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an
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ar
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[
9
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Av
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1
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1
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T
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ec
ad
es,
T
h
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
(
Mo
NE
)
is
th
e
m
ain
ac
to
r
f
o
r
th
e
d
ec
is
io
n
-
m
ak
in
g
in
clu
d
ed
s
taf
f
in
g
,
b
u
d
g
etin
g
,
p
lan
n
in
g
,
an
d
m
o
n
ito
r
in
g
teac
h
in
g
lear
n
in
g
ac
tiv
ities
in
al
l
o
v
er
th
e
co
u
n
tr
y
.
Hen
ce
,
s
ch
o
o
l
p
r
i
n
cip
als
h
av
e
lack
o
f
au
th
o
r
ity
to
m
a
n
ag
e
in
s
tr
u
ctio
n
al
p
r
ac
tices
in
th
eir
s
ch
o
o
ls
b
ec
au
s
e
th
ey
h
av
e
litt
le
b
u
d
g
et,
n
o
au
th
o
r
ity
to
s
elec
t
th
eir
s
taf
f
,
an
d
to
m
a
n
ag
e
th
e
c
u
r
r
ic
u
lu
m
.
Un
d
e
r
th
ese
cir
cu
m
s
tan
ce
s
,
th
ey
h
av
e
to
i
m
p
r
o
v
e
th
ei
r
s
ch
o
o
ls
,
cr
ea
te
a
s
u
p
p
o
r
tiv
e
teac
h
in
g
atm
o
s
p
h
er
e
an
d
m
ak
e
th
ei
r
o
r
g
an
izatio
n
s
in
n
o
v
ativ
e
.
I
n
t
h
is
p
ap
er
,
we
in
te
n
d
ed
t
o
in
d
icate
h
o
w
s
ch
o
o
l
p
r
in
cip
als
b
eh
av
e
to
f
o
cu
s
o
n
teac
h
in
g
a
n
d
h
o
w
th
ey
in
f
l
u
en
ce
teac
h
er
co
llab
o
r
atio
n
,
a
n
d
h
o
w
t
h
ey
tr
an
s
f
o
r
m
th
ei
r
o
r
g
an
izatio
n
s
i
n
to
in
n
o
v
ativ
e
in
s
titu
tio
n
s
ac
c
o
r
d
i
n
g
to
T
ea
ch
in
g
an
d
L
ea
r
n
in
g
I
n
ter
n
atio
n
al
S
u
r
v
ey
(
T
AL
I
S)
2
0
1
8
d
ata
s
et.
T
h
e
r
esu
lts
o
f
th
is
r
esear
ch
w
o
u
ld
co
n
tr
ib
u
te
t
o
g
et
d
ee
p
er
k
n
o
wled
g
e
in
th
e
liter
atu
r
e
ab
o
u
t
d
is
tr
ib
u
ted
lead
e
r
s
h
ip
an
d
its
ef
f
ec
ts
o
n
teac
h
er
c
o
llab
o
r
atio
n
an
d
o
r
g
an
izatio
n
al
in
n
o
v
ativ
en
ess
.
I
t
co
u
l
d
also
co
n
t
r
ib
u
te
t
o
d
ev
elo
p
in
g
co
u
n
tr
ies wh
ich
h
a
v
e
s
im
ilar
ed
u
ca
tio
n
al
p
o
licies an
d
s
tr
u
ctu
r
es in
T
u
r
k
ey
.
T
h
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
is
b
ased
o
n
th
e
s
tu
d
ies
th
at
h
av
e
in
d
icate
d
t
h
e
r
elatio
n
am
o
n
g
d
is
tr
ib
u
ted
lead
er
s
h
ip
,
teac
h
er
c
o
llab
o
r
ati
o
n
an
d
o
r
g
an
izatio
n
al
in
n
o
v
ati
v
en
ess
in
E
A
(
Fig
u
r
e
1
)
.
T
h
e
d
ata
o
b
tain
ed
f
r
o
m
T
AL
I
S
2
0
1
8
d
ata
s
et.
C
o
n
s
i
s
ten
t
with
th
e
p
r
ev
io
u
s
s
tu
d
i
es,
we
b
u
ilt
t
h
e
p
ap
er
o
n
d
i
s
tr
ib
u
ted
lead
er
s
h
ip
b
eh
av
io
r
s
[
2
1
]
an
d
t
h
eir
s
ef
f
ec
t
o
n
teac
h
e
r
co
llab
o
r
atio
n
[
2
2
]
an
d
o
r
g
an
izatio
n
al
in
n
o
v
ativ
en
ess
[
2
3
]
.
W
e,
f
ir
s
tly
,
ass
u
m
ed
th
at
s
ch
o
o
l
p
r
in
ci
p
als
d
is
tr
ib
u
te
lea
d
er
s
h
ip
b
e
h
av
io
r
s
im
p
ac
t
o
n
o
r
g
an
izatio
n
al
in
n
o
v
ativ
e
n
ess
.
T
h
en
,
we
p
r
o
p
o
s
ed
th
at
th
eir
d
is
tr
ib
u
ted
lead
er
s
h
ip
b
eh
a
v
io
r
s
in
f
lu
e
n
ce
tea
ch
er
co
llab
o
r
atio
n
.
Nex
t,
we
p
r
esu
m
ed
th
at
teac
h
er
co
llab
o
r
atio
n
af
f
ec
ts
o
r
g
an
i
za
tio
n
al
in
n
o
v
ativ
en
ess
.
Fin
ally
,
we
also
claim
ed
th
at
s
ch
o
o
l
p
r
in
cip
als’
d
is
tr
ib
u
ted
lead
er
s
h
ip
b
e
h
av
io
r
s
i
n
f
l
u
en
ce
o
r
g
an
izatio
n
al
in
n
o
v
ati
v
en
ess
v
ia
teac
h
er
co
llab
o
r
atio
n
.
T
h
e
s
tr
u
ctu
r
al
e
q
u
atio
n
m
o
d
el
(
SEM
)
o
f
th
e
s
t
u
d
y
h
a
v
e
g
o
t th
r
ee
h
y
p
o
th
eses
.
Fig
u
r
e
1
.
T
h
e
SEM
m
o
d
el
o
f
t
h
e
r
esear
ch
I
n
th
e
f
o
llo
win
g
s
ec
tio
n
,
we
d
is
cu
s
s
ed
th
eo
r
etica
l
an
d
em
p
ir
ical
b
ases
o
f
ea
c
h
v
a
r
ia
b
les
an
d
we
d
eb
ated
ea
c
h
h
y
p
o
t
h
esis
s
ep
ar
ately
.
Sh
o
r
tly
,
th
e
p
u
r
p
o
s
e
o
f
t
h
is
s
tu
d
y
is
to
ex
p
a
n
d
an
d
d
ee
p
e
n
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
d
is
tr
ib
u
ted
lea
d
er
s
h
ip
(
DL
)
an
d
o
r
g
an
izatio
n
al
in
n
o
v
ativ
en
ess
(
OI
)
an
d
teac
h
er
c
o
llab
o
r
atio
n
(
T
C
)
,
an
d
to
wh
at
ex
ten
t.
T
h
e
r
esear
ch
q
u
esti
o
n
s
h
av
e
g
u
id
ed
th
e
s
tu
d
y
:
1
)
T
h
er
e
ar
e
s
ig
n
if
ican
t
an
d
d
i
r
ec
t
r
elatio
n
s
h
ip
s
b
etwe
en
p
r
in
cip
al’
s
p
er
ce
i
v
ed
d
is
tr
ib
u
ted
lead
er
s
h
ip
an
d
o
r
g
an
izatio
n
al
in
n
o
v
ativ
e
n
ess
(
Hy
p
o
th
esis
1
)
,
an
d
teac
h
er
co
llab
o
r
atio
n
(
Hy
p
o
th
es
is
2)
;
2
)
T
ea
ch
er
co
llab
o
r
atio
n
m
ed
iates
th
e
r
el
atio
n
s
h
ip
b
etwe
en
d
is
tr
ib
u
ted
lead
er
s
h
ip
o
f
s
ch
o
o
l
p
r
in
ci
p
als
an
d
o
r
g
a
n
izatio
n
al
in
n
o
v
ativ
e
n
ess
ac
co
r
d
in
g
t
o
th
e
p
er
ce
p
tio
n
s
o
f
teac
h
er
s
?
(
H
y
p
o
th
esis
3
)
.
R
esear
ch
er
s
co
n
d
u
cted
m
a
n
y
s
tu
d
ies
o
n
d
is
tr
ib
u
ted
lead
e
r
s
h
ip
[
2
1
,
2
4
]
an
d
th
ey
e
x
am
in
e
d
th
is
t
y
p
e
o
f
lead
e
r
s
h
ip
o
n
s
ch
o
o
ls
.
G
r
o
o
n
[
2
5
]
a
n
d
Sp
illan
e
[
2
6
]
h
av
e
d
e
f
in
ed
it
as
a
n
in
te
r
ac
tiv
e
p
r
o
ce
s
s
am
o
n
g
lead
er
s
,
f
o
llo
wer
s
an
d
s
itu
atio
n
s
,
an
d
t
h
ey
h
a
v
e
f
o
c
u
s
ed
o
n
co
llab
o
r
atio
n
an
d
s
h
ar
in
g
o
f
au
th
o
r
ity
.
I
n
th
eir
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
R
ela
tio
n
s
h
ip
b
etw
ee
n
d
is
tr
ib
u
ted
lea
d
ers
h
ip
,
tea
c
h
er c
o
lla
b
o
r
a
tio
n
a
n
d
o
r
g
a
n
iz
a
tio
n
a
l
… (
Ömü
r
Ç
o
b
a
n
)
905
d
ef
in
itio
n
,
th
e
c
o
m
m
o
n
an
d
v
ital
k
ey
wo
r
d
s
ar
e
m
a
n
ag
in
g
s
i
m
u
ltan
eo
u
s
ly
a
n
d
b
ein
g
in
ter
a
ctiv
e
in
th
e
p
r
o
ce
s
s
.
I
n
s
ch
o
o
l
p
r
ac
tices,
th
is
ap
p
r
o
ac
h
g
iv
es
o
p
p
o
r
tu
n
ity
to
s
ch
o
o
l
p
r
in
cip
als
f
o
r
co
llab
o
r
atio
n
,
c
o
o
p
er
atio
n
,
em
p
o
wer
m
en
t,
an
d
s
h
ar
in
g
au
th
o
r
ity
in
t
h
eir
s
ch
o
o
ls
.
I
n
th
i
s
co
n
ce
p
t,
d
is
tr
ib
u
te
d
lead
er
s
h
ip
is
v
er
y
clo
s
e
to
teac
h
er
lead
er
s
h
ip
b
ec
au
s
e
s
ch
o
o
l
p
r
in
ci
p
als
em
p
o
wer
tea
ch
er
s
an
d
en
ab
le
th
em
to
u
s
e
in
itiativ
e
in
th
eir
class
r
o
o
m
p
r
ac
tices
an
d
o
u
t
o
f
class
r
o
o
m
[
2
7
,
2
8
]
.
I
n
o
th
er
wo
r
d
s
,
s
ch
o
o
l
p
r
in
cip
als
c
r
ea
te
a
s
u
p
p
o
r
tiv
e,
co
o
p
er
ativ
e,
co
llab
o
r
ativ
e
cli
m
ate
f
o
r
teac
h
er
s
in
ev
er
y
p
r
o
ce
s
s
es
an
d
p
r
ac
tices.
T
h
is
s
tu
d
y
in
s
p
ir
ed
b
y
T
AL
I
S
ex
p
er
ts
’
ap
p
r
o
ac
h
an
d
th
ey
claim
ed
th
at
d
is
tr
ib
u
tio
n
lead
er
s
h
ip
p
r
o
v
i
d
e
teac
h
er
s
,
p
ar
en
ts
an
d
s
tu
d
en
ts
well
o
p
p
o
r
tu
n
ity
to
a
ctiv
ely
p
ar
ticip
ate
in
d
ec
is
io
n
p
r
o
ce
s
s
at
s
ch
o
o
l
[
2
9
]
.
Hen
ce
,
s
ch
o
o
l
p
r
in
cip
als
tak
e
d
ec
is
io
n
s
ab
o
u
t
s
ch
o
o
l
p
r
ac
tices
with
s
h
ar
ed
m
in
d
o
f
teac
h
e
r
s
,
s
tu
d
en
ts
an
d
p
ar
en
ts
.
I
n
s
u
ch
a
s
ch
o
o
l
cu
ltu
r
e
wh
er
e
s
ch
o
o
l
p
r
in
cip
als
s
h
a
r
ed
th
eir
r
esp
o
n
s
ib
ilit
ies
an
d
au
th
o
r
ities
am
o
n
g
o
t
h
er
s
ch
o
o
l
ac
to
r
s
,
th
ey
en
co
u
r
a
g
e
co
llab
o
r
ativ
e
clim
ate
an
d
im
p
r
o
v
e
th
eir
s
ch
o
o
l
o
u
tp
u
ts
.
