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T
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C
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A
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:
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Po
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tg
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Pro
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,
E
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Un
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Neg
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5
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I
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d
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id
1.
I
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O
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th
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lin
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-
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.
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cc
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[
1
0
]
.
V
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[
1
1
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p
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b
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s
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f
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ca
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in
I
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[
1
2
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.
So
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I
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D
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Pro
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DE
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[
1
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1
4
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As
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teac
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q
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s
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2.
RE
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ARCH
M
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is
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teac
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th
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s
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ac
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a
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ticip
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teac
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s
.
T
h
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liter
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r
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was
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p
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p
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tio
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d
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s
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p
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v
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a
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.
Pre
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s
,
wh
ich
a
r
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in
itial
ex
p
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tis
e
[
1
5
-
18]
,
teac
h
in
g
e
x
p
er
ien
ce
[
1
7
,
19
-
2
2
]
,
s
elf
-
ef
f
icac
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[
2
3
-
2
5
]
,
a
n
d
t
r
an
s
f
er
a
b
le
s
k
ills
[
2
6
,
2
7
]
.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
will
b
e
u
s
ed
as
b
ase
to
d
esig
n
a
n
d
d
ev
el
o
p
a
co
n
ce
p
tu
al
m
o
d
el
f
r
am
ewo
r
k
t
o
im
p
r
o
v
e
d
u
al
ex
p
er
tis
e
teac
h
er
q
u
ality
in
ter
m
s
o
f
i
n
itial
ex
p
er
tis
e,
teac
h
in
g
ex
p
er
ien
c
e,
s
elf
-
ef
f
icac
y
,
an
d
tr
an
s
f
er
ab
le
s
k
ills
.
3.
RE
SU
L
T
AND
DI
SCUS
SI
O
N
T
ea
ch
er
ac
h
iev
e
m
en
t
b
ec
o
m
es
a
r
ef
lectio
n
o
f
th
e
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
e
r
s
.
I
n
a
d
d
itio
n
to
th
e
q
u
a
n
tity
o
f
teac
h
e
r
s
is
m
e
t,
th
e
q
u
ality
o
f
teac
h
er
s
m
u
s
t
b
e
f
u
lf
illed
d
u
e
t
o
th
e
av
ail
ab
ilit
y
o
f
q
u
alif
ied
v
o
ca
tio
n
al
teac
h
er
s
will
b
e
ab
le
to
en
co
u
r
a
g
e
th
e
s
u
cc
ess
f
u
ln
ess
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
[
2
8
]
.
Qu
alif
ied
teac
h
er
s
will
b
e
ab
le
to
in
cr
ea
s
e
th
e
ca
p
ab
ilit
y
o
f
co
n
tr
o
l o
f
th
e
teac
h
in
g
m
ater
ials
,
in
s
tr
u
c
tio
n
al
m
an
ag
e
m
en
t,
an
d
th
e
teac
h
i
n
g
th
at
will
in
cr
ea
s
e
s
tu
d
en
t
lear
n
in
g
p
er
f
o
r
m
an
ce
[
2
8
,
2
9
]
.
I
f
lear
n
in
g
o
u
tc
o
m
es
ar
e
n
o
t
m
et,
th
en
teac
h
er
is
b
lam
e
d
m
o
s
t e
v
en
th
o
u
g
h
lea
r
n
in
g
is
n
o
t o
n
ly
in
f
lu
en
ce
d
b
y
th
e
teac
h
e
r
[
1
2
,
1
8
,
2
1
]
.
On
e
ef
f
o
r
t
th
at
ca
n
b
e
im
p
lem
en
ted
is
to
im
p
r
o
v
e
th
e
q
u
a
lity
o
f
ex
is
tin
g
teac
h
er
s
with
th
e
h
o
p
e
o
f
im
p
r
o
v
in
g
in
s
tr
u
ctio
n
teac
h
e
r
in
class
r
o
o
m
[
3
0
]
.
T
ea
ch
er
s
w
h
o
h
av
e
s
u
f
f
icien
t
k
n
o
wled
g
e
will
b
e
b
etter
ab
le
to
ad
ap
t
to
t
h
e
ch
a
n
g
in
g
n
ee
d
s
o
f
t
h
e
wo
r
k
f
o
r
ce
f
ac
ed
b
y
v
o
ca
tio
n
al
g
r
ad
u
ates
w
h
en
h
is
ca
p
ab
ilit
ies
ar
e
en
h
an
ce
d
[
3
1
]
.
I
m
p
r
o
v
in
g
te
ac
h
er
s
q
u
ality
ca
n
b
e
t
h
r
o
u
g
h
th
e
d
e
v
elo
p
m
e
n
t
o
f
p
ed
a
g
o
g
ical
an
d
e
n
r
ich
in
g
s
k
ill
s
wh
ich
alr
ea
d
y
m
aster
ed
b
y
th
e
teac
h
er
with
ac
tiv
e
i
n
v
o
lv
em
e
n
t
o
f
ed
u
ca
to
r
s
d
ir
ec
tly
[
3
2
]
.
T
h
is
h
as
b
ee
n
p
u
r
s
u
ed
b
y
th
e
I
n
d
o
n
esi
an
g
o
v
er
n
m
en
t
th
r
o
u
g
h
th
e
D
E
P
[
1
3
]
.
T
h
is
is
an
attem
p
t
b
y
th
e
g
o
v
er
n
m
e
n
t
to
m
ee
t
th
e
q
u
an
tity
o
f
q
u
alif
ied
v
o
ca
tio
n
al
t
ea
c
h
er
s
in
I
n
d
o
n
esia.
