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CC B
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C
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A
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1.
I
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Ma
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claim
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[
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an
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an
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tly
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o
ciate
d
with
tr
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s
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m
atio
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lea
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er
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ip
[
4
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-
[
7
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.
B
ass
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d
Av
o
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co
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ed
th
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er
e
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tr
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s
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tly
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cr
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p
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y
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s
'
talen
t
to
im
p
r
o
v
e
p
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d
u
ctiv
ity
[
8
]
.
W
h
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p
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ev
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s
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9
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1
2
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er
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1
3
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-
[
1
7
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Fo
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at
f
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y
t
h
an
m
a
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s
[
1
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]
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H
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o
n
t
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s
[
1
6
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.
Alth
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h
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av
io
r
[
8
]
,
[
1
6
]
,
[
1
8
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-
[
2
0
]
,
th
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asp
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t
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s
till
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d
s
to
b
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id
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in
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lead
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ce
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s
u
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r
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in
ates
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n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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I
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J
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Sep
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:
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v
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2
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Fo
r
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elativ
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Acc
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Gen
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Div
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2
0
1
1
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C
B
2
0
1
1
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cited
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y
C
h
o
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et
a
l.
Ma
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ia
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o
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m
e
d
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est
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en
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s
s
en
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s
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2
7
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6
%
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s
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av
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o
f
1
8
.
3
%
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Ho
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Ko
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ig
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ale
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h
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r
esp
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tiv
e
co
u
n
tr
ies'
wo
r
k
f
o
r
ce
[
2
2
]
.
T
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e
p
er
ce
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tag
e
o
f
w
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en
lead
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s
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ad
in
c
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ea
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ed
f
r
o
m
2
4
%
(
2
0
1
7
)
to
2
8
%
(
2
0
1
8
)
[
2
3
]
.
I
n
ev
itab
ly
,
p
u
b
lic
s
ch
o
o
ls
in
Ma
lay
s
ia
ar
e
also
ex
p
er
ien
cin
g
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in
cr
ea
s
ed
n
u
m
b
er
o
f
f
e
m
ale
p
r
in
cip
als
[
2
4
]
.
As
r
ep
o
r
ted
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia,
alm
o
s
t
h
alf
o
f
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
ls
(
4
9
%)
in
M
alay
s
ia
led
b
y
f
em
ale
p
r
in
cip
a
ls
[
2
5
]
.
Me
an
wh
ile
,
in
2
0
1
7
,
f
em
a
le
teac
h
er
s
r
ep
r
e
s
en
ted
ab
o
u
t
7
2
%
o
f
th
e
o
v
e
r
a
ll
n
u
m
b
e
r
o
f
teac
h
er
s
in
Ma
lay
s
ia,
with
3
7
.
2
% o
f
th
em
ar
e
s
ch
o
o
l le
ad
er
s
(
h
ea
d
m
is
tr
ess
an
d
p
r
in
cip
als)
[
2
6
]
.
T
h
e
tr
em
en
d
o
u
s
in
cr
em
e
n
t
o
f
f
em
ale
lead
er
s
in
Ma
lay
s
ian
s
ch
o
o
ls
lead
s
to
a
ca
ll
f
o
r
a
s
tu
d
y
to
ex
am
in
e
an
d
u
n
d
e
r
s
tan
d
g
en
d
er
d
if
f
er
e
n
ce
s
in
lead
er
s
h
ip
b
eh
av
io
r
an
d
th
eir
in
f
lu
en
ce
o
n
s
u
b
o
r
d
i
n
ates
an
d
o
r
g
an
izatio
n
.
Stu
d
ies
o
n
g
en
d
er
an
d
lead
e
r
s
h
ip
in
Ma
lay
s
ia
h
av
e
m
ain
l
y
f
o
c
u
s
ed
o
n
f
em
ale
lead
er
s
h
ip
[
1
0
]
,
[
2
4
]
,
[
2
7
]
,
b
u
t
n
o
n
e
o
f
th
em
c
o
m
p
ar
ed
th
eir
s
ty
le
t
o
th
at
o
f
th
e
m
ale
lead
er
s
h
i
p
.
T
h
u
s
,
th
i
s
r
esear
ch
aim
s
to
s
tu
d
y
th
e
d
is
cr
ep
an
cies
o
f
m
ale
an
d
f
em
ale
s
ch
o
o
l
p
r
in
ci
p
als'
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
in
Ma
lay
s
ia
an
d
its
r
elatio
n
to
teac
h
er
s
'
in
n
o
v
ativ
e
b
eh
av
io
r
.
Mo
r
e
s
p
ec
if
ical
ly
,
th
is
s
tu
d
y
attem
p
ts
to
an
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
1
)
I
s
th
e
r
e
a
n
y
s
i
g
n
if
ican
t
d
if
f
er
e
n
ce
in
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
b
etwe
e
n
m
ale
an
d
f
em
ale
p
r
in
cip
als
th
an
th
eir
f
e
m
ale
co
u
n
ter
p
a
r
ts
?
;
2
)
I
s
th
er
e
an
y
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
an
d
Ma
lay
s
i
an
teac
h
er
s
’
in
n
o
v
ativ
e
wo
r
k
b
e
h
av
io
r
?
;
3
)
I
s
th
e
s
tr
en
g
th
o
f
th
e
r
elatio
n
s
h
ip
m
o
r
e
d
ec
is
iv
e
in
th
e
f
em
ale
tr
a
n
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
th
a
n
th
at
o
f
th
e
m
ale?
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Sa
m
pli
ng
T
h
e
s
tu
d
y
b
ased
o
n
a
s
u
r
v
ey
co
n
d
u
cte
d
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
th
r
ee
s
tates
in
th
e
n
o
r
th
er
n
p
ar
t
o
f
Pen
in
s
u
lar
Ma
lay
s
ia,
n
am
ely
Pen
an
g
,
Ked
ah
,
an
d
Per
lis
.
A
to
tal
o
f
5
0
0
q
u
esti
o
n
n
air
es
wer
e
d
is
tr
ib
u
ted
to
th
e
5
0
s
ch
o
o
ls
f
r
o
m
th
ese
th
r
ee
s
tates
(
e.
g
.
,
Per
lis
:
1
0
s
ch
o
o
ls
; K
ed
ah
:
2
0
s
ch
o
o
ls
;
an
d
Pen
an
g
:
2
0
s
ch
o
o
ls
)
,
2
5
o
f
th
e
s
ch
o
o
ls
le
d
b
y
m
ale
lea
d
er
s
an
d
th
e
o
th
er
2
5
led
b
y
f
em
a
le
p
r
in
cip
als.
T
h
e
p
r
o
p
o
r
tio
n
was
m
ad
e
b
ased
o
n
th
e
to
tal
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
ea
ch
s
tate.
Fiv
e
h
u
n
d
r
ed
t
ea
ch
er
s
wer
e
s
elec
ted
f
r
o
m
th
e
s
elec
ted
s
ch
o
o
ls
u
s
in
g
a
s
y
s
tem
atic
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e,
with
te
n
r
esp
o
n
d
en
ts
f
r
o
m
ea
ch
s
ch
o
o
l.
I
n
s
elec
tio
n
p
r
o
ce
d
u
r
es,
r
esear
ch
e
r
s
h
av
e
s
elec
ted
ev
er
y
5
th
n
a
m
e
(
f
o
r
i
n
s
tan
ce
5
,
1
0
,
1
5
)
in
teac
h
e
r
s
’
r
eg
is
tr
atio
n
lis
t
o
f
th
e
s
ch
o
o
ls
as
th
e
r
esp
o
n
d
en
t
s
.