Sh
o
r
tl
y
,
if
s
ch
o
o
l
p
r
in
ci
p
als
b
eh
av
e
as
a
d
is
tr
ib
u
ted
lead
er
,
t
h
ey
cr
ea
te
a
co
llab
o
r
ativ
e
at
m
o
s
p
h
er
e
in
th
eir
s
ch
o
o
ls
[
3
0
]
.
T
h
er
ef
o
r
e,
we
ass
u
m
e
th
at,
wh
en
s
ch
o
o
l
p
r
in
cip
als
ac
t
with
s
h
ar
ed
m
in
d
o
f
s
ch
o
o
l
ac
to
r
s
,
teac
h
er
s
ar
e
m
o
r
e
lik
ely
to
co
llab
o
r
at
e
f
o
r
s
ch
o
o
l p
r
ac
tices (
Hy
p
o
th
esis
1
)
.
I
n
E
A
r
esear
ch
es,
th
e
co
n
ce
p
t
o
f
co
llab
o
r
atio
n
is
r
elate
d
s
o
cial
lear
n
in
g
an
d
ad
u
lt
lear
n
i
n
g
th
eo
r
ies.
I
n
ed
u
ca
tio
n
al
ar
ea
,
th
is
co
n
ce
p
t
r
eg
ar
d
e
d
as
teac
h
er
co
ll
ab
o
r
atio
n
a
n
d
m
ain
ly
e
m
p
h
a
s
ized
cr
ea
tin
g
an
d
im
p
r
o
v
in
g
th
e
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
b
y
p
r
o
v
id
in
g
o
p
p
o
r
t
u
n
i
ties
f
o
r
in
d
iv
id
u
als
to
wo
r
k
c
o
llectiv
ely
an
d
lear
n
f
r
o
m
ea
ch
o
th
e
r
[
3
1
,
3
2
]
.
I
n
o
th
er
wo
r
d
s
,
teac
h
er
co
lla
b
o
r
atio
n
d
escr
ib
e
d
as
teac
h
er
s
’
ex
p
er
ien
ce
s
in
ex
ch
an
g
i
n
g
in
f
o
r
m
atio
n
with
t
h
eir
p
ee
r
s
[
2
2
]
.
T
h
e
co
r
e
co
n
ce
p
ts
o
f
teac
h
er
co
lla
b
o
r
atio
n
ar
e
co
llab
o
r
ativ
e
clim
ate,
p
r
o
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ity
,
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
a
n
d
f
o
s
ter
in
g
ch
an
g
e
in
teac
h
in
g
[
3
3
]
.
S
ch
o
o
l
p
r
in
cip
als
h
av
e
k
e
y
r
o
les
to
cr
ea
t
e
th
is
atm
o
s
p
h
er
e.
As
m
en
tio
n
ed
ab
o
v
e,
if
s
ch
o
o
l
p
r
in
ci
p
als
b
eh
av
e
as
a
d
is
tr
ib
u
ted
lead
er
,
th
e
y
cr
ea
te
a
co
llab
o
r
ativ
e
atm
o
s
p
h
er
e
in
th
eir
s
ch
o
o
ls
.
I
n
o
u
r
s
tu
d
y
,
we
u
s
ed
th
e
d
ef
in
itio
n
o
f
T
AL
I
S
ex
p
er
ts
.
T
h
ey
ar
g
u
ed
th
at
if
s
ch
o
o
l
p
r
i
n
cip
als
f
r
eq
u
en
tly
o
b
s
er
v
e
class
r
o
o
m
p
r
ac
tices,
g
i
v
e
f
ee
d
b
a
ck
to
teac
h
er
s
,
f
o
cu
s
o
n
lear
n
i
n
g
d
ev
elo
p
m
en
t,
w
o
r
k
with
teac
h
e
r
s
clo
s
ely
an
d
en
co
u
r
a
g
e
teac
h
er
s
t
o
tak
e
p
ar
t
in
co
llab
o
r
ativ
e
p
r
o
f
ess
io
n
al
lear
n
in
g
,
th
e
y
c
an
s
et
u
p
teac
h
er
co
lla
b
o
r
atio
n
in
th
ei
r
s
ch
o
o
l.
T
ea
c
h
er
s
wh
o
w
o
r
k
i
n
a
co
llab
o
r
ativ
e
an
d
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
ca
n
ea
s
ily
f
o
c
u
s
o
n
class
r
o
o
m
p
r
ac
tices.
Ab
o
v
e
all,
teac
h
er
s
ca
n
f
o
cu
s
o
n
lear
n
in
g
in
n
o
v
atio
n
an
d
d
ev
el
o
p
n
ew
id
ea
s
f
o
r
teac
h
in
g
[
2
3
]
.
Ad
d
itio
n
ally
,
teac
h
er
s
’
p
r
o
b
lem
-
s
o
lv
in
g
sk
ills
an
d
th
eir
ab
ili
ty
o
f
o
p
en
n
ess
to
ch
an
g
e
an
d
s
u
p
p
o
r
tin
g
ea
c
h
o
t
h
er
f
o
r
p
r
ac
tical
u
s
ag
e
o
f
p
r
ac
tices
in
cr
ea
s
e
[
3
3
]
.
T
h
e
r
ef
o
r
e,
we
p
r
o
p
o
s
e
th
at
teac
h
er
co
llab
o
r
atio
n
h
a
v
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
o
r
g
an
izatio
n
al
i
n
n
o
v
ativ
en
ess
(
Hy
p
o
th
esis
2
)
.
T
h
e
ter
m
o
f
o
r
g
an
izatio
n
al
in
n
o
v
ativ
e
n
ess
is
b
ased
o
n
ch
an
g
e
m
an
a
g
em
en
t
ap
p
r
o
ac
h
.
W
h
ile
p
lan
n
in
g
was
at
th
e
f
o
r
ef
r
o
n
t
o
f
o
r
g
a
n
izatio
n
al
ch
an
g
e
in
th
e
1
9
6
0
s
,
th
e
s
y
s
tem
ap
p
r
o
ac
h
ca
m
e
to
th
e
f
o
r
e
in
th
e
1
9
70
-
1
9
8
0
s
.
T
o
tal
q
u
ality
ap
p
r
o
ac
h
ca
m
e
to
th
e
f
o
r
e
in
th
e
late
1
9
8
0
s
an
d
1
9
9
0
s
[
3
4
]
.
I
n
t
h
e
m
id
-
1
9
9
0
s
,
Sen
g
e
[
1
6
]
i
n
tr
o
d
u
ce
d
th
e
lea
r
n
in
g
o
r
g
a
n
izatio
n
s
ap
p
r
o
ac
h
with
th
e
f
if
t
h
d
is
cip
lin
e
a
p
p
r
o
ac
h
an
d
s
tated
th
at
th
e
co
n
ce
p
t
o
f
lear
n
in
g
o
r
g
a
n
i
za
tio
n
is
an
im
p
o
r
tan
t
f
ac
to
r
i
n
th
e
c
h
an
g
e
o
f
o
r
g
an
izatio
n
s
.
T
h
e
aim
o
f
th
ese
v
iews
g
en
er
ally
is
to
ex
am
in
e
h
o
w
o
r
g
an
izatio
n
s
s
h
o
w
in
n
o
v
ativ
e
b
e
h
av
io
r
s
c
o
n
s
is
ten
tly
o
v
er
tim
e
[
1
8
]
.
I
n
ed
u
ca
tio
n
,
o
r
g
an
izatio
n
al
in
n
o
v
ativ
en
ess
m
o
s
tly
f
o
cu
s
es
o
n
cr
ea
tin
g
a
lear
n
in
g
o
r
g
a
n
izatio
n
in
o
r
d
e
r
to
ad
o
p
t
th
e
in
n
o
v
ativ
e
p
r
o
ce
s
s
es
an
d
ap
p
r
o
ac
h
es
an
d
r
esp
o
n
d
t
h
e
en
v
ir
o
n
m
en
tal
ch
an
g
es
q
u
ick
ly
[
1
8
-
20]
.
I
n
ed
u
ca
tio
n
al
s
ec
to
r
,
th
is
ter
m
c
o
n
s
id
er
ed
as
a
d
ap
tio
n
o
f
s
ch
o
o
ls
to
in
n
o
v
ativ
e
p
r
o
ce
s
s
es
an
d
p
r
ac
tices.
T
o
d
o
th
is
,
s
ch
o
o
l
p
r
in
cip
als
s
h
o
u
ld
b
eh
av
e
as
d
is
tr
ib
u
ted
lead
e
r
s
an
d
th
ey
s
h
o
u
ld
cr
ea
te
c
o
m
m
o
n
s
h
ar
ed
v
is
io
n
f
o
r
th
eir
s
ch
o
o
ls
.
B
esid
es
th
is
,
as
Gü
m
ü
ş
,
et
a
l.
[
3
0
]
ex
p
r
e
s
s
ed
th
at
s
ch
o
o
l
p
r
in
cip
als
c
r
ea
te
a
s
u
p
p
o
r
tiv
e
,
co
llab
o
r
ativ
e
en
v
ir
o
n
m
e
n
t
f
o
r
th
eir
teac
h
er
s
.
I
n
o
u
r
p
ap
e
r
,
o
r
g
a
n
izatio
n
al
in
n
o
v
ativ
en
ess
i
s
tak
en
f
r
o
m
T
AL
I
S
2
0
1
8
,
r
ef
er
r
in
g
teac
h
er
s
’
ag
r
ee
m
en
t
to
d
ev
elo
p
n
ew
i
d
ea
s
f
o
r
teac
h
in
g
,
th
eir
o
p
e
n
n
ess
to
ch
an
g
e,
th
eir
p
r
o
b
lem
-
s
o
lv
in
g
s
tr
ateg
ies
an
d
ex
c
h
an
g
in
g
atm
o
s
p
h
er
e
wh
e
r
e
th
ey
s
h
ar
e
th
eir
p
r
ac
tices
w
ith
ea
ch
o
th
er
[
2
9
]
.
Prin
cip
als
af
f
ec
t
o
r
g
a
n
izatio
n
al
in
n
o
v
ativ
en
ess
d
ir
ec
tly
with
th
eir
lead
er
s
h
ip
b
e
h
av
io
r
s
a
n
d
th
e
y
also
in
d
ir
ec
t
im
p
ac
t
o
n
o
r
g
an
izatio
n
al
in
n
o
v
ativ
en
ess
v
ia
teac
h
er
s
b
y
c
r
ea
tin
g
s
u
p
p
o
r
tiv
e,
co
lla
b
o
r
at
iv
e
clim
ate
in
th
eir
s
ch
o
o
ls
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
cu
r
r
en
t
s
tu
d
y
w
h
ich
f
o
cu
s
ed
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
p
er
ce
iv
ed
d
is
tr
ib
u
ted
lea
d
er
s
h
ip
o
f
s
ch
o
o
l
p
r
in
cip
als,
teac
h
e
r
co
ll
ab
o
r
atio
n
an
d
o
r
g
an
izatio
n
al
i
n
n
o
v
a
tiv
e
n
ess
is
p
er
f
o
r
m
ed
in
a
r
elatio
n
al
s
u
r
v
ey
m
o
d
el.
I
t
is
a
m
o
d
el
u
s
ed
to
d
eter
m
in
e
th
e
p
r
esen
ce
o
r
lev
el
o
f
co
-
c
h
an
g
e
with
two
o
r
m
o
r
e
v
ar
ia
b
les
[
3
5
]
.
I
n
th
e
r
esear
ch
,
it
was
ex
am
in
e
d
p
er
ce
iv
ed
d
is
tr
ib
u
ted
lead
er
s
h
ip
s
ty
les
o
f
s
ch
o
o
l
p
r
in
cip
a
ls
ac
co
r
d
in
g
to
th
e
p
er
ce
p
tio
n
s
o
f
teac
h
e
r
s
.
T
h
e
m
ed
iato
r
r
o
le
o
f
t
h
e
teac
h
e
r
co
llab
o
r
ati
o
n
i
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
d
is
tr
ib
u
ted
lead
er
s
h
ip
a
n
d
o
r
g
an
izatio
n
al
in
n
o
v
ativ
en
ess
is
test
ed
b
ased
o
n
T
AL
I
S
2
0
1
8
d
ata.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
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t.
J
.
E
v
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&
R
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Vo
l.
9
,
No
.
4
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Dec
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b
e
r
2
0
2
0
:
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0
3
-
9
1
1
906
2
.
1
.
Sa
m
pli
ng
T
h
e
d
ata
u
s
e
d
in
th
is
s
tu
d
y
w
as
o
b
tain
ed
f
r
o
m
T
AL
I
S,
wh
i
ch
was
co
n
d
u
cted
a
n
d
co
llect
ed
in
2
0
1
8
b
y
th
e
Or
g
an
izatio
n
f
o
r
E
c
o
n
o
m
ic
C
o
o
p
er
atio
n
an
d
Dev
elo
p
m
en
t
(
OE
C
D)
.
