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h
en
h
e
o
r
s
h
e
will
n
o
l
on
g
er
s
t
a
y
in
a
p
ar
ticu
lar
o
r
g
an
i
za
tio
n
[
3
8
]
.
A
w
o
r
k
er
wi
th
an
ex
ce
s
s
iv
e
lev
el
o
f
e
m
o
ti
o
n
a
l
ex
h
au
s
tio
n
ten
d
to
b
e
a
b
s
en
t
f
r
o
m
an
d
u
n
co
m
m
it
ted
to
th
e
wo
r
k
o
f
o
r
g
an
iz
at
io
n
T
h
e
ter
m
em
o
tio
n
al
e
x
h
au
s
ti
o
n
h
er
e
d
e
n
o
tes
to
teac
h
er
s
’
em
o
tio
n
al
ex
h
a
u
s
tio
n
,
wh
ich
is
s
ee
n
a
s
teac
h
er
s
’
p
er
s
is
ten
t
co
n
d
itio
n
o
f
b
ein
g
p
h
y
s
ically
an
d
m
en
tally
wash
ed
-
o
u
t,
r
esu
ltin
g
f
r
o
m
a
lo
n
g
-
ter
m
wo
r
k
p
lace
s
tr
ess
.
Prio
r
s
tu
d
ie
s
h
av
e
id
en
tifie
d
s
o
m
e
s
o
u
r
ce
s
o
f
teac
h
er
s
’
em
o
tio
n
al
ex
h
a
u
s
tio
n
,
b
o
th
o
n
t
h
e
s
ch
o
o
l
lev
el
(
s
u
ch
as
s
ch
o
o
l
c
lim
ate,
p
o
o
r
wo
r
k
in
g
co
n
d
itio
n
s
,
an
d
s
tu
d
en
ts
’
m
is
b
e
h
a
v
io
r
)
an
d
th
e
in
d
iv
id
u
al
lev
el
(
s
u
ch
as tea
ch
er
s
’
s
elf
-
ef
f
icac
y
)
[
5
,
3
9
,
40
].
E
m
o
tio
n
al
ex
h
a
u
s
tio
n
h
as
wid
ely
b
ee
n
k
n
o
wn
b
y
r
esear
ch
er
s
[
3
8
,
4
1
,
42]
as
lin
k
e
d
to
o
r
g
a
n
izatio
n
al
co
m
m
itm
en
t.
O
r
g
a
n
i
z
a
t
i
o
n
a
l
c
o
m
m
i
t
m
e
n
t
h
as
b
e
e
n
d
esc
r
i
b
e
d
i
n
d
i
f
f
e
r
e
n
t
wa
y
s
.
S
ch
o
l
l
[
4
3
]
d
e
s
c
r
i
b
e
d
o
r
g
a
n
i
z
a
t
i
o
n
a
l
c
o
m
m
it
m
e
n
t
a
s
t
h
e
s
t
a
b
i
li
z
i
n
g
p
o
w
e
r
to
p
r
e
s
e
r
v
e
b
e
h
a
v
i
o
r
a
l
d
i
r
e
ct
i
o
n
w
h
e
n
d
e
s
i
r
e
d
c
i
r
c
u
m
s
t
a
n
ce
s
d
o
n
o
t
h
ap
p
en
a
d
e
q
u
a
t
e
l
y
.
I
n
a
s
i
m
i
l
a
r
v
e
i
n
,
B
r
i
c
k
m
a
n
[
4
4
]
d
e
s
c
r
i
b
e
d
o
r
g
a
n
i
za
t
i
o
n
a
l
c
o
m
m
i
t
m
e
n
t
a
s
a
f
o
r
c
e
t
h
a
t
s
t
a
b
i
li
z
es
a
n
em
p
l
o
y
e
e
’
s
b
e
h
a
v
i
o
r
u
n
d
e
r
c
i
r
c
u
m
s
t
a
n
c
es
w
h
e
r
e
h
e
o
r
s
h
e
w
o
u
l
d
o
t
h
e
r
w
is
e
b
e
a
t
t
r
a
c
te
d
t
o
c
h
a
n
g
e
t
h
a
t
b
e
h
a
v
i
o
r
.
W
h
e
r
e
a
s
G
o
z
ál
e
z
a
n
d
G
u
i
l
lė
n
[
4
5
]
d
e
s
c
r
i
b
e
d
o
r
g
a
n
i
z
a
t
i
o
n
a
l
c
o
m
m
i
t
m
e
n
t
as
a
d
e
l
i
b
e
r
a
t
e
d
e
c
is
i
o
n
o
f
a
w
o
r
k
e
r
t
o
a
t
t
a
c
h
o
r
b
o
u
n
d
t
o
a
p
a
r
t
i
c
u
l
a
r
o
r
g
a
n
i
z
a
t
i
o
n
.
T
h
i
s
d
e
l
i
b
e
r
a
te
d
e
c
i
s
i
o
n
,
i
n
t
u
r
n
,
m
a
y
l
e
a
d
t
o
a
h
i
g
h
-
or
-
l
o
w
-
l
e
v
el
o
f
p
e
r
s
o
n
a
l
a
tt
a
c
h
m
e
n
t
t
o
t
h
a
t o
r
g
a
n
i
z
a
t
i
o
n
.