Fro
m
5
0
0
q
u
esti
o
n
n
air
es
d
is
tr
ib
u
ted
,
o
n
ly
4
7
7
o
f
th
e
m
h
av
e
th
e
co
m
p
lete
an
s
wer
an
d
u
s
ed
f
o
r
th
e
a
n
aly
s
is
.
218
wer
e
f
r
o
m
teac
h
er
s
led
b
y
f
em
ale
p
r
in
cip
als,
wh
i
le
2
5
9
o
th
er
s
wer
e
f
r
o
m
teac
h
er
s
wh
o
led
b
y
m
ale
p
r
in
cip
als
.
I
n
f
o
r
m
ed
co
n
s
en
t
h
as
b
ee
n
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
an
ts
as
r
eq
u
ir
ed
b
y
t
h
e
Hu
m
a
n
R
esear
ch
E
th
ics
C
o
m
m
ittee
USM
(
HR
E
C
)
in
a
n
ap
p
r
o
v
al
letter
(
USM/JEPeM
/1
6
0
1
0
0
0
1
)
.
As
p
r
esen
ted
in
T
ab
le
1
,
th
e
r
esp
o
n
d
en
ts
’
d
em
o
g
r
ap
h
ics
b
ac
k
g
r
o
u
n
d
s
d
i
v
id
ed
in
t
o
two
,
b
ased
o
n
th
eir
lead
er
s
'
g
en
d
er
.
T
h
e
m
ea
n
ag
e
o
f
2
5
9
m
ale
r
esp
o
n
d
en
t
s
r
ep
r
esen
tin
g
th
e
m
ale
lea
d
er
s
'
ca
teg
o
r
y
is
3
9
.
2
4
(
SD=7
.
8
8
)
y
ea
r
s
.
As
f
o
r
th
ei
r
ex
p
er
ien
ce
s
in
th
e
cu
r
r
en
t
em
p
lo
y
m
e
n
t,
th
e
m
ea
n
is
8
.
2
2
(
SD=5
.
7
3
)
y
e
ar
s
.
Me
an
wh
ile,
th
e
m
ea
n
ag
e
o
f
2
1
8
f
em
ale
r
esp
o
n
d
en
ts
wh
o
r
ep
r
esen
ted
th
e
f
em
ale
lead
e
r
s
'
ca
teg
o
r
y
is
4
0
.
2
2
0
(
SD=8
.
5
4
)
,
with
a
m
ea
n
o
f
ex
p
er
ien
ce
s
o
f
7
.
8
1
1
(
SD=5
.
3
3
)
.
T
h
e
m
ajo
r
ity
of
t
h
e
r
es
p
o
n
d
e
n
ts
u
n
d
er
th
e
lead
er
s
h
ip
o
f
m
ale
lead
er
s
h
o
l
d
in
g
a
b
ac
h
el
o
r
'
s
d
eg
r
ee
is
2
0
1
(
7
7
.
6
1
%),
wh
ile
th
is
is
1
8
3
(
8
3
.
9
4
%)
u
n
d
er
th
e
lead
er
s
h
ip
o
f
f
em
ale
lead
er
s
w
ith
th
e
s
am
e
q
u
alif
icatio
n
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ics o
f
r
es
p
o
n
d
e
n
ts
b
y
g
e
n
d
er
o
f
lead
e
r
s
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
M
a
l
e
l
e
a
d
e
r
(
n
=
2
5
9
)
F
e
mal
e
l
e
a
d
e
r
(
n
=
2
1
8
)
A
g
e
M
e
a
n
3
9
.
2
4
4
0
.
2
2
SD
7
.
8
8
8
.
5
4
Ex
p
e
r
i
e
n
c
e
(
y
e
a
r
s)
M
e
a
n
8
.
2
2
7
.
8
1
SD
5
.
7
3
5
.
3
3
Ed
u
c
a
t
i
o
n
D
i
p
l
o
m
a
6
(
2
.
3
0
%)
1
2
(
5
.
5
0
%)
B
a
c
h
e
l
o
r
2
0
1
(
7
7
.
6
0
%)
1
8
3
(
8
3
.
9
0
%)
M
a
s
t
e
r
s
4
8
(
1
8
.
5
0
%)
2
2
(
1
0
.
1
0
%)
P
h
D
4
(
1
.
5
0
%)
1
(
0
.
5
0
%)
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
Gen
d
er o
f tra
n
s
fo
r
ma
tio
n
a
l sch
o
o
l p
r
in
cip
a
ls
a
n
d
te
a
ch
ers
’
in
n
o
va
tive
b
e
h
a
vio
r
(
A
z
ia
h
I
s
ma
il
)
749
2
.
2
.
I
ns
t
rum
ent
T
h
is
s
tu
d
y
co
n
s
is
ted
o
f
th
r
ee
v
ar
iab
les;
T
r
an
s
f
o
r
m
atio
n
al
L
ea
d
er
s
h
ip
(
in
d
e
p
en
d
e
n
t
v
ar
i
ab
le)
an
d
T
ea
ch
er
s
'
I
n
n
o
v
ativ
e
W
o
r
k
B
eh
av
io
r
as
th
e
d
ep
en
d
en
t
v
a
r
iab
les.
A
q
u
esti
o
n
n
air
e
c
o
n
s
is
tin
g
o
f
th
r
ee
p
ar
ts
w
er
e
u
tili
ze
d
f
o
r
d
ata
g
ath
er
i
n
g
.
T
h
e
p
a
r
ts
ar
e
as:
1
)
Sectio
n
A
:
R
esp
o
n
d
en
ts
’
d
e
m
o
g
r
ap
h
ics
b
ac
k
g
r
o
u
n
d
(
e.
g
.
,
ag
e
,
y
ea
r
s
o
f
ex
p
er
ien
ce
,
lev
el
o
f
ed
u
ca
tio
n
)
;
2
)
Secti
o
n
B
:
T
r
an
s
f
o
r
m
ati
o
n
al
lead
e
r
s
h
ip
was
m
ea
s
u
r
ed
u
s
in
g
B
ass
an
d
Av
o
lio
's
m
u
ltifa
cto
r
lead
er
s
h
ip
q
u
esti
o
n
n
a
ir
e
(
ML
Q)
[
2
8
]
;
an
d
3
)
Sect
io
n
C
:
T
ea
ch
er
s
’
in
n
o
v
ativ
e
w
o
r
k
b
eh
av
io
r
co
n
tain
in
g
th
e
n
in
e
item
s
ad
ap
ted
f
r
o
m
J
an
s
s
en
[
2
9
]
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
M
ea
n sco
re
a
nd
t
-
t
est
a
na
ly
s
is
T
ab
le
2
p
r
esen
ts
th
e
m
ea
n
s
co
r
es
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
o
f
th
e
s
u
b
-
d
im
en
s
io
n
s
o
f
T
r
a
n
s
f
o
r
m
atio
n
al
L
ea
d
er
s
h
ip
an
d
t
-
test
v
alu
es
th
at
m
ea
s
u
r
e
th
e
d
i
f
f
er
en
ce
s
b
etwe
en
th
e
m
ea
n
s
r
ated
b
y
t
h
e
r
esp
o
n
d
en
ts
f
o
r
th
eir
m
ale
o
r
f
em
ale
p
r
in
cip
al
s
’
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
.