I
n
th
e
T
AL
I
S
2
0
1
8
s
u
r
v
ey
,
ca
n
o
n
ical
s
am
p
lin
g
d
esig
n
w
as
u
s
ed
d
u
r
in
g
th
e
s
am
p
lin
g
p
r
o
ce
s
s
.
Sam
p
lin
g
d
esig
n
o
f
ea
ch
p
ar
ticip
atin
g
co
u
n
tr
y
was
d
r
aw
n
at
two
s
ta
g
es
b
y
th
e
c
o
o
p
e
r
atio
n
with
c
en
tr
al
co
n
s
o
r
tiu
m
a
n
d
n
atio
n
a
l
team
ac
co
r
d
an
ce
with
th
e
OE
C
D
ter
m
s
o
f
r
ef
er
en
ce
(
T
OR
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,
c
o
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r
esp
o
n
d
in
g
to
th
e
s
u
r
v
ey
p
o
p
u
latio
n
as
d
ef
i
n
ed
a
n
d
d
escr
ib
e
d
o
n
th
e
s
am
p
lin
g
f
o
r
m
s
.
Fo
r
th
is
s
tu
d
y
,
we
o
n
ly
u
s
ed
T
u
r
k
is
h
teac
h
er
d
ata
an
d
co
n
d
u
cte
d
th
e
an
aly
s
is
f
r
o
m
teac
h
er
s
’
p
er
s
p
ec
tiv
es
wo
r
k
in
g
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
T
u
r
k
is
h
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
(
M
o
NE
)
at
t
h
e
I
SC
E
D
2
lev
el.
T
u
r
k
e
y
r
an
d
o
m
s
am
p
l
in
g
is
co
n
s
is
ted
o
f
2
0
0
s
ch
o
o
l
s
an
d
th
eir
p
r
in
cip
als
f
r
o
m
1
6
6
2
8
I
SC
E
D
lev
el
2
s
ch
o
o
ls
an
d
ab
o
u
t
2
0
teac
h
er
s
with
in
ea
c
h
s
ch
o
o
l
(
3
9
5
2
tea
ch
er
s
)
.
Sch
o
o
ls
wer
e
s
am
p
led
with
a
p
r
o
b
ab
ilit
y
p
r
o
p
o
r
tio
n
al
to
s
ize.
B
ef
o
r
e
c
ar
r
y
i
n
g
o
u
t
an
aly
s
es,
all
th
e
q
u
esti
o
n
n
air
es
wer
e
co
n
tr
o
lled
if
an
y
o
f
th
e
m
wer
e
in
co
m
p
lete.
T
h
o
s
e
o
f
wh
ic
h
a
r
e
in
co
m
p
lete
o
r
im
p
r
ec
is
ely
f
illed
wer
e
o
p
ted
o
u
t
(
2
5
)
f
r
o
m
th
e
a
n
aly
s
es
an
d
,
n
in
e
o
f
t
h
e
q
u
esti
o
n
n
air
es
we
r
e
n
o
t
tak
en
in
to
co
n
s
id
er
atio
n
.
A
s
am
p
le
o
f
3
9
5
2
teac
h
er
s
c
o
m
p
r
is
es
5
7
.
8
%
(
n
=
2
2
8
6
)
wo
m
en
an
d
4
2
.
2
%
(
n
=
1
6
6
6
)
m
en
.
B
ased
o
n
th
e
a
g
e
g
r
o
u
p
o
f
teac
h
er
s
,
6
5
o
f
teac
h
er
s
ar
e
u
n
d
er
2
5
y
ea
r
s
o
ld
(
1
.
6
%
)
;
7
3
9
o
f
th
e
m
ar
e
b
etwe
en
2
5
-
2
9
y
ea
r
s
o
l
d
(
1
8
.
7
%
)
;
1
8
6
2
o
f
th
e
m
ar
e
b
etwe
en
3
0
-
3
9
y
ea
r
s
o
ld
(
4
7
.
1
%
)
;
2
7
0
o
f
th
em
ar
e
b
etwe
en
5
0
-
5
9
y
ea
r
s
o
ld
(
6
.
8
%
)
an
d
5
8
o
f
teac
h
e
r
s
ar
e
6
0
an
d
ab
o
v
e
y
ea
r
s
o
ld
(
1
.
5
%
)
.
B
ased
o
n
th
e
wo
r
k
ex
p
er
ien
ce
as
a
teac
h
er
,
7
1
1
o
f
teac
h
er
s
(
2
4
.
7
%
)
h
av
e
a
5
y
ea
r
s
o
r
less
p
r
o
f
ess
io
n
al
s
en
io
r
ity
;
8
8
9
o
f
teac
h
er
s
(
2
2
.
7
%
)
h
av
e
6
–
10
y
ea
r
s
o
f
p
r
o
f
ess
io
n
al
s
en
io
r
ity
;
8
0
1
o
f
teac
h
er
s
(
2
0
.
4
%
)
h
a
v
e
1
1
–
1
5
y
ea
r
s
o
f
p
r
o
f
ess
io
n
al
s
en
io
r
ity
;
6
7
2
o
f
teac
h
e
r
s
(
1
7
.
1
%
)
h
a
v
e
1
6
–
2
0
y
ea
r
s
o
f
p
r
o
f
ess
io
n
al
s
en
io
r
ity
,
an
d
5
9
4
o
f
th
e
m
(
1
5
.
1
%
)
h
a
v
e
2
1
y
e
ar
s
o
r
m
o
r
e
.
2
.
2
.
Da
t
a
co
llect
ing
t
o
o
ls
I
n
th
is
s
tu
d
y
,
we
h
ad
u
s
ed
T
AL
I
S
2
0
1
8
teac
h
e
r
q
u
esti
o
n
n
air
e.
I
t
was
co
llected
o
n
lin
e,
ad
ap
ted
th
e
item
s
,
tr
an
s
lated
in
to
th
e
T
u
r
k
is
h
lan
g
u
a
g
e,
v
etted
f
o
r
lin
g
u
is
tic
eq
u
iv
alen
ce
b
y
th
e
co
ll
ab
o
r
atio
n
n
atio
n
al
s
tu
d
y
team
s
an
d
T
AL
I
S
q
u
e
s
tio
n
n
air
e
team
s
.
T
h
e
v
ar
ia
b
les
wer
e
s
elec
ted
ac
co
r
d
i
n
g
t
o
p
ay
atten
tio
n
th
e
T
AL
I
S
2
0
1
8
f
r
am
ewo
r
k
an
d
r
elev
an
t
liter
atu
r
e.
I
n
t
h
is
co
n
te
x
t,
d
is
tr
ib
u
te
d
lead
e
r
s
h
ip
is
c
o
m
p
o
s
ed
o
f
3
item
s
;
teac
h
er
co
llab
o
r
atio
n
o
f
5
it
em
s
,
an
d
o
r
g
an
izatio
n
al
in
n
o
v
ativ
en
ess
4
item
s
.
Dis
tr
ib
u
ted
lead
e
r
s
h
ip
a
n
d
o
r
g
an
izatio
n
al
i
n
n
o
v
ativ
en
ess
s
ca
les
ar
e
f
o
u
r
-
p
o
in
t
L
ik
e
r
t
r
an
g
in
g
f
r
o
m
“stro
n
g
ly
d
is
ag
r
e
e”
(
1
)
to
“stro
n
g
ly
ag
r
ee
”
(
4
)
with
th
e
ex
ce
p
tio
n
o
f
t
h
e
teac
h
er
co
llab
o
r
atio
n
s
ca
le
wh
ich
r
a
n
g
es
f
r
o
m
“n
e
v
er
”
(
1
)
to
“o
n
ce
a
wee
k
o
r
m
o
r
e”
(
6
)
.
I
n
th
e
a
d
ap
tatio
n
s
tu
d
y
o
f
th
e
in
s
tr
u
m
en
t,
C
r
o
n
b
ac
h
alp
h
a
an
d
C
o
n
f
ir
m
ato
r
y
Facto
r
An
aly
s
is
(
C
F
A)
r
e
-
ca
lcu
lated
ag
ain
.
C
FA
r
esu
lts
s
h
o
wed
th
at
th
e
m
o
d
el
(
DL
,
T
C
an
d
O
I
)
f
it
th
e
d
ata
b
etter
.
Ad
d
itio
n
aly
,
it
was
f
o
u
n
d
th
at
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
an
d
C
FA
f
it
in
d
ices
wer
e
c
o
n
s
is
ten
t
with
th
e
in
ter
n
atio
n
al
T
AL
I
S
tech
n
ical
r
ep
o
r
t
f
in
d
in
g
s
.
T
h
e
r
esu
lts
o
f
T
AL
I
S
2
0
1
8
tec
h
n
ical
r
ep
o
r
t
an
d
o
u
r
m
o
d
el
ar
e
g
iv
en
in
T
a
b
le
1
.
T
ab
le
1
.
C
r
o
n
b
ac
h
alp
h
a,
C
FA r
esu
lts
o
f
T
AL
I
S 2
0
1
8
tech
n
ical
r
ep
o
r
t a
n
d
o
u
r
m
o
d
el
M
o
d
e
l
/
f
i
t
i
n
d
i
c
e
s
χ
²/
d
f
R
M
S
EA
S
R
M
R
TLI
C
F
I
C
M
I
N
/
D
F
1
3
8
,
1
6
9
/
4
9
.
0
2
2
.
0
1
6
.
9
9
0
.
9
9
3
2
.
8
1
9
V
a
r
i
a
b
l
e
s
I
t
e
ms
F
LT*
*
M
F
L
*
SE
P
-
V
a
l
u
e
α
1
α
2
D
i
st
r
i
b
u
t
e
d
Le
a
d
e
r
sh
i
p
D
LA
0
.
8
9
1
0
.
6
6
0
.
0
0
9
0
.
0
0
0
0
.
8
3
0
.
8
8
D
LB
0
.
7
6
3
0
.
8
5
0
.
0
1
7
0
.
0
0
0
D
LC
0
.
7
9
3
0
.
7
6
0
.
0
1
5
0
.
0
0
0
O
r
g
a
n
i
z
a
t
i
o
n
a
l
I
n
n
o
v
a
t
i
v
e
n
e
ss
O
I
A
0
.
9
0
4
0
.
9
0
0
.
0
0
6
0
.
0
0
0
0
.
8
9
0
.
8
9
O
I
B
0
.
9
3
1
0
.
9
3
0
.
0
2
4
0
.
0
0
0
O
I
C
0
.
9
3
2
0
.
9
4
0
.
0
0
6
0
.
0
0
0
O
I
D
0
.
9
0
1
0
.
8
9
0
.
0
0
7
0
.
0
0
0
Te
a
c
h
e
r
C
o
l
l
a
b
o
r
a
t
i
o
n
TC
B
0
.
4
3
2
0
.
6
4
0
.
0
2
2
0
.
0
0
0
0
.
8
7
0
.
8
7
TC
C
0
.
4
2
2
0
.
7
9
0
.
0
2
4
0
.
0
0
0
TC
E
0
.
6
1
0
0
.
8
2
0
.
0
2
0
0
.
0
0
0
TC
F
0
.
7
2
7
0
.
8
6
0
.
0
1
7
0
.
0
0
0
TC
H
0
.
6
9
5
0
.
5
8
0
.
0
1
8
0
.
0
0
0
F
LT*
*
:
TA
LI
S
f
a
c
t
o
r
l
a
o
d
i
n
g
v
a
l
u
e
s;
F
L*
:
M
o
d
e
l
f
a
c
t
o
r
l
o
a
d
i
n
g
v
a
l
u
e
s;
α
1
:
TA
LI
S
C
r
o
n
b
a
c
h
a
l
p
h
a
;
α
2
:
M
o
d
e
l
C
r
o
n
b
a
c
h
a
l
p
h
a
2
.
3
.
Ana
ly
s
is
o
f
da
t
a
Data
wer
e
an
aly
s
ed
u
s
in
g
Mp
lu
s
6
.
2
,
AM
OS
2
3
,
an
d
SP
SS
f
o
r
W
in
d
o
ws
2
3
p
r
o
g
r
am
m
e.
T
h
e
d
ata
m
o
d
el
s
et
was
an
aly
s
ed
f
r
o
m
th
e
3
9
2
7
d
ata.
Fre
q
u
e
n
cy
an
d
p
er
ce
n
tag
e
v
alu
es
wer
e
ca
lcu
lated
to
d
e
ter
m
in
e
th
e
d
em
o
g
r
a
p
h
ic
c
h
ar
ac
ter
is
tics
o
f
teac
h
er
s
(
g
en
d
e
r
,
a
g
e
g
r
o
u
p
,
s
en
io
r
ity
an
d
s
ch
o
o
l
lo
ca
tio
n
)
.