Ap
ar
t
f
r
o
m
th
is
,
in
v
esti
g
atio
n
s
r
elate
d
to
th
e
ex
p
lo
r
atio
n
o
f
f
ac
to
r
s
th
at
in
f
lu
en
ce
teac
h
er
q
u
ality
ar
e
s
till
n
ee
d
ed
.
B
ased
o
n
th
e
in
v
e
s
tig
atio
n
,
th
er
e
ar
e
two
m
ajo
r
f
ac
to
r
s
af
f
ec
t th
e
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
e
r
s
,
in
clu
d
in
g
h
ar
d
s
k
ills
an
d
s
o
f
t sk
ills
.
3
.
1
.
H
a
rd
s
k
ill f
a
ct
o
rs
Har
d
s
k
ill
asp
ec
ts
s
u
ch
as
teac
h
er
co
m
p
eten
ce
is
o
n
e
o
f
th
e
d
eter
m
in
a
n
ts
o
f
teac
h
e
r
q
u
ality
[
3
3
]
.
T
h
er
e
ar
e
s
ev
er
al
f
ac
to
r
s
d
r
i
v
in
g
t
h
e
in
cr
ea
s
e
in
th
e
ac
h
i
ev
em
en
ts
o
f
teac
h
er
s
,
am
o
n
g
wh
ich
a
r
e
in
itial
ex
p
er
tis
e
[
1
5
-
18]
an
d
teac
h
in
g
ex
p
er
ien
ce
[
1
7
,
19
-
2
2
]
.
3
.
1
.
1
.
T
ea
cher
s
ini
t
ia
l e
x
pert
is
e
I
n
itial
ex
p
er
tis
e
ca
n
b
e
d
escr
ib
ed
as
ea
r
ly
teac
h
er
p
r
o
f
icie
n
cy
in
th
e
ex
p
er
tis
e
p
ac
k
ag
e
an
d
u
s
es
th
e
p
ast
ex
p
e
r
ien
ce
u
s
ed
to
ac
h
iev
e
t
h
e
g
o
als,
esp
ec
ially
in
e
d
u
ca
tio
n
al
p
r
ac
tice
[
1
8
]
.
T
h
is
p
o
i
n
t
is
a
co
n
s
id
er
atio
n
o
f
f
ac
t
o
r
s
th
a
t
in
f
lu
en
ce
th
e
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
er
s
,
es
p
ec
ially
f
o
r
DE
P
g
r
ad
u
ates,
wh
er
e
v
o
ca
tio
n
al
teac
h
er
s
ar
e
g
iv
en
ad
d
itio
n
al
teac
h
in
g
a
u
th
o
r
ity
f
r
o
m
in
itial
s
k
ills
th
at
ar
e
d
if
f
er
e
n
t
f
r
o
m
th
e
s
k
ills
ch
o
s
en
d
u
r
in
g
teac
h
er
tr
ain
in
g
o
n
DE
P
[
1
1
]
.
T
ea
c
h
er
ex
p
e
r
tis
e
will
b
e
ass
o
ciate
d
with
p
r
o
f
ess
io
n
al
ca
p
ac
ity
,
s
u
ch
as
k
n
o
wled
g
e
,
s
k
ills
,
b
eh
av
io
r
s
,
an
d
tr
aits
ass
o
ciate
d
with
lear
n
in
g
teac
h
er
s
tu
d
en
t
[
3
4
]
.
E
x
p
er
tis
e
o
f
teac
h
e
r
s
will a
f
f
ec
t th
e
b
eh
av
i
o
r
o
f
teac
h
in
g
[
3
4
]
.
T
ea
ch
er
s
ab
ilit
y
lev
el
is
r
ef
lecte
d
in
th
e
ex
p
er
tis
e
p
o
s
s
ess
ed
b
y
th
e
teac
h
er
.
I
n
itial
ex
p
er
tis
e
co
n
tr
ib
u
te
s
to
ef
f
ec
tiv
e
lea
r
n
i
n
g
d
e
m
o
n
s
tr
ated
b
y
t
h
e
lear
n
e
r
s
ac
h
iev
em
en
t
[
1
5
-
18]
.
Mo
r
e
co
m
p
eten
t
teac
h
e
r
s
will
b
e
ea
s
ier
to
ac
h
iev
e,
b
ec
au
s
e
th
ey
ca
n
o
p
tim
ize
t
h
e
ac
h
iev
em
en
ts
o
f
th
em
in
u
s
in
g
s
ch
o
o
l
r
eso
u
r
ce
s
t
o
ac
h
iev
e
th
e
lear
n
in
g
o
b
jectiv
e
s
th
at
ca
n
u
ltima
tely
im
p
r
o
v
e
s
tu
d
en
t
ac
h
iev
em
en
t
[
2
1
]
.
T
ea
ch
er
ex
p
er
tis
e
will
b
e
ab
le
to
c
o
n
tr
ib
u
te
t
o
th
e
ac
h
iev
em
en
t o
f
teac
h
er
s
[
3
5
,
36]
.
3
.
1
.
2
.
T
ea
ching
e
x
perience
I
d
ea
lly
teac
h
er
ac
h
iev
em
en
t
i
s
g
o
o
d
,
b
ec
au
s
e
it
ca
n
im
p
r
o
v
e
th
e
q
u
ality
o
f
ed
u
ca
tio
n
,
esp
ec
ially
th
e
q
u
ality
o
f
t
h
e
lear
n
e
r
s
.
