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h
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o
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rtain
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ria
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les
.
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e
re
se
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h
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s
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rried
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c
o
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e
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t
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m
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ts
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in
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se
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:
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P
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In
f
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,
”
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Tea
c
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rs’
S
e
lf
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e
ffica
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y
Be
li
e
fs
S
c
a
le,”
to
id
e
n
ti
fy
p
re
sc
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o
o
l
tea
c
h
e
rs’
se
lf
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y
b
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li
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fs
a
n
d
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sc
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o
o
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Tea
c
h
e
rs’
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c
h
in
g
Atti
tu
d
e
s
S
c
a
le’
to
d
e
term
in
e
th
e
tea
c
h
e
rs’
a
tt
it
u
d
e
s.
T
h
e
o
b
tain
e
d
d
a
ta
we
re
a
n
a
ly
z
e
d
u
sin
g
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a
rso
n
m
u
lt
ip
li
c
a
ti
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m
o
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e
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t
c
o
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latio
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a
n
a
l
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a
n
d
Re
g
re
ss
io
n
a
n
a
ly
sis
wa
s
p
e
rfo
rm
e
d
to
d
e
te
rm
in
e
th
e
le
v
e
l
o
f
se
lf
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c
y
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li
e
fs
o
f
p
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sc
h
o
o
l
tea
c
h
e
rs
a
ffe
c
ti
n
g
te
a
c
h
in
g
a
tt
i
tu
d
e
s.
P
re
sc
h
o
o
l
tea
c
h
e
rs
we
re
fo
u
n
d
t
o
h
a
v
e
f
u
ll
se
lf
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e
ffica
c
y
b
e
li
e
fs
in
t
h
e
tea
c
h
in
g
-
lea
rn
i
n
g
p
r
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e
ss
,
c
o
m
m
u
n
ica
ti
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s
k
il
ls,
p
la
n
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g
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n
d
re
g
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o
f
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i
n
g
e
n
v
iro
n
m
e
n
ts
a
n
d
c
las
sro
o
m
m
a
n
a
g
e
m
e
n
t,
a
n
d
firm
se
lf
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e
ffica
c
y
b
e
li
e
fs
in
fa
m
il
y
p
a
rti
c
ip
a
ti
o
n
.
Tea
c
h
e
rs’
a
tt
it
u
d
e
s
o
f
p
re
sc
h
o
o
l
t
e
a
c
h
e
rs
we
r
e
fo
u
n
d
t
o
b
e
d
e
m
o
c
ra
ti
c
a
t
th
e
h
ig
h
e
st
lev
e
l,
fo
l
lo
we
d
b
y
a
u
t
o
c
r
a
ti
c
a
n
d
laiss
e
z
-
fa
ire
a
t
th
e
lo
we
s
t
lev
e
l.
As
a
re
su
lt
o
f
th
e
re
g
re
ss
io
n
a
n
a
ly
sis
m
a
d
e
to
d
e
term
in
e
th
e
lev
e
l
o
f
th
e
e
ffe
c
t
o
f
se
lf
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e
ffica
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b
e
li
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fs
o
f
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sc
h
o
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o
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in
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rn
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n
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d
icts
d
e
m
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ra
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e
s a
n
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g
a
ti
v
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l
y
p
re
d
icts l
a
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z
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tu
d
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s.
K
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w
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s
:
Pre
s
ch
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l te
ac
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Self
-
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f
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elief
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attitu
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T
h
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s
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a
rticle
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d
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r th
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CC B
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SA
li
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C
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s
p
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A
uth
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r
:
Kam
il Ar
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k
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,
Dep
ar
tm
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t o
f
E
d
u
ca
tio
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al
Scien
ce
s
,
İ
s
tan
b
u
l Sab
ah
attin
Z
aim
Un
i
v
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s
ity
,
Ha
lk
alı
Kam
p
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s
ü
Halk
alı
C
ad
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esi,
Kü
çü
k
çe
k
m
ec
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İ
s
tan
b
u
l,
T
u
r
k
ey
.
E
m
ail:
k
am
il.k
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k
ic@
izu
.
ed
u
.
t
r
1.
I
NT
RO
D
UCT
I
O
N
T
ea
ch
er
s
wh
o
p
la
y
an
ess
en
tial
r
o
le
in
s
h
ap
in
g
s
o
c
ieties
s
h
o
u
ld
b
e
ab
le
t
o
m
ee
t
th
e
n
e
ce
s
s
ities
o
f
th
e
tim
e
in
o
r
d
er
to
e
d
u
ca
te
n
e
w
g
en
er
atio
n
s
.
T
h
e
s
o
cial
a
n
d
ec
o
n
o
m
ic
d
ev
el
o
p
m
en
t
a
n
d
p
r
o
g
r
ess
o
f
t
h
e
co
u
n
tr
ies
r
eq
u
ir
e
teac
h
e
r
s
to
b
e
tr
ain
ed
an
d
th
eir
s
tu
d
e
n
ts
ed
u
ca
ted
in
a
q
u
alif
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m
a
n
n
er
;
th
ey
s
h
o
u
ld
b
e
p
r
o
f
ess
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ally
an
d
p
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s
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ally
eq
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ip
p
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d
in
d
iv
i
d
u
als
wh
o
ar
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o
p
en
t
o
ch
an
g
e,
p
r
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d
u
ctiv
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an
d
s
en
s
itiv
e
to
th
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s
itu
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n
s
ar
o
u
n
d
th
em
.
T
h
e
y
m
u
s
t
h
av
e
s
p
ec
if
ic
co
m
p
eten
c
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an
d
f
o
llo
w
p
r
o
g
r
ess
.
T
ea
c
h
in
g
is
a
p
r
o
f
ess
io
n
o
f
g
r
ea
t
im
p
o
r
tan
ce
t
h
at
b
u
ild
s
th
e
f
u
t
u
r
e
o
f
s
o
cieties
[
1
]
.
T
h
e
teac
h
er
is
th
e
m
o
s
t
f
u
n
d
am
en
tal
elem
en
t
o
f
th
e
ed
u
ca
tio
n
s
y
s
tem
.
T
ea
ch
e
r
s
p
l
ay
th
e
m
o
s
t
p
r
o
m
in
en
t
r
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le
in
th
e
d
ev
elo
p
m
en
t
o
f
co
u
n
tr
ies,
b
r
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in
g
q
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alif
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d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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t.
J
.
E
v
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&
R
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.
E
d
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.
Vo
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9
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4
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Dec
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p
eo
p
le
to
s
o
ciety
,
en
ab
lin
g
th
e
in
d
iv
id
u
als
to
s
o
cialize
an
d
p
r
ep
ar
i
n
g
th
em
f
o
r
th
e
life
o
f
th
e
co
m
m
u
n
ity
,
tr
an
s
f
er
r
in
g
th
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cu
ltu
r
e
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d
s
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th
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s
o
ciety
in
wh
ich
th
ey
liv
e
to
th
e
n
ew
g
en
er
atio
n
s
[
2
]
.
I
t
is
th
o
u
g
h
t
th
at
th
e
q
u
ality
o
f
teac
h
er
s
is
o
f
g
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ea
t
im
p
o
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tan
ce
f
o
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th
e
ef
f
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tiv
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d
s
u
cc
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o
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ed
u
ca
tio
n
.
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wad
ay
s
,
teac
h
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s
ar
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ex
p
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id
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t
h
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s
tu
d
en
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d
e
v
elo
p
m
en
t
r
ath
er
th
a
n
tr
an
s
f
er
r
in
g
k
n
o
wled
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e
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n
d
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r
n
t
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p
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at
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er
th
an
th
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y
.
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ch
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ld
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ly
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m
p
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f
ield
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u
t
also
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to
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s
to
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tu
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.
B
eh
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at
will
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it so
ciety
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Stu
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am
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y
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im
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th
e
b
eh
av
io
r
s
th
ey
o
b
s
er
v
e
f
r
o
m
th
eir
teac
h
er
s
.
I
n
th
e
ey
es
o
f
th
e
s
tu
d
en
t,
t
h
e
teac
h
er
k
n
o
w
s
th
e
tr
u
th
an
d
ac
ts
ac
co
r
d
in
g
l
y
.
T
ea
ch
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s
p
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ac
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s
tu
d
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ts
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s
an
es
s
e
n
tial
cr
iter
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n
in
th
eir
s
u
cc
ess
[
3
]
.
T
ea
ch
er
s
,
wh
o
h
av
e
an
ac
tiv
e
r
o
le
in
ed
u
ca
tio
n
s
h
o
u
ld
h
av
e
f
u
ll
s
elf
-
co
n
f
id
en
ce
.