I
n
th
e
a
n
aly
s
is
o
f
th
e
d
ata,
a
r
ith
m
etic
m
ea
n
s
,
s
tan
d
ar
d
d
e
v
iatio
n
,
f
r
eq
u
e
n
c
y
,
Pear
s
o
n
co
r
r
elatio
n
,
r
e
g
r
ess
io
n
,
p
ath
an
aly
s
is
wer
e
u
s
ed
.
First,
all
d
ata
to
b
e
s
elec
ted
in
th
e
r
esear
ch
wer
e
ch
ec
k
ed
c
o
n
ce
r
n
in
g
t
h
e
ass
u
m
p
tio
n
s
o
f
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
R
ela
tio
n
s
h
ip
b
etw
ee
n
d
is
tr
ib
u
ted
lea
d
ers
h
ip
,
tea
c
h
er c
o
lla
b
o
r
a
tio
n
a
n
d
o
r
g
a
n
iz
a
tio
n
a
l
… (
Ömü
r
Ç
o
b
a
n
)
907
n
o
r
m
ality
,
m
is
s
in
g
v
alu
es,
o
u
tlier
,
m
u
ltico
llin
ea
r
ity
a
n
d
v
a
r
ian
ce
h
o
m
o
g
e
n
eity
.
I
t
is
f
ix
e
d
n
o
o
u
tlier
s
d
ata;
VI
F
s
co
r
es
to
b
e
lo
wer
th
an
3
.
(
1
.
1
0
9
)
;
Du
r
b
in
W
atso
n
s
co
r
es
o
f
all
d
ata
r
an
g
e
b
etwe
en
1
.
7
1
1
an
d
1
.
7
1
6
.
I
n
ad
d
itio
n
to
th
is
,
th
e
to
ler
a
n
ce
v
alu
es
s
co
r
es
o
f
th
e
s
elec
ted
d
ata
r
an
g
e
wer
e
f
o
u
n
d
.
9
0
5
,
an
d
th
e
C
I
v
alu
e
is
f
o
u
n
d
1
.
0
0
ac
co
r
d
in
g
to
t
h
e
li
n
ea
r
r
e
g
r
ess
io
n
m
o
d
el.
N
o
r
m
ality
ass
u
m
p
tio
n
was
also
c
h
e
ck
ed
a
n
d
s
k
ewn
ess
an
d
k
u
r
to
s
is
v
alu
es we
r
e
f
o
u
n
d
to
b
e
less
th
an
±
1
.
5
[
3
6
]
.
Mp
lu
s
6
.
2
s
o
f
twar
e
was
u
s
ed
f
o
r
t
h
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
ellin
g
(
SEM
)
an
aly
s
is
o
f
th
e
d
ata.
T
h
e
m
ea
s
u
r
em
en
t
an
d
th
e
s
tr
u
ctu
r
al
m
o
d
els
wer
e
test
ed
u
s
in
g
Ma
x
im
u
m
L
ik
elih
o
o
d
E
s
tim
atio
n
(
ML
E
)
tec
h
n
iq
u
e
an
d
co
v
ar
ian
ce
m
atr
i
x
.
I
n
th
e
m
ed
iatio
n
ef
f
ec
t
an
aly
s
is
,
th
e
n
o
n
-
r
ec
u
r
s
iv
e
ca
u
s
al
m
o
d
el
f
o
r
d
eter
m
in
in
g
a
m
ed
iatin
g
m
o
d
el
was
u
s
ed
b
as
ed
o
n
B
ar
o
n
an
d
Ken
n
y
[
3
7
]
.
All
ass
u
m
p
tio
n
s
co
n
ce
r
n
in
g
th
e
m
ed
iatio
n
m
o
d
el
ar
e
f
o
llo
wed
s
tep
b
y
s
tep
:
Firs
t,
th
e
in
d
e
p
en
d
e
n
t
v
ar
iab
les
(
DL
)
m
u
s
t
p
r
ed
ict
t
h
e
d
ep
en
d
e
n
t
v
ar
iab
les
(
OI
a
n
d
T
C
)
.
Seco
n
d
ly
,
th
e
m
e
d
iato
r
(
T
C
)
m
u
s
t
p
r
ed
ict
th
e
d
e
p
en
d
e
n
t
(
OI
)
v
a
r
iab
les
wh
en
th
e
in
d
ep
en
d
en
t
v
ar
ia
b
le
is
co
n
tr
o
lled
.
T
h
ir
d
ly
,
th
e
d
i
r
ec
t
ef
f
ec
ts
m
u
s
t
b
e
n
o
n
-
s
ig
n
if
ica
n
t
f
o
r
a
f
u
ll
m
ed
iated
ef
f
ec
t.
I
n
in
ter
p
r
etin
g
th
e
m
o
d
el,
it
is
u
s
ed
C
h
i
-
Sq
u
ar
e/De
g
r
ee
s
o
f
Fre
ed
o
m
)
r
atio
(
χ
2
/
d
f
≤
3
)
an
d
th
e
f
it
in
d
icato
r
s
s
u
ch
as
SR
M
R
(
≤
.
0
5
0
)
,
R
MSE
A
(
≤
.
0
7
0
)
,
C
FI,
GFI
,
AGFI
,
I
FI,
T
L
I
(
±
.
8
5
)
ar
e
ex
am
in
e
d
[
3
6
,
3
8
,
3
9
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
As
d
escr
ip
tiv
e
s
tatis
tics
,
it
is
p
r
esen
ted
th
e
r
esu
lts
o
f
laten
t
v
ar
iab
les
in
T
ab
le
2
.
Me
an
s
,
s
tan
d
ar
d
d
ev
iatio
n
v
alu
es a
n
d
Pear
s
o
n
co
r
r
elatio
n
o
f
laten
t v
ar
iab
les
ar
e
r
ep
o
r
ted
in
th
is
p
ar
t.
T
ab
le
2
s
h
o
ws u
s
th
at
t
h
e
teac
h
er
s
’
p
er
ce
p
tio
n
o
f
d
is
tr
ib
u
ted
lead
er
s
h
ip
s
ty
les
(
x
̅
=2
.
9
0
;
±
.
6
8
)
;
teac
h
er
co
llab
o
r
atio
n
(
x
̅
=3
.
0
2
;
±
.
7
5
)
,
an
d
o
r
g
a
n
izatio
n
al
in
n
o
v
ativ
e
n
ess
ar
e
o
n
a
(
x
̅
=3
.
1
7
;
±
1
.
1
2
)
m
ed
iu
m
lev
el
r
esp
ec
tiv
ely
.
T
h
er
e
ar
e
p
o
s
itiv
e
co
r
r
elatio
n
s
b
etwe
en
laten
t
v
a
r
iab
les
r
an
g
in
g
f
r
o
m
.
2
8
to
.
4
0
.
I
t
is
f
o
u
n
d
a
lo
w
-
lev
el
r
elatio
n
s
h
ip
b
etwe
en
t
h
e
DL
an
d
T
C
(
r
=
.
2
8
)
an
d
OI
(
.
4
0
)
.
I
n
ad
d
itio
n
,
it
is
f
o
u
n
d
t
h
at
th
er
e
is
a
m
ed
iu
m
lev
el
r
elatio
n
s
h
ip
b
etwe
en
th
e
OI
an
d
T
C
(
r
=
.
3
4
)
.
T
ab
le
2
.
Descr
ip
tiv
e
s
tatis
tics
an
d
P
ea
r
s
o
n
co
r
r
elatio
n
a
n
aly
s
is
f
in
d
in
g
s
o
n
r
esear
ch
v
a
r
iab
l
es
V
a
r
i
a
b
l
e
s
x
̅
=
/
s
d
x
̅
*/
sd
DL
TC
TI
N
D
i
st
r
i
b
u
t
e
d
Le
a
d
e
r
sh
i
p
2
.
8
7
(
.
6
7
8
)
2
.
9
0
(
.
6
8
3
)
-
Te
a
c
h
e
r
C
o
l
l
a
b
o
r
a
t
i
o
n
3
.
0
1
(
.
7
3
8
)
3
.
0
2
(
.
7
5
2
)
.
2
8
*
*
-
O
r
g
a
n
i
z
a
t
i
o
n
a
l
I
n
n
o
v
a
t
i
v
e
n
e
ss
3
.
1
7
(
1
.
1
1
)
3
.
2
0
(
1
.
1
2
)
.
4
0
*
*
3
4
*
*
-
*
.
W
e
i
g
h
t
e
d
mea
n
.
*
*
.
C
o
r
r
e
l
a
t
i
o
n
i
s
si
g
n
i
f
i
c
a
n
t
a
t
t
h
e
0
.
0
1
l
e
v
e
l
(
2
-
t
a
i
l
e
d
)
.
3
.
1
.
M
ea
s
urem
ent
m
o
del
T
h
e
s
tr
u
ctu
r
al
m
o
d
els we
r
e
te
s
ted
s
tep
b
y
s
tep
.
I
n
T
ab
le
3
,
it
was r
ep
o
r
ted
th
e
g
o
o
d
n
ess
o
f
f
it (
χ2
,
d
f
,
R
MSE
A,
S
R
MR,
T
L
I
,
C
FI,
C
MI
N/DF)
a
cc
o
r
d
in
g
to
th
e
all
h
y
p
o
th
esis
es.
T
ab
le
3
in
d
i
ca
tes
th
at
all
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
els
an
aly
s
ed
wer
e
f
o
u
n
d
h
av
e
g
o
o
d
f
i
t
v
alu
es.
Af
ter
th
at
p
r
o
ce
s
s
,
th
e
s
tr
u
ctu
r
al
m
o
d
el
s
u
g
g
ested
in
th
e
r
esear
ch
was
test
ed
b
ased
o
n
th
e
s
ig
n
if
ican
ce
o
f
th
e
co
ef
f
icien
ts
an
d
th
e
r
esu
lts
wer
e
p
r
esen
ted
with
th
e
m
e
d
iatio
n
a
n
aly
s
is
r
esu
lts
in
T
ab
le
4
an
d
Fig
u
r
e
2
.
T
ab
le
3
.
Go
o
d
n
ess
o
f
f
it in
d
ic
es
M
o
d
e
l
Th
e
G
o
o
d
n
e
ss
o
f
F
i
t
I
n
d
i
c
e
s
χ
²/
d
f
R
M
S
EA
S
R
M
R
TLI
C
F
I
C
M
I
N
/
D
F
D
L→
O
I
*
(
H
1
)
4
6
.
7
2
9
/
1
2
0
.
0
2
7
0
.
0
0
9
0
.
9
9
0
0
.
9
9
2
3
.
8
9
4
D
L→
O
I
*
(
H
2
)
5
5
.
5
2
9
/
1
7
0
.
0
2
4
0
.
0
2
0
0
.
9
8
6
0
.
9
9
2
3
.
2
6
6
TC
→
O
I
*
(
H
3
)
9
2
.
9
1
8
/
2
5
0
.
0
2
2
0
.
0
1
5
0
.
9
9
0
0
.
9
8
9
3
.
7
1
6
D
L→
T
C
→
O
I
*
1
3
8
,
1
6
9
/
4
9
.
0
2
2
.
0
1
6
.
9
9
0
.
9
9
3
2
.
8
1
9
T
ab
le
4
.
R
eg
r
ess
io
n
r
esu
lts
o
f
th
e
m
o
d
els
M
o
d
e
l
****
H
y
p
o
t
h
e
s
i
s
Β
SE
Est
.
p*
D
L→
O
I
*
H
1
)
.
4
0
3
.
0
2
5
1
6
.
3
5
9
.
0
0
1
*
*
D
L→
T
C
*
H
2
)
.
2
8
1
.
0
2
7
1
0
.
3
5
3
.
0
0
1
*
*
TC
→
O
I
*
(
H
3
)
.
3
3
6
.
0
2
7
1
2
.
2
2
6
.
0
0
1
*
*
D
L→
T
C
→
O
I
*
.
3
3
5
.
0
2
5
1
6
.
3
2
2
.
0
0
1
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M
e
d
i
a
t
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Te
st
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s
t
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r
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n
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o
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n
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s
t
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6
8
7
.
9
9
8
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p
<
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0
5
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*
p
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.
N
o
t
e
s
:
A
l
l
t
h
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v
a
l
u
e
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t
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d
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e
d
b
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t
a
c
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f
f
i
c
i
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n
t
s (β
)
.
M
o
d
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l
1
,
2
a
n
d
3
:
S
t
r
u
c
t
u
r
e
i
n
w
h
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c
h
r
e
l
a
t
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d
v
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l
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s
a
r
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a
d
d
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d
t
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t
h
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m
o
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e
l
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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r
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h
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le
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d
ar
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ized
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ts
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th
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s
ty
les
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0
0
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an
d
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ty
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n
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C
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o
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is
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eg
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ig
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h
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H1
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at
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o
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ib
le
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a
y
th
at
th
e
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in
d
e
p
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n
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n
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ec
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ted
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ip
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ativ
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ess
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ig
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ican
t.