T
ea
ch
er
s
ch
iev
em
e
n
t
is
d
em
o
n
s
tr
ated
to
th
e
s
atis
f
ac
tio
n
o
f
th
e
s
tu
d
en
ts
wh
ich
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
C
o
n
ce
p
tu
a
l m
o
d
el
f
o
r
imp
r
o
vin
g
q
u
a
lity o
f te
a
ch
er in
I
n
d
o
n
esia
n
vo
ca
tio
n
a
l sch
o
o
l
(
A
g
u
n
g
P
a
n
ji S
a
s
mito
)
41
in
f
lu
en
ce
d
b
y
th
e
teac
h
er
s
'
t
ea
ch
in
g
ex
p
e
r
ien
ce
an
d
e
x
p
er
tis
e
o
f
th
e
teac
h
er
[
3
5
,
36]
,
b
esid
e
tr
ain
in
g
,
b
u
s
in
ess
,
co
g
n
i
tiv
e
lo
ad
,
an
d
in
d
iv
id
u
al
d
if
f
e
r
en
ce
s
[
3
7
]
.
T
h
u
s
,
teac
h
in
g
ex
p
er
ie
n
ce
ca
n
af
f
ec
t
teac
h
er
p
er
f
o
r
m
an
ce
im
p
r
o
v
e
m
en
t sh
o
wn
b
y
th
e
s
tu
d
en
ts
ac
h
iev
em
e
n
ts
[
3
8
,
3
9
]
.
T
ea
ch
in
g
e
x
p
er
ien
ce
is
o
n
e
f
ac
to
r
th
at
p
lay
s
a
r
o
le
to
im
p
r
o
v
e
teac
h
e
r
s
p
er
f
o
r
m
an
ce
,
esp
ec
ially
in
ter
m
s
o
f
p
r
o
d
u
ctiv
ity
[
1
9
]
.
E
d
u
ca
to
r
s
m
u
s
t
p
o
s
s
ess
th
e
q
u
alif
icatio
n
s
ac
q
u
ir
ed
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
p
r
ep
ar
atio
n
an
d
e
x
p
er
ien
ce
in
th
e
s
p
h
er
e
o
f
ac
ad
em
ic
[
2
0
]
.
T
ea
ch
in
g
ex
p
er
ien
ce
s
an
d
teac
h
in
g
h
o
u
r
s
will
b
e
r
elate
d
to
th
e
p
r
o
d
u
ctiv
ity
o
f
t
ea
ch
er
s
an
d
ca
n
im
p
r
o
v
e
th
e
p
er
f
o
r
m
a
n
ce
o
f
teac
h
er
s
[1
7
,
2
1
]
.
B
ec
au
s
e
o
f
h
ig
h
ex
p
er
ien
ce
d
teac
h
er
s
h
av
e
a
p
er
f
o
r
m
an
ce
th
at
is
m
o
r
e
ef
f
ec
tiv
e
th
an
less
ex
p
er
ien
ce
d
teac
h
er
s
[
2
2
]
.
E
x
p
er
ien
ce
tr
ain
i
n
g
an
d
ca
r
e
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
teac
h
er
in
f
lu
en
ce
o
n
th
e
ex
p
er
ie
n
c
e
o
f
teac
h
er
s
[
2
2
]
.
E
x
p
er
ien
ce
an
e
f
f
ec
t
o
n
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
teac
h
e
r
s
'
wo
r
k
,
ev
i
d
e
n
ce
d
b
y
s
tu
d
en
t
ac
h
iev
em
en
t
[
2
2
]
.
R
esear
ch
r
esu
lt
m
en
tio
n
ed
th
at
th
e
ex
p
er
ien
ce
o
f
teac
h
er
s
is
a
m
ajo
r
p
r
ed
icto
r
o
f
ac
ad
em
ic
s
tu
d
en
ts
p
er
f
o
r
m
an
ce
an
d
teac
h
er
s
p
r
o
d
u
ctiv
ity
[
2
1
]
.
3
.
2
.
So
f
t
s
k
ills
f
a
ct
o
rs
So
f
t sk
ills
ar
e
asp
ec
ts
o
f
th
e
at
titu
d
es o
f
v
o
ca
tio
n
al
teac
h
er
s
th
at
ca
n
af
f
ec
t te
ac
h
er
ac
h
iev
e
m
en
t
[
4
0
]
.
Pre
v
io
u
s
r
esear
ch
o
u
tlin
ed
th
a
t
th
er
e
ar
e
s
ev
er
al
f
ac
t
o
r
s
th
at
ca
n
in
cr
ea
s
e
th
e
ac
h
ie
v
em
en
ts
o
f
teac
h
er
s
,
wh
ic
h
ar
e
s
elf
-
ef
f
icac
y
[
2
3
-
25]
,
a
n
d
t
r
an
s
f
er
ab
le
s
k
ills
[
2
6
,
27]
.
3
.
2
.
1
.
Self
-
ef
f
ica
cy
T
ea
ch
in
g
ex
p
e
r
ien
ce
an
d
im
p
r
o
v
em
e
n
t
o
f
k
n
o
wled
g
e
an
d
s
k
ills
ca
n
im
p
r
o
v
e
teac
h
er
s
s
elf
-
ef
f
icac
y
[
2
4
,
4
1
,
4
2
]
.
T
h
is
is
in
l
in
e
with
th
e
Vo
ca
tio
n
al
E
d
u
ca
tio
n
R
ev
italizatio
n
ex
p
e
ctatio
n
s
o
f
Vo
ca
tio
n
al
E
d
u
ca
tio
n
R
ev
italizatio
n
wh
ich
ex
p
ec
ts
b
o
th
s
tu
d
en
ts
an
d
teac
h
e
r
s
h
av
e
h
i
g
h
lev
els
o
f
s
elf
-
ef
f
icac
y
s
o
th
at
th
ey
h
av
e
a
g
o
o
d
ca
p
ab
ilit
y
[
1
4
]
.