T
h
i
s
a
t
t
ac
h
m
e
n
t
i
s
u
s
u
al
l
y
o
b
s
e
r
v
e
d
i
n
t
h
e
p
e
r
s
o
n
a
l
e
a
g
e
r
n
ess
t
o
a
cc
o
m
p
l
i
s
h
t
h
e
w
o
r
k
s
o
f
o
r
g
a
n
i
za
t
i
o
n
.
I
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
t
,
t
ea
c
h
e
r
s
’
o
r
g
a
n
i
z
a
t
i
o
n
a
l
c
o
m
m
itm
e
n
t
i
s
s
i
m
p
l
y
d
e
s
c
r
i
b
e
d
as
a
t
e
a
c
h
e
r
’
s
v
o
l
u
n
t
a
r
y
d
e
c
i
s
i
o
n
t
o
b
e
a
n
i
n
te
g
r
a
t
e
d
p
a
r
t
o
f
a
p
a
r
t
i
c
u
l
a
r
e
d
u
c
a
t
i
o
n
a
l
i
n
s
ti
t
u
t
i
o
n
a
n
d
t
o
a
c
ti
v
e
l
y
b
e
i
n
v
o
l
v
e
d
i
n
b
r
i
n
g
i
n
g
t
h
e
li
g
h
t
f
o
r
t
h
e
y
o
u
th
o
f
n
a
t
i
o
n
s
.
W
e
b
r
ec
r
u
it
Ir
ela
n
d
[
4
6
]
id
en
ti
f
i
e
d
s
o
m
e
c
h
a
r
a
cte
r
is
t
ics
o
f
t
h
e
h
i
g
h
c
o
mm
i
tted
teac
h
e
r
s
as
f
o
llo
ws:
(
a)
p
r
ese
n
ti
n
g
ap
p
etite
f
o
r
t
h
e
n
e
w
d
if
f
icu
lties
’
c
h
all
e
ng
e
s
:
a
h
i
g
h
d
ed
icate
d
t
e
ac
h
er
l
oo
ks
f
o
r
n
e
w
c
h
all
e
n
g
e
s
.
A
h
i
g
h
d
e
d
i
c
a
t
e
d
t
e
a
c
h
e
r
is
alwa
y
s
h
u
n
g
r
y
f
o
r
s
o
m
eth
in
g
n
ew
a
n
d
is
h
a
p
p
i
e
r
at
s
c
h
oo
ls
t
h
a
t
p
er
m
it
h
i
m
/
h
e
r
to
e
x
t
i
n
g
u
i
s
h
t
h
at
h
u
n
g
er
;
(b
)
p
r
e
s
e
n
t
in
g
p
r
o
b
lem
-
s
o
l
v
i
n
g
d
em
ea
n
o
r
:
w
h
at
e
v
er
p
r
o
b
lem
m
a
y
c
o
m
e,
a
h
i
g
h
-
d
ed
icate
d
teac
h
e
r
is
a
b
le
to
g
et
t
h
e
w
a
y
to
s
o
lv
e
it
e
v
en
w
i
t
h
o
u
t
a
n
y
in
s
tr
u
ct
io
n
f
r
o
m
t
h
e
l
e
a
d
e
r
;
(
c)
s
h
o
w
i
n
g
e
n
t
h
u
s
i
as
m
to
le
a
d
:
a
h
i
g
h
-
d
e
d
icate
d
tea
c
h
er
k
n
o
ws
w
h
at
wo
r
k
s
s
h
o
u
ld
b
e
d
o
n
e
a
n
d
h
o
w
to
do
su
c
h
f
u
n
ctio
n
s
to
t
h
e
b
e
s
t
po
s
s
i
b
le
s
t
a
n
d
a
rd
,
a
n
d
c
o
m
e
u
p
w
i
t
h
h
i
s
/
h
er
w
a
y
to
r
es
o
l
v
e
p
r
o
b
lem
s
w
i
t
h
i
n
t
h
e
s
c
h
oo
l;
(d
)
s
h
o
w
i
n
g
w
o
r
k
a
n
d
p
r
o
f
e
s
s
i
o
n
f
u
l
f
il
m
e
n
t
:
a
h
i
g
h
-
d
e
d
icate
d
teac
h
er
te
n
ds
to
b
e
v
e
r
y
h
a
p
p
y
w
i
t
h
h
i
s
/
h
e
r
w
o
r
k
a
n
d
ca
r
ee
r
,
a
n
d;
(
e)
p
r
e
s
e
n
t
i
n
g
m
o
r
e
e
x
ce
p
ti
o
n
al
b
e
h
a
v
i
o
r
:
a
h
i
g
h
-
d
ed
icate
d
teac
h
er
t
e
n
d
s
t
o
p
e
r
f
o
r
m
t
h
e
b
e
s
t
.