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m
ea
n
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th
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u
p
p
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n
d
t
h
e
m
o
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r
e
s
u
lts
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icate
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th
at
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ip
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ty
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izatio
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tially
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o
u
g
h
teac
h
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r
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llab
o
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e
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e
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e
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le
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ip
s
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m
o
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g
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h
e
v
ar
ia
b
les
in
T
ab
l
e
5
[
4
0
,
4
1
]
.
T
ab
le
5
.
Dir
ec
t,
in
d
ir
ec
t,
an
d
t
o
tal
ef
f
ec
t c
o
ef
f
icien
ts
o
f
th
e
l
aten
t v
ar
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les
*
M
o
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e
l
M
o
d
e
l
1
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y
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o
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e
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s
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To
t
a
l
D
L→
T
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→
O
I
*
.
3
3
5
.
0
2
6
.
0
6
7
.
0
1
0
.
4
0
2
*
A
l
l
t
h
e
v
a
l
u
e
s
o
f
d
i
r
e
c
t
,
i
n
d
i
r
e
c
t
a
n
d
t
o
t
a
l
e
f
f
e
c
t
s
i
n
t
h
e
t
a
b
l
e
a
r
e
st
a
n
d
a
r
d
i
z
e
d
b
e
t
a
c
o
e
f
f
i
c
i
e
n
t
s.
Acc
o
r
d
in
g
to
T
a
b
le
5
,
DL
h
as
a
d
ir
ec
t
ef
f
ec
t
o
n
OI
(
β
[
Mo
d
el
4
]
=
.
3
4
,
p
<
.
0
0
1
)
;
in
d
ir
ec
t
ef
f
ec
t
(
β
[
Mo
d
el
4
]
=
.
0
7
,
p
<
.
0
0
1
)
a
n
d
to
tal
ef
f
ec
t
(
β
[
Mo
d
el
4
]
=
.
4
0
,
p
<
.
0
0
1
)
.
T
h
is
m
ea
n
s
th
at
th
e
d
is
tr
ib
u
ted
lead
er
s
h
ip
s
ty
le
in
th
e
p
r
e
d
ictio
n
o
f
o
r
g
an
izatio
n
al
in
n
o
v
ati
v
en
ess
an
d
teac
h
er
co
llab
o
r
atio
n
h
av
e
a
p
a
r
tially
m
ed
iated
ef
f
ec
t
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
d
is
tr
i
b
u
ted
lea
d
e
r
s
h
ip
an
d
o
r
g
an
izatio
n
al
in
n
o
v
ativ
en
ess
.
As
s
ee
n
in
T
ab
le
4
,
So
b
el,
Ar
io
n
a
n
d
Go
o
d
m
an
test
r
esu
lts
ar
e
also
s
u
p
p
o
r
ted
th
is
f
in
d
i
n
g
.
E
A
s
ch
o
lar
s
h
av
e
f
o
c
u
s
ed
o
n
th
e
ef
f
ec
ts
o
f
d
is
tr
ib
u
ted
l
ea
d
er
s
h
ip
o
n
s
ch
o
o
l
p
r
o
ce
s
s
,
s
tr
u
ctu
r
es,
cu
ltu
r
e,
teac
h
in
g
a
n
d
lear
n
in
g
f
o
r
th
e
last
f
o
u
r
d
ec
ad
es
[7
-
9]
an
d
c
o
n
cl
u
d
e
d
th
at
it
h
as
a
d
ir
ec
t
an
d
in
d
ir
ec
t
ef
f
ec
t
o
n
teac
h
in
g
an
d
o
r
g
a
n
izatio
n
al
in
n
o
v
ativ
e
n
ess
v
ia
teac
h
er
co
llab
o
r
atio
n
,
teac
h
e
r
s
elf
-
ef
f
icac
y
,
an
d
co
m
m
itm
en
t.
I
n
n
o
v
atev
en
ess
is
im
p
o
r
tan
t
f
o
r
two
asp
ec
t
s
.
First,
it
ca
n
s
u
p
p
o
r
t
an
d
a
d
d
v
alu
e
ed
u
ca
tio
n
al
in
n
o
v
atio
n
f
o
r
im
p
r
o
v
in
g
s
tu
d
en
ts
'
lear
n
in
g
o
u
tco
m
es
an
d
th
e
ed
u
ca
tio
n
a
l
q
u
ality
o
f
s
ch
o
o
l
o
r
g
an
izati
o
n
.
T
h
e
o
th
er
asp
ec
t
is
in
d
ir
ec
t
ef
f
ec
t
s
u
ch
as
in
cr
ea
s
in
g
ef
f
icie
n
cy
,
m
ax
im
i
s
in
g
th
e
“
b
an
g
f
o
r
th
e
b
u
c
k
”
[
4
2
]
a
n
d
o
cc
u
r
i
n
g
t
h
e
ch
a
n
g
es
n
ec
ess
ar
y
to
a
d
ap
t
to
r
a
p
id
ch
an
g
es in
s
o
cial
an
d
tech
n
o
lo
g
ical
tr
an
s
f
o
r
m
atio
n
s
.
I
n
th
e
p
r
esen
t stu
d
y
,
we
ex
am
in
ed
th
e
d
ir
ec
t a
n
d
in
d
ir
ec
t
r
elatio
n
s
h
ip
o
f
d
is
tr
ib
u
ted
lead
er
s
h
ip
o
n
teac
h
er
c
o
llab
o
r
atio
n
an
d
o
r
g
a
n
izatio
n
al
i
n
n
o
v
ativ
e
n
ess
.
Ou
r
s
tu
d
y
s
u
p
p
o
r
te
d
p
r
ev
i
o
u
s
r
esear
ch
f
in
d
in
g
s
,
em
p
h
asizin
g
th
at
s
ch
o
o
l
p
r
in
cip
als
wh
o
f
o
c
u
s
ed
o
n
teac
h
in
g
an
d
en
s
u
r
ed
teac
h
er
co
llab
o
r
atio
n
ar
e
k
ey
ac
to
r
s
f
o
r
s
ch
o
o
l im
p
r
o
v
em
en
t.
T
h
e
f
ir
s
t
h
y
p
o
th
esis
o
f
o
u
r
p
a
p
er
r
ef
er
i
n
g
to
t
h
e
im
p
ac
t
o
f
s
c
h
o
o
l
p
r
in
cip
als’
d
is
tr
ib
u
ted
lead
er
s
h
ip
o
n
o
r
g
an
izatio
n
a
l
in
n
o
v
ativ
en
ess
.
T
h
e
f
in
d
in
g
claim
s
th
at
s
ch
o
o
l
p
r
in
cip
als
d
is
tr
ib
u
te
d
le
ad
er
s
h
ip
b
e
h
av
io
r
s
af
f
ec
ted
o
r
g
an
izatio
n
al
in
n
o
v
a
tiv
en
ess
.
T
h
is
ass
u
m
es th
at
is
s
ch
o
o
l p
r
in
cip
als d
is
p
lay
e
d
d
i
s
tr
ib
u
ted
lead
er
s
h
ip
b
eh
av
io
r
s
,
th
ey
en
co
u
r
ag
e
tea
ch
er
s
to
im
p
r
o
v
e
an
d
e
x
c
h
an
g
e
n
ew
id
ea
s
f
o
r
teac
h
in
g
p
r
ac
t
ices.
Ad
d
itio
n
ally
,
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
R
ela
tio
n
s
h
ip
b
etw
ee
n
d
is
tr
ib
u
ted
lea
d
ers
h
ip
,
tea
c
h
er c
o
lla
b
o
r
a
tio
n
a
n
d
o
r
g
a
n
iz
a
tio
n
a
l
… (
Ömü
r
Ç
o
b
a
n
)
909
th
ey
en
s
u
r
e
teac
h
e
r
s
to
o
p
e
n
t
o
ch
a
n
g
es
in
teac
h
in
g
a
n
d
lea
r
n
in
g
p
r
o
ce
s
s
es
an
d
p
r
ac
tices,
an
d
to
s
tr
en
g
th
en
th
eir
p
r
o
b
lem
-
s
o
l
v
in
g
s
tr
ateg
ies.
Pa
r
alel
to
o
u
r
f
i
n
d
in
g
,
s
o
m
e
r
esear
ch
e
r
s
f
o
u
n
d
o
u
t
th
e
r
el
atio
n
s
h
ip
b
etwe
en
th
ese
two
v
ar
ia
b
les
[
9
,
1
1
,
2
2
]
.
T
h
e
y
claim
e
d
th
at
if
s
ch
o
o
l
p
r
in
cip
als
e
m
p
o
wer
e
d
teac
h
er
s
an
d
s
h
ar
e
t
h
eir
au
th
o
r
ity
with
th
em
,
th
ey
b
u
ilt
a
tr
u
s
tf
u
l
an
d
in
n
o
v
ativ
e
atm
o
s
p
h
er
e
wh
er
e
teac
h
er
s
co
u
l
d
b
e
m
o
r
e
cr
ea
tiv
e
i
n
th
is
s
ch
o
o
l c
lim
ate.
Ou
r
s
ec
o
n
d
h
y
p
o
th
esis
ass
u
m
es
th
at
s
ch
o
o
l
p
r
in
cip
als’
d
is
tr
ib
u
ted
lead
er
s
h
ip
in
f
lu
e
n
ce
d
teac
h
er
co
llab
o
r
atio
n
.
T
h
e
f
in
d
in
g
in
d
icate
s
th
at
s
ch
o
o
l
p
r
in
cip
als’
d
is
tr
ib
u
ted
lead
er
s
h
ip
h
av
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
teac
h
er
co
llab
o
r
atio
n
.
T
h
is
m
ea
n
s
th
at
if
s
ch
o
o
l
p
r
in
cip
als
’
d
is
tr
ib
u
ted
lead
er
s
h
ip
b
e
h
av
io
r
s
in
cr
ea
s
e,
th
e
y
en
s
u
r
e
th
e
s
o
lid
ar
ity
clim
ate
f
o
r
teac
h
e
r
s
an
d
in
th
e
clim
ate,
teac
h
er
s
s
h
ar
e
th
eir
id
ea
s
an
d
class
r
o
o
m
p
r
ac
tices
with
th
eir
co
lleg
a
u
es.
Sim
iliar
ly
,
s
o
m
e
o
th
e
r
r
esear
ch
er
s
f
o
u
n
d
o
u
t
th
at
s
ch
o
o
l
p
r
in
ci
p
als’
d
is
tr
ib
u
ted
lead
er
s
h
ip
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
teac
h
er
c
o
llab
o
r
atio
n
[
2
1
,
2
8
,
2
7
]
.
T
h
e
y
ex
p
r
ess
ed
th
at
if
s
ch
o
o
l
p
r
in
cip
als
cr
ea
ted
a
c
o
llab
o
r
ativ
e,
co
o
p
er
ativ
e
atm
o
s
p
h
er
e
f
o
r
th
eir
teac
h
er
s
,
th
ey
en
co
u
r
a
g
ed
th
eir
teac
h
er
s
to
ex
ch
an
g
e
th
eir
r
ef
lectiv
e
id
ea
s
ab
o
u
t
class
r
o
o
m
p
r
ac
tices
am
o
n
g
th
em
.
I
n
T
u
r
k
e
y
,
s
ch
o
o
l
p
r
in
cip
als
m
o
s
tly
d
id
n
o
t
ex
h
ib
it
tr
an
s
f
o
r
m
ativ
e
a
n
d
tech
n
ical
m
an
ag
em
en
t
b
eh
av
i
o
u
r
s
o
n
th
e
co
n
tr
ar
y
,
th
e
y
b
eh
av
ed
as a
d
m
in
is
tr
a
tiv
e
m
a
n
ag
er
s
[
4
3
,
4
4
]
.
T
h
e
th
ir
d
f
in
d
i
n
g
o
f
th
e
s
tu
d
y
ex
p
r
ess
es
th
at
teac
h
er
co
llab
o
r
atio
n
af
f
ec
te
d
o
r
g
a
n
izatio
n
al
in
n
o
v
ativ
e
n
ess
.
T
h
is
im
p
lies
th
at
wh
en
teac
h
er
c
o
llab
o
r
ato
n
in
c
r
ea
s
ed
in
a
s
ch
o
o
l,
o
r
g
a
n
izatio
n
al
in
n
o
v
ativ
e
n
ess
also
in
cr
ea
s
ed
.
T
h
is
f
in
d
i
n
g
is
co
n
s
is
ten
t
with
th
e
p
r
ev
io
u
s
s
tu
d
ies
[
2
2
,
2
3
,
33
]
I
n
th
e
s
tu
d
ies,
r
esear
ch
er
s
claim
ed
th
at
if
te
ac
h
er
co
llab
o
r
atio
n
is
well
-
b
u
ilt
in
th
e
s
ch
o
o
ls
,
teac
h
er
s
c
an
ea
s
ily
ex
ch
an
g
e
th
eir
r
ef
lectiv
e
id
ea
s
,
o
p
en
to
ch
an
g
e
an
d
u
s
e
alter
n
ativ
e
a
n
d
in
n
o
v
ativ
e
m
eth
o
d
s
an
d
p
r
ac
tices
in
teac
h
in
g
s
u
ch
as
b
len
d
ed
lear
n
in
g
,
g
a
m
if
icatio
n
,
co
m
p
u
tatio
n
al
th
i
n
k
in
g
,
e
x
p
er
ien
tial
lear
n
in
g
[
4
5
]
.
