.
I
s
m
ail,
"
G
e
nd
er
d
iff
e
rences
i
n
p
e
rso
n
al
v
al
ues
:
a
b
u
s
i
n
ess
p
ersp
ectiv
e,"
In
ternat
io
nal J
o
ur
na
l
of Com
m
erce an
d
M
a
nag
emen
t,
v
o
l
/
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u
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5
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6
87
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98
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F
inkelstei
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,
D.
H
ambr
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a
nd
A
.
Canel
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a,
"
S
t
rateg
i
c
lead
ers
hi
p:
T
heo
r
y
a
n
d
rese
arch
o
n
exe
c
ut
iv
es,
to
p
ma
n
a
ge
me
nt te
a
ms
a
nd
bo
a
r
d
s
,
"
O
x
f
o
rd: O
x
f
o
rd U
ni
versi
t
y
P
r
ess,
2
009
.
[36]
L.
P
.
P
a
rk
es
a
nd
P
.
H.
L
ang
f
ord,
"
W
o
rk–life
bal
a
nce
o
r
w
ork–
lif
e
al
ignm
ent
?
A
t
es
t
of
t
he
i
m
p
ortan
ce
o
f
w
o
r
k-lif
e
b
a
la
n
c
e
for
e
m
plo
y
e
e
e
n
g
a
g
e
me
n
t
a
nd
i
nte
n
t
i
on
t
o
sta
y
i
n
org
a
ni
sat
i
o
n
s
,
"
Jou
r
n
a
l
of
M
a
n
agem
e
nt
&
Org
aniz
a
t
i
on,
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l.
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2
6
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4,
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B
u
r
nes
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P
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J
ack
so
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"
S
u
ccess
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f
a
i
l
ure
in
o
rgani
zati
o
n
a
l
ch
ang
e
:
an
e
x
p
l
o
rati
on
o
f
the
role
o
f
values,"
J
o
urna
l o
f
Ch
an
g
e
Ma
na
ge
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n
t
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D.
G
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T
.
A.
M
a
i
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C
.
G.
C
h
i
,
"G
enera
t
i
o
na
l
d
i
fference
s
:
an
e
xami
nation
of
w
ork
v
a
lu
es
a
nd
g
enerati
onal
gaps i
n
t
h
e ho
spitality work
f
orce,
"
Int
e
rnat
i
o
nal Journal
of
Hosp
it
ality M
a
nage
ment
,
v
o
l.
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7
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8-4
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T.
G
.
W
e
ld
y,
a
n
d
W
.
E.
G
i
l
lis,
"The
l
earni
ng
org
a
nis
a
ti
on
:
vari
ati
o
ns
a
t
d
i
fferent
o
rg
anisational
l
e
vels,"
Th
e
L
e
ar
nin
g
Org
aniz
a
tion
,
vo
l. 17
,
i
ssu
e
.
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, pp
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55
-
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7
0
,
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E
.
D
.
M
e
d
e
i
r
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s
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V
.
V
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G
o
u
v
e
i
a
,
E
.
É
.
G
u
s
m
ã
o
,
T
.
L
M
i
l
f
o
n
t
,
P
.
N
.
F
onseca,
a
nd
T
.
A
.
A
q
u
i
no,
"
F
u
n
c
tio
na
l
t
h
eo
ry
of
h
u
m
an
v
al
ue
s
:
e
vid
e
nces
o
f
its
ad
equ
a
cy
i
n
a
Brazili
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s
tat
e
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d
C.
L
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S
h
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ok,
"
O
rgani
zati
onal
c
u
lt
ure
a
n
d
ef
f
ectiv
enes
s:
A
s
t
u
d
y
of
va
l
ues,
a
ttitud
e
s, and o
rgani
zat
i
onal
outcomes
,
"
Jo
urn
a
l of Busines
s
R
e
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r
ch,
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l.
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2
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0
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P.
v
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Beurden
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T
.
G
össling,
"
The
worth
of
v
alues
–
a
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u
r
e
rev
i
ew
o
n
th
e
rel
a
tio
n
be
t
w
een
c
o
r
po
rat
e
s
oci
a
l
a
n
d fina
n
c
ia
l pe
r
f
or
ma
n
c
e
,
"
J
o
urna
l
o
f
Bus
i
n
e
ss
Eth
i
c
s
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82
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Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
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Eval. & R
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Vol.
8, No. 1, March
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019
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R.
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a
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M
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n
d
I
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H
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W
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no
,
"
E
ff
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s
l
eadersh
ip
o
f
pr
in
c
i
p
a
l,
"
.
Int
e
rnati
o
n
a
l
Jour
nal o
f
Eva
l
uati
on an
d Resea
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"
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h
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s
t
r
e
n
g
t
h
o
f
h
u
m
a
n
r
e
s
ou
rce
pr
acti
c
e
s
a
nd
t
rans
f
o
rm
at
ion
a
l
l
eadersh
ip:
impa
c
t
o
n
org
a
nisa
tion
a
l
pe
rfo
r
ma
n
c
e
,
"
Th
e In
te
rna
t
io
na
l J
o
u
r
n
a
l o
f
Hu
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n
Re
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r
c
e
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ge
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301
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F
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e
,
V.
H
ope‐Hailey,
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nd
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e
lliher,
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gh
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n
t
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orm
a
n
ce
m
a
nagem
e
n
t
:
the
rol
e
s
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j
ustic
e
a
n
d trus
t,"
Pers
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n
nel
Revi
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)
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1
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M
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erf
o
rm
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e
nce m
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d
e
l fo
r h
i
gh
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,
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91
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4
4
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1
5.
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G
.
W
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n
g
,
I
.
S
.
O
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S
.
H
.
C
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u
r
t
r
i
g
h
t
,
a
n
d
A
.
E
.
C
o
l
b
e
r
t
,
"
T
r
a
n
s
f
o
r
m
a
tio
na
l
l
eaders
h
i
p
a
nd
p
erf
o
rm
ance
a
c
ros
s
crit
eria
a
nd
l
evel
s:
A
m
eta-an
alytic
r
ev
iew
o
f
2
5
y
ears
of
r
es
e
arch
,
"
Grou
p
&
Orga
n
i
za
tio
n
Ma
na
ge
me
n
t
,
vo
l.
36(2
)
,
p
p
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2
2
3-27
0,
201
1.
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L.
G
u
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d
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"Trans
f
o
rm
ati
o
n
a
l
lead
ersh
ip,
crea
tiv
ity
,
a
n
d
o
r
ga
niz
a
t
io
na
l
in
no
v
a
tion
,"
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urna
l of
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Res
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[49]
A.
K
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c
ki
a
n
d
M
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,
"
O
rg
an
izati
o
n
a
l
beh
a
vio
r
:
A
practical
,
p
r
ob
le
m
-
solv
ing
app
r
oach
1
st
e
di
ti
on
,
"
Mc
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-
Hill Education
,
New
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D.
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gel
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lo
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"
O
r
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i
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n
a
l
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r
1
3th
ed
it
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,
"
Cen
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e
a
r
ni
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M
a
so
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S
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u
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W
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s
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20
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