W
h
er
ea
s
th
e
l
o
w
d
ed
icate
d
teac
h
e
r
can
c
r
ea
te
m
an
y
d
i
f
f
i
c
u
lti
e
s
f
o
r
th
e
s
ch
o
o
ls
in
p
u
r
s
u
in
g
e
d
u
ca
tio
n
al
g
o
als.
T
h
e
K
o
t
t
o
n
M
o
u
t
h
K
i
n
g
s
T
e
a
m
[
4
7
]
i
d
e
n
t
i
f
i
e
d
s
o
m
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
t
h
e
l
o
w
d
ed
ica
t
ed
teac
h
er
s
as
f
o
llo
ws:
(
a)
p
r
e
s
en
t
i
n
g
f
ewe
r
a
t
t
en
t
i
o
n
i
n
im
p
r
o
v
em
e
n
t;
(b
)
p
er
f
o
r
m
i
n
g
l
e
s
s
c
o
n
ce
r
n
in
p
lea
s
i
n
g
t
h
eir
s
u
p
er
io
r
t
h
a
n
b
e
f
or
e;
(
c)
s
h
o
wi
n
g
h
esit
an
t
to
b
in
d
with
l
o
n
g
-
te
r
m
as
s
ig
n
m
en
ts
, a
n
d;
(d
)
p
er
f
o
r
m
in
g
th
e
least o
f
r
eq
u
ir
e
d
w
or
k.
Kee
p
in
g
o
n
th
e
v
iew
o
f
teac
h
er
s
’
ca
p
ab
ilit
y
in
s
h
a
p
in
g
th
ei
r
o
wn
co
m
m
itm
en
t
to
teac
h
t
h
e
n
atio
n
’
s
y
o
u
th
,
s
ch
o
o
l
p
r
in
ci
p
als
r
em
ain
a
v
er
y
im
p
o
r
tan
t
r
o
le
in
d
eter
m
in
in
g
th
e
h
ig
h
-
or
-
lo
w
-
lev
el
o
f
teac
h
er
s
’
co
m
m
itm
en
t.
Asi
d
e
f
r
o
m
th
e
p
iv
o
tal
r
o
le
p
lay
ed
b
y
th
e
s
ch
o
o
l
p
r
in
ci
p
als,
th
e
ac
ce
s
s
ib
le
s
tu
d
ies/
liter
atu
r
e
h
av
e
h
ig
h
lig
h
ted
h
o
w
em
o
ti
o
n
al
ex
h
a
u
s
tio
n
,
as
th
e
co
r
e
asp
ec
t
o
f
b
u
r
n
o
u
t,
d
eter
m
in
es
o
r
g
an
izatio
n
al
co
m
m
itm
en
t.
Kh
a
n
,
et
a
l.
[
3
8
]
ass
ess
ed
ac
ad
em
ician
s
’
e
m
o
tio
n
al
ex
h
au
s
tio
n
a
n
d
its
p
r
o
s
p
ec
tiv
e
ef
f
ec
t
o
n
th
eir
o
r
g
an
izatio
n
al
co
m
m
itm
en
t.
Usi
n
g
th
e
Ma
s
lach
B
u
r
n
o
u
t
I
n
v
en
t
o
r
y
(
MBI)
an
d
Me
y
e
r
an
d
Allen
’
s
item
s
o
f
th
e
q
u
esti
o
n
n
ai
r
e
as
to
o
ls
f
o
r
co
llectin
g
d
ata,
th
e
s
tu
d
y
f
o
u
n
d
t
h
at
em
o
tio
n
al
e
x
h
au
s
tio
n
an
d
t
h
e
o
r
g
an
izatio
n
al
c
o
m
m
itm
en
t
o
f
ac
ad
em
ician
s
is
n
eg
ativ
ely
r
el
ated
.
C
h
u
r
iy
ah
[
4
1
]
ass
ess
ed
h
o
w
th
e
co
n
f
lict
o
f
r
o
le
a
n
d
e
m
o
tio
n
al
ex
h
au
s
tio
n
a
f
f
ec
t
t
ea
ch
er
jo
b
s
atis
f
ac
tio
n
an
d
o
r
g
an
izatio
n
a
l
co
m
m
itm
en
t
in
MA
N
3
M
alan
g
,
I
n
d
o
n
esia.
T
h
e
p
ar
tic
ip
an
ts
o
f
th
e
s
tu
d
y
co
m
p
r
is
ed
6
4
teac
h
er
s
.
Ap
p
l
y
in
g
th
e
p
ath
an
aly
s
is
as
th
e
to
o
l
o
f
d
ata
an
aly
s
is
,
th
e
r
esu
lt
s
h
o
wed
th
at
th
e
co
n
f
lict
o
f
r
o
le
an
d
em
o
tio
n
al
ex
h
a
u
s
tio
n
d
o
n
o
t
af
f
ec
t
d
ir
ec
tly
th
e
co
m
m
itm
en
t
o
f
teac
h
e
r
s
to
th
e
o
r
g
an
izatio
n
(
s
ch
o
o
l)
.