Sh
o
r
tly
,
teac
h
er
co
llab
o
r
atio
n
m
a
k
es tea
ch
er
d
ev
elo
p
th
eir
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t.
Alth
o
u
g
h
teac
h
er
im
p
r
o
v
em
e
n
t p
r
o
g
r
am
was
co
n
d
u
cted
in
2
0
1
0
,
wh
ich
is
ab
o
u
t
s
ch
o
o
l
-
b
ased
teac
h
er
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
e
n
t,
its
s
u
s
tain
ab
ilit
y
ig
n
o
r
ed
in
T
u
r
k
ey
[
4
6
]
.
No
wa
d
ay
s
,
th
er
e
is
lack
o
f
s
tr
u
ctu
r
e
s
to
s
u
p
p
o
r
t
teac
h
e
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
i
n
th
e
ed
u
ca
tio
n
al
s
y
s
tem
[
4
7
,
4
8
]
,
an
d
p
o
licy
m
ak
er
s
s
h
o
u
ld
estab
lis
h
s
tr
u
ctu
r
es
an
d
p
r
o
ce
s
s
es
f
o
r
teac
h
er
s
to
ac
ce
s
s
alter
n
ativ
e
an
d
in
n
o
v
ati
v
e
p
r
ac
tices
in
teac
h
in
g
.
W
e
last
ly
ex
p
r
ess
ed
th
at
s
ch
o
o
l
p
r
in
cip
als’
d
is
tr
ib
u
te
d
lead
er
s
h
ip
b
eh
av
i
o
r
s
af
f
ec
ted
o
r
g
an
izatio
n
al
in
n
o
v
ativ
e
n
ess
v
ia
teac
h
er
co
lllab
o
r
atio
n
i
n
d
ir
ec
lty
.
Sh
o
r
tly
,
teac
h
er
co
llab
r
atio
n
is
p
ar
t
iall
y
m
ed
iated
ef
f
ec
t
b
etwe
en
d
is
tr
ib
u
ted
lead
er
s
h
ip
an
d
o
r
g
a
n
izatio
n
al
in
n
o
v
ativ
e
n
ess
in
o
u
r
m
o
d
el.
W
h
en
p
r
in
cip
als
s
h
ar
e
th
eir
p
o
wer
s
with
teac
h
er
s
an
d
cr
ea
te
a
co
m
m
o
n
v
is
io
n
f
o
r
th
eir
s
ch
o
o
ls
,
th
ey
will
cr
e
ate
an
ap
p
r
o
p
r
iate
clim
ate
f
o
r
teac
h
er
s
to
wo
r
k
c
o
l
lab
o
r
ativ
e
ly
.
I
n
th
is
way
,
b
y
s
tr
en
g
th
en
in
g
teac
h
e
r
s
,
th
ey
will
co
n
tr
ib
u
te
to
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
a
n
d
o
r
g
a
n
izatio
n
al
in
n
o
v
ativ
e
n
ess
.
4.
CO
NCLU
SI
O
N
I
n
c
o
n
clu
s
io
n
,
d
ig
ital
tr
an
s
f
o
r
m
atio
n
h
av
i
n
g
an
e
f
f
ec
t
o
n
s
o
cial,
ec
o
n
o
m
ic,
an
d
tec
h
n
o
lo
g
ical
s
tr
u
ctu
r
es
f
o
r
ce
ed
u
ca
tio
n
al
s
y
s
tem
s
to
f
o
cu
s
o
n
s
ch
o
o
l
im
p
r
o
v
em
e
n
t,
teac
h
er
co
llab
o
r
atio
n
,
in
n
o
v
ativ
e
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
es.
I
n
m
o
r
e
r
ec
en
t
r
esear
ch
,
i
n
n
o
v
atio
n
was
p
u
tted
in
t
o
wo
r
d
s
with
in
n
o
v
at
io
n
in
teac
h
in
g
in
clu
d
in
g
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
o
f
teac
h
ea
r
s
a
n
d
f
o
c
u
s
in
g
o
n
c
h
an
g
es
o
f
s
ch
o
o
l
an
d
class
r
o
o
m
s
r
ath
er
th
a
n
m
ea
n
in
g
o
f
r
ad
ic
al
ch
an
g
e
.
Dis
cu
s
s
io
n
s
o
n
in
n
o
v
ativ
e
ed
u
ca
tio
n
am
o
n
g
r
e
s
ea
r
h
er
s
ar
e
r
elat
ed
s
ev
er
al
p
o
in
ts
in
t
h
e
liter
atu
r
e.
Ho
wev
er
,
we
s
u
m
m
ar
ize
t
h
ese
d
if
f
er
e
n
t
p
er
c
p
ec
tiv
es
a
b
o
u
t
in
n
o
v
atio
n
in
ed
u
ca
tio
n
with
th
e
asp
ec
t
o
f
teac
h
in
g
p
r
ac
tices,
in
n
o
v
ativ
e
p
r
ac
tices
b
y
teac
h
er
s
s
u
ch
a
s
b
len
d
ed
lear
n
in
g
,
g
am
if
icatio
n
,
co
m
p
u
tatio
n
al
th
in
k
in
g
,
ex
p
er
ien
tial
lear
n
in
g
,
an
d
with
th
e
p
er
s
p
ec
tiv
e
o
f
d
e
v
elo
p
in
g
th
e
s
tu
d
en
ts
’
s
k
ills
r
eq
u
ir
ed
in
co
m
p
lex
m
o
d
er
n
an
d
r
ap
id
ly
ch
an
g
in
g
s
o
cieties.
B
o
th
th
e
in
n
o
v
ativ
e
p
r
ac
tices
ap
p
lied
b
y
teac
h
e
r
s
an
d
t
h
e
in
s
tr
u
ctio
n
al
m
eth
o
d
s
an
d
ap
p
r
o
ac
h
es
wh
ich
ar
e
r
eq
u
i
r
ed
te
ac
h
er
s
’
co
llab
o
r
atio
n
an
d
p
o
s
itiv
e
s
ch
o
o
l
cl
im
ate,
t
h
at
f
o
cu
s
o
n
im
p
r
o
v
in
g
s
tu
d
e
n
ts
'
s
k
il
ls
h
av
e
s
o
m
e
im
p
lica
tio
n
s
f
o
r
s
tu
d
e
n
ts
,
teac
h
er
s
,
lead
er
s
h
ip
an
d
s
ch
o
o
l
d
ev
el
o
p
m
en
t.
Fro
m
a
b
r
o
ad
er
p
e
r
s
p
ec
tiv
e,
th
e
im
p
ac
t
o
f
o
r
g
an
izatio
n
al
in
n
o
v
ativ
e
n
ess
o
n
s
tu
d
en
t
o
u
t
co
m
es in
m
ay
b
e
d
ir
ec
tly
r
elate
d
to
th
e
welf
ar
e
an
d
d
ev
elo
p
m
en
t o
f
c
o
u
n
tr
ies.
Alth
o
u
g
h
th
e
p
r
esen
t
s
tu
d
y
p
r
o
v
id
es
s
u
b
s
tan
tial
im
p
licatio
n
s
with
r
eg
ar
d
to
th
e
r
elatio
n
s
h
ip
b
etwe
en
lead
er
s
h
ip
,
o
r
g
an
izatio
n
al
i
n
n
o
v
ativ
en
ess
v
ia
teac
h
er
c
o
llab
o
r
atio
n
,
th
e
f
in
d
in
g
s
s
h
o
u
ld
b
e
co
n
s
id
er
e
d
with
th
e
lim
i
tatio
n
s
in
h
er
en
t
in
th
e
s
tu
d
y
.
Firstl
y
,
th
e
v
iews
ab
o
u
t
lead
er
s
h
ip
,
teac
h
er
co
llab
o
r
atio
n
an
d
o
r
g
an
izatio
n
al
in
n
o
v
ativ
en
ess
ar
e
b
ased
o
n
teac
h
e
r
s
’
p
e
r
ce
p
t
io
n
s
,
r
ef
e
r
r
in
g
th
at
th
ey
ar
e
ask
ed
to
ju
d
g
e
th
eir
s
ch
o
o
l
p
r
in
cip
als’
d
is
tr
ib
u
te
d
lead
er
s
h
ip
p
r
ac
tices
an
d
th
e
a
tm
o
s
p
h
er
e
th
ey
wan
t
to
c
r
ea
te
.
T
h
is
in
v
o
lv
es
th
e
p
o
ten
tial
to
u
n
d
er
m
i
n
e
th
e
o
b
jectiv
ity
o
f
th
e
d
ata.
Seco
n
d
,
we
o
b
tain
ed
d
ata
f
r
o
m
T
AL
I
S
2
0
1
8
an
d
th
is
is
a
q
u
an
titativ
e
r
esear
ch
.
As
a
s
am
p
le
we
ch
o
s
e
T
u
r
k
ey
.
Fo
r
f
u
r
th
er
r
esear
ch
er
s
,
we
r
ec
o
m
m
en
d
e
d
th
at
th
ey
co
n
d
u
ct
a
q
u
alitativ
e
r
esear
ch
an
d
th
e
y
d
ee
p
ly
ex
am
in
e
th
e
r
elatio
n
s
am
o
n
g
th
ese
th
r
ee
v
ar
iab
les.
Ad
d
itio
n
ally
,
th
e
y
s
h
o
u
ld
s
el
ec
t
s
o
m
e
else
co
u
n
tr
ies
an
d
c
o
m
p
ar
ed
th
e
s
itu
atio
n
s
o
f
th
e
co
u
n
tr
ies.
Fin
ally
,
th
ey
s
h
o
u
ld
co
n
d
u
ct
a
r
esear
c
h
with
m
u
lti
-
lev
el
s
tr
u
ctu
r
al
e
q
u
atio
n
in
s
ch
o
o
ls
an
d
b
etwe
e
n
s
ch
o
o
ls
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
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.
E
d
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c
.
Vo
l.
9
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No
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4
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Dec
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b
e
r
2
0
2
0
:
9
0
3
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1
1
910
RE
F
E
R
E
NC
E
S
[1
]
S
.
Li
u
v
e
P
.
Ha
ll
in
g
e
r,
"
P
r
in
c
ip
a
l
in
stru
c
ti
o
n
a
l
lea
d
e
rsh
i
p
,
tea
c
h
e
r
s
e
lf
-
e
ffica
c
y
,
a
n
d
tea
c
h
e
r
p
ro
fe
ss
i
o
n
a
l
lea
rn
i
n
g
in
Ch
in
a
:
Tes
ti
n
g
a
m
e
d
iate
d
-
e
ffe
c
ts mo
d
e
l
,
"
Ed
u
c
a
ti
o
n
a
l
A
d
min
i
stra
t
io
n
Q
u
a
rte
rly
,
v
o
l.
5
4
,
n
o
.
4
,
p
p
.
5
0
1
-
5
2
8
,
2
0
1
8
.
[2
]
N.
Oz
d
e
m
ir,
"
P
ri
n
c
ip
a
l
lea
d
e
rsh
i
p
a
n
d
stu
d
e
n
ts’
a
c
h
iev
e
m
e
n
t
:
M
e
d
iate
d
p
a
th
wa
y
s
o
f
p
r
o
fe
ss
io
n
a
l
c
o
m
m
u
n
it
y
a
n
d
tea
c
h
e
rs’ i
n
stru
c
ti
o
n
a
l
p
ra
c
ti
c
e
s
,
"
KEDI
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Po
l
icy
,
v
o
l.
1
6
,
n
o
.
1
,
p
p
.
81
-
1
0
4
,
2
0
1
9
.
[3
]
K.
A.
Leith
wo
o
d
v
e
D.
Ja
n
tzi,
"
Tran
sfo
rm
a
ti
o
n
a
l
sc
h
o
o
l
lea
d
e
rs
h
ip
f
o
r
larg
e
-
sc
a
le
re
fo
rm
:
Eff
e
c
ts
o
n
st
u
d
e
n
ts,
tea
c
h
e
rs,
a
n
d
th
e
ir
c
las
sro
o
m
p
ra
c
ti
c
e
s
,
"
S
c
h
o
o
l
Ef
fec
ti
v
e
n
e
ss
a
n
d
S
c
h
o
o
l
Im
p
ro
v
e
me
n
t
,
v
o
l.
1
7
,
n
o
.
2
,
p
p
.
2
0
1
-
2
2
7
,
2
0
0
6
.
[4
]
J.
S
u
n
v
e
K.
A.