T
ea
ch
e
r
s
s
elf
-
ef
f
icac
y
ass
o
ciate
d
with
t
h
e
d
esire
d
lear
n
in
g
o
b
jectiv
es
to
im
p
r
o
v
e
lear
n
er
s
’
lear
n
in
g
[
2
3
]
.
Self
-
ef
f
icac
y
h
elp
s
teac
h
er
t
o
d
ec
id
e
wh
at
ac
tio
n
th
ey
s
h
o
u
l
d
p
u
r
s
u
e
in
lear
n
in
g
a
n
d
p
er
s
is
t in
th
e
f
ac
e
o
f
ad
v
er
s
ity
[
2
4
]
.
Self
-
ef
f
icac
y
ca
n
h
a
v
e
an
im
p
ac
t
o
n
teac
h
er
s
'
ac
h
iev
em
en
ts
,
s
u
ch
as
r
esear
ch
wh
ich
s
h
o
wed
th
at
s
elf
-
ef
f
icac
y
p
o
s
itiv
e
ef
f
ec
t
o
n
th
e
s
atis
f
ac
tio
n
o
f
th
e
teac
h
er
s
at
th
e
s
ch
o
o
l,
s
o
th
e
p
e
r
f
o
r
m
an
ce
will
also
in
cr
ea
s
e
[
2
3
,
4
3
,
44]
.
Self
-
ef
f
icac
y
ca
n
in
cr
ea
s
e
b
o
th
s
tu
d
e
n
t
s
an
d
teac
h
er
s
ac
h
iev
e
m
en
t
[
2
4
]
.
T
ea
ch
er
with
l
o
w
s
elf
-
ef
f
icac
y
ca
n
r
e
d
u
ce
th
e
p
e
r
f
o
r
m
an
ce
o
f
lear
n
er
s
[
2
5
]
.
T
ea
c
h
er
s
with
lo
w
s
e
lf
-
ef
f
icac
y
te
n
d
t
o
h
av
e
n
e
g
ativ
e
ten
d
en
cies
r
el
ated
to
teac
h
in
g
a
n
d
n
ar
r
o
w
p
er
s
p
ec
tiv
es
r
elate
d
to
p
r
o
b
lem
s
o
lv
in
g
[
2
5
]
.
So
,
th
e
q
u
ality
is
less
th
an
o
p
ti
m
al.
3
.
2
.
2
.
T
ra
ns
f
er
a
ble
s
k
ill
B
len
d
b
etwe
en
in
itial
ex
p
er
tis
e
an
d
p
r
o
f
ess
io
n
al
ex
p
e
r
ien
c
e
ca
n
f
o
r
m
a
tr
a
n
s
f
er
ab
le
s
k
ill
[
4
5
,
4
6
]
.
T
r
an
s
f
er
ab
le
s
k
ills
is
o
n
e
o
f
th
e
s
k
ill
s
n
ee
d
ed
to
b
e
tr
an
s
f
er
r
ed
an
d
ad
a
p
ted
to
th
e
v
ar
io
u
s
n
ee
d
s
an
d
d
if
f
er
en
t
wo
r
k
in
g
e
n
v
ir
o
n
m
en
ts
[
4
7
]
.
T
r
an
s
f
er
ab
le
s
k
ill
is
o
n
e
o
f
th
e
im
p
o
r
ta
n
t
s
k
ills
p
o
s
s
ess
ed
b
y
y
o
u
n
g
p
eo
p
le
an
d
in
th
e
f
u
tu
r
e
,
b
ec
a
u
s
e
p
o
ten
tial
wo
r
k
f
o
r
ce
will
b
e
r
ec
r
u
ited
b
y
in
d
u
s
tr
y
if
th
ey
ha
ve
a
g
o
o
d
tr
an
s
f
er
ab
le
s
k
ills
[
4
7
-
49]
.
T
o
d
ay
,
th
e
s
ch
o
o
ls
n
e
ed
teac
h
er
s
wh
o
ar
e
ab
le
t
o
u
s
e
g
o
o
d
co
m
m
u
n
icatio
n
s
k
ills
to
lea
r
n
er
s
[
5
0
]
.
I
n
a
d
d
itio
n
,
teac
h
er
s
with
s
u
c
h
a
g
o
o
d
class
lead
er
s
h
ip
w
o
u
ld
b
e
m
o
r
e
d
esira
b
le
to
teac
h
in
s
ch
o
o
ls
[
5
1
,
52]
.
T
h
e
wo
r
k
in
g
co
n
d
itio
n
s
ar
e
e
v
er
-
ch
a
n
g
in
g
wo
r
ld
d
em
a
n
d
s
f
o
r
v
o
ca
tio
n
al
teac
h
er
s
to
u
p
-
to
-
d
ate
with
wo
r
ld
d
em
an
d
f
o
r
lab
o
r
r
elate
d
wo
r
k
o
f
v
o
ca
tio
n
al
g
r
ad
u
ates
[
5
3
]
.
T
h
er
ef
o
r
e,
v
o
ca
tio
n
al
teac
h
e
r
s
s
h
o
u
ld
h
av
e
s
u
ch
co
m
m
u
n
icativ
e
a
b
ilit
ies,
lead
er
s
h
ip
,
an
d
ab
ilit
y
to
ev
o
lv
e
i
n
o
r
d
e
r
to
s
u
r
v
iv
e
in
t
h
e
ev
er
-
ch
an
g
in
g
teac
h
in
g
en
v
ir
o
n
m
en
t.