T
ea
ch
e
r
s
wh
o
h
av
e
th
e
q
u
alif
icatio
n
s
r
eq
u
ir
ed
b
y
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eir
p
r
o
f
ess
io
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ca
n
r
ea
lize
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e
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ain
in
g
th
ey
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with
th
e
awa
r
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o
f
th
e
ir
d
u
ties
an
d
b
elief
th
at
th
ey
ca
n
f
u
lf
ill th
eir
r
esp
o
n
s
ib
ilit
ies alto
g
eth
er
.
T
h
is
is
th
e
b
elief
o
f
s
elf
-
ef
f
icac
y
[
4
]
.
T
ea
ch
er
s
with
h
ig
h
s
elf
-
ef
f
i
ca
cy
b
elief
s
b
eliev
e
th
at
th
ey
ca
n
in
c
r
ea
s
e
s
tu
d
e
n
ts
’
s
u
cc
ess
an
d
m
o
tiv
atio
n
an
d
at
least h
av
e
a
p
o
s
itiv
e
ef
f
ec
t
[5
-
7]
.
I
t w
as f
o
u
n
d
th
at
th
e
teac
h
er
s
’
s
elf
-
ef
f
i
ca
cy
lev
els d
if
f
er
ed
in
th
e
f
ee
d
b
ac
k
g
i
v
en
to
s
tu
d
en
ts
wh
o
h
ad
d
if
f
icu
lties
in
le
ar
n
in
g
,
a
n
d
c
o
n
s
eq
u
en
tl
y
,
tea
ch
er
s
’
s
elf
-
ef
f
icac
y
af
f
ec
ted
s
tu
d
en
t
s
u
cc
ess
an
d
m
o
tiv
atio
n
.
T
ea
c
h
er
s
’
s
elf
-
ef
f
i
ca
cy
h
as
a
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
t
ac
h
iev
e
m
en
t
as
well
as
th
e
teac
h
er
’
s
m
o
v
e
m
en
ts
in
th
e
class
r
o
o
m
,
o
p
en
n
ess
to
in
n
o
v
atio
n
s
,
a
n
d
d
e
v
e
lo
p
m
en
t
o
f
p
o
s
itiv
e
b
eh
av
io
r
s
to
war
d
s
teac
h
in
g
ac
tiv
ities
[8
-
1
2
]
.
Attitu
d
es
ar
e
o
f
g
r
ea
t
im
p
o
r
tan
ce
in
s
h
ap
in
g
p
e
r
s
o
n
ality
,
em
o
tio
n
s
,
th
o
u
g
h
ts
,
an
d
b
e
h
a
v
io
r
s
.
T
h
e
v
iews
o
f
th
e
teac
h
e
r
s
,
wh
o
p
lay
an
ess
en
tial
r
o
le
in
th
e
f
o
r
m
atio
n
o
f
th
e
ch
ar
ac
ter
o
f
s
tu
d
en
ts
,
to
wa
r
d
s
th
e
en
v
ir
o
n
m
e
n
t a
n
d
teac
h
in
g
ar
e
cr
itical.
T
ea
ch
e
r
s
’
attitu
d
es
ar
e
r
ef
l
ec
ted
in
th
eir
b
eh
a
v
io
r
s
i
n
th
e
class
r
o
o
m
an
d
th
e
class
r
o
o
m
p
r
ac
tices
[
1
3
-
1
6
]
.
On
e
o
f
th
e
m
o
s
t
cr
itical
co
n
d
itio
n
s
f
o
r
th
e
teac
h
er
to
b
e
ab
le
to
teac
h
e
f
f
ec
tiv
ely
an
d
to
b
e
h
ap
p
y
with
h
is
o
r
h
e
r
jo
b
is
th
at
h
is
o
r
h
e
r
attitu
d
e
to
war
d
s
th
e
teac
h
in
g
p
r
o
f
ess
io
n
is
p
o
s
itiv
e
[
1
7
,
1
8
]
.
Po
s
itiv
e
attitu
d
es
in
th
e
teac
h
in
g
p
r
o
f
ess
io
n
ca
n
b
e
s
u
m
m
ar
i
ze
d
as
b
ein
g
in
ter
ested
in
teac
h
in
g
,
tak
in
g
ca
r
e
o
f
teac
h
in
g
en
v
ir
o
n
m
e
n
ts
,
an
d
lo
v
in
g
a
n
d
ap
p
r
ec
iatin
g
s
t
u
d
en
ts
.
Po
s
itiv
e
teac
h
in
g
att
itu
d
es
in
cr
ea
s
e
th
e
ef
f
ec
tiv
en
ess
o
f
lear
n
in
g
en
v
i
r
o
n
m
en
ts
a
n
d
f
ac
ilit
ate
lear
n
in
g
.
Alth
o
u
g
h
th
e
s
elf
-
e
f
f
icac
y
lev
els
o
f
teac
h
er
s
af
f
ec
t
th
eir
jo
b
s
atis
f
ac
tio
n
[
1
9
-
2
1
]
o
n
th
e
o
th
er
h
a
n
d
,
n
e
g
ativ
e
v
iews
o
f
teac
h
er
s
ar
e
s
ee
n
as
o
n
e
o
f
th
e
o
b
s
tacle
s
in
f
r
o
n
t
o
f
e
d
u
ca
t
io
n
an
d
tr
ain
i
n
g
g
o
als
[
2
2
]
.
T
ea
ch
er
s
wh
o
ca
n
u
p
d
ate
th
eir
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
ac
co
r
d
in
g
to
th
e
n
ec
ess
ities
o
f
th
e
tim
e
s
h
o
w
a
p
o
s
itiv
e
attitu
d
e
in
th
eir
p
r
o
f
ess
io
n
b
y
ev
alu
atin
g
th
eir
s
elf
-
e
f
f
icac
y
o
b
jectiv
ely
;
th
ey
tr
y
to
c
o
m
p
l
ete
th
eir
s
h
o
r
tco
m
in
g
s
.
T
h
e
r
e
f
o
r
e,
it
is
p
o
s
s
ib
le
to
m
en
tio
n
th
at
th
er
e
is
a
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
’
s
elf
-
e
f
f
icac
y
b
elief
s
an
d
attitu
d
es
[
2
3
-
2
7
]
.
O
n
th
e
o
th
e
r
h
an
d
,
t
h
er
e
is
n
o
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
ef
f
icac
y
lev
els
a
n
d
attitu
d
es
to
war
d
th
e
p
r
o
f
es
s
io
n
[
2
8
,
2
9
]
.
T
h
e
im
p
o
r
ta
n
ce
o
f
s
elf
-
e
f
f
icac
y
b
e
lief
s
an
d
p
r
o
f
ess
io
n
al
attitu
d
e
s
o
f
teac
h
er
s
,
esp
ec
ially
p
r
esc
h
o
o
l
teac
h
e
r
s
wh
o
co
n
s
titu
te
th
e
f
ir
s
t
s
tep
in
s
h
ap
in
g
th
e
f
u
tu
r
e,
an
d
th
e
n
ec
es
s
ity
o
f
ex
am
in
in
g
th
eir
s
elf
-
ef
f
icac
y
b
elief
lev
els
an
d
teac
h
in
g
attitu
d
e
s
led
to
th
is
r
ese
ar
ch
.
W
h
en
th
e
liter
atu
r
e
is
ex
am
in
ed
,
it
is
s
ee
n
th
at
th
er
e
ar
e
m
an
y
ty
p
es
o
f
s
tu
d
ies
ab
o
u
t
teac
h
er
s
elf
-
ef
f
icac
y
a
n
d
attitu
d
es.
Ho
wev
er
,
f
ew
s
tu
d
ies
ar
e
i
n
v
esti
g
atin
g
b
o
th
c
o
n
ce
p
ts
to
g
eth
er
.
T
h
e
r
ef
o
r
e,
to
o
v
er
c
o
m
e
th
is
ab
s
en
ce
in
th
e
f
i
eld
,
th
i
s
s
tu
d
y
,
w
h
ic
h
e
x
am
in
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
esch
o
o
l
teac
h
e
r
s
’
s
elf
-
ef
f
icac
y
b
elief
s
an
d
teac
h
in
g
attitu
d
es,
h
as
b
ee
n
ca
r
r
ied
o
u
t
with
th
e
ass
u
m
p
tio
n
th
at
it
will
co
n
tr
ib
u
te
to
th
e
f
ield
an
d
p
r
o
v
i
d
e
s
u
g
g
esti
o
n
s
f
o
r
f
u
tu
r
e
r
esear
ch
.