Leit
h
wo
o
d
,
"
Tra
n
sfo
rm
a
ti
o
n
a
l
sc
h
o
o
l
lea
d
e
rsh
i
p
e
ffe
c
ts
o
n
stu
d
e
n
t
a
c
h
iev
e
m
e
n
t
,
"
L
e
a
d
e
rs
h
ip
a
n
d
Po
li
c
y
in
S
c
h
o
o
ls
,
v
o
l.
1
1
,
n
o
.
4
,
p
p
.
4
1
8
-
4
5
1
,
2
0
1
2
.
[5
]
J.
P
isa
p
ia,
D.
Re
y
e
s
-
G
u
e
rra
v
e
E.
Co
u
k
o
s
-
S
e
m
m
e
l,
"
De
v
e
lo
p
in
g
th
e
lea
d
e
r’s
stra
teg
ic
m
in
d
se
t
:
Est
a
b
li
sh
i
n
g
th
e
m
e
a
su
re
s
,
"
L
e
a
d
e
rs
h
ip
Rev
iew
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
4
1
-
68
,
2
0
0
5
.
[6
]
O.
Co
b
a
n
,
S
.
Oz
d
e
m
ir
v
e
J.
P
isa
p
ia,
"
To
p
m
a
n
a
g
e
rs’ o
r
g
a
n
iza
ti
o
n
a
l
c
h
a
n
g
e
m
a
n
a
g
e
m
e
n
t
c
a
p
a
c
it
y
a
n
d
th
e
ir
stra
teg
ic
lea
d
e
rsh
ip
le
v
e
ls
a
t
m
in
istr
y
o
f
n
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
(M
o
NE),
"
E
u
ra
s
ia
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Re
se
a
rc
h
,
v
o
l.
1
9
,
n
o
.
8
1
,
p
p
.
1
2
9
-
1
4
6
,
2
0
1
9
.
[7
]
R.
H.
He
c
k
v
e
P
.
Ha
ll
in
g
e
r,
"
Tes
t
in
g
a
l
o
n
g
i
t
u
d
i
n
a
l
m
o
d
e
l
o
f
d
istri
b
u
ted
lea
d
e
rsh
ip
e
ffe
c
ts o
n
sc
h
o
o
l
imp
ro
v
e
m
e
n
t
,
"
T
h
e
L
e
a
d
e
rs
h
ip
Q
u
a
rte
rly
,
v
o
l
.
2
1
,
n
o
.
5
,
p
p
.
8
6
7
-
8
8
5
,
2
0
1
0
.
[8
]
M
.
O
z
d
e
m
ir
v
e
E.
De
m
ircio
g
l
u
,
"
Distrib
u
ted
lea
d
e
rsh
i
p
a
n
d
c
o
n
trac
t
re
latio
n
s:
e
v
i
d
e
n
c
e
fro
m
Tu
rk
is
h
h
i
g
h
sc
h
o
o
ls
,
"
E
d
u
c
a
t
i
o
n
a
l
M
a
n
a
g
e
me
n
t
A
d
min
istr
a
ti
o
n
&
L
e
a
d
e
rs
h
ip
,
v
o
l.
4
3
,
n
o
.
6
,
p
p
.
9
1
8
-
9
3
8
,
2
0
1
5
.
[9
]
A.
S
.
Bry
k
,
P
.
B
.
S
e
b
ri
n
g
,
E.
A
ll
e
n
sw
o
rth
,
S
.
L
u
p
p
e
sc
u
v
e
J.
Q
.
Eas
to
n
,
Or
g
a
n
izin
g
sc
h
o
o
ls
fo
r
imp
ro
v
e
me
n
t
:
L
e
ss
o
n
s fro
m C
h
ica
g
o
,
Ch
ica
g
o
:
Un
iv
e
rsity
o
f
C
h
ica
g
o
P
re
ss
,
2
0
1
0
.
[1
0
]
K.
Leith
wo
o
d
,
A.
Ha
rris
v
e
D.
Ho
p
k
in
s,
"
S
e
v
e
n
stro
n
g
c
laim
s
a
b
o
u
t
su
c
c
e
ss
fu
l
sc
h
o
o
l
lea
d
e
rsh
i
p
re
v
isit
e
d
,
"
S
c
h
o
o
l
L
e
a
d
e
rs
h
ip
&
M
a
n
a
g
e
me
n
t
,
v
o
l.
4
0
,
n
o
.
1
,
p
p
.
5
-
2
2
,
2
0
2
0
.
[1
1
]
V.
M
.
J.
Ro
b
in
so
n
,
C.
Ll
o
y
d
v
e
K.
R
o
we
,
"
Th
e
imp
a
c
t
o
f
lea
d
e
rsh
ip
o
n
st
u
d
e
n
t
o
u
tc
o
m
e
s
:
An
a
n
a
ly
sis
o
f
t
h
e
d
iffere
n
ti
a
l
e
ffe
c
ts o
f
lea
d
e
rsh
ip
t
y
p
e
s
,
"
Ed
u
c
a
ti
o
n
a
l
A
d
min
istr
a
ti
o
n
Qu
a
rte
rly
,
v
o
l.
4
4
,
n
o
.
5
,
p
p
.
6
3
5
-
6
7
4
,
2
0
0
8
.
[1
2
]
N.
Öz
d
e
m
ir
v
e
M
.
T.
Ya
lçın
,
"
Or
taö
ğ
re
ti
m
ö
ğ
re
n
c
il
e
ri
n
in
a
k
a
d
e
m
i
k
b
a
şa
risi
il
e
o
k
u
l
v
e
ö
ğ
re
n
c
i
d
ü
z
e
y
i
d
e
ğ
işk
e
n
ler
a
ra
s
in
d
a
k
i
il
işk
il
e
ri
n
in
c
e
len
m
e
si
:
İk
i
d
ü
z
e
y
li
y
o
l
a
n
a
li
z
i
,
"
E
ğ
it
im
v
e
Bi
li
m
,
v
o
l.
4
4
,
n
o
.
2
0
0
,
p
p
.
9
3
-
1
1
6
,
2
0
1
9
.
[1
3
]
J.
Blas
v
e
J.
Blas
,
"
Ef
fe
c
ti
v
e
i
n
stru
c
ti
o
n
a
l
lea
d
e
rsh
i
p
:
Tea
c
h
e
rs’
p
e
rsp
e
c
ti
v
e
s
o
n
h
o
w
p
ri
n
c
ip
a
ls
p
r
o
m
o
te
tea
c
h
i
n
g
a
n
d
lea
rn
i
n
g
in
sc
h
o
o
ls,"
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Ad
mi
n
istra
ti
o
n
,
v
o
l.
3
8
,
n
o
.
2
,
p
p
.
1
3
0
–
1
4
1
,
2
0
0
0
.
[1
4
]
R.
G
o
d
d
a
rd
,
Y.
G
o
d
d
a
rd
,
E.
S
o
o
k
Kim
v
e
R.
M
il
ler,
"
A
t
h
e
o
re
ti
c
a
l
a
n
d
e
m
p
iri
c
a
l
a
n
a
ly
sis
o
f
th
e
ro
les
o
f
in
stru
c
ti
o
n
a
l
lea
d
e
rsh
ip
,
tea
c
h
e
r
c
o
ll
a
b
o
ra
t
io
n
,
a
n
d
c
o
ll
e
c
ti
v
e
e
ffica
c
y
b
e
li
e
fs
in
s
u
p
p
o
rt
o
f
st
u
d
e
n
t
lea
rn
in
g
,
"
Ame
ric
a
n
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l.
1
2
1
,
n
o
.
4
,
p
p
.
5
0
1
-
5
3
0
,
2
0
1
5
.
[1
5
]
H.
Hu
lp
ia,
G
.
De
v
o
s
v
e
H.
V
a
n
Ke
e
r,
"
Th
e
in
f
lu
e
n
c
e
o
f
d
is
tri
b
u
te
d
lea
d
e
rsh
i
p
o
n
tea
c
h
e
rs’
o
rg
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t:
A
m
u
lt
il
e
v
e
l
a
p
p
r
o
a
c
h
,
"
T
h
e
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.
1
0
3
,
n
o
.
1
,
p
p
.
4
0
-
5
2
,
2
0
0
9
.
[1
6
]
P
.
M
.
S
e
n
g
e
,
T
h
e
fi
ft
h
d
isc
ip
li
n
e
,
Ne
w Yo
rk
:
NY
:
Do
u
b
le
d
a
y
C
u
rre
n
c
y
,
1
9
9
0
.
[1
7
]
J.
Ko
,
P
.
Ha
ll
i
n
g
e
r
v
e
A.
Walk
e
r,
"
E
x
p
lo
ri
n
g
sc
h
o
o
l
imp
r
o
v
e
m
e
n
t
i
n
Ho
n
g
K
o
n
g
se
c
o
n
d
a
ry
sc
h
o
o
ls
,
"
Pe
a
b
o
d
y
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l.
8
7
,
n
o
.
2
,
p
p
.
2
1
6
-
2
3
4
,
2
0
1
2
.
[1
8
]
F
.
Da
m
a
n
p
o
u
r
v
e
T.
C
h
il
d
e
rs,
"
T
h
e
a
d
o
p
ti
o
n
o
f
i
n
n
o
v
a
ti
o
n
s
in
p
u
b
li
c
li
b
ra
ries
,
"
L
ib
ra
ry
a
n
d
I
n
fo
r
ma
ti
o
n
S
c
ie
n
c
e
Res
e
a
rc
h
,
v
o
l.
7
,
n
o
.
3
,
p
p
.
2
3
1
-
2
4
6
,
1
9
8
5
.
[1
9
]
F
.
Da
m
a
n
p
o
u
r,
Ev
a
n
v
e
W.
M
.
,
"
Org
a
n
iza
ti
o
n
a
l
i
n
n
o
v
a
ti
o
n
a
n
d
p
e
rfo
rm
a
n
c
e
:
Th
e
p
ro
b
lem
o
f
o
rg
a
n
iza
ti
o
n
a
l
la
g
,
"
Ad
min
istr
a
ti
v
e
S
c
ien
c
e
Qu
a
rte
rly
,
v
o
l
.
2
9
,
n
o
.
3
,
p
p
.
3
9
2
-
4
0
9
,
1
9
8
4
.
[2
0
]
A.
S
u
b
ra
m
a
n
ia
n
v
e
S
.
Nilak
a
n
ta,
"
Org
a
n
iza
ti
o
n
a
l
i
n
n
o
v
a
ti
v
e
n
e
ss
:
Ex
p
l
o
ri
n
g
t
h
e
re
latio
n
sh
i
p
b
e
twe
e
n
o
r
g
a
n
iza
ti
o
n
a
l
d
e
te
rm
in
a
n
ts
o
f
in
n
o
v
a
ti
o
n
,
ty
p
e
s
o
f
in
n
o
v
a
ti
o
n
s,
a
n
d
m
e
a
su
re
s
o
f
o
r
g
a
n
iza
ti
o
n
a
l
p
e
rfo
rm
a
n
c
e
,
"
O
me
g
a
,
v
o
l.
2
4
,
n
o
.
6
,
p
p
.
6
3
1
-
6
4
7
,
1
9
9
6
.
[2
1
]
Y.
Li
u
,
M
.
S
.
Be
l
li
b
a
s v
e
S
.
P
ri
n
t
y
,
"
Ho
w S
c
h
o
o
l
c
o
n
tex
t
a
n
d
e
d
u
c
a
to
r
c
h
a
ra
c
teristics
p
re
d
ict
d
istri
b
u
ted
lea
d
e
rs
h
i
p
:
A
h
iera
rc
h
ica
l
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
l
with
2
0
1
3
TALI
S
d
a
ta
,
"
Ed
u
c
a
ti
o
n
a
l
M
a
n
a
g
e
me
n
t
Ad
min
istra
ti
o
n
&
L
e
a
d
e
rs
h
ip
,
v
o
l.
4
6
,
n
o
.
3
,
p
p
.
4
0
6
-
4
2
7
,
2
0
1
8
.
[2
2
]
F
.
G
e
ij
se
l,
P
.
S
lee
g
e
rs,
R.
S
t
o
e
l
v
e
M
.
Krü
g
e
r,
"
T
h
e
e
ffe
c
t
o
f
t
e
a
c
h
e
r
p
sy
c
h
o
lo
g
ica
l,
sc
h
o
o
l
o
rg
a
n
i
z
a
ti
o
n
a
l
a
n
d
lea
d
e
rsh
ip
fa
c
to
rs
o
n
tea
c
h
e
rs’
p
r
o
fe
ss
io
n
a
l
lea
rn
in
g
in
D
u
tch
sc
h
o
o
ls
,
"
T
h
e
El
e
me
n
t
a
ry
S
c
h
o
o
l
J
o
u
rn
a
l
,
v
o
l.
1
0
9
,
n
o
.
4
,
p
p
.
4
0
6
-
4
2
7
,
2
0
0
9
.
[2
3
]
D.
C.
Nie
lse
n
,
A.
L.
Ba
rry
v
e
P
.
T.