T
h
e
m
ea
n
s
co
r
e
o
f
t
r
an
s
f
o
r
m
atio
n
al
lead
er
s
h
i
p
an
d
its
s
u
b
-
d
im
en
s
io
n
s
r
ev
e
als
th
at
th
e
m
ale
p
r
in
cip
als
ar
e
m
o
r
e
tr
an
s
f
o
r
m
atio
n
al
th
an
th
eir
f
em
ale
co
u
n
ter
p
a
r
ts
,
with
th
eir
in
s
p
ir
atio
n
al
m
o
tiv
atio
n
in
th
e
h
ig
h
est
lev
el
(
m
ale:
M=
3
.
9
0
,
SD=.
6
4
;
f
em
ale:
M=
3
.
5
6
,
SD=.
7
4
)
,
f
o
llo
wed
b
y
in
tel
lectu
al
s
tim
u
latio
n
(
m
a
le:
M=
3
.
7
9
,
SD=.
6
5
;
f
em
ale:
M=
3
.
5
2
,
SD=.
8
2
)
,
in
d
iv
id
u
alize
d
c
o
n
s
id
er
atio
n
(
m
ale:
M=
3
.
7
5
,
SD=.
7
0
;
f
e
m
ale:
M=
3
.
3
3
,
SD=.
8
1
)
,
an
d
id
ea
lized
in
f
lu
en
ce
(
m
ale:
M=
3
.
6
8
,
SD=.
6
9
; f
em
a
le:
M=
3
.
2
8
,
SD=.
7
7
)
.
Me
an
wh
ile,
in
d
ep
en
d
en
t
-
s
am
p
les
t
-
test
s
w
er
e
em
p
lo
y
ed
t
o
co
m
p
ar
e
t
r
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
b
etwe
en
m
ale
a
n
d
f
em
ale
p
r
i
n
cip
als.
T
h
er
e
ar
e
s
ig
n
i
f
ican
t
d
if
f
er
en
ce
s
in
th
e
s
co
r
es
f
o
r
t
h
e
m
ale
p
r
in
cip
als
(
M=
3
.
7
8
,
SD=.
6
2
)
a
n
d
f
em
a
le
p
r
in
cip
als
(
M=
3
.
4
2
,
SD=.
7
4
)
;
t(
4
7
5
)
=5
.
7
9
,
p
=.
0
0
1
.
T
h
e
t
-
test
r
esu
lt
also
r
ev
ea
ls
th
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
r
ated
b
y
t
h
e
r
esp
o
n
d
en
ts
f
o
r
ea
ch
s
u
b
-
d
im
e
n
s
io
n
o
f
tr
an
s
f
o
r
m
atio
n
a
l
lead
er
s
h
ip
b
etwe
en
th
e
m
ale
a
n
d
f
em
ale
p
r
in
cip
als.
T
ab
le
2
.
Me
an
s
co
r
e,
s
tan
d
ar
d
d
ev
iatio
n
,
a
n
d
t
-
test
o
f
s
u
b
-
d
i
m
en
s
io
n
s
o
f
tr
an
s
f
o
r
m
atio
n
al
l
ea
d
er
s
h
ip
D
i
me
n
si
o
n
s
G
e
n
d
e
r
o
f
l
e
a
d
e
r
M
e
a
n
S
t
d
.
D
e
v
i
a
t
i
o
n
t
-
t
e
s
t
f
o
r
e
q
u
a
l
i
t
y
o
f
m
e
a
n
s
t
df
S
i
g
.
(
2
-
t
a
i
l
e
d
)
I
d
e
a
l
i
z
e
d
i
n
f
l
u
e
n
c
e
M
a
l
e
3
.
6
8
.
6
9
6
.
0
3
4
7
5
.
0
0
1
*
*
F
e
mal
e
3
.
2
8
.
7
7
I
n
t
e
l
l
e
c
t
u
a
l
st
i
mu
l
a
t
i
o
n
M
a
l
e
3
.
7
9
.
6
5
5
.
7
3
4
7
5
.
0
0
1
*
*
F
e
mal
e
3
.
5
2
.
8
2
I
n
sp
i
r
a
t
i
o
n
a
l
m
o
t
i
v
a
t
i
o
n
M
a
l
e
3
.
9
0
.
6
4
5
.
4
8
4
7
5
.
0
0
1
*
*
F
e
mal
e
3
.
5
6
.
7
4
I
n
d
i
v
i
d
u
a
l
i
z
e
d
c
o
n
s
i
d
e
r
a
t
i
o
n
M
a
l
e
3
.
7
5
.
7
0
6
.
1
7
4
7
5
.
0
0
1
*
*
F
e
mal
e
3
.
3
3
.
8
1
F
e
mal
e
3
.
5
2
.
8
2
Tr
a
n
sf
o
r
mat
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
M
a
l
e
3
.
7
8
.
6
2
5
.
7
9
4
7
5
.
0
0
1
*
*
F
e
mal
e
3
.
4
2
.
7
4
*
*
si
g
n
i
f
i
c
a
n
t
a
t
p
<
.
0
1
3
.
2
.
Co
rr
el
a
t
io
n a
m
o
ng
v
a
ri
a
ble
A
Pear
s
o
n
p
r
o
d
u
ct
-
m
o
m
en
t
co
r
r
elatio
n
was
co
n
d
u
cte
d
to
ass
ess
th
e
r
elatio
n
s
h
ip
b
etwe
en
tr
an
s
f
o
r
m
atio
n
al
lead
e
r
s
h
ip
a
n
d
I
W
B
,
in
th
e
s
ch
o
o
ls
led
b
y
m
ale
an
d
f
em
ale
p
r
in
cip
als.
T
h
e
s
p
lit
-
h
alf
d
ata
f
ea
tu
r
e
in
I
B
M
SP
SS
2
4
was
u
tili
ze
d
to
h
a
v
e
s
ep
ar
ate
co
r
r
ela
tio
n
an
aly
s
es.
T
h
e
r
esu
lts
wer
e
b
ased
o
n
a
g
r
o
u
p
o
f
r
esp
o
n
d
en
ts
led
b
y
m
ale
a
n
d
f
em
ale
p
r
in
cip
als.
T
ab
le
3
s
h
o
ws
th
e
co
r
r
elatio
n
co
ef
f
icien
t
r
esu
lts
f
o
r
th
e
m
ale
an
d
f
em
ale
p
r
in
cip
als.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
er
e
is
p
o
s
itiv
e
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
th
e
th
r
ee
m
ain
v
a
r
iab
les;
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
an
d
I
W
B
(
m
ale
p
r
in
cip
als:
r
=.
4
9
,
n
=
2
5
9
,
p
=.
0
0
1
;
f
em
ale
p
r
in
ci
p
als:
r
=.
6
5
,
n
=2
1
8
,
p
=.
0
0
1
)
;
tr
an
s
f
o
r
m
atio
n
al
lea
d
er
s
h
ip
a
n
d
POPs
(
ma
le
p
r
in
cip
als:
r
=.
2
7
,
n
=2
5
9
,
p
=.
0
0
1
;
f
em
ale
p
r
in
cip
als:
r
=.
3
3
,
n
=2
1
8
,
p
=.
0
0
1
)
an
d
;
POPs
an
d
I
W
B
(
m
ale
p
r
in
ci
p
als:
r
=.
3
1
,
n
=2
5
9
,
p
=.
0
0
1
;
f
em
ale
p
r
in
cip
als:
r
=.
3
4
,
n
=2
1
8
,
p
=.
0
0
1
).
T
ab
le
3
.