T
h
is
r
esea
r
ch
is
v
ital
in
d
e
ter
m
in
i
n
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
ef
f
icac
y
b
elief
lev
els
an
d
teac
h
in
g
attitu
d
es
o
f
p
r
esch
o
o
l
teac
h
er
s
wo
r
k
i
n
g
in
in
d
ep
e
n
d
en
t
p
r
esch
o
o
l
i
n
s
titu
tio
n
s
an
d
k
in
d
er
g
a
r
ten
s
with
in
o
th
e
r
s
ch
o
o
ls
.
B
esid
es,
it
is
cr
u
cial
to
d
eter
m
in
e
wh
eth
er
p
r
esch
o
o
l
teac
h
er
s
’
s
elf
-
ef
f
ic
ac
y
lev
els
an
d
teac
h
in
g
attitu
d
es
d
if
f
e
r
ac
co
r
d
in
g
to
th
e
v
ar
iab
les
o
f
ag
e
,
g
r
ad
u
atio
n
s
tatu
s
,
p
r
o
f
ess
io
n
al
s
en
io
r
ity
,
t
y
p
es
o
f
s
ch
o
o
l
wo
r
k
ed
,
wo
r
k
in
g
s
tatu
s
,
ag
e
g
r
o
u
p
,
an
d
class
s
ize.
I
t
will
also
p
r
o
v
id
e
a
n
o
p
p
o
r
tu
n
ity
to
s
ee
th
e
p
o
s
s
ib
le
r
e
latio
n
s
h
ip
b
etwe
en
teac
h
er
s
elf
-
ef
f
icac
y
lev
els
an
d
teac
h
in
g
attitu
d
es.
M
o
r
eo
v
e
r
,
it
is
th
o
u
g
h
t
th
at
teac
h
er
s
c
an
o
f
f
er
u
s
ef
u
l
s
u
g
g
esti
o
n
s
t
o
th
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
an
d
ed
u
c
atio
n
ad
m
in
is
tr
ato
r
s
to
id
en
tify
th
e
s
elf
-
ef
f
icac
y
b
e
lief
s
o
f
teac
h
er
s
an
d
to
o
v
er
co
m
e
th
e
s
h
o
r
tco
m
in
g
s
th
at
m
ay
a
r
is
e.
T
h
is
s
tu
d
y
was
co
n
d
u
cted
to
e
x
am
in
e
t
h
e
r
elatio
n
s
h
ip
b
etwe
e
n
p
r
esch
o
o
l
teac
h
e
r
s
’
s
elf
-
ef
f
ic
ac
y
b
elief
s
an
d
teac
h
in
g
attitu
d
es
an
d
to
s
ee
wh
eth
er
th
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
em
.
I
n
th
is
d
ir
e
ctio
n
,
th
e
m
ai
n
q
u
esti
o
n
th
e
r
esear
ch
ask
s
is
wh
eth
er
th
er
e
is
a
m
ea
n
in
g
f
u
l r
elatio
n
s
h
ip
b
etwe
en
p
r
esch
o
o
l te
ac
h
er
s
’
s
elf
-
ef
f
icac
y
b
elief
s
an
d
teac
h
i
n
g
attitu
d
es.
2.
RE
S
E
ARCH
M
E
T
H
O
D
I
n
th
is
s
ec
tio
n
,
in
f
o
r
m
atio
n
is
g
iv
en
a
b
o
u
t
t
h
e
r
esear
c
h
m
o
d
el,
u
n
iv
e
r
s
e
an
d
s
am
p
le,
d
at
a
co
llectio
n
to
o
ls
,
d
ata
co
llectio
n
,
a
n
d
a
n
aly
s
is
.
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
Th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
p
r
esch
o
o
l te
a
c
h
ers
’
s
elf
-
effica
cy
b
eliefs a
n
d
th
eir …
(
K
a
mil A
r
if
K
ır
kıç
)
809
2
.
1
.
Resea
rc
h m
o
del
T
h
is
r
esear
ch
is
aim
ed
to
in
v
esti
g
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
esch
o
o
l
teac
h
er
s
’
s
el
f
-
ef
f
icac
y
b
elief
s
an
d
teac
h
in
g
attitu
d
es.
Su
r
v
ey
m
o
d
els
ar
e
r
esear
c
h
ap
p
r
o
ac
h
es
th
at
aim
to
d
escr
i
b
e
a
p
ast
o
r
p
r
esen
t
s
itu
atio
n
as
it
ex
is
ts
.
T
h
e
s
u
b
ject
is
tr
ied
to
b
e
d
ef
i
n
ed
in
i
ts
co
n
d
itio
n
s
an
d
as
it
is
.
T
h
e
r
e
is
n
o
attem
p
t
to
ch
an
g
e
o
r
in
f
lu
en
ce
th
em
i
n
a
n
y
way
.
R
elatio
n
al
s
u
r
v
ey
m
o
d
els
ar
e
r
esear
ch
m
o
d
els
a
im
i
n
g
to
d
eter
m
in
e
th
e
ex
is
ten
ce
an
d
d
eg
r
ee
o
f
co
-
c
h
an
g
e
b
etwe
en
two
a
n
d
m
o
r
e
v
ar
iab
les.
I
n
r
elatio
n
al
s
u
r
v
ey
s
,
it
is
tr
ied
to
f
in
d
o
u
t w
h
eth
er
t
h
e
v
ar
ia
b
les ch
an
g
e
to
g
eth
er
o
r
if
th
er
e
is
a
ch
a
n
g
e
to
g
et
h
er
,
h
o
w
it o
cc
u
r
s
[
3
0
]
.
2
.
2
.
Resea
rc
h g
ro
up
T
h
e
p
o
p
u
lat
io
n
o
f
th
e
r
esear
ch
co
n
s
is
ts
o
f
5
9
6
teac
h
er
s
wo
r
k
in
g
in
o
f
f
icial
in
d
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ts
f
ac
to
r
an
d
0
.
4
5
-
0
.
6
9
f
o
r
th
e
class
r
o
o
m
m
an
ag
em
e
n
t
f
ac
to
r
.
T
h
e
s
ix
-
f
ac
to
r
s
ca
le
co
n
s
is
ts
o
f
3
7
item
s
;
n
in
e
o
f
th
em
wer
e
in
th
e
f
ir
s
t
f
ac
to
r
,
s
ev
en
o
f
th
em
wer
e
in
th
e
s
ec
o
n
d
f
ac
to
r
,
f
iv
e
o
f
th
em
wer
e
in
th
e
th
ir
d
f
ac
to
r
,
s
ix
o
f
th
em
wer
e
in
th
e
f
o
u
r
t
h
f
ac
to
r
,
f
iv
e
o
f
th
em
wer
e
i
n
th
e
f
if
th
f
ac
to
r
,
an
d
f
iv
e
o
f
th
em
wer
e
in
th
e
s
ix
th
f
ac
t
o
r
.
T
h
e
d
if
f
er
en
ce
s
o
b
s
er
v
ed
in
f
av
o
r
o
f
th
e
u
p
p
er
g
r
o
u
p
b
etwe
en
th
e
av
e
r
ag
es
o
f
th
e
lo
wer
2
7
%
an
d
th
e
to
p
2
7
%
wer
e
s
ig
n
if
ican
t
f
o
r
all
item
s
.
I
n
th
is
d
ir
ec
tio
n
,
it
was
ac
ce
p
ted
th
at
th
e
s
elf
-
ef
f
icac
y
b
elief
s
s
ca
le
o
f
th
e
p
r
esch
o
o
l
teac
h
er
s
h
ad
a
v
alid
ity
b
ased
o
n
th
e
i
n
ter
n
al
c
r
iter
io
n
.
I
n
th
e
th
ir
d
p
ar
t,
T
ea
ch
i
n
g
Attit
u
d
es
o
f
Pre
s
ch
o
o
l
T
ea
ch
er
s
Scale
d
ev
elo
p
ed
b
y
B
ilg
in
was
u
s
ed
[
3
3
]
.
T
h
e
teac
h
er
attitu
d
es
s
ca
le
wa
s
ad
ap
ted
f
r
o
m
th
e
Min
n
eso
ta
T
ea
ch
er
Attitu
d
e
I
n
v
en
to
r
y
,
wh
ich
was
d
ev
elo
p
ed
in
1
9
5
1
b
y
L
ee
d
s
as
th
e
f
ir
s
t
teac
h
er
attitu
d
e
in
v
en
to
r
y
a
n
d
th
en
r
e
-
a
d
ap
ted
b
y
C
allis
.