T
h
u
s
,
v
o
ca
tio
n
a
l
teac
h
er
s
m
u
s
t
b
e
ab
le
to
h
a
v
e
a
g
o
o
d
tr
an
s
f
er
a
b
le
s
k
ills
to
s
u
cc
ee
d
i
n
wo
r
k
o
r
g
an
izatio
n
[
2
6
,
2
7
,
4
6
]
.
3
.
3
.
Co
ncept
ua
l
m
o
del f
ra
m
ew
o
r
k
t
o
im
pro
v
e
qu
a
lity
o
f
v
o
ca
t
io
na
l t
ea
cher
s
in I
nd
o
ne
s
ia
T
h
e
r
esu
lts
o
f
t
h
e
s
tu
d
y
a
b
o
v
e
s
h
o
ws
th
at:
(
1
)
teac
h
er
s
’
in
iti
al
ex
p
er
tis
e
a
n
d
teac
h
in
g
ex
p
e
r
ien
ce
ca
n
im
p
r
o
v
e
t
h
e
teac
h
er
s
ac
h
iev
e
m
en
t;
(
2
)
teac
h
e
r
s
’
s
elf
-
ef
f
ic
ac
y
an
d
tr
a
n
s
f
er
ab
le
s
k
i
lls
ca
n
im
p
r
o
v
e
teac
h
er
s
ac
h
iev
em
en
t;
a
n
d
(
3
)
teac
h
er
s
’
in
itial
ex
p
e
r
tis
e
an
d
teac
h
in
g
ex
p
e
r
ien
ce
ca
n
im
p
r
o
v
e
tea
ch
er
s
’
s
elf
-
ef
f
icac
y
an
d
tr
an
s
f
e
r
ab
le
s
k
ills
.
B
ased
o
n
th
is
,
its
co
n
cl
u
d
ed
th
at
th
e
q
u
ality
o
f
d
u
al
ex
p
e
r
tis
e
v
o
ca
tio
n
al
teac
h
er
s
ca
n
b
e
im
p
r
o
v
ed
th
r
o
u
g
h
in
cr
ea
s
i
n
g
th
e
v
ar
iab
les
in
cl
u
d
e
t
h
e
in
itial
ex
p
er
tis
e,
teac
h
in
g
ex
p
e
r
ien
ce
,
s
elf
-
ef
f
icac
y
,
an
d
tr
an
s
f
er
a
b
le
s
k
ills
.
T
h
e
co
n
ce
p
tu
al
m
o
d
el
f
r
am
ew
o
r
k
is
s
h
o
wn
in
Fig
u
r
e
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
39
-
44
42
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
m
o
d
el
f
r
am
ewo
r
k
4.
CO
NCLU
SI
O
N
T
h
e
co
r
e
o
f
th
is
ar
ticle
is
h
o
w
to
im
p
r
o
v
e
t
h
e
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
er
s
,
esp
ec
iall
y
th
e
d
u
al
ex
p
er
tis
e
v
o
ca
tio
n
al
teac
h
er
s
.
T
h
is
s
tu
d
y
u
s
es
s
ev
er
al
th
e
o
r
e
tical
s
tu
d
ies
r
elate
d
to
teac
h
er
s
'
in
itia
l
ex
p
er
tis
e,
teac
h
in
g
ex
p
er
ie
n
ce
,
s
elf
-
ef
f
ic
ac
y
,
an
d
tr
an
s
f
er
ab
le
s
k
ills
.
T
wo
m
ain
co
m
p
o
n
e
n
ts
th
at
ca
n
im
p
r
o
v
e
th
e
q
u
ality
o
f
d
u
al
ex
p
er
tis
e
teac
h
er
s
ar
e
s
elf
-
ef
f
icac
y
an
d
tr
an
s
f
er
ab
le
s
k
ills
.
E
ac
h
co
m
p
o
n
en
t
is
also
s
u
p
p
o
r
ted
b
y
teac
h
er
s
'
in
itial e
x
p
er
tis
e
an
d
teac
h
in
g
ex
p
er
ien
ce
.
T
o
im
p
r
o
v
e
th
e
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
e
r
s
,
esp
ec
ially
d
u
al
ex
p
er
tis
e
teac
h
er
s
,
teac
h
er
ac
h
iev
em
en
t
ca
n
b
e
im
p
r
o
v
e
d
th
r
o
u
g
h
in
cr
ea
s
in
g
s
elf
-
ef
f
i
ca
cy
an
d
tr
an
s
f
er
a
b
le
s
k
ills
,
in
ad
d
itio
n
to
p
ay
atten
tio
n
to
th
e
teac
h
er
s
’
i
n
itial
ex
p
er
tis
e
an
d
teac
h
i
n
g
ex
p
er
ien
ce
.
T
h
e
co
n
ce
p
tu
al
m
o
d
el
h
as
b
ee
n
estab
lis
h
ed
th
eo
r
etica
lly
an
d
em
p
ir
ical
r
esu
lts
r
ef
er
r
ed
t
o
with
p
r
ev
io
u
s
r
esear
ch
.
T
h
er
ef
o
r
e
,
co
n
ce
p
tu
al
m
o
d
els n
ee
d
to
b
e
test
ed
.
ACK
NO
WL
E
DG
E
M
E
NT
S
Ou
r
s
in
ce
r
e
th
an
k
s
ar
e
ad
d
r
ess
ed
to
th
e
E
n
d
o
wm
e
n
t Fu
n
d
f
o
r
E
d
u
ca
tio
n
(
L
PDP)
Min
is
tr
y
o
f
Fin
an
ce
R
ep
u
b
lic
o
f
I
n
d
o
n
esia
(
Kem
en
k
eu
R
I
)
as a
f
u
n
d
e
r
o
f
th
is
r
e
s
ea
r
ch
p
r
o
ject
th
r
o
u
g
h
B
UDI
-
DN
s
ch
o
lar
s
h
ip
.