S
taa
b
,
"
Tea
c
h
e
rs’
re
flec
ti
o
n
s
o
f
p
r
o
fe
ss
io
n
a
l
c
h
a
n
g
e
d
u
ri
n
g
a
l
it
e
ra
c
y
-
re
fo
rm
in
it
ia
ti
v
e
,
"
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
2
4
,
n
o
.
5
,
p
p
.
1
2
8
8
–
1
3
0
3
,
2
0
0
8
.
[2
4
]
C.
F
re
e
m
a
n
,
K.
O’Malley
v
e
F
.
E
v
e
leig
h
,
A
u
stra
li
a
n
tea
c
h
e
rs
an
d
t
h
e
lea
rn
in
g
e
n
v
iro
n
me
n
t
:
An
a
n
a
l
y
sis
o
f
tea
c
h
e
r
re
sp
o
n
s
e
to
T
AL
I
S
2
0
1
3
:
F
in
a
l
re
p
o
rt
,
ACER
,
2
0
4
,
M
e
l
b
o
u
rn
e
,
2
0
1
4
.
[2
5
]
P
.
G
ro
o
n
,
"
Distri
b
u
te
d
lea
d
e
rsh
i
p
a
s a
u
n
it
o
f
a
n
a
l
y
s
is,"
L
e
a
d
e
rs
h
i
p
Qu
a
rte
rly
,
v
o
l.
1
3
,
n
o
.
4
,
p
.
4
2
3
–
4
5
1
,
2
0
0
2
.
[2
6
]
J.
P
.
S
p
il
la
n
e
,
"
Dist
ri
b
u
te
d
lea
d
e
r
sh
ip
,
"
In
T
h
e
e
d
u
c
a
t
io
n
a
l
fo
ru
m
,
Tay
lo
r
&
F
ra
n
c
is,
Ju
n
e
2
0
0
5
.
[2
7
]
A.
Ha
rris,
K.
Leith
w
o
o
d
,
C.
Da
y
,
P
.
S
a
m
m
o
n
s
v
e
D.
H
o
p
k
in
s,
"
D
istri
b
u
te
d
lea
d
e
rsh
i
p
a
n
d
o
r
g
a
n
iz
a
ti
o
n
a
l
c
h
a
n
g
e
:
Re
v
iew
in
g
t
h
e
e
v
i
d
e
n
c
e
,
"
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Ch
a
n
g
e
,
v
o
l.
8
,
n
o
.
4
, p
p
.
3
3
7
-
3
47
,
2
0
0
7
.
[2
8
]
R.
H.
He
c
k
v
e
P
.
Ha
ll
in
g
e
r,
"
A
ss
e
ss
in
g
th
e
Co
n
tri
b
u
ti
o
n
o
f
d
ist
rib
u
te
d
lea
d
e
rsh
i
p
to
sc
h
o
o
l
imp
ro
v
e
m
e
n
t
a
n
d
g
ro
wt
h
in
m
a
th
a
c
h
i
e
v
e
m
e
n
t,
"
A
me
ric
a
n
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
rn
a
l
,
v
o
l.
4
6
,
n
o
.
3
,
p
p
.
6
5
9
-
6
8
9
,
2
0
0
9
.
[2
9
]
OECD,
"
TALI
S
2
0
1
8
Tec
h
n
ic
a
l
Re
p
o
rt,
"
2
0
1
9
.
[On
li
n
e
]
Av
a
il
a
b
l
e
:
ww
w.o
e
c
d
.
o
r
g
/p
u
b
li
c
a
ti
o
n
s/
tali
s
-
2
0
1
8
-
re
su
lt
s
-
v
o
l
u
m
e
-
i
-
1
d
0
b
c
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S
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u
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O.
B
u
lu
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v
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M
.
S
.
Be
l
li
b
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s,
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T
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m
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ly
sis
,
"
Ed
u
c
a
ti
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Res
e
a
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h
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n
d
Per
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v
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4
0
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o
.
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p
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N:
2252
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Ömü
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911
[3
1
]
A.
Ba
n
d
u
ra
,
"
Th
e
e
x
p
lan
a
to
r
y
a
n
d
p
re
d
ict
iv
e
sc
o
p
e
o
f
se
lf
-
e
ff
ica
c
y
th
e
o
ry
,
"
J
o
u
r
n
a
l
o
f
S
o
c
ia
l
a
n
d
Cli
n
ic
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
4
,
n
o
.
3
,
p
p
.
3
5
9
-
3
7
3
,
1
9
8
6
.
[3
2
]
V.
J.
M
a
rsic
k
v
e
K.
E.
Watk
i
n
s,
I
n
fo
rm
a
l
a
n
d
in
c
id
e
n
ta
l
lea
rn
in
g
i
n
th
e
w
o
rk
p
l
a
c
e
,
Lo
n
d
o
n
,
UK
:
Ro
u
tl
e
d
g
e
,
1
9
9
0
.
[3
3
]
L.
Da
rli
n
g
-
Ha
m
m
o
n
d
,
"
Tea
c
h
e
r
e
d
u
c
a
ti
o
n
a
ro
u
n
d
t
h
e
wo
rl
d
:
Wh
a
t
c
a
n
we
lea
rn
fro
m
in
ter
n
a
ti
o
n
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l
p
ra
c
ti
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e
?
"
Eu
ro
p
e
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J
o
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rn
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T
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4
0
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3
,
p
p
.
2
9
1
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3
0
9
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2
0
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7
.
[3
4
]
P
.
F
l
o
y
d
,
Or
g
a
n
iza
ti
o
n
a
l
c
h
a
n
g
e
:
Or
g
a
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ti
o
n
s
0
7
.
0
6
,
USA:
Wi
le
y
,
2
0
0
2
.
[3
5
]
L.
Co
h
e
n
,
L.
M
a
n
io
n
v
e
K.
M
o
rri
so
n
,
Res
e
a
rc
h
me
t
h
o
d
s
in
ed
u
c
a
ti
o
n
,
8
.
E
d
.
,
L
o
n
d
o
n
:
Ro
u
tl
e
d
g
e
,
2
0
1
8
.
[3
6
]
B.
G
.
Tab
a
c
h
n
ick
v
e
L.
S
.
F
id
e
ll
,
Us
in
g
mu
lt
iva
ri
a
te sta
ti
st
ic
s
,
Ne
w Yo
rk
:
P
e
a
rso
n
,
2
0
1
3
.
[3
7
]
R.
M
.
Ba
r
o
n
v
e
D.
A.
Ke
n
n
y
,
"
Th
e
m
o
d
e
ra
to
r
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m
e
d
iato
r
v
a
riab
le
d
isti
n
c
ti
o
n
in
so
c
ial
p
s
y
c
h
o
lo
g
ica
l
re
se
a
rc
h
:
Co
n
c
e
p
t
u
a
l,
stra
teg
ic,
a
n
d
sta
ti
sti
c
a
l
c
o
n
sid
e
ra
ti
o
n
s
,
"
J
o
u
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n
a
l
o
f
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e
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ty
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n
d
S
o
c
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Psy
c
h
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v
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5
1
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.
6
,
pp
.
1
1
7
3
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1
1
8
2
,
1
9
8
6
.
[3
8
]
B.
M
.
By
r
n
e
,
S
tru
c
t
u
ra
l
e
q
u
a
ti
o
n
mo
d
e
li
n
g
w
it
h
AM
O
S
:
Ba
sic
c
o
n
c
e
p
ts,
a
p
p
li
c
a
ti
o
n
s,
a
n
d
p
ro
g
r
a
mm
in
g
,
2
.
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d
.
,
Ne
w Yo
rk
:
Ro
u
tl
e
d
g
e
,
2
0
1
0
.
[3
9
]
R.
B.
Kli
n
e
,
Prin
c
i
p
les
a
n
d
p
ra
c
ti
c
e
o
f
stru
c
tu
r
a
l
e
q
u
a
ti
o
n
mo
d
e
li
n
g
,
Ne
w Yo
rk
:
T
h
e
G
u
il
fo
rd
P
re
ss
,
2
0
1
1
.
[4
0
]
N.
U.
Ha
d
i,
N.
A
b
d
u
ll
a
h
v
e
I.
S
e
to
sa
,
"
M
a
k
i
n
g
se
n
se
o
f
m
e
d
iati
n
g
a
n
a
l
y
sis:
a
m
a
rk
e
ti
n
g
p
e
rsp
e
c
ti
v
e
,
"
Rev
iew
o
f
In
teg
ra
t
ive
Bu
sin
e
ss
&
Eco
n
o
mi
c
s R
e
se
a
rc
h
,
v
o
l.
5
,
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o
.
2
,
p
p
.
6
2
-
7
6
,
2
0
1
6
.
[4
1
]
D.
P
.
M
a
c
k
in
n
o
n
v
e
J.
H.
Dw
y
e
r,
"
Esti
m
a
ti
n
g
m
e
d
iate
d
e
ffe
c
ts
i
n
p
re
v
e
n
ti
o
n
st
u
d
ies
,
"
Eva
lu
a
ti
o
n
R
e
v
iew
,
v
o
l.
1
7
,
n
o
.
2
,
p
p
.
1
4
4
-
1
5
8
,
1
9
9
3
.
[4
2
]
OECD,
M
e
a
s
u
rin
g
i
n
n
o
v
a
ti
o
n
in
e
d
u
c
a
ti
o
n
:
A
n
e
w
p
e
rs
p
e
c
ti
v
e
,
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
a
n
d
i
n
n
o
v
a
ti
o
n
,
P
a
ris:
OECD
P
u
b
l
ish
i
n
g
,
2
0
1
4
.
[4
3
]
Ö.
Ço
b
a
n
,
"
Ex
a
m
in
a
t
io
n
o
f
t
h
e
r
e
latio
n
sh
i
p
b
e
twe
e
n
t
o
p
m
a
n
a
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e
rs’
o
rg
a
n
iza
ti
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l
c
h
a
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m
a
n
a
g
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m
e
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t
c
a
p
a
c
it
y
a
n
d
t
h
e
ir
stra
teg
ic
lea
d
e
rsh
i
p
le
v
e
ls
a
t
m
in
istry
o
f
n
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
(
M
o
NE)
,
"
U
n
p
u
b
li
s
h
e
d
d
i
ss
e
rtatio
n
,
G
a
z
i
Un
iv
e
rsity
,
An
k
a
ra
,
2
0
1
6
.
[4
4
]
T.
E.
Ha
rris,
"
Or
g
a
n
iza
ti
o
n
a
l
c
o
m
m
u
n
ica
ti
o
n
:
fo
c
u
si
n
g
o
n
lea
d
e
rsh
ip
b
e
h
a
v
i
o
u
r
a
n
d
c
h
a
n
g
e
m
a
n
a
g
e
m
e
n
t
,
"
1
9
8
6
.
[On
in
e
].
A
v
a
il
a
b
le:
h
tt
p
s:
//
e
ric.ed
.
g
o
v
/?id
=
ED2
7
8
0
5
3
[4
5
]
A.
P
a
n
iag
u
a
v
e
D.
Ista
n
c
e
,
T
e
a
c
h
e
rs
a
s
d
e
sig
n
e
rs
o
f
lea
rn
i
n
g
e
n
v
iro
n
me
n
ts:
T
h
e
imp
o
rt
a
n
c
e
o
f
in
n
o
v
a
t
ive
p
e
d
a
g
o
g
ies
,
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
a
n
d
i
n
n
o
v
a
ti
o
n
,
P
a
r
is:
OECD P
u
b
li
sh
i
n
g
,
2
0
1
8
.
[4
6
]
M
EB,
Ok
u
l
Tem
e
ll
i
M
e
sle
k
i
G
e
li
şim
,
An
k
a
ra
:
M
EB
Ya
y
ın
ları
,
2
0
1
0
.
[4
7
]
R.
Ata
so
y
v
e
Ö.
Ço
b
a
n
,
"
Re
lati
o
n
sh
ip
b
e
twe
e
n
lea
rn
i
n
g
stra
teg
y
a
n
d
so
c
io
-
e
c
o
n
o
m
ic
situ
a
ti
o
n
,
ict
u
sin
g
sk
il
ls
,
a
g
e
,
e
d
u
c
a
ti
o
n
a
l
sta
tu
s,
p
ro
b
lem
so
lv
i
n
g
s
k
il
ls
,
"
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
T
e
c
h
n
o
l
o
g
y
a
n
d
S
c
i
e
n
ti
fi
c
Res
e
rc
h
,
v
o
l.
5
,
n
o
.
1
1
,
p
p
.
1
-
3
9
,
2
0
2
0
.
[4
8
]
S
.
S
.
S
e
fe
ro
ğ
l
u
,
"
Ö
ğ
re
tme
n
Ye
ter
li
k
leri
v
e
M
e
s.
G
e
l,
"
Bi
li
m ve
Aklı
n
Ayd
ı
n
lı
ğ
ın
d
a
E
ğ
i
ti
m
,
v
o
l.
5
8
,
p
p
.
4
0
-
4
5
,
2
0
0
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.