T
h
e
f
iv
e
-
p
o
in
t
L
i
k
er
t
-
ty
p
e
s
ca
le
was
r
ated
as
5
)
I
f
u
lly
ag
r
e
e
,
4
)
I
m
o
s
tly
ag
r
ee
,
3
)
I
a
m
u
n
d
ec
i
d
ed
,
2
)
I
s
tr
o
n
g
ly
d
is
ag
r
ee
,
a
n
d
1
)
I
d
o
n
o
t
ag
r
ee
at
all.
T
h
e
s
ca
le
co
n
s
is
ts
o
f
th
r
ee
s
u
b
-
d
i
m
en
s
io
n
s
:
au
to
cr
atic
attitu
d
e,
d
em
o
c
r
atic
attitu
d
e,
an
d
lais
s
ez
-
f
air
e
attitu
d
e
an
d
a
t
o
tal
o
f
5
2
item
s
.
I
n
th
e
s
tu
d
y
,
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
wer
e
f
o
u
n
d
to
b
e
.
7
0
f
o
r
th
e
au
to
c
r
atic
attitu
d
e
s
u
b
-
d
im
e
n
s
io
n
,
.
5
8
f
o
r
th
e
d
em
o
c
r
atic
attitu
d
e
s
u
b
-
d
im
en
s
io
n
,
.
6
6
f
o
r
th
e
lai
s
s
ez
-
f
air
e
attitu
d
e
s
u
b
-
d
im
en
s
io
n
an
d
.
6
3
f
o
r
th
e
wh
o
le
s
ca
le.
2
.
4
.
Da
t
a
co
llect
io
n
T
o
u
s
e
th
e
s
ca
les,
th
e
p
er
m
is
s
io
n
s
o
b
tain
ed
f
r
o
m
t
h
o
s
e
wh
o
d
ev
elo
p
e
d
th
e
s
ca
les we
r
e
o
b
t
ain
ed
f
r
o
m
th
e
I
s
tan
b
u
l
Pro
v
in
cial
Dir
ec
t
o
r
ate
o
f
Natio
n
al
E
d
u
ca
tio
n
t
o
ap
p
ly
th
e
q
u
esti
o
n
n
air
e
as
a
d
ata
co
llectio
n
to
o
l
to
th
e
teac
h
er
s
in
th
e
s
am
p
le
.
T
h
e
r
esear
ch
er
h
as
co
n
d
u
ct
ed
th
e
s
am
p
lin
g
f
o
r
th
e
s
u
r
v
ey
d
u
r
in
g
th
e
2
n
d
s
em
ester
o
f
th
e
2
0
1
7
-
2
0
1
8
ac
a
d
em
ic
y
ea
r
b
y
g
o
in
g
t
o
th
e
s
ch
o
o
ls
with
in
th
e
s
co
p
e
o
f
th
e
s
t
u
d
y
.
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
ap
p
lied
s
ca
les
wer
e
n
u
m
b
er
ed
f
r
o
m
1
to
2
6
4
.
T
h
er
e
ar
e
n
o
r
e
v
er
s
e
c
o
d
ed
item
s
i
n
th
e
Self
-
E
f
f
icac
y
B
elief
s
Scale
o
f
Pr
esch
o
o
l
T
ea
ch
e
r
s
an
d
Pre
s
ch
o
o
l
T
ea
ch
e
r
Attitu
d
es
Scale.
SP
SS
(
Statis
tica
l
Pack
ag
e
f
o
r
t
h
e
So
cial
Scien
ce
s
)
p
r
o
g
r
a
m
was
u
s
ed
to
an
al
y
ze
th
e
d
ata
o
b
tain
ed
as
f
o
llo
ws.
Pear
s
o
n
Pro
d
u
ct
Mo
m
en
t
C
o
r
r
elatio
n
An
aly
s
is
was
u
s
ed
t
o
d
eter
m
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
esch
o
o
l
teac
h
er
s
’
s
elf
-
ef
f
icac
y
b
elief
s
a
n
d
teac
h
in
g
attitu
d
es.
R
eg
r
ess
io
n
an
aly
s
is
was
p
er
f
o
r
m
e
d
to
d
eter
m
in
e
th
e
lev
el
o
f
s
elf
-
ef
f
icac
y
b
elief
s
o
f
p
r
esch
o
o
l
teac
h
er
s
af
f
ec
tin
g
teac
h
in
g
attitu
d
es.
Sk
ewn
ess
an
d
k
u
r
to
s
is
v
alu
es
wer
e
ex
am
in
ed
to
d
eter
m
in
e
wh
eth
er
th
e
d
ata
s
h
o
wed
n
o
r
m
al
d
is
tr
ib
u
tio
n
an
d
th
ese
v
alu
es
wer
e
ca
lcu
lated
as
-
.
4
3
an
d
-
1
.
0
2
f
o
r
th
e
“lea
r
n
in
g
a
n
d
teac
h
in
g
p
r
o
ce
s
s
”
s
u
b
s
ca
le
o
f
th
e
s
elf
-
ef
f
icac
y
b
elief
s
s
ca
le
o
f
th
e
p
r
esch
o
o
l
teac
h
er
s
,
-
1
.
0
4
a
n
d
.
2
8
fo
r
th
e
“c
o
m
m
u
n
icatio
n
s
k
ills
”
s
u
b
-
d
im
en
s
io
n
,
-
.
5
8
an
d
-
.
1
0
f
o
r
th
e
“
f
am
ily
p
ar
ticip
atio
n
”
s
u
b
-
d
im
en
s
io
n
,
-
.
6
3
an
d
.
0
1
f
o
r
th
e
“p
lan
n
in
g
”
s
u
b
-
d
im
e
n
s
io
n
,
-
.
5
1
an
d
-
.
3
5
f
o
r
th
e
“
r
eg
u
latio
n
o
f
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
”
s
u
b
-
d
im
en
s
io
n
,
-
.
5
5
a
n
d
-
.
1
9
f
o
r
th
e
“c
las
s
r
o
o
m
m
an
ag
em
e
n
t”
s
u
b
-
d
im
e
n
s
io
n
,
an
d
-
.
5
4
an
d
.
0
3
f
o
r
th
e
wh
o
le
s
ca
le.
T
h
e
s
k
ewn
ess
an
d
k
u
r
t
o
s
is
v
alu
es
o
f
p
r
esch
o
o
l
teac
h
er
s
’
teac
h
in
g
attitu
d
es
s
ca
le
wer
e
-
.
8
3
an
d
1
.
1
5
f
o
r
th
e
“d
em
o
cr
atic
attitu
d
e”
s
u
b
-
d
im
e
n
s
io
n
,
-
.
0
8
,
an
d
.
0
6
f
o
r
th
e
“a
u
to
cr
atic
attitu
d
e”
s
u
b
-
d
im
en
s
io
n
,
an
d
.
8
5
an
d
.
7
9
f
o
r
t
h
e
“laiss
ez
-
f
air
e
attitu
d
e”
s
u
b
-
d
im
en
s
io
n
,
r
esp
ec
tiv
ely
.
Sk
ewn
ess
an
d
k
u
r
to
s
is
v
alu
e
s
ar
e
co
n
s
id
er
ed
ac
ce
p
tab
le
f
o
r
n
o
r
m
ality
with
in
th
e
±
1
.
5
g
a
p
,
ac
c
o
r
d
in
g
t
o
T
ab
ac
h
n
ick
an
d
Fid
ell
[
3
4
]
a
n
d
±
2
,
ac
c
o
r
d
in
g
to
Ge
o
r
g
e
an
d
Ma
ller
y
[
3
5
]
.
T
h
e
r
ef
o
r
e,
th
e
d
is
tr
ib
u
tio
n
was
co
n
s
id
er
ed
n
o
r
m
al.
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
Th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
p
r
esch
o
o
l te
a
c
h
ers
’
s
elf
-
effica
cy
b
eliefs a
n
d
th
eir …
(
K
a
mil A
r
if
K
ır
kıç
)
811
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
As
ca
n
b
e
s
ee
n
in
T
ab
le
2
,
wh
en
th
e
p
r
esch
o
o
l
teac
h
er
s
’
teac
h
in
g
attitu
d
e
s
ca
le
s
u
b
s
ca
les
wer
e
ex
am
in
ed
,
th
e
m
ea
n
o
f
th
e
“d
em
o
cr
atic
attitu
d
e”
s
u
b
-
d
im
en
s
io
n
s
co
r
es
was
¯
x
=
4
.