T
h
e
r
es
u
lt,
in
r
ev
er
s
e,
s
h
o
wed
th
at
th
e
co
n
f
lict
o
f
r
o
le
an
d
e
m
o
tio
n
al
ex
h
a
u
s
tio
n
af
f
ec
t
in
d
ir
ec
tly
teac
h
er
o
r
g
a
n
izatio
n
al
co
m
m
itm
en
t in
MA
N
3
Ma
l
an
g
,
I
n
d
o
n
esia,
th
r
o
u
g
h
th
ei
r
j
o
b
s
atis
f
ac
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
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t.
J
.
E
v
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&
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.
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Vo
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9
,
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.
4
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Dec
em
b
e
r
2
0
2
0
:
9
1
2
-
9
1
9
914
R
o
s
a
[
4
2
]
ass
ess
ed
th
e
im
p
ac
t
o
f
r
o
le
c
o
n
f
lict
an
d
em
o
ti
o
n
al
ex
h
a
u
s
tio
n
o
n
jo
b
s
atis
f
ac
tio
n
an
d
o
r
g
an
izatio
n
al
co
m
m
itm
en
t
o
f
n
u
r
s
es
in
Mu
h
am
m
ad
iy
ah
Ga
m
p
in
g
Ho
s
p
ital.
Data
wer
e
co
llected
f
r
o
m
a
to
tal
o
f
5
5
n
u
r
s
es
wo
r
k
in
g
i
n
Mu
h
am
m
ad
iy
ah
Gam
p
in
g
H
o
s
p
ital.
Usi
n
g
Par
tial
L
ea
s
t
Sq
u
ar
es
(
PLS)
as
a
to
o
l
o
f
d
ata
an
aly
s
is
,
th
e
s
tu
d
y
s
h
o
wed
a
n
eg
ativ
e
im
p
ac
t
o
f
r
o
le
co
n
f
lict
an
d
em
o
tio
n
al
ex
h
au
s
tio
n
o
n
th
e
o
r
g
an
izatio
n
al
c
o
m
m
itm
en
t
o
f
n
u
r
s
es wo
r
k
in
g
in
Mu
h
am
m
a
d
iy
ah
Gam
p
i
n
g
Ho
s
p
ital.
Ak
d
em
ir
[
4
8
]
ass
ess
ed
th
e
b
u
r
n
o
u
t
a
n
d
h
o
w
it
af
f
ec
ts
teac
h
er
s
’
o
r
g
an
izatio
n
al
c
o
m
m
itm
en
t
in
th
e
T
u
r
k
is
h
c
o
n
tex
t.
Par
ticip
an
ts
o
f
th
e
s
tu
d
y
co
m
p
r
is
ed
1
7
3
te
ac
h
er
s
.
T
h
e
s
tu
d
y
em
p
lo
y
ed
t
h
e
Ma
s
lach
B
u
r
n
o
u
t
I
n
v
en
to
r
y
an
d
Or
g
an
izatio
n
a
l
C
o
m
m
itm
en
t
Scale
a
s
th
e
in
s
tr
u
m
en
ts
o
f
d
ata
co
llecti
o
n
.
Usi
n
g
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
tech
n
iq
u
es
b
y
a
p
p
ly
in
g
Statis
tical
Pack
a
g
e
f
o
r
th
e
So
cial
Scien
ce
s
(
SP
SS
)
as
th
e
to
o
ls
o
f
d
ata
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aly
s
is
,
th
e
r
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lt
r
ev
ea
l
ed
th
at
th
e
o
r
g
an
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n
al
co
m
m
itm
en
t
o
f
teac
h
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s
was
s
ig
n
if
ican
tly
p
o
s
itiv
ely
p
r
ed
icted
b
y
th
eir
j
o
b
b
u
r
n
o
u
t.
Hag
h
an
i
,
et
a
l.
[
4
9
]
ass
ess
ed
th
e
p
r
o
s
p
ec
tiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
b
u
r
n
o
u
t
an
d
o
r
g
an
izatio
n
al
co
m
m
itm
en
t
o
f
s
o
cial
s
ec
u
r
ity
wo
r
k
er
s
u
s
in
g
th
e
d
em
o
g
r
ap
h
ic
v
ar
iab
les
as
m
o
d
e
r
ato
r
.
T
h
e
in
f
o
r
m
a
n
ts
o
f
t
h
e
s
tu
d
y
co
m
p
r
is
ed
1
2
4
s
o
cial
s
ec
u
r
ity
wo
r
k
er
s
in
Ma
za
n
d
a
r
a
n
Pro
v
in
ce
,
I
r
an
.
Ap
p
ly
i
n
g
Pe
ar
s
o
n
’
s
co
r
r
elatio
n
as
th
e
to
o
l
o
f
d
ata
a
n
aly
s
is
,
th
e
r
esu
lt
s
h
o
wed
th
at
b
u
r
n
o
u
t
a
n
d
o
r
g
an
izatio
n
al
co
m
m
itm
en
t
o
f
s
o
cial
s
ec
u
r
ity
wo
r
k
er
s
ar
e
s
ig
n
if
ica
n
tly
co
r
r
e
lated
.