C
o
r
r
elatio
n
b
etwe
en
t
r
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
a
n
d
I
W
B
V
a
r
i
a
b
l
e
s a
n
d
d
i
m
e
n
s
i
o
n
s
G
e
n
d
e
r
o
f
l
e
a
d
e
r
s
I
n
n
o
v
a
t
i
v
e
w
o
r
k
b
e
h
a
v
i
o
r
Tr
a
n
sf
o
r
mat
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
M
.
4
9
**
F
.
6
5
**
*
*
si
g
n
i
f
i
c
a
n
t
a
t
p
<
.
0
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
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
747
-
7
5
2
750
I
n
g
en
er
al,
th
e
r
esu
lts
in
d
icate
th
at
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
(
r
eg
ar
d
less
o
f
th
eir
g
e
n
d
er
)
ca
n
in
cr
ea
s
e
th
e
teac
h
er
s
'
I
W
B
.
Fu
r
th
er
m
o
r
e,
th
e
r
-
v
alu
e
also
in
d
icate
s
th
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
v
ar
iab
les is
h
ig
h
er
f
o
r
f
em
ale
p
r
in
cip
als
th
an
m
a
le
p
r
in
ci
p
als.
T
h
is
r
esu
lt
in
d
icate
s
th
at
alth
o
u
g
h
th
e
f
em
ale
p
r
in
cip
als'
lev
el
o
f
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
i
s
lo
wer
th
an
th
at
o
f
th
e
m
a
le
p
r
in
cip
als,
it
is
s
tr
o
n
g
ly
ass
o
ciate
d
with
th
e
teac
h
er
s
’
I
W
B
co
m
p
ar
ed
to
th
eir
m
ale
co
u
n
te
r
p
ar
ts
.
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
attem
p
ts
to
ad
v
an
ce
k
n
o
wled
g
e
ab
o
u
t
th
e
r
elatio
n
s
h
ip
b
etwe
en
tr
a
n
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
an
d
in
n
o
v
ativ
e
wo
r
k
b
e
h
av
io
r
.
Al
th
o
u
g
h
th
is
s
tu
d
y
f
o
llo
wed
s
im
ilar
s
tu
d
ies
th
at
m
o
v
e
d
in
th
e
s
am
e
d
ir
ec
tio
n
[
1
3
]
,
[
1
4
]
,
[
1
7
]
,
[
2
1
]
,
it
s
o
u
g
h
t
to
ex
ten
d
th
em
to
cr
ea
te
a
n
u
n
d
e
r
s
tan
d
in
g
o
f
lead
er
s
h
ip
co
n
ce
p
t
in
ed
u
ca
tio
n
b
y
e
x
am
i
n
in
g
th
e
in
ter
r
elatio
n
m
o
d
el
b
ased
o
n
th
e
p
r
in
cip
al’
s
g
e
n
d
er
.
T
h
e
r
esu
lts
r
ev
ea
l
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
e
n
th
e
m
ale
an
d
f
em
ale
p
r
in
ci
p
als
o
f
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
ls
p
r
ac
ticin
g
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
s
ty
le.
T
h
is
s
tatem
en
t
i
s
in
ag
r
ee
m
en
t
with
th
e
id
ea
o
f
L
o
r
d
,
De
Vad
er
an
d
Allig
er
o
n
th
e
m
ascu
lin
ity
-
f
em
in
in
it
y
as
a
p
er
s
o
n
ality
tr
ait
in
f
o
r
m
in
g
lead
er
s
h
ip
p
e
r
ce
p
tio
n
s
[
3
0
]
an
d
C
ar
less
b
eliev
ed
th
at
g
en
d
er
is
th
e
cr
itical
attr
ib
u
te
th
at
in
f
lu
en
ce
s
th
e
v
ar
iatio
n
o
f
lea
d
er
s
’
tr
aits
an
d
attitu
d
es
[
1
3
]
.
Ho
wev
er
,
th
e
r
esu
lts
co
n
tr
a
d
ict
o
th
er
p
r
e
v
io
u
s
s
tu
d
ies
th
at
r
ev
ea
led
f
em
ales
as
b
ein
g
m
o
r
e
tr
an
s
f
o
r
m
atio
n
al
th
an
m
ale
lead
er
s
[
1
3
]
-
[
1
6
]
,
[
3
1
]
,
[
3
2
]
.
T
h
is
is
b
ec
au
s
e
t
h
e
cu
r
r
e
n
t
s
tu
d
y
r
ev
ea
ls
th
at
m
ale
p
r
in
cip
als
in
Ma
lay
s
ian
s
ch
o
o
ls
ar
e
m
o
r
e
tr
an
s
f
o
r
m
atio
n
al
th
a
n
f
em
ale
c
o
u
n
ter
p
ar
ts
.
Acc
o
r
d
in
g
to
E
m
r
ich
,
et
a
l.
[
3
3
]
a
n
d
Par
is
[
3
4
]
,
th
e
v
ar
iat
io
n
o
f
lead
er
s
h
ip
s
ty
le
is
in
f
l
u
en
ce
d
b
y
s
o
cieta
l
cu
ltu
r
e'
s
p
er
s
p
ec
tiv
e
a
s
“th
e
s
am
e
co
n
ce
p
ts
m
ay
co
n
tain
s
p
ec
if
ic
th
o
u
g
h
t,
p
r
o
ce
s
s
es,
b
elief
s
,
im
p
licit
u
n
d
er
s
tan
d
i
n
g
s
,
o
r
b
eh
av
io
r
s
i
n
o
n
e
cu
lt
u
r
e,
n
o
t
an
o
th
e
r
.
”
T
h
e
r
esu
lt
is
c
o
n
f
ir
m
ed
b
y
Kaw
atr
a
an
d
Kr
is
h
n
an
,
wh
o
p
r
o
claim
ed
th
at
th
e
cr
e
atio
n
o
f
in
n
o
v
ativ
e
cu
lt
u
r
e
i
s
en
h
an
ce
d
b
y
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
a
n
d
f
em
in
in
ity
[
3
5
]
.
Ho
wev
e
r
,
it
c
o
n
tr
ad
icts
p
r
e
v
io
u
s
s
tu
d
ies
in
d
icatin
g
th
at
m
ales
ar
e
m
o
r
e
l
ik
ely
to
u
s
e
p
o
wer
s
ig
n
if
ican
tly
th
an
f
em
ales
[
1
7
]
an
d
em
p
lo
y
ee
s
b
ec
o
m
e
m
o
r
e
in
n
o
v
ativ
e
wh
en
tr
an
s
f
o
r
m
a
tio
n
al
lead
er
s
h
ip
is
d
is
p
lay
ed
b
y
m
ale
lead
e
r
s
[
1
6
]
.
T
h
ese
co
n
t
r
ad
ictin
g
r
esu
lts
m
ay
b
e
ca
u
s
ed
b
y
s
ex
-
r
o
le
s
ter
eo
ty
p
in
g
lim
itin
g
wo
m
en
'
s
p
er
ce
iv
ed
f
it
f
o
r
c
er
tain
ad
m
in
is
tr
ativ
e
p
o
s
itio
n
s
[
3
6
]
.
Me
an
wh
il
e,
J
u
d
g
e
&
Picco
lo
[
3
7
]
a
n
d
Yam
m
ar
in
o
,
et
a
l.
[
3
8
]
r
ev
ea
led
th
at
alth
o
u
g
h
tr
an
s
f
o
r
m
at
io
n
al
lead
er
s
h
ip
ca
n
b
e
r
ec
o
g
n
ized
as
ef
f
ec
tiv
e
lead
er
s
h
ip
b
eh
a
v
io
r
,
it
d
o
es n
o
t w
o
r
k
f
o
r
f
em
ale
lea
d
er
s
wh
e
n
th
ey
h
av
e
m
ale
s
u
b
o
r
d
i
n
ates.