1
5
;
th
e
m
ea
n
o
f
“a
u
to
cr
atic
attitu
d
e”
s
u
b
-
d
im
en
s
io
n
was
¯
x
=
2
.
4
5
,
an
d
t
h
e
m
ea
n
o
f
th
e
“laiss
ez
-
f
air
e
attitu
d
e”
s
u
b
s
ca
le
s
co
r
es
was
¯
x
=
1
.
8
8
.
Acc
o
r
d
in
g
to
th
ese
r
esu
lts
,
p
r
esch
o
o
l
teac
h
er
s
s
tated
th
at
th
ey
m
o
s
tly
h
ad
d
em
o
cr
atic
at
tit
u
d
es
to
war
d
s
s
tu
d
en
ts
(
¯
x
=
4
.
1
5
)
,
f
o
llo
wed
b
y
a
u
to
cr
ati
c
attitu
d
es
(
¯
x
=
2
.
4
5
)
an
d
f
in
ally
,
“laiss
ez
-
f
air
e”
attitu
d
es (
¯
x
=
1
.
8
8
)
.
I
n
T
a
b
le
3
,
it is
tr
ied
to
d
eter
m
in
e
wh
eth
er
th
er
e
is
a
s
ig
n
if
ican
t r
elatio
n
s
h
ip
b
etwe
en
th
e
p
r
esch
o
o
l
teac
h
e
r
s
’
s
elf
-
ef
f
ic
a
cy
b
elief
s
an
d
teac
h
in
g
attitu
d
es.
T
h
e
d
ata
o
b
tain
e
d
f
r
o
m
th
e
teac
h
e
r
s
’
r
esp
o
n
s
es to
th
e
s
ca
le
wer
e
ex
am
in
ed
an
d
p
r
esen
ted
with
Pear
s
o
n
C
o
r
r
elatio
n
An
al
y
s
is
.
T
ab
le
2
.
Pre
s
ch
o
o
l
teac
h
er
s
’
t
ea
ch
in
g
attitu
d
es scale
an
d
a
r
ith
m
etic
m
ea
n
,
s
tan
d
a
r
d
d
e
v
iatio
n
an
d
s
tan
d
ar
d
er
r
o
r
v
alu
es o
f
s
u
b
-
d
im
en
s
io
n
s
D
i
me
n
si
o
n
s
n
x
Sd
S
.
E
.
x
D
e
mo
c
r
a
t
i
c
A
t
t
i
t
u
d
e
2
6
4
4
.
1
5
.
4
4
.
0
3
A
u
t
o
c
r
a
t
i
c
A
t
t
i
t
u
d
e
2
6
4
2
.
4
5
.
5
0
.
0
3
La
i
ss
e
z
-
F
a
i
r
e
A
t
t
i
t
u
d
e
2
6
4
1
.
8
8
.
4
2
.
0
3
T
ab
le
3
.
T
h
e
r
esu
lts
o
f
Pear
s
o
n
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r
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n
T
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b
le
4
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it
was
tr
ied
to
d
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m
in
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o
w
s
tr
o
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ly
a
r
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attitu
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f
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b
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I
n
o
r
d
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a
n
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n
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th
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d
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e
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f
r
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m
th
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r
esp
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th
e
s
ca
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ex
am
in
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d
a
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d
p
r
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with
R
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r
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is
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T
ab
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4
s
h
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ws
th
at
as
a
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lt
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th
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r
eg
r
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al
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eter
m
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th
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ec
t
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s
elf
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f
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b
elief
s
o
f
p
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r
s
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n
Evaluation Warning : The document was created with Spire.PDF for Python.
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in
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itiv
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r
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icts
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em
o
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atic
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ativ
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tal
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d
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th
e
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tal
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ar
ian
ce
o
f
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h
e
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ez
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f
air
e
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h
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g
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e
lev
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I
t
is
s
ee
n
th
at
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m
m
u
n
icatio
n
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k
ills
p
o
s
itiv
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p
r
ed
ict
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em
o
cr
atic
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g
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2
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0
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3
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0
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,
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d
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ativ
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ez
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air
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es
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2
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0
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8
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0
5
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m
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ills
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p
lain
6
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h
e
to
tal
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atic
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d
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tal
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iatio
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ez
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air
e
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le
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els.
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m
ily
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a
r
ticip
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o
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itiv
ely
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r
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em
o
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atic
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h
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n
g
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es
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3
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ativ
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u
to
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atic
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g
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ar
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r
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icts
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em
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atic
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ch
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g
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es
(
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2
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.
0
6
0
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p
o
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d
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s
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teac
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es
n
eg
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(
R
2
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p
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s
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o
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th
e
to
tal
v
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ian
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o
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s
’
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e
m
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atic
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d
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% o
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ce
at
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e
lev
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o
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s
ez
-
f
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attitu
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e
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els.
I
t is seen
th
at
th
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r
eg
u
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f
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n
g
e
n
v
ir
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m
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ts
p
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itiv
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icts
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atic
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g
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es
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th
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atic
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g
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e
lev
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d
6
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8
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o
f
th
e
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tal
v
ar
ia
n
ce
o
f
lais
s
ez
-
f
air
e
attitu
d
e
lev
els.
I
t
is
s
ee
n
th
at
class
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o
m
m
a
n
ag
em
e
n
t
p
o
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itiv
ely
p
r
e
d
icts
d
em
o
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atic
teac
h
in
g
attitu
d
es
(
R
2
=
.
0
2
7
;
p
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0
5
)
,
an
d
n
eg
at
iv
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r
ed
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s
ez
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f
air
e
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h
in
g
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d
es
(
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2
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2
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p
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7
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t
h
e
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tal
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ar
ian
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o
f
teac
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e
r
s
’
d
em
o
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atic
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h
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g
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d
e
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d
5
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2
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t
h
e
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tal
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iatio
n
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th
e
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o
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e
z
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f
air
e
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er
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ea
ch
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s
elf
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icac
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er
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tio
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p
o
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i
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ely
p
r
e
d
ict
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em
o
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atic
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ch
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g
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es
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2
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4
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0
5
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e
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ativ
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b
o
th
au
t
o
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atic
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h
in
g
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d
es
(
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2
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5
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5
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d
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s
ez
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air
e
teac
h
in
g
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d
es
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2
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0
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7
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Self
-
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icac
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tio
n
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o
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s
e
x
p
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4
%
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f
th
e
t
o
tal
v
a
r
ian
ce
o
f
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o
c
r
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ic
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g
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e
lev
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1
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5
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f
th
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to
tal
v
ar
i
an
ce
o
f
au
to
c
r
atic
teac
h
in
g
a
ttit
u
d
e
lev
els,
an
d
9
.
7
%
o
f
t
h
e
to
tal
v
ar
ian
ce
o
f
lais
s
ez
-
f
air
e
teac
h
er
attit
u
d
e
lev
els.
T
ab
le
4
.
T
h
e
r
esu
lts
o
f
r
e
g
r
ess
io
n
an
aly
s
is
o
n
wh
eth
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p
r
esch
o
o
l
teac
h
er
s
’
s
elf
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e
f
f
icac
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b
e
lief
s
p
r
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ict
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er
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e
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Dis
cu
s
s
io
n
Pre
s
ch
o
o
l
teac
h
er
s
g
en
er
ally
h
av
e
f
u
ll
s
elf
-
ef
f
icac
y
b
elief
s
.
Pre
s
ch
o
o
l
teac
h
er
s
wer
e
f
o
u
n
d
to
h
av
e
f
u
ll
s
elf
-
ef
f
icac
y
b
elief
s
in
th
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
,
co
m
m
u
n
icatio
n
s
k
ills
,
p
lan
n
in
g
,
an
d
r
eg
u
latio
n
o
f
lear
n
in
g
e
n
v
ir
o
n
m
en
t
s
an
d
cl
ass
r
o
o
m
m
an
ag
e
m
en
t,
a
n
d
f
i
r
m
s
elf
-
ef
f
icac
y
b
elief
s
in
f
a
m
ily
p
ar
ticip
atio
n
.
Similar
ly
,
E
m
r
e
f
o
u
n
d
th
at
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
’
s
el
f
-
ef
f
icac
y
p
er
ce
p
tio
n
s
o
f
class
r
o
o
m
m
an
ag
e
m
en
t
wer
e
s
u
f
f
icien
t
[
3
6
]
.