Hu
to
m
o
[
5
0
]
a
s
s
ess
ed
th
e
p
r
o
s
p
ec
tiv
e
r
elatio
n
s
h
ip
b
et
wee
n
th
e
b
u
r
n
o
u
t
an
d
o
r
g
an
izatio
n
al
co
m
m
itm
en
t
o
f
wo
r
k
er
s
i
n
th
e
State
Per
s
o
n
n
el
Ag
e
n
cy
O
f
f
i
ce
in
J
ay
ap
u
r
a,
I
n
d
o
n
esia.
T
h
e
p
ar
ticip
an
ts
o
f
th
e
s
tu
d
y
co
m
p
r
is
ed
1
0
0
wo
r
k
e
r
s
.
Ap
p
ly
in
g
th
e
Pear
s
o
n
’
s
co
r
r
elatio
n
as
th
e
to
o
l
o
f
d
ata
an
aly
s
is
,
th
e
r
esu
lt
s
h
o
wed
th
at
th
e
co
ef
f
icien
t
v
alu
e
o
f
Pear
s
o
n
’
s
co
r
r
elatio
n
is
.
8
5
0
with
th
e
c
o
ef
f
icien
t
v
alu
e
o
f
Sig
.
=
.
0
0
0
.
B
ased
o
n
th
is
r
esu
lt,
th
e
r
esear
ch
er
co
n
clu
d
ed
th
at
th
e
b
u
r
n
o
u
t a
n
d
o
r
g
a
n
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n
al
co
m
m
it
m
en
t o
f
wo
r
k
e
r
s
ar
e
s
ig
n
i
f
ican
tly
p
o
s
itiv
ely
co
r
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el
ated
.
At
th
e
en
d
o
f
th
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tu
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y
,
th
e
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esear
ch
e
r
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ec
o
m
m
en
d
ed
a
n
ee
d
f
o
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h
ea
d
o
f
o
f
f
ice
t
o
elim
in
ate
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f
ee
lin
g
o
f
b
u
r
n
o
u
t
am
o
n
g
wo
r
k
er
s
to
p
r
o
m
o
te
th
e
h
ig
h
c
o
m
m
it
m
en
t
o
f
wo
r
k
er
s
to
th
eir
o
r
g
a
n
izatio
n
Sar
iiş
ik
,
et
a
l.
[
5
1
]
ass
es
s
ed
th
e
p
r
o
s
p
ec
tiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
b
u
r
n
o
u
t
an
d
o
r
g
a
n
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al
co
m
m
itm
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t
o
f
7
0
0
p
u
b
lic
o
f
f
icer
s
in
I
s
tan
b
u
l.
Ap
p
l
y
in
g
th
e
Par
tial
L
ea
s
t
Sq
u
ar
es
as
a
t
o
o
l
o
f
d
ata
a
n
aly
s
is
,
th
e
r
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lts
o
f
th
e
s
tu
d
y
we
r
e
as
th
e
f
o
llo
win
g
:
(
a)
a
n
e
g
ativ
e
r
elatio
n
s
h
i
p
e
x
is
ts
b
etwe
en
th
e
em
o
tio
n
al
ex
h
au
s
tio
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an
d
o
r
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a
n
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n
a
l
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m
m
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t
am
o
n
g
p
u
b
lic
o
f
f
icer
s
in
I
s
tan
b
u
l;
(
b
)
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
ex
is
ts
b
etwe
en
th
e
p
er
s
o
n
al
ac
co
m
p
lis
h
m
en
t
a
n
d
o
r
g
a
n
i
za
tio
n
al
co
m
m
itm
en
t
am
o
n
g
p
u
b
lic
o
f
f
icer
s
in
I
s
tan
b
u
l;
an
d
(
c)
a
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
ex
p
er
ien
ce
o
f
d
ep
er
s
o
n
aliza
tio
n
an
d
all
th
e
th
r
ee
d
im
en
s
io
n
s
o
f
b
u
r
n
o
u
t.
B
av
an
i
,
et
a
l.
[
5
2
]
ass
ess
ed
th
e
p
r
o
s
p
ec
tiv
e
im
p
ac
t
o
f
b
u
r
n
o
u
t
d
im
en
s
io
n
s
o
n
o
r
g
a
n
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n
al
co
m
m
itm
en
t
o
f
3
8
3
em
p
lo
y
e
es
o
f
Me
lak
a
m
an
u
f
ac
tu
r
in
g
in
d
u
s
tr
ies.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
wer
e
as
th
e
f
o
llo
win
g
:
(
a)
a
n
eg
ativ
e
an
d
s
ig
n
if
ican
t
ass
o
ciatio
n
ex
is
ts
b
etwe
en
th
e
em
o
tio
n
al
ex
h
au
s
tio
n
an
d
ex
p
er
ie
n
ce
o
f
d
ep
e
r
s
o
n
aliza
tio
n
with
th
e
o
r
g
an
izatio
n
al
c
o
m
m
itm
en
t
o
f
th
e
em
p
lo
y
ee
s
wo
r
k
in
g
i
n
Me
lak
a
m
an
u
f
ac
t
u
r
in
g
in
d
u
s
tr
ies;
an
d
(
b
)
a
p
o
s
itiv
e
ass
o
ciatio
n
ex
is
ts
b
etwe
en
t
h
e
p
er
s
o
n
al
ac
c
o
m
p
lis
h
m
en
t
an
d
o
r
g
an
izatio
n
al
co
m
m
itm
en
t o
f
th
e
em
p
lo
y
ee
s
wo
r
k
in
g
in
Me
lak
a
m
a
n
u
f
ac
t
u
r
in
g
in
d
u
s
tr
ies.