RE
F
E
R
E
NC
E
S
[1
]
Y.
Estri
y
a
n
to
,
S
.
Ke
rste
n
,
P
.
P
a
rd
jo
n
o
,
a
n
d
H
.
S
o
fy
a
n
,
"
T
h
e
m
is
sin
g
p
r
o
d
u
c
ti
v
e
v
o
c
a
ti
o
n
a
l
h
i
g
h
sc
h
o
o
l
tea
c
h
e
r
c
o
m
p
e
ten
c
y
sta
n
d
a
rd
i
n
t
h
e
In
d
o
n
e
sia
n
e
d
u
c
a
ti
o
n
sy
ste
m
,
"
J
.
T
e
c
h
.
Ed
u
c
.
T
ra
i
n
.
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
2
6
–
4
4
,
2
0
1
7
.
[2
]
S
.
Bil
let,
Vo
c
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
:
Pu
rp
o
se
s,
T
ra
d
it
io
n
s,
a
n
d
Pro
s
p
e
c
ts
.
Ne
w Yo
rk
:
S
p
ri
n
g
e
r,
2
0
1
1
.
[3
]
A.
P
.
S
a
sm
it
o
,
"
Wo
r
k
re
a
d
i
n
e
ss
o
f
so
ftwa
re
e
n
g
i
n
e
e
rin
g
stu
d
e
n
t
in
Ba
tu
Cit
y
,
"
i
n
I
n
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
Vo
c
a
ti
o
n
a
l
E
d
u
c
a
ti
o
n
A
n
d
T
ra
i
n
i
n
g
(ICOVE
T
2
0
1
7
)
W
o
rk
,
v
o
l
.
1
1
6
,
p
p
.
6
7
–
7
0
,
2
0
1
7
.
[4
]
C.
C.
Ca
lh
o
u
n
a
n
d
A.
V.
F
i
n
c
h
,
V
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
:
Co
n
c
e
p
ts a
n
d
o
p
e
ra
ti
o
n
s
.
Ca
li
fo
r
n
ia:
Wad
sw
o
rth
P
u
b
li
s
h
in
g
Co
m
p
a
n
y
,
1
9
8
2
.
[5
]
C.
R.
F
in
c
h
a
n
d
J.
R.
Cru
n
k
i
lt
o
n
,
Cu
rr
icu
l
u
m
d
e
v
e
lo
p
me
n
t
i
n
v
o
c
a
ti
o
n
a
l
a
n
d
tec
h
n
ica
l
e
d
u
c
a
ti
o
n
th
ird
e
d
it
i
o
n
.
Bo
sto
n
:
Ally
n
a
n
d
Ba
c
o
n
In
c
,
1
9
8
9
.
[6
]
T.
A.
S
u
ti
k
n
o
,
"
Co
o
p
e
ra
ti
o
n
b
e
t
we
e
n
v
o
c
a
ti
o
n
a
l
h
i
g
h
sc
h
o
o
ls
(V
HS)
a
n
d
i
n
d
u
stry
t
o
in
c
re
a
se
th
e
n
u
m
b
e
r
o
f
h
ired
g
ra
d
u
a
tes
:
M
u
lt
i
-
c
a
se
stu
d
y
o
n
th
re
e
VH
S
S
,
"
Glo
b
.
J
.
En
g
.
E
d
u
c
.
,
v
o
l.
1
6
,
n
o
.
3
,
p
p
.
1
4
1
–
1
4
5
,
2
0
1
4
.
[7
]
N.
J.
P
e
a
rse
,
"
Ch
a
n
g
e
ma
n
a
g
e
m
e
n
t
in
a
VU
CA
Wo
rl
d
,
"
i
n
Vi
sio
n
a
ry
L
e
a
d
e
rs
h
ip
i
n
a
T
u
r
b
u
len
t
W
o
rl
d
,
R.
El
k
i
n
g
to
n
,
M
.
Va
n
De
r
S
tee
g
e
,
J.
G
li
c
k
-
S
m
it
h
,
a
n
d
J.
M
.
Bre
e
n
,
Ed
s.
2
0
1
7
,
p
p
.
8
1
–
1
0
5
.
[8
]
T.
C.
Re
e
v
e
s
a
n
d
P
.
M
.
Re
e
v
e
s,
"
E
d
u
c
a
ti
o
n
a
l
tec
h
n
o
lo
g
y
r
e
se
a
rc
h
in
a
VU
CA
Wo
rl
d
,
"
Ed
u
c
.
T
e
c
h
n
o
l.
,
v
o
l.
5
5
,
n
o
.
2
,
p
p
.
2
6
-
3
0
,
2
0
1
5
.
[9
]
B.
Co
u
si
n
s,
"
De
sig
n
th
i
n
k
i
n
g
:
Org
a
n
iza
ti
o
n
a
l
lea
rn
in
g
i
n
VU
CA
e
n
v
iro
n
m
e
n
ts
,
"
Aca
d
.
S
tra
t
e
g
.
M
a
n
a
g
.
J
.
,
v
o
l.
1
7
,
n
o
.
2
,
p
p
.
1
–
1
8
,
2
0
1
8
.
[1
0
]
A.
Ro
ss
e
r,
"
Be
y
o
n
d
a
c
c
e
ss
:
M
a
k
in
g
I
n
d
o
n
e
sia
’
s e
d
u
c
a
ti
o
n
sy
ste
m
wo
rk
,
"
2
0
1
8
.