Daştan
,
in
h
er
r
esear
ch
with
p
r
esch
o
o
l
teac
h
er
s
,
h
as
a
h
ig
h
lev
el
o
f
f
a
m
ily
p
ar
ticip
atio
n
,
to
p
s
elf
-
ef
f
icac
y
b
elief
s
in
th
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
,
co
m
m
u
n
icatio
n
s
k
ills
,
p
lan
n
in
g
,
r
e
g
u
latio
n
o
f
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
,
an
d
cl
ass
r
o
o
m
m
an
ag
em
e
n
t
[
3
7
]
.
T
o
y
s
h
o
wed
th
at
class
r
o
o
m
tea
ch
er
s
’
g
en
er
al
s
elf
-
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
Th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
p
r
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o
o
l te
a
c
h
ers
’
s
elf
-
effica
cy
b
eliefs a
n
d
th
eir …
(
K
a
mil A
r
if
K
ır
kıç
)
813
ef
f
icac
y
b
elief
s
an
d
s
tu
d
en
t
p
ar
ticip
atio
n
,
teac
h
in
g
s
tr
ateg
ies,
an
d
s
elf
-
e
f
f
icac
y
b
elief
s
to
war
d
s
class
r
o
o
m
m
an
ag
em
en
t
wer
e
q
u
ite
s
u
f
f
i
cien
t
[
3
8
]
;
Ko
r
k
u
t
f
o
u
n
d
th
a
t
class
r
o
o
m
teac
h
e
r
s
’
s
elf
-
ef
f
icac
y
b
elief
s
wer
e
q
u
ite
h
ig
h
[
3
9
]
.
T
ea
c
h
er
s
’
atti
tu
d
es
o
f
p
r
esch
o
o
l
teac
h
er
s
w
er
e
f
o
u
n
d
to
b
e
d
em
o
cr
atic
at
th
e
h
ig
h
est
lev
el,
f
o
llo
wed
b
y
au
t
o
cr
atic
an
d
lai
s
s
ez
-
f
air
e
at
th
e
lo
west
lev
el.
T
ö
r
e
f
o
u
n
d
th
at
s
ch
o
o
l
clim
at
e
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
af
f
ec
ts
o
n
th
e
k
n
o
wled
g
e
m
an
a
g
em
en
t
p
r
o
ce
s
s
s
u
ch
as
k
n
o
wled
g
e
p
r
o
d
u
ctio
n
an
d
s
h
a
r
in
g
,
k
n
o
wled
g
e
s
to
r
ag
e
an
d
u
s
e,
k
n
o
wled
g
e
co
llectio
n
[
4
0
]
.
I
n
ad
d
itio
n
to
Gü
r
s
o
y
f
o
u
n
d
th
at
p
r
esch
o
o
l
teac
h
er
s
m
o
s
tly
s
h
o
wed
d
em
o
cr
atic
attitu
d
es
[
4
1
]
.
I
t
ca
n
b
e
th
o
u
g
h
t
t
h
at
th
e
s
ch
o
o
l
clim
ate
in
wh
ic
h
teac
h
er
s
wo
r
k
in
g
en
er
al
is
d
em
o
cr
atic
an
d
th
at
th
ey
p
er
f
o
r
m
th
eir
jo
b
s
with
lo
v
e.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
ca
n
co
n
tr
ib
u
te
to
th
e
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
o
f
teac
h
er
s
b
y
u
s
in
g
th
eir
r
es
o
u
r
ce
s
.
T
ea
ch
e
r
s
wo
r
k
in
g
in
th
e
in
s
titu
tio
n
ca
n
in
clu
d
e
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
s
tu
d
ies
to
th
e
e
x
ten
t
o
f
th
eir
co
m
p
ete
n
ce
.
T
h
er
ef
o
r
e,
th
e
ac
ce
p
tan
ce
a
n
d
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
s
tu
d
y
f
r
o
m
teac
h
er
s
will b
e
f
ac
ilit
ated
[
4
2
]
.
T
h
er
e
was
a
s
ig
n
if
ican
t
an
d
s
tatis
tically
m
ed
iu
m
p
o
s
itiv
e
c
o
r
r
elatio
n
b
etwe
en
d
e
m
o
cr
ati
c
teac
h
in
g
attitu
d
es
o
f
p
r
esch
o
o
l
teac
h
e
r
s
an
d
lear
n
in
g
-
teac
h
in
g
p
r
o
c
ess
,
co
m
m
u
n
icatio
n
s
k
ills
,
f
a
m
ily
p
ar
ticip
atio
n
,
p
lan
n
in
g
,
p
lan
n
i
n
g
o
f
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
class
r
o
o
m
m
an
ag
em
en
t
s
u
b
-
d
im
en
s
io
n
s
,
an
d
to
tal
s
ca
le.
A
s
ig
n
if
ican
t
an
d
s
tatis
tical
ly
lo
w
lev
el
o
f
n
eg
ativ
e
co
r
r
elatio
n
was
f
o
u
n
d
b
etwe
en
au
to
cr
at
ic
teac
h
in
g
attitu
d
es
o
f
p
r
esch
o
o
l
teac
h
er
s
a
n
d
lea
r
n
in
g
-
teac
h
in
g
p
r
o
ce
s
s
,
co
m
m
u
n
icatio
n
s
k
ills
,
f
am
ily
p
ar
t
icip
atio
n
,
p
la
n
n
in
g
,
p
lan
n
in
g
o
f
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
class
r
o
o
m
m
an
ag
em
en
t
s
u
b
-
d
im
en
s
io
n
s
,
an
d
o
v
e
r
all
s
ca
le
to
tal.
A
s
ig
n
if
ican
t
an
d
s
tatis
tically
lo
w
lev
el
o
f
n
eg
ativ
e
c
o
r
r
elati
o
n
was
f
o
u
n
d
b
etwe
en
p
r
esch
o
o
l
teac
h
er
s
’
lais
s
ez
-
f
air
e
teac
h
in
g
attitu
d
es,
lea
r
n
i
n
g
,
a
n
d
teac
h
in
g
p
r
o
ce
s
s
,
co
m
m
u
n
icatio
n
s
k
ills
,
f
am
ily
p
ar
ti
cip
atio
n
,
p
lan
n
in
g
,
p
lan
n
in
g
o
f
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
class
r
o
o
m
m
an
ag
em
e
n
t su
b
-
d
im
e
n
s
io
n
s
,
an
d
to
tal
s
ca
le
.
T
h
e
r
e
s
u
lts
o
f
th
e
r
esear
ch
s
h
o
w
th
at
th
er
e
is
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
d
em
o
cr
atic
teac
h
i
n
g
attitu
d
e
s
an
d
th
e
teac
h
er
s
’
b
elief
s
in
s
elf
-
ef
f
icac
y
a
n
d
t
h
eir
s
u
b
-
d
im
e
n
s
io
n
s
,
wh
ile
a
n
eg
ativ
e
r
elatio
n
s
h
ip
o
cc
u
r
s
b
etwe
en
th
o
s
e
an
d
au
to
cr
atic/
lais
s
ez
-
f
air
e
tea
ch
in
g
attitu
d
es.
T
h
is
is
co
n
s
id
er
ed
to
b
e
b
ec
au
s
e
m
o
s
t
teac
h
e
r
s
h
av
e
d
em
o
cr
atic
attitu
d
es,
as
th
is
is
th
e
ty
p
e
o
f
attitu
d
e
ex
p
ec
ted
/
d
esire
d
f
r
o
m
th
em
.
Acc
o
r
d
in
g
to
th
is
r
esu
lt,
th
e
teac
h
er
s
’
d
em
o
cr
atic
attitu
d
es
in
cr
ea
s
e
with
th
e
in
cr
ea
s
e
in
th
ei
r
s
elf
-
ef
f
icac
y
lev
els
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
co
m
m
u
n
icatio
n
s
k
ills
,
f
am
ily
p
ar
ticip
atio
n
,
p
lan
n
in
g
,
an
d
r
eg
u
latio
n
o
f
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
class
r
o
o
m
m
an
ag
em
en
t,
an
d
s
ca
le
to
tal.
W
h
er
ea
s
th
eir
au
to
cr
atic
teac
h
in
g
attitu
d
es
d
ec
r
ea
s
e
as
s
elf
-
ef
f
icac
y
in
f
am
ily
p
ar
t
icip
atio
n
in
cr
ea
s
es,
an
d
th
eir
lais
s
ez
-
f
air
e
attitu
d
es d
ec
r
e
ase
as th
eir
s
e
lf
-
ef
f
icac
y
in
cr
e
ases
co
n
ce
r
n
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
,
co
m
m
u
n
icat
io
n
s
k
ills
,
f
am
ily
p
ar
ticip
atio
n
,
p
lan
n
in
g
,
r
eg
u
latio
n
o
f
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
class
r
o
o
m
m
an
ag
em
en
t
an
d
s
ca
le
to
ta
l.