Desp
ite
th
e
s
im
ilar
f
in
d
in
g
s
th
at
m
ig
h
t
ex
is
t
b
etwe
en
th
is
s
tu
d
y
an
d
t
h
e
p
r
e
v
io
u
s
o
n
es,
th
e
f
in
d
in
g
o
f
th
is
s
tu
d
y
m
ay
h
y
p
o
t
h
etica
lly
en
lar
g
e
th
e
e
x
is
tin
g
k
n
o
wled
g
e
o
n
th
is
s
u
b
ject
m
atter
b
y
s
tip
u
latin
g
a
v
alu
ab
le
in
f
o
r
m
atio
n
f
r
o
m
th
e
ac
tu
al
c
o
n
tex
t
o
f
Me
r
a
u
k
e
,
I
n
d
o
n
esia.
As
th
is
s
tu
d
y
attem
p
ted
to
d
e
s
cr
ib
e
th
e
e
v
en
tu
a
l
co
r
r
elatio
n
b
etwe
en
th
e
em
o
tio
n
al
ex
h
au
s
tio
n
an
d
o
r
g
a
n
iz
atio
n
al
co
m
m
itm
en
t
o
f
teac
h
er
s
wo
r
k
in
g
in
th
e
p
r
im
ar
y
s
ch
o
o
ls
o
f
Me
r
au
k
e,
I
n
d
o
n
esia,
th
e
s
tu
d
y
was
g
u
id
ed
b
y
th
e
f
o
llo
win
g
r
esear
ch
q
u
e
s
tio
n
s
:
“Do
es
a
n
eg
ativ
e
an
d
s
ig
n
i
f
ican
t
co
r
r
e
latio
n
ex
is
t
b
etwe
en
th
e
em
o
t
io
n
al
ex
h
au
s
tio
n
a
n
d
o
r
g
an
iza
tio
n
al
co
m
m
itm
en
t
o
f
teac
h
er
s
wo
r
k
in
g
in
th
e
p
r
i
m
ar
y
s
ch
o
o
ls
o
f
Me
r
a
u
k
e,
I
n
d
o
n
esia?”
B
ased
o
n
th
e
r
elate
d
liter
atu
r
e
ex
p
lo
r
in
g
th
e
em
o
tio
n
al
ex
h
au
s
tio
n
o
f
teac
h
er
s
an
d
h
o
w
it
p
r
ed
icts
th
eir
o
r
g
an
izatio
n
al
co
m
m
itm
en
t,
in
th
is
s
tu
d
y
,
we
d
o
b
eliev
e
th
at
em
o
tio
n
al
e
x
h
au
s
tio
n
an
d
o
r
g
an
izatio
n
al
c
o
m
m
itm
en
t
o
f
teac
h
e
r
s
wo
r
k
in
g
in
t
h
e
p
r
im
ar
y
s
ch
o
o
ls
o
f
Me
r
au
k
e,
I
n
d
o
n
es
ia,
will
b
e
s
ig
n
if
ican
tly
n
eg
a
tiv
ely
co
r
r
ela
ted
.
I
n
f
ac
t,
m
a
n
y
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
o
f
Me
r
au
k
e,
d
esp
ite
o
f
b
ein
g
p
h
y
s
ically
an
d
em
o
ti
o
n
ally
ex
h
a
u
s
ted
,
r
em
ain
co
m
m
itted
to
teac
h
th
e
y
o
u
th
o
f
n
atio
n
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
attem
p
t
ed
to
ju
s
tify
h
o
w
th
e
em
o
tio
n
al
ex
h
au
s
tio
n
co
r
r
elate
s
with
teac
h
er
co
m
m
itm
en
t
in
th
e
p
r
im
ar
y
s
ch
o
o
ls
o
f
Me
r
au
k
e,
Pap
u
a,
I
n
d
o
n
esia.
T
h
is
s
tu
d
y
,
in
its
v
er
y
n
atu
r
e,
is
a
q
u
a
n
titativ
e
r
esear
ch
.
A
s
u
r
v
ey
ap
p
r
o
ac
h
was
u
s
ed
as
it
o
f
f
er
s
th
e
f
o
llo
win
g
s
ix
b
en
ef
its
:
(
a)
lo
w
-
p
r
iced
,
(
b
)
h
elp
f
u
l
d
ata
co
llectio
n
,
(
c)
h
ig
h
r
ep
r
es
en
tatio
n
,
(
d
)
t
r
u
th
f
u
l
o
u
tco
m
e
,
(
e)
s
u
itab
le
ar
ith
m
etica
l
o
u
tco
m
e
,
an
d
(
f
)
litt
le
in
v
esti
g
ato
r
pr
eju
d
ice
[
5
3
,
5
4
]
.