Fu
r
th
er
m
o
r
e
,
Ay
m
an
,
Ko
r
ab
i
k
,
an
d
Mo
r
r
is
f
o
u
n
d
th
at
m
ale
s
u
b
o
r
d
in
ates,
co
m
p
ar
ed
t
o
f
em
ale
s
u
b
o
r
d
in
ates,
a
r
e
m
o
r
e
n
eg
at
iv
e
in
t
h
eir
e
v
alu
atio
n
wh
en
a
f
em
ale
lead
er
co
n
s
id
er
s
h
er
s
elf
h
ig
h
o
n
th
e
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
i
p
b
e
h
av
io
r
s
[
3
9
]
.
B
ar
tlin
g
b
eliev
es th
at
f
em
ales
can
b
e
as e
f
f
ec
ti
v
e
as
m
ales
in
th
eir
lead
er
s
h
ip
[
4
0
]
.
H
o
wev
er
,
th
e
f
ailu
r
e
o
f
r
ec
o
g
n
izin
g
th
em
a
s
g
o
o
d
lead
er
s
is
s
im
p
ly
b
ec
a
u
s
e
o
f
th
e
s
ex
-
r
o
le
s
ter
eo
ty
p
in
g
,
wh
ich
ca
n
b
e
r
e
d
u
ce
d
b
y
im
p
r
o
v
in
g
t
h
e
lev
el
o
f
g
en
d
er
eg
alitar
ian
is
m
in
s
o
ciety
.
T
h
u
s
,
wo
m
e
n
h
av
e
to
o
u
tp
er
f
o
r
m
m
en
to
b
e
co
n
s
id
er
ed
e
q
u
ally
co
m
p
eten
t
[
4
1
]
.
T
h
is
s
tu
d
y
h
as
p
r
o
v
id
e
d
a
g
li
m
p
s
e
o
f
m
ale
a
n
d
f
em
ale
s
ch
o
o
l
p
r
in
ci
p
als'
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
b
eh
av
io
r
an
d
its
r
elatio
n
to
te
ac
h
er
s
’
in
n
o
v
ativ
e
b
e
h
av
io
r
.
B
ased
o
n
th
is
s
tu
d
y
'
s
r
e
s
u
lts
,
th
e
p
r
io
r
ity
is
g
iv
en
b
y
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
(
r
eg
ar
d
less
o
f
th
eir
g
e
n
d
er
)
to
in
s
p
ir
atio
n
al
m
o
tiv
atio
n
i
n
s
p
ir
es
an
d
m
o
tiv
ates
teac
h
er
s
to
ac
h
iev
e
r
esu
lts
m
o
r
e
s
ig
n
if
ican
tly
t
h
an
th
e
l
ea
d
er
s
h
av
e
ev
e
r
im
ag
in
e
d
.
T
h
is
is
f
o
llo
wed
b
y
in
tellectu
al
s
t
im
u
latio
n
th
at
ch
allen
g
es
th
e
teac
h
er
s
'
th
in
k
in
g
ab
o
u
t
p
r
o
b
lem
-
s
o
l
v
in
g
s
tr
ateg
ies.
I
t
also
p
r
o
m
o
tes
cr
ea
tiv
ity
a
n
d
in
n
o
v
atio
n
.
Nex
t,
in
d
iv
i
d
u
alize
d
co
n
s
id
er
atio
n
,
wh
ich
r
ef
er
s
to
t
h
e
lead
er
'
s
co
n
ce
r
n
f
o
r
i
n
d
iv
id
u
al
teac
h
e
r
s'
u
n
iq
u
e
g
if
ts
an
d
talen
ts
,
p
o
s
it
iv
ely
co
n
tr
ib
u
tes
t
o
th
e
teac
h
er
s
'
I
W
B
.
L
ess
p
r
io
r
ity
is
g
iv
en
to
id
ea
lized
in
f
lu
e
n
ce
,
wh
ich
is
also
k
n
o
wn
as c
h
ar
is
m
atic
lead
er
s
h
ip
.
I
t n
ev
er
th
ele
s
s
h
as a
g
o
o
d
im
p
ac
t
in
th
is
s
ce
n
ar
io
as
it
lead
s
to
th
e
cr
ea
tio
n
o
f
ac
h
iev
e
m
en
t
-
o
r
ien
ted
cu
ltu
r
es,
wh
ich
,
f
o
r
th
e
m
o
s
t
p
ar
t,
ar
e
ad
v
an
tag
e
o
u
s
.
Ho
wev
e
r
,
th
ese
r
esu
lts
o
n
ly
r
elied
o
n
th
e
ite
m
s
an
d
c
o
n
s
tr
u
cts
ad
a
p
ted
f
r
o
m
p
r
e
v
io
u
s
s
tu
d
ies
an
d
r
ated
b
ased
o
n
teac
h
er
s
’
p
er
ce
p
tio
n
.
T
h
u
s
,
to
h
av
e
a
co
m
p
r
eh
en
s
iv
e
ex
p
lan
atio
n
,
it
is
s
u
g
g
ested
to
h
av
e
a
q
u
alitativ
e
s
tu
d
y
t
h
at
ex
p
l
o
r
es
th
is
is
s
u
e
f
r
o
m
m
ale
an
d
f
em
ale
p
r
in
cip
als'
p
er
s
p
ec
tiv
e.
T
h
eir
p
er
s
p
ec
tiv
e
wil
l
ex
p
lain
m
an
y
s
h
o
r
tf
alls
th
at
w
o
u
ld
ex
is
t in
q
u
an
titativ
e
r
esea
r
ch
.
5.
CO
NCLU
SI
O
N
I
n
s
u
m
,
i
t
ca
n
b
e
c
o
n
clu
d
e
d
th
at
th
e
ef
f
ec
tiv
en
ess
o
f
t
r
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
d
o
es
n
o
t
d
ep
en
d
o
n
th
e
lev
el
o
f
p
r
ac
tice
b
u
t
o
n
t
h
e
ef
f
icien
c
y
o
f
th
e
lead
er
s
h
i
p
p
r
ac
tice
t
o
r
e
d
u
ce
t
h
e
n
e
g
a
tiv
e
p
er
ce
p
tio
n
o
f
em
p
lo
y
ee
s
ab
o
u
t
th
e
p
o
liti
ca
l
en
v
ir
o
n
m
en
t
i
n
th
eir
wo
r
k
p
l
ac
e
an
d
im
p
r
o
v
e
t
h
eir
i
n
n
o
v
a
tiv
e
wo
r
k
b
eh
av
io
r
.
Gen
d
er
is
r
ev
ea
led
as
an
ess
e
n
tial
in
d
iv
id
u
al
tr
ait
th
at
af
f
ec
ts
lead
er
s
h
ip
s
ty
le
an
d
h
as
a
s
i
g
n
if
ican
t
im
p
ac
t
o
n
em
p
lo
y
ee
s
’
in
n
o
v
ativ
e
b
eh
av
i
o
r
.
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
Gen
d
er o
f tra
n
s
fo
r
ma
tio
n
a
l sch
o
o
l p
r
in
cip
a
ls
a
n
d
te
a
ch
ers
’
in
n
o
va
tive
b
e
h
a
vio
r
(
A
z
ia
h
I
s
ma
il
)
751
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
Un
iv
er
s
iti
Sain
s
Ma
lay
s
i
a
s
u
p
p
o
r
ted
t
h
is
wo
r
k
u
n
d
er
th
e
R
esear
ch
Un
iv
er
s
ity
Gr
an
t
[
n
u
m
b
e
r
1
0
0
1
/PGUR
U/8
1
6
2
5
4
]
.