Similar
to
th
ese
f
i
n
d
in
g
s
,
T
ö
r
e
f
o
u
n
d
th
at
s
elf
-
ef
f
icac
y
af
f
ec
ts
th
e
in
n
o
v
ativ
e
w
o
r
k
b
eh
av
io
r
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
[
4
3
]
.
4.
CO
NCLU
SI
O
N
Acc
o
r
d
in
g
t
o
th
e
r
esu
lts
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
esch
o
o
l
teac
h
er
s
’
s
elf
-
ef
f
icac
y
b
elief
s
an
d
teac
h
in
g
atti
tu
d
es
is
s
ig
n
if
ican
t.
T
h
er
ef
o
r
e,
to
im
p
r
o
v
e
teac
h
er
s
’
teac
h
in
g
attitu
d
es,
th
eir
s
elf
-
ef
f
icac
y
lev
els
s
h
o
u
ld
b
e
in
c
r
ea
s
ed
b
y
u
s
in
g
d
if
f
er
e
n
t
a
p
p
r
o
ac
h
es
an
d
tec
h
n
iq
u
es.
Sin
ce
th
e
teac
h
er
s
’
d
em
o
cr
atic
attitu
d
es
in
cr
ea
s
e
with
th
e
in
cr
ea
s
e
in
th
eir
s
elf
-
ef
f
icac
y
lev
els
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
co
m
m
u
n
ic
atio
n
s
k
ills
,
f
am
ily
p
ar
ticip
atio
n
,
p
lan
n
in
g
,
r
e
g
u
latio
n
o
f
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
class
r
o
o
m
m
an
ag
em
en
t
,
an
d
s
ca
le
to
tal,
teac
h
er
s
’
s
elf
-
ef
f
icac
y
b
elief
s
s
h
o
u
ld
b
e
tak
en
in
to
ac
co
u
n
t
b
y
s
ch
o
o
l
p
r
in
ci
p
als.
I
f
th
er
e
wer
e
an
y
p
r
o
b
lem
s
in
teac
h
er
s
’
attitu
d
es,
it
wo
u
ld
b
e
b
etter
to
lo
o
k
at
teac
h
er
s
’
s
elf
-
ef
f
icac
y
lev
els
an
d
h
elp
th
em
to
im
p
r
o
v
e
th
eir
s
elf
-
ef
f
icac
y
b
elief
s
.
I
t
i
s
p
o
s
s
ib
le
to
s
tu
d
y
wh
at
f
ac
t
o
r
s
p
r
ed
ict
teac
h
er
s
’
d
e
m
o
cr
a
tic,
au
to
cr
atic,
a
n
d
lais
s
ez
-
f
air
e
t
ea
ch
in
g
attitu
d
e
s
o
th
er
th
a
n
th
ei
r
s
elf
-
ef
f
ica
cy
b
elief
s
.
Fu
r
th
er
m
o
r
e,
f
o
r
p
r
e
-
s
er
v
ice
a
n
d
i
n
-
s
er
v
ice
teac
h
er
tr
ain
i
n
g
p
r
o
ce
s
s
es,
n
ew
p
r
o
g
r
am
s
m
a
y
b
e
d
ev
elo
p
ed
to
im
p
r
o
v
e
teac
h
er
s
’
teac
h
in
g
attitu
d
es
b
y
im
p
r
o
v
in
g
th
eir
s
elf
-
ef
f
icac
y
b
elief
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
r
esear
ch
is
b
ased
o
n
t
h
e
s
ec
o
n
d
a
u
th
o
r
’
s
m
aster
’
s
th
esis
,
wh
ich
was
co
n
d
u
cted
u
n
d
er
th
e
s
u
p
er
v
is
io
n
o
f
th
e
f
ir
s
t a
u
th
o
r
.
RE
F
E
R
E
NC
E
S
[1
]
Z.
G
ö
k
taş
a
n
d
A.
Ye
ti
m
,
“
Tea
c
h
e
r'
s
Oc
c
u
p
a
ti
o
n
a
l
a
n
d
P
e
rso
n
a
l
Qu
a
li
fica
ti
o
n
s
,”
Ka
sta
m
o
n
u
E
d
u
c
a
ti
o
n
J
o
u
rn
a
l,
v
o
l.
12
,
n
o
.
2
,
p
p
.
5
4
1
-
5
5
0
,
2
0
0
4
.
[2
]
Y.
Öz
d
e
n
,
T
r
a
n
sf
o
rm
a
ti
o
n
i
n
e
d
u
c
a
ti
o
n
n
e
w
v
a
lu
e
s in
e
d
u
c
a
ti
o
n
,
A
n
k
a
ra
:
P
e
g
e
m
A,
2
0
0
2
.
[3
]
Ç.
Ka
ra
h
a
n
,
“
Th
e
o
b
se
r
v
a
ti
o
n
o
f
se
lf
-
p
e
rc
e
p
ti
o
n
a
n
d
j
o
b
sa
ti
sfa
c
ti
o
n
o
f
th
e
se
c
o
n
d
a
ry
lev
e
l
e
lem
e
n
tary
tea
c
h
e
rs
,”
(U
n
p
u
b
li
sh
e
d
M
a
ste
rs T
h
e
si
s)
,
E
g
e
Un
iv
e
rsit
y
,
İz
m
ir,
2
0
0
6
.
[4
]
M
.
Yılma
z
,
P
.
K
ö
se
o
ğ
l
u
,
C.
G
e
rç
e
k
,
a
n
d
H.
S
o
ra
n
,
“
Ad
a
p
tati
o
n
o
f
a
tea
c
h
e
r
se
lf
-
e
ffica
c
y
sc
a
le
to
Tu
r
k
ish
,”
Ha
c
e
tt
e
p
e
Un
ive
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8
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M
.
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irez
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a
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B.
M
u
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in
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9
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so
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0
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Ca
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ra
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Ba
rb
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.
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stu
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lev
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u
rn
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s
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Brit
ish
J
o
u
rn
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2
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3
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4
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,
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Ex
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5
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H.
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Ba
lcı
,
“
P
re
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ice
tea
c
h
e
rs
'
c
las
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o
m
m
a
n
a
g
e
m
e
n
t
se
lf
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e
ffica
c
y
b
e
li
e
fs
,”
In
ter
n
a
ti
o
n
a
l
On
l
in
e
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
S
c
ien
c
e
s
,
v
o
l.
7
,
n
o
.
4
,
p
p
.
3
7
-
5
0
,
2
0
1
5
.
[2
6
]
E.
F
.
Be
d
e
l
,
“
Ex
p
lo
r
in
g
a
c
a
d
e
m
ic
m
o
ti
v
a
ti
o
n
,
a
c
a
d
e
m
ic
se
lf
-
e
ffic
a
c
y
a
n
d
a
tt
it
u
d
e
s
to
wa
rd
tea
c
h
in
g
in
e
a
rly
p
re
-
se
rv
ice
c
h
il
d
h
o
o
d
e
d
u
c
a
ti
o
n
tea
c
h
e
rs
,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
T
ra
in
i
n
g
S
t
u
d
ies
,
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o
l.
4
,
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o
.
1
,
p
p
.
1
4
2
-
1
4
9
,
2
0
1
6
.
[2
7
]
M
.
D.
Ch
e
ste
r
a
n
d
B
.
Q.
Be
a
u
d
i
n
,
“
Eff
ica
c
y
b
e
li
e
fs
o
f
n
e
wly
h
ired
tea
c
h
e
rs
in
u
rb
a
n
sc
h
o
o
ls
,”
Ame
ric
a
n
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
r
n
a
l
,
v
o
l.
3
3
,
n
o
.
1
,
p
p
.
2
3
3
-
2
5
7
,
1
9
9
6
.
[2
8
]
C.
İp
e
k
a
n
d
F
.
Ca
m
a
d
a
n
,
“
P
r
ima
ry
tea
c
h
e
rs'
a
n
d
p
rima
ry
p
re
-
se
rv
ice
tea
c
h
e
rs'
se
lf
-
e
ffic
a
c
y
b
e
li
e
fs
a
n
d
a
tt
it
u
d
e
s
to
wa
rd
tea
c
h
in
g
p
ro
fe
ss
io
n
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Hu
m
a
n
S
c
ien
c
e
s [
On
li
n
e
]
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
1
206
-
1
2
1
6
,
2
0
1
2
.
[2
9
]
N.
T.
B
ü
m
e
n
a
n
d
T.
E.