I
n
cid
en
tal
s
am
p
lin
g
tech
n
iq
u
e
was
u
s
ed
to
s
elec
t
a
to
tal
o
f
2
4
3
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
o
f
Me
r
au
k
e
as
in
f
o
r
m
an
ts
b
e
ca
u
s
e
m
o
s
t
o
f
th
e
s
u
b
-
d
is
t
r
ict
s
ar
e
in
r
u
r
al
a
n
d
s
wam
p
y
r
em
o
te
ar
ea
s
.
T
o
p
o
g
r
ap
h
ical
f
ea
tu
r
es o
f
th
e
s
u
b
-
d
is
tr
ict
an
d
th
e
n
u
m
b
er
o
f
p
ar
ticip
a
n
ts
in
ea
ch
d
is
tr
ict
ar
e
s
h
o
wn
in
T
ab
le
1
.
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o
m
ea
s
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r
e
p
r
im
ar
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s
ch
o
o
l
te
ac
h
er
’
s
p
e
r
ce
p
tio
n
s
o
f
em
o
tio
n
al
ex
h
a
u
s
tio
n
,
we
u
s
ed
a
q
u
e
s
tio
n
n
air
e
o
f
7
item
s
f
r
o
m
a
cu
r
r
en
t stu
d
y
[
5
]
.
T
h
e
lis
t o
f
item
s
u
s
ed
a
f
o
u
r
-
p
o
in
t
L
ik
e
r
t’
s
s
ca
le,
m
ar
k
ed
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
4
(
s
tr
o
n
g
ly
ag
r
ee
)
.
Sam
p
le
of
q
u
esti
o
n
n
air
e
ar
e
f
o
llo
win
g
:
“I
f
ee
l
I
g
et
tire
d
o
f
m
y
cu
r
r
en
t
j
o
b
,
”
“I
f
ee
l th
at
I
h
av
e
lo
s
t m
y
en
th
u
s
iasm
ab
o
u
t m
y
p
r
o
f
ess
io
n
,
”
“I
f
ee
l sp
ir
itu
all
y
ex
h
au
s
ted
wh
en
ar
r
iv
e
at
h
o
m
e
af
ter
wo
r
k
,
”
“
I
f
ee
l
I
g
et
ex
h
a
u
s
ted
at
wo
r
k
b
o
t
h
em
o
tio
n
all
y
an
d
co
g
n
itiv
ely
,
”
“M
y
s
h
if
t
s
at
wo
r
k
m
ak
e
m
e
ex
h
au
s
ted
,
”
“Wo
r
k
in
g
with
p
eo
p
le
all
d
ay
lo
n
g
co
n
s
titu
tes
a
s
er
io
u
s
b
u
r
d
en
f
o
r
m
e
,
”
an
d
“I
t
m
ak
es
m
e
s
tr
ess
f
u
l
to
b
e
in
d
ir
ec
t
co
m
m
u
n
icatio
n
with
p
eo
p
le.
”
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
ef
f
icien
t
was
u
s
ed
to
test
th
e
in
s
tr
u
m
en
t’
s
r
eliab
ilit
y
.
T
h
e
c
o
ef
f
icien
t v
alu
e
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
was
0
.
7
5
1
.
T
o
m
ea
s
u
r
e
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
’
s
p
er
ce
p
tio
n
s
o
f
o
r
g
an
izatio
n
al
co
m
m
itm
en
t
,
we
u
s
ed
a
q
u
esti
o
n
n
air
e
o
f
1
5
item
s
f
r
o
m
a
cu
r
r
e
n
t
s
tu
d
y
[
5
5
]
.
T
h
e
lis
t
o
f
item
s
u
s
ed
a
f
o
u
r
-
p
o
in
t
L
i
k
er
t’
s
s
ca
le,
m
ar
k
ed
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
t
o
4
(
s
tr
o
n
g
ly
ag
r
ee
)
.