RE
F
E
R
E
NC
E
S
[1
]
R.
By
ste
d
,
“
I
n
n
o
v
a
ti
v
e
e
m
p
lo
y
e
e
b
e
h
a
v
i
o
u
r
th
e
m
o
d
e
ra
ti
n
g
e
ffe
c
ts
o
f
m
e
n
tal
in
v
o
lv
e
m
e
n
t
a
n
d
jo
b
sa
ti
sfa
c
ti
o
n
o
n
c
o
n
tex
t
u
a
l
v
a
riab
les
,”
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
I
n
n
o
v
a
ti
o
n
M
a
n
a
g
e
me
n
t
,
v
o
l.
1
6
,
p
p
.
2
6
8
-
2
8
4
,
2
0
1
3
.
[2
]
R.
By
ste
d
a
n
d
J.
Ha
n
se
n
,
“
Co
m
p
a
rin
g
p
u
b
li
c
a
n
d
p
r
iv
a
te
se
c
to
r
e
m
p
lo
y
e
e
s’
in
n
o
v
a
ti
v
e
b
e
h
a
v
io
u
r
,”
P
u
b
li
c
M
a
n
a
g
e
me
n
t
Rev
iew
,
v
o
l.
1
7
,
p
p
.
6
9
8
-
7
1
7
,
2
0
1
5
.
[3
]
A.
Kla
e
ij
se
n
,
M
.
Ve
rm
e
u
len
a
n
d
R
.
M
a
rten
s
,
“
Tea
c
h
e
rs’
In
n
o
v
a
ti
v
e
Be
h
a
v
i
o
u
r:
Th
e
Im
p
o
rt
a
n
c
e
o
f
Ba
sic
P
sy
c
h
o
l
o
g
ica
l
Ne
e
d
S
a
ti
sfa
c
ti
o
n
,
In
tri
n
sic
M
o
ti
v
a
t
io
n
,
a
n
d
Oc
c
u
p
a
ti
o
n
a
l
S
e
lf
-
Eff
ica
c
y
,
”
S
c
a
n
d
in
a
v
ia
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
62
,
n
o
.
5
,
p
p
.
7
6
9
-
7
8
2
,
2
0
1
8
.
[4
]
A.
S
a
wa
sn
,
E.
Ib
ra
h
im
a
n
d
J.
M
o
ize
r,
“
Tran
sfo
rm
a
ti
o
n
a
l
lea
d
e
rsh
ip
a
n
d
i
n
n
o
v
a
ti
o
n
:
th
e
m
e
d
iatin
g
ro
le
o
f
k
n
o
wle
d
g
e
sh
a
ri
n
g
a
m
o
n
g
st
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
fa
c
u
lt
y
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
d
e
rs
h
ip
i
n
E
d
u
c
a
t
io
n
,
2
0
1
9
,
d
o
i:
1
0
.
1
0
8
0
/1
3
6
0
3
1
2
4
.
2
0
1
9
.
1
5
8
8
3
8
1
.
[5
]
B.
Afs
a
r,
F
.
Yu
o
sre
Ba
d
ir
a
n
d
B.
S
a
e
e
d
,
“
T
r
a
n
s
f
o
r
m
a
t
i
o
n
a
l
l
e
a
d
e
r
s
h
i
p
a
n
d
i
n
n
o
v
a
t
i
v
e
w
o
r
k
b
e
h
a
v
i
o
r
,
”
In
d
u
stria
l
M
a
n
a
g
e
me
n
t
a
n
d
Da
t
a
S
y
ste
ms
,
v
o
l
.
1
1
4
,
p
p
.
1
2
7
0
-
1
3
0
0
,
2
0
1
4
.
[6
]
L.
G
u
m
u
slu
o
g
l
u
a
n
d
I.
Arz
u
,
“
Tr
a
n
sfo
rm
a
ti
o
n
a
l
Lea
d
e
rsh
i
p
,
Cre
a
ti
v
it
y
,
a
n
d
Org
a
n
iza
ti
o
n
a
l
In
n
o
v
a
ti
o
n
,”
J
o
u
r
n
a
l
o
f
Bu
sin
e
ss
Res
e
a
rc
h
,
vol
.
6
2
,
p
p
.
4
6
1
-
4
7
3
,
2
0
0
9
.
[7
]
A.
Zah
a
ri
a
n
d
K.
Ab
d
Latif,
“
T
h
e
Eff
e
c
ts
o
f
Tran
sfo
rm
a
ti
o
n
a
l
Lea
d
e
rsh
ip
t
o
wa
rd
s
Tea
c
h
e
rs
In
n
o
v
a
t
iv
e
Be
h
a
v
io
r
in
S
c
h
o
o
ls
,”
In
ter
n
a
ti
o
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]
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M
.
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J.
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v
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io
,
“
P
o
ten
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in
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su
re
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[9
]
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tt
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B.
Ca
d
we
ll
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n
d
A.
Emb
ry
,
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n
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p
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l
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rk
–
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si
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ss
,
v
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l.
7
1
,
p
p
.
1
-
2
3
,
2
0
0
8
.
[1
0
]
C.
H.
Yu
h
a
n
is
a
n
d
M
.
H.
M
o
h
d
.
H
ish
a
m
,
“
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in
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n
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o
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sa
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ip
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les
,
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ter
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t
io
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l.
1
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1
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p
1
0
-
1
5
,
2
0
1
5
.
[1
1
]
S
.
M
.
Ti
n
g
,
“
A
Co
m
p
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o
f
G
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n
sh
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p
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rd
s
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n
iza
ti
o
n
a
l
Co
m
m
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m
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t
,”
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c
h
e
lo
r
F
i
n
a
l
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r
o
jec
t
Re
p
o
rt
,
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v
e
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a
lay
sia
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a
ra
wa
k
,
S
a
ra
wa
k
,
2
0
1
5
[1
2
]
A.S
.
H.
Ba
r
k
,
J.
Esc
a
rti
n
,
S
.
C.
S
c
h
u
h
a
n
d
R.
v
a
n
Dic
k
,
“
W
h
o
lea
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s
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o
re
a
n
d
wh
y
?
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m
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iatio
n
m
o
d
e
l
fr
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m
g
e
n
d
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d
e
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i
p
ro
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c
c
u
p
a
n
c
y
,
”
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o
u
rn
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l
o
f
Bu
si
n
e
ss
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h
ics
,
v
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l.
1
3
9
,
n
o
.
3
,
p
p
.
4
7
3
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4
8
3
,
2
0
1
6
.
[1
3
]
S
.
A.
Ca
rles
s,
“
G
e
n
d
e
r
d
iffere
n
c
e
s
in
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sfo
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ti
o
n
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l
lea
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:
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x
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m
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ti
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c
ti
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x
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o
les
,
v
o
l
.
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9
,
p
p
.
8
8
7
-
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2
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1
9
9
8
.
[1
4
]
H.R.
Zein
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b
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d
i,
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S
o
c
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l
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h
a
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d
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s
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p
:
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n
,”
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ter
n
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l
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rn
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c
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l
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.
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7
,
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p
.
7
3
0
-
7
4
3
,
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0
1
3
.
[1
5
]
M
.