Öz
a
y
d
ın
,
“
Ch
a
n
g
e
s
o
n
tea
c
h
e
r
se
lf
-
e
ffica
c
y
a
n
d
a
tt
it
u
d
e
s
t
o
wa
rd
s
tea
c
h
in
g
p
ro
fe
ss
io
n
fro
m
c
a
n
d
id
a
c
y
t
o
i
n
d
u
c
ti
o
n
,”
E
d
u
c
a
ti
o
n
a
n
d
S
c
ie
n
ce
,
v
o
l.
3
8
,
n
o
.
1
6
9
,
p
p
.
1
0
9
-
1
2
5
,
2
0
1
3
.
[3
0
]
N.
Ka
ra
sa
r,
S
c
ien
ti
fi
c
re
se
a
rc
h
me
th
o
d
s,
An
k
a
ra
:
N
o
b
e
l,
2
0
0
6
.
[3
1
]
Ra
o
so
ft,
S
a
m
p
le siz
e
c
a
lcu
lato
r
,
2
0
1
8
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
:/
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ww
.
ra
o
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ft.
c
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les
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.
h
tml
[3
2
]
D.
Tep
e
,
“
De
v
e
lo
p
m
e
n
t
o
f
a
d
e
c
lara
to
ry
sc
a
le
fo
r
p
re
s
c
h
o
o
l
tea
c
h
e
rs'
se
lf
-
e
ffica
c
y
b
e
li
e
fs
,”
Un
p
u
b
li
sh
e
d
m
a
ste
rs
th
e
sis,
M
e
h
m
e
t
Ak
if
Erso
y
Un
i
v
e
rsity
In
st
it
u
te
o
f
S
o
c
ial
S
c
ien
c
e
s,
2
0
1
1
.
[3
3
]
R.
Zem
b
a
t
a
n
d
N
.
H.
Bil
g
in
,
“
I
n
v
e
stig
a
ti
o
n
o
f
Tea
c
h
in
g
At
ti
tu
d
e
s
o
f
Tea
c
h
e
rs
W
o
rk
i
n
g
i
n
P
re
s
c
h
o
o
l
E
d
u
c
a
ti
o
n
In
stit
u
t
io
n
s
,”
Na
ti
o
n
a
l
Ed
u
c
a
ti
o
n
S
y
m
p
o
si
u
m
,
M
a
rm
a
ra
Un
iv
e
rsit
y
,
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
p
p
.
1
0
8
-
1
1
9
,
1
9
9
6
.
[3
4
]
B.
G
.
Tab
a
c
h
n
ick
,
a
n
d
L.
S
.
F
i
d
e
l
l,
Us
in
g
mu
lt
iva
ria
te st
a
ti
stics
,
B
o
sto
n
:
All
y
n
a
n
d
Ba
c
o
n
,
2
0
0
7
.
[3
5
]
D.
G
e
o
rg
e
,
a
n
d
M
.
M
a
ll
e
ry
,
S
PS
S
f
o
r
wi
n
d
o
ws
ste
p
b
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ste
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:
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d
e
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n
d
re
fer
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n
c
e
,
1
7
.
0
u
p
d
a
te
.
Bo
st
o
n
:
P
e
a
rso
n
,
2
0
1
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
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&
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es E
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.
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n
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(
K
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mil A
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ır
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815
[3
6
]
Ş
.
C.
Emre
,
“
In
v
e
stig
a
ti
o
n
o
f
th
e
re
latio
n
sh
i
p
b
e
twe
e
n
se
c
o
n
d
a
r
y
sc
h
o
o
l
tea
c
h
e
rs'
se
lf
-
e
ffica
c
y
b
e
li
e
fs
a
n
d
a
tt
it
u
d
e
to
wa
rd
s
tea
c
h
i
n
g
,”
U
n
p
u
b
l
ish
e
d
m
a
ste
rs
th
e
sis,
Ka
h
ra
m
a
n
m
a
ra
ş
S
ü
tçü
İm
a
m
Un
i
v
e
rsity
In
sti
tu
te
o
f
S
o
c
ial
S
c
ien
c
e
s,
2
0
1
7
.
[3
7
]
Ş
.
Da
şta
n
,
“
Co
m
p
a
riso
n
o
f
se
lf
-
e
f
fica
c
y
lev
e
ls o
f
p
re
sc
h
o
o
l
tea
c
h
e
r
s
a
n
d
th
e
ir
a
tt
it
u
d
e
s
t
o
wa
rd
s th
e
e
d
u
c
a
ti
o
n
o
f
th
e
g
ift
e
d
i
n
d
iv
i
d
u
a
ls
,”
Un
p
u
b
li
s
h
e
d
m
a
ste
rs t
h
e
sis
,
Ga
z
i
Un
iv
e
rsity
I
n
stit
u
te o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s,
2
0
1
6
.
[3
8
]
S
.
N.
To
y
,
“
Th
e
Co
m
p
a
riso
n
o
f
se
lf
-
e
ffica
c
y
a
n
d
ı
n
c
lu
si
v
e
e
d
u
c
a
ti
o
n
b
e
li
e
fs
o
f
p
rima
ry
sc
h
o
o
l
tea
c
h
e
rs
,”
Un
p
u
b
li
sh
e
d
m
a
ste
rs t
h
e
sis
,
P
a
m
u
k
k
a
le U
n
iv
e
rsit
y
In
st
it
u
te
o
f
S
o
c
ial
S
c
ien
c
e
s,
2
0
1
5
.
[3
9
]
K.
Ko
rk
u
t
,
“
Th
e
c
o
rre
lati
o
n
b
e
tw
e
e
n
lev
e
l
o
f
c
las
sro
o
m
tea
c
h
e
rs?
S
e
lf
-
e
ffica
c
y
b
e
l
iefs
a
n
d
c
las
sro
o
m
m
a
n
a
g
e
m
e
n
t
a
b
il
it
y
p
e
rc
e
p
ti
o
n
s
,”
Un
p
u
b
li
s
h
e
d
m
a
ste
rs t
h
e
sis,
M
e
h
m
e
t
Ak
if
Ers
o
y
U
n
iv
e
rsit
y
In
sti
tu
te
o
f
S
o
c
ial
S
c
ien
c
e
s,
2
0
0
9
.
[4
0
]
E.
Tö
re
,
“
Th
e
e
ffe
c
ts
o
f
o
rg
a
n
iza
ti
o
n
a
l
c
li
m
a
te
o
n
th
e
k
n
o
wl
e
d
g
e
m
a
n
a
g
e
m
e
n
t
p
r
o
c
e
ss
,”
T
u
rk
ish
S
tu
d
ies
-
Ed
u
c
a
ti
o
n
,
v
o
l
.
15
,
n
o
.
3
,
p
p
.
2
1
3
7
-
2
1
5
1
,
2
0
2
0
.
[4
1
]
R.
C.
G
ü
rso
y
,
“
An
a
ly
z
in
g
th
e
e
ffe
c
t
o
f
p
re
sc
h
o
o
l
tea
c
h
e
rs'
se
lf
-
e
ste
e
m
to
wa
rd
s
te
a
c
h
in
g
a
tt
it
u
d
e
,”
Un
p
u
b
li
sh
e
d
m
a
ste
r’s t
h
e
sis
,
M
a
rm
a
ra
Un
iv
e
rsity
I
n
stit
u
te o
f
E
d
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s,
2
0
0
9
.
[4
2
]
E.
Tö
re
,
“
In
tern
a
l
sh
a
ri
n
g
k
n
o
wle
d
g
e
a
t
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
p
r
o
c
e
ss
:
Th
e
w
o
rk
sh
o
p
m
o
d
e
l
,”
M
a
rm
a
ra
Un
ive
rs
it
y
Fa
c
u
lt
y
o
f
E
d
u
c
a
t
io
n
,
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s J
o
u
r
n
a
l
,
v
o
l.
4
6
,
p
p
.
1
3
3
-
1
5
0
,
2
0
1
7
.
[4
3
]
E.
Tö
re
,
“
T
h
e
e
ffe
c
t
o
f
se
lf
-
e
ffıca
c
y
a
n
d
in
ter
n
a
l
lo
c
u
s
o
f
c
o
n
tro
l
o
n
i
n
n
o
v
a
ti
v
e
wo
rk
b
e
h
a
v
i
o
r:
A
re
se
a
rc
h
o
n
th
e
h
o
sp
i
talit
y
in
d
u
str
y
,”
M
a
n
a
s J
o
u
rn
a
l
o
f
S
o
c
i
a
l
S
tu
d
ies
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
1
5
5
-
1
6
7
,
2
0
2
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.