[1
1
]
Ke
m
e
n
d
ik
b
u
d
,
S
k
il
ls
c
e
rtif
ica
ti
o
n
p
ro
g
ra
m
g
u
i
d
e
a
n
d
e
d
u
c
a
to
r
c
e
rtif
ica
ti
o
n
fo
r
v
o
c
a
ti
o
n
a
l
sc
h
o
o
l
tea
c
h
e
rs
(d
u
a
l
sk
il
ls)
(in
B
a
h
a
sa
)
.
2
0
1
6
.
[1
2
]
D.
S
u
li
sw
o
r
o
,
R.
Na
sir,
a
n
d
I.
M
a
ry
a
n
i,
"
I
d
e
n
ti
f
ica
ti
o
n
o
f
tea
c
h
e
rs’
p
ro
b
lem
s
in
In
d
o
n
e
sia
o
n
fa
c
in
g
g
lo
b
a
l
c
o
m
m
u
n
it
y
,
"
I
n
t.
J
.
Res
.
S
t
u
d
.
E
d
u
c
.
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
8
1
–
9
0
,
2
0
1
6
.
[1
3
]
A.
P
.
S
a
sm
it
o
,
D.
Ku
st
o
n
o
,
P
u
r
n
o
m
o
,
a
n
d
H.
El
m
u
n
sy
a
h
,
"
Ev
a
l
u
a
ti
o
n
F
ra
m
e
wo
rk
f
o
r
t
h
e
imp
lem
e
n
tatio
n
o
f
th
e
d
u
a
l
e
x
p
e
rti
se
p
r
o
g
ra
m
a
n
d
it
s
r
e
su
lt
s,"
in
2
n
d
I
n
ter
n
a
t
io
n
a
l
Co
n
fer
e
n
c
e
o
n
V
o
c
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
a
n
d
T
ra
i
n
in
g
(ICOVET
2
0
1
8
)
,
v
o
l
.
2
4
2
,
n
o
.
Ic
o
v
e
t
2
0
1
8
,
p
p
.
1
3
6
–
1
3
8
,
2
0
1
9
[1
4
]
Ke
m
e
n
d
ik
b
u
d
,
Rev
it
a
li
s
a
si P
e
n
d
i
d
ika
n
Vo
k
a
si
.
2
0
1
6
.
[1
5
]
J.
Kö
n
i
g
,
S
.
Lam
m
e
rd
in
g
,
G
.
No
ld
,
A.
R
o
h
d
e
,
S
.
S
trau
ß
,
a
n
d
S
.
Tac
h
tso
g
l
o
u
,
"
Tea
c
h
e
rs’
P
r
o
fe
ss
i
o
n
a
l
k
n
o
wle
d
g
e
fo
r
tea
c
h
in
g
e
n
g
li
sh
a
s
a
fo
re
ig
n
Lan
g
u
a
g
e
:
As
se
ss
in
g
t
h
e
Ou
tco
m
e
s
o
f
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
,
"
J
.
T
e
a
c
h
.
Ed
u
c
.
,
v
o
l.
6
7
,
n
o
.
4
,
p
p
.
3
2
0
–
3
3
7
,
2
0
1
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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.
I
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N:
2252
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8
8
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2
C
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tu
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o
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el
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(
A
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P
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n
ji S
a
s
mito
)
43
[1
6
]
M
.
M
.
Ke
ll
e
r,
K.
Ne
u
m
a
n
n
,
a
n
d
H.
E.
F
isc
h
e
r,
"
T
h
e
imp
a
c
t
o
f
p
h
y
sic
s
tea
c
h
e
rs’
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
a
n
d
m
o
ti
v
a
ti
o
n
o
n
st
u
d
e
n
ts’
a
c
h
ie
v
e
m
e
n
t
a
n
d
in
tere
st,"
J
.
Res
.
S
c
i
.
T
e
a
c
h
.
,
v
o
l.
5
4
,
n
o
.
5
,
p
p
.
5
8
6
–
6
1
4
,
2
0
1
7
.
[1
7
]
O.
T.
Ow
o
lab
i
a
n
d
J.
O.
Ad
e
d
a
y
o
,
"
Eff
e
c
t
o
f
tea
c
h
e
r’s
q
u
a
li
fica
ti
o
n
o
n
t
h
e
p
e
rfo
rm
a
n
c
e
o
f
se
n
io
r
se
c
o
n
d
a
ry
sc
h
o
o
l
p
h
y
sic
s st
u
d
e
n
ts:
Im
p
li
c
a
ti
o
n
o
n
t
e
c
h
n
o
l
o
g
y
in
Nig
e
ria,"
En
g
li
sh
L
a
n
g
.
T
e
a
c
h
.
,
v
o
l.
5
,
n
o
.
6
,
p
p
.
7
2
–
7
6
,
2
0
1
2
.
[1
8
]
M
.
T
u
ru
,
"
U
n
d
e
rsta
n
d
in
g
S
c
h
o
o
l
Tea
c
h
e
rs’
P
e
rc
e
p
ti
o
n
s
o
f
e
x
p
e
rti
se
:
Im
p
a
c
t
o
n
I
n
it
ial
tea
c
h
e
r
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
m
e
s,"
in
Pro
c
e
e
d
i
n
g
s
o
f
t
h
e
2
0
1
6
S
T
OR
IES
C
o
n
fer
e
n
c
e
,
p
p
.
1
–
6
,
2
0
1
6
.
[1
9
]
J.
K.