Ju
d
e
h
,
“
Tran
sfo
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ti
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n
a
l
Le
a
d
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rsh
ip
:
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S
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u
d
y
o
f
G
e
n
d
e
r
Di
ffe
re
n
c
e
s
in
P
ri
v
a
te
Un
i
v
e
rsiti
e
s
,”
In
ter
n
a
ti
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l
Rev
iew o
f
Bu
si
n
e
ss
Res
e
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rc
h
Pa
p
e
rs
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l.
6
,
p
p
.
1
1
8
–
1
2
5
,
2
0
1
0
.
[1
6
]
M
.
Re
u
v
e
rs,
M
.
L.
v
a
n
En
g
e
n
,
C
.
J
.
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k
e
n
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u
r
g
,
a
n
d
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lso
n
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e
r
e
d
,
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sfo
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ti
o
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n
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in
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M
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n
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l.
17
,
pp.
2
2
7
–
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4
4
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2
0
0
8
.
[1
7
]
K.
Ro
se
n
b
u
sc
h
a
n
d
C
.
T
o
wn
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n
d
,
“T
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Re
latio
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l
.
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p
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4
-
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0
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4
.
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8
]
N.A.
G
il
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sp
ie
a
n
d
L.
M
a
n
n
,
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T
r
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n
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b
u
i
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d
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n
g
b
l
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k
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f
t
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s
t
,”
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o
u
rn
a
l
o
f
M
a
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g
e
ri
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l
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c
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y
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o
l
.
1
9
,
p
p
.
5
8
8
-
6
0
7
,
2
0
0
4
.
[1
9
]
J.
Ro
wo
l
d
a
n
d
K.
He
in
i
tz,
“
Tran
sfo
rm
a
ti
o
n
a
l
a
n
d
c
h
a
rism
a
ti
c
lea
d
e
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ip
:
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se
ss
in
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t
h
e
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o
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e
n
t,
d
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v
e
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e
n
t
a
n
d
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rit
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rio
n
v
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li
d
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ty
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f
t
h
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LQ
a
n
d
th
e
CKS
,”
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h
e
L
e
a
d
e
rs
h
ip
Qu
a
rt
e
rly
,
v
o
l.
18
,
p
p
.
1
2
1
-
1
3
3
,
2
0
0
7
.
[2
0
]
E.
Vig
o
d
a
,
“
Org
a
n
iza
ti
o
n
a
l
P
o
l
i
ti
c
s,
Jo
b
Att
it
u
d
e
s,
a
n
d
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k
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tco
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e
s:
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ra
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n
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li
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ti
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s
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th
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u
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ic S
e
c
to
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,”
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o
u
rn
a
l
o
f
V
o
c
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ti
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l
Beh
a
v
io
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v
o
l.
57
,
p
p
.
3
2
6
–
3
4
7
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2
0
0
0
.
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1
]
H.
v
a
n
Emm
e
rick
,
H.
Wen
d
t
a
n
d
M
.
C.
Eu
we
m
a
,
“
G
e
n
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o
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re
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a
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m
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ip
,”
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o
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rn
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l
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d
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l
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c
h
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y
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v
o
l.
0
0
,
p
p
.
1
–
21
,
2
0
0
9
.
[2
2
]
Y.
Ch
o
,
G
.
N.
M
c
Lea
n
,
I.
Am
o
rn
p
ip
a
t,
C.
Wei
-
Wen
,
G
.
I.
He
wa
p
a
th
iran
a
,
M.
H
o
r
imo
to
,
e
t
a
l.
,
“
A
sia
n
wo
m
e
n
in
to
p
m
a
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a
g
e
m
e
n
t:
e
ig
h
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c
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tr
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a
se
s
,
”
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ma
n
Res
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De
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ti
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l.
18
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4,
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p
.
4
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8
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5
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3
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rn
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m
a
,
“
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a
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s h
ig
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lea
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:
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ra
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o
rn
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n
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w S
traits
Ti
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,
M
a
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0
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F
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.
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rm
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f
0
0
0
0
2
2
9
7
1
9
.
[2
6
]
A.F
.
An
a
s,
“
Emp
o
we
rin
g
w
o
m
e
n
,
e
m
p
o
we
rin
g
M
a
la
y
sia
,
”
M
a
lay
sia
Kin
i,
2
0
1
7
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/www
.
m
a
lay
sia
k
in
i.
c
o
m
/l
e
tt
e
rs/3
6
8
9
7
7
.
[2
7
]
S
.
M
.
Ti
n
g
,
“
A
Co
m
p
a
riso
n
o
f
G
e
n
d
e
r
o
n
Lea
d
e
rsh
ip
S
t
y
les
a
n
d
Its
Re
latio
n
sh
i
p
To
wa
rd
s
Org
a
n
iza
ti
o
n
a
l
Co
m
m
it
m
e
n
t
,”
Ba
c
h
e
lo
r
F
i
n
a
l
P
r
o
jec
t
Re
p
o
rt
,
Un
i
v
e
rsiti
M
a
lay
sia
S
a
ra
wa
k
,
S
a
ra
wa
k
,
2
0
1
5
[2
8
]
B.
M
.
Ba
ss
a
n
d
B.
J.
A
v
o
li
o
,
T
r
a
n
sfo
rm
a
ti
o
n
a
l
le
a
d
e
rs
h
i
p
d
e
v
e
lo
p
me
n
t:
M
a
n
u
a
l
f
o
r
t
h
e
M
u
l
ti
fa
c
to
r
L
e
a
d
e
rs
h
ip
Qu
e
stio
n
n
a
ire
.
P
a
lo
Alt
o
,
CA:
Co
n
su
lt
i
n
g
P
sy
c
h
o
lo
g
ist
P
re
ss
,
1
9
9
0
.
[2
9
]
O.
Ja
n
ss
e
n
,
“
Jo
b
d
e
m
a
n
d
s,
p
e
r
c
e
p
ti
o
n
s
o
f
e
ff
o
rt
-
re
wa
rd
fa
irn
e
ss
,
a
n
d
in
n
o
v
a
ti
v
e
wo
rk
b
e
h
a
v
i
o
r
,”
J
o
u
rn
a
l
o
f
Oc
c
u
p
a
ti
o
n
a
l
a
n
d
Or
g
a
n
iza
t
io
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
7
3
,
p
p
.
2
8
7
-
3
0
2
,
2
0
0
0
.
[3
0
]
R.
G
.
Lo
rd
,
C.
L.
De
Va
d
e
r
,
a
n
d
G
.
M
.
Alli
g
e
r,
“
A
M
e
ta
-
An
a
ly
sis
o
f
th
e
Re
latio
n
b
e
twe
e
n
P
e
rso
n
a
li
ty
Traits
a
n
d
Lea
d
e
rsh
ip
P
e
rc
e
p
ti
o
n
s:
P
ro
c
e
d
u
r
e
s
,”
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
Psy
c
h
o
l
o
g
y
,
v
o
l
.
7
1
,
p
p
.
4
0
2
-
4
1
0
,
1
9
9
9
.
[3
1
]
T.
W.
Ke
n
t,
C.
A.
Blair,
H
.
F
.
R
u
d
d
,
a
n
d
U.
S
c
h
u
e
le
,
“
G
e
n
d
e
r
Diffe
re
n
c
e
s
a
n
d
Tran
sf
o
rm
a
ti
o
n
a
l
Lea
d
e
rsh
i
p
Be
h
a
v
io
r:
Do
B
o
th
G
e
rm
a
n
M
e
n
a
n
d
W
o
m
e
n
Lea
d
in
t
h
e
S
a
m
e
Way
?
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
d
e
rs
h
ip
S
tu
d
ies
,
v
o
l.
6
,
p
p
.
52
-
66
,
2
0
1
0
.
[3
2
]
K.
Ro
se
n
b
u
sc
h
a
n
d
C
.
T
o
wn
se
n
d
,
“
Th
e
Re
latio
n
sh
i
p
o
f
G
e
n
d
e
r
a
n
d
Org
a
n
iz
a
ti
o
n
a
l
S
e
tt
in
g
t
o
Tran
sf
o
rm
a
ti
o
n
a
l
a
n
d
Tran
sa
c
ti
o
n
a
l
Lea
d
e
rsh
i
p
S
k
il
ls
o
f
S
e
lec
ted
Co
ll
e
g
e
S
t
u
d
e
n
t
Lea
d
e
rs
,
”
T
h
e
J
o
u
r
n
a
l
o
f
L
e
a
d
e
rs
h
i
p
E
d
u
c
a
t
io
n
,
v
o
l.
3
,
p
p
.
4
-
2
0
,
2
0
0
4
.
[3
3
]
C.
G
.
Emric
h
,
F
.
L.
De
n
m
a
rk
,
a
n
d
D.N.
De
n
Ha
rto
g
,
“
Cro
ss
-
c
u
lt
u
ra
l
d
iffere
n
c
e
s
in
g
e
n
d
e
r
e
g
a
li
taria
n
ism
:
Im
p
li
c
a
ti
o
n
s fo
r
so
c
ieties
,
o
r
g
a
n
iz
a
ti
o
n
s,
a
n
d
lea
d
e
rs
,
”
In
R.
J.
Ho
u
s
e
,
P
.
J.
Ha
n
g
e
s,
M
.
Ja
v
id
a
n
,
P
.
W.
Do
rfm
a
n
a
n
d
V.
G
u
p
ta
,
Ed
s.,
C
u
lt
u
re
,
lea
d
e
rs
h
ip
,
a
n
d
o
rg
a
n
iz
a
ti
o
n
s:
T
h
e
GL
OBE
stu
d
y
o
f
6
2
s
o
c
ieties
.
T
h
o
u
sa
n
d
Oa
k
s,
CA:
S
a
g
e
P
u
b
li
c
a
ti
o
n
,
2
0
0
4
,
p
p
.
3
4
3
-
3
9
4
.
[3
4
]
L.
P
a
ris,
T
h
e
e
ff
e
c
t
o
f
g
e
n
d
e
r
a
n
d
c
u
lt
u
re
o
n
im
p
li
c
it
lea
d
e
rs
h
ip
t
h
e
o
rie
s:
A
c
ro
ss
-
c
u
lt
u
ra
l
stu
d
y
.
Las
Cru
c
e
s,
NM:
Ne
w M
e
x
ico
S
tate
Un
iv
e
rsity
,
2
0
0
3
.
[3
5
]
S.
Ka
wa
tra
a
n
d
V.R
.
Kris
h
n
a
n
,
“
Im
p
a
c
t
o
f
G
e
n
d
e
r
a
n
d
Tran
sf
o
rm
a
ti
o
n
a
l
Lea
d
e
rsh
ip
o
n
Org
a
n
iza
ti
o
n
a
l
Cu
lt
u
re
,”
NM
IM
S
M
a
n
a
g
e
me
n
t
Rev
iew,
v
o
l
.
1
6
,
p
p
.
1
-
6
,
2
0
0
4
.
[3
6
]
E.
A.
Ru
sc
h
,
a
n
d
C
.
M
a
rsh
a
ll
,
“
G
e
n
d
e
r
fil
ters
a
n
d
lea
d
e
rsh
ip
:
P
l
o
tt
in
g
a
c
o
u
rse
to
e
q
u
it
y
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
d
e
rs
h
ip
in
Ed
u
c
a
ti
o
n
,
v
o
l.
9
,
p
p
.
2
2
9
-
2
5
0
,
2
0
0
6
.
[3
7
]
T.
A.
Ju
d
g
e
a
n
d
R.
F
P
icc
o
lo
,
“
Tr
a
n
sfo
rm
a
ti
o
n
a
l
a
n
d
tran
sa
c
ti
o
n
a
l
lea
d
e
rsh
ip
:
a
m
e
ta
-
a
n
a
ly
ti
c
tes
t
o
f
th
e
ir
re
lativ
e
v
a
li
d
it
y
,
”
J
o
u
rn
a
l
A
p
p
li
e
d
Psy
c
h
o
lo
g
y
,
v
o
l.
8
9
,
p
p
.
5
5
-
6
8
,
2
0
0
4
.
[3
8
]
F
.
J.
Ya
m
m
a
rin
o
,
A.J.
Du
b
i
n
sk
y
,
L.
B.
Co
m
e
r,
a
n
d
M
.
A.
Jo
lso
n
,
“
Wo
m
e
n
a
n
d
tran
sfo
rm
a
ti
o
n
a
l
a
n
d
c
o
n
t
in
g
e
n
t
re
wa
rd
lea
d
e
rsh
ip
:
A
m
u
lt
i
p
le
-
lev
e
ls
-
of
-
a
n
a
ly
sis
p
e
rsp
e
c
ti
v
e
,
”
Aca
d
e
my
o
f
M
a
n
a
g
e
me
n
t
J
o
u
rn
a
l
,
v
o
l.
40
,
pp.
2
0
5
–
2
2
2
,
1
9
9
7
.
[3
9
]
R.
Ay
m
a
n
,
K
.
Ko
ra
b
ik
,
a
n
d
S
.
M
o
rris,
“
Is
Tran
sfo
rm
a
ti
o
n
a
l
Le
a
d
e
rsh
ip
Alwa
y
s
P
e
rc
e
iv
e
d
a
s
E
ffe
c
ti
v
e
?
M
a
le
S
u
b
o
rd
i
n
a
tes
'
De
v
a
lu
a
ti
o
n
o
f
F
e
m
a
le
Tran
sfo
rm
a
ti
o
n
a
l
Lea
d
e
rs,”
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
S
o
c
ia
l
Psy
c
h
o
l
o
g
y
,
v
o
l
.
39
,
p
p
.
8
5
2
–
8
7
9
,
2
0
0
9
.
[4
0
]
E.
M
.
Ba
rt
li
n
g
,
“
F
e
m
a
le
Hig
h
S
c
h
o
o
l
P
r
in
c
ip
a
ls
in
Ru
ra
l
M
i
d
we
ste
rn
S
c
h
o
o
l
Districts:
Th
e
ir
Li
v
e
d
Ex
p
e
rien
c
e
s
i
n
Lea
d
e
rsh
ip
,
”
Do
c
t
o
ra
l
Diss
e
rtatio
n
,
2
0
0
3
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
t
tp
s://
d
c
.
u
wm
.
e
d
u
/etd
/
7
5
.
[4
1
]
L.
A.
Lo
r
d
a
n
d
A.
P
re
sto
n
,
“
Un
d
e
rsta
n
d
in
g
lea
d
e
rsh
ip
e
x
p
e
rien
c
e
s:
th
e
n
e
e
d
fo
r
sto
r
y
sh
a
rin
g
a
n
d
fe
m
in
ist
li
tera
tu
re
a
s a
su
rv
iv
a
l
m
a
n
u
a
l
fo
r
lea
d
e
rsh
i
p
,
”
Ge
n
d
e
r
a
n
d
Ed
u
c
a
ti
o
n
,
vo
l.
21
,
p
p
.
7
6
9
-
7
7
7
,
2
0
0
9
.
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