Rice
,
"
Th
e
I
m
p
a
c
t
o
f
tea
c
h
e
r
e
x
p
e
rien
c
e
e
x
a
m
in
i
n
g
th
e
e
v
id
e
n
c
e
a
n
d
p
o
l
icy
i
m
p
li
c
a
ti
o
n
s,"
C
AL
DER
W
o
rk
.
Pa
p
.
,
v
o
l.
1
1
,
p
p
.
1
–
8
,
Au
g
u
st
2
0
1
0
.
[2
0
]
P
.
S
.
T
u
ro
c
y
,
"
T
h
e
imp
a
c
t
o
f
in
stru
c
t
o
r
e
x
p
e
rti
se
a
n
d
c
o
m
p
e
ten
c
y
o
n
st
u
d
e
n
t
lea
rn
i
n
g
a
n
d
stra
teg
ies
fo
r
imp
ro
v
e
m
e
n
t
,
"
At
h
l.
T
ra
i
n
.
E
d
u
c
.
J
.
,
v
o
l.
1
0
,
n
o
.
4
,
p
p
.
3
2
8
–
3
3
1
,
2
0
1
5
.
[2
1
]
O.
J.
Ad
e
sin
a
,
S
.
O.
Ra
imi,
O.
A
.
Bo
laji,
a
n
d
A.
E.
Ad
e
sin
a
,
"
Tea
c
h
e
rs
a
tt
it
u
d
e
,
y
e
a
rs
o
f
tea
c
h
i
n
g
e
x
p
e
rien
c
e
a
n
d
se
lf
-
e
ffica
c
y
a
s
d
e
term
in
a
n
ts
o
f
t
e
a
c
h
e
rs
p
ro
d
u
c
ti
v
it
y
i
n
tea
c
h
e
rs
p
ro
fe
ss
io
n
a
l
d
e
v
e
l
o
p
m
e
n
t
p
r
o
g
ra
m
m
e
in
Ib
a
d
a
n
M
e
tro
p
o
li
s,
O
y
o
S
tate
,
Nig
e
ria,
"
J
.
Eme
rg
.
T
re
n
d
s E
d
u
c
.
Res
.
P
o
li
c
y
S
tu
d
.
,
v
o
l.
7
,
n
o
.
3
,
p
p
.
2
0
4
–
2
1
1
,
2
0
1
6
.
[2
2
]
J.
K.
Rice
,
"
Lea
rn
in
g
f
ro
m
e
x
p
e
rien
c
e
?
Ev
i
d
e
n
c
e
o
n
th
e
imp
a
c
t
a
n
d
d
istri
b
u
t
io
n
o
f
tea
c
h
e
r
e
x
p
e
r
ien
c
e
a
n
d
t
h
e
imp
li
c
a
ti
o
n
s f
o
r
tea
c
h
e
r
p
o
li
c
y
,
"
Ed
u
c
.
Fi
n
a
n
c
.
Po
li
c
y
,
v
o
l
.
8
,
n
o
.
3
,
p
p
.
3
3
2
–
3
4
8
,
2
0
1
3
.
[2
3
]
M
.
E
.
T
ü
rk
o
ğ
l
u
,
R.
Ca
n
so
y
,
a
n
d
H.
P
a
rlar,
"
Ex
a
m
in
in
g
R
e
lati
o
n
sh
i
p
b
e
twe
e
n
tea
c
h
e
rs’
se
lf
-
e
ffica
c
y
a
n
d
jo
b
sa
ti
sfa
c
ti
o
n
,
"
U
n
ive
rs
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
5
,
n
o
.
5
,
p
p
.
7
6
5
–
7
7
2
,
2
0
1
7
.
[2
4
]
M
.
Zee
a
n
d
H.
M
.
Y.
Ko
o
m
e
n
,
"
Tea
c
h
e
r
se
lf
-
e
ffica
c
y
a
n
d
it
s
e
ffe
c
ts
o
n
c
las
sro
o
m
p
r
o
c
e
ss
e
s,
S
tu
d
e
n
t
Ac
a
d
e
m
ic
Ad
ju
stm
e
n
t,
a
n
d
Tea
c
h
e
r
Well
-
Be
in
g
,
"
Rev
.
E
d
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6
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[2
7
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"
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0
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5
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[2
8
]
A.
Ha
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[2
9
]
A.
A.
F
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.
A.
S
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R.
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0
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Wi
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Cre
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Imp
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Ha
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rten
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p
.
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0
1
4
.
[3
1
]
C.
Rid
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2
]
A.
M
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.
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Ll
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3
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W.
H.
Ko
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H.
Ch
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"
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[3
4
]
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.
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Lee
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.
Ki
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[3
5
]
J.
O.
F
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in
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o
la,
"
Tea
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h
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ra
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teristics
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.
Res
.
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.
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,
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4
5
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–
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8
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0
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4
.
[3
6
]
U.
As
lam
,
"
Th
e
imp
a
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6
.
[3
7
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.
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p
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p
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rti
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with
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1
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p
.
9
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–
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6
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0
1
6
.
[3
8
]
T.
Kin
i
a
n
d
A.
P
o
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Rev
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Res
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o
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rn
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g
P
o
li
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I
n
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te,
2
0
1
6
.
[3
9
]
A.
A.
Ad
e
to
n
a
,
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n
t.
J
.
Eva
l.
Res
.
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u
c
.
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l.
6
,
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o
.
2
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0
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.
[4
0
]
H.
He
n
d
rian
a
,
"
Tea
c
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rd
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n
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ft
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g
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.
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[4
1
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M
.
A.
Ro
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2
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.
[4
2
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J.
H.
Y
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o
,
"
T
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.
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3
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S
.
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-
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.
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.
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.
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0
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5
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I.
Ba
rb
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sa
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F
re
ire,
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.
P
.
S
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