Sam
p
le
o
f
item
s
ar
e
f
o
llo
win
g
:
“I
tell
m
y
f
r
ie
n
d
s
th
is
is
a
g
o
o
d
o
r
g
a
n
izatio
n
to
wo
r
k
f
o
r
,
”
“I
am
p
r
o
u
d
to
tell
o
th
er
s
t
h
at
I
am
p
a
r
t
o
f
th
is
o
r
g
an
izat
io
n
,
”
“I
u
n
d
er
s
tan
d
h
o
w
m
y
j
o
b
co
n
tr
ib
u
tes
to
th
e
o
r
g
an
izatio
n
’
s
g
o
als
an
d
o
b
jectiv
es,
”
“I
h
av
e
a
g
o
o
d
u
n
d
er
s
tan
d
in
g
o
f
wh
er
e
th
e
o
r
g
an
izatio
n
is
g
o
in
g
,
”
“I
f
in
d
th
at
m
y
v
alu
es a
n
d
o
r
g
an
i
za
tio
n
’
s
v
alu
es a
r
e
v
er
y
s
im
ilar
,
”
“I
am
willin
g
to
p
u
t in
a
g
r
ea
t d
ea
l
o
f
ex
tr
a
e
f
f
o
r
t to
h
elp
th
is
o
r
g
an
izatio
n
b
e
s
u
cc
ess
f
u
l,
”
“I
am
ex
tr
em
ely
th
r
illed
th
at
I
ch
o
s
e
to
wo
r
k
h
er
e
r
ath
er
th
an
o
n
e
o
f
th
e
o
th
er
jo
b
s
I
was
co
n
s
id
er
in
g
at
th
e
tim
e
I
jo
in
ed
,
”
“I
r
ea
lly
ca
r
e
ab
o
u
t
th
e
f
ate
o
f
th
is
o
r
g
an
izatio
n
,
”
“m
y
o
r
g
a
n
izatio
n
in
s
p
ir
es
th
e
b
e
s
t
jo
b
p
er
f
o
r
m
a
n
ce
f
r
o
m
m
e,
”
“I
wo
r
k
in
a
well
-
m
an
ag
ed
o
r
g
an
izatio
n
,
”
an
d
“m
o
r
ale
in
t
h
is
o
r
g
an
izatio
n
is
g
o
o
d
.
”
T
h
e
C
r
o
n
b
ac
h
’
s
al
p
h
a
co
e
f
f
icien
t
was
u
s
ed
to
test
th
e
in
s
tr
u
m
en
t’
s
r
e
liab
ilit
y
.
T
h
e
co
ef
f
icien
t
v
alu
e
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
was 0
.
7
2
3
.
Pear
s
o
n
’
s
co
r
r
elatio
n
was
u
s
ed
to
an
aly
ze
d
ata.
T
o
h
a
v
e
a
m
o
r
e
p
r
ec
is
e
r
esu
lt,
th
e
s
tatis
t
ical
s
o
f
twar
e
o
f
SP
SS
was
em
p
l
o
y
ed
.
T
h
e
s
tu
d
y
wo
r
k
ed
u
n
d
er
a
p
r
o
p
o
s
ed
r
esear
ch
h
y
p
o
th
esis
(
H
a
)
as
th
e
f
o
llo
win
g
:
th
e
em
o
tio
n
al
e
x
h
au
s
tio
n
an
d
o
r
g
an
izatio
n
al
c
o
m
m
itm
en
t
o
f
teac
h
er
s
wo
r
k
in
g
in
th
e
p
r
im
ar
y
s
ch
o
o
ls
o
f
Me
r
au
k
e,
I
n
d
o
n
esi
a,
will
b
e
s
ig
n
if
i
ca
n
tly
n
eg
ativ
ely
co
r
r
elate
d
.
Me
an
wh
ile,
t
h
e
n
u
ll
h
y
p
o
t
h
esis
i
s
th
at
th
e
em
o
tio
n
al
ex
h
au
s
tio
n
an
d
o
r
g
a
n
izatio
n
al
co
m
m
itm
e
n
t
o
f
teac
h
er
s
wo
r
k
in
g
in
th
e
p
r
im
ar
y
s
ch
o
o
ls
o
f
Me
r
au
k
e,
I
n
d
o
n
esia,
will
b
e
s
ig
n
if
ican
tly
s
u
b
s
tan
tial
co
r
r
el
ated
.
T
h
ese
h
y
p
o
th
eses
wil
l
s
t
atis
tically
b
e
tes
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will
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2
2
p
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in
t/d
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it
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’
o
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n
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m
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t.
I
n
o
t
h
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wo
r
d
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,
th
e
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with
a
h
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lev
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o
f
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x
h
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will
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s
tr
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a
lo
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le
v
el
o
f
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g
an
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co
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to
t
h
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teac
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in
g
p
r
o
f
ess
io
n
an
d
vice
ve
r
s
a
.
T
h
e
r
esu
lt
o
f
th
is
s
tu
d
y
co
n
f
ir
m
ed
Kh
an
,
et
a
l.
[
3
8
]
r
esear
ch
f
in
d
in
g
s
th
at
th
e
em
o
tio
n
al
ex
h
au
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d
th
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o
r
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an
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m
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s
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if
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tly
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co
r
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elate
d
.
T
h
e
f
in
d
in
g
o
f
th
is
s
tu
d
y
also
co
n
f
ir
m
ed
G
em
li
k
,
et
a
l.
[
3
4
]
r
esear
c
h
f
in
d
in
g
s
th
at
th
e
em
o
tio
n
al
ex
h
a
u
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n
,
t
h
e
co
r
e
c
o
m
p
o
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en
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b
u
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t,
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a
m
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f
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d
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tiv
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p
o
wer
to
war
d
s
a
f
f
ec
ti
v
e
an
d
n
o
r
m
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co
m
m
itm
en
t
(
5
3
.
3
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an
d
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r
esp
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y
)
.
T
h
e
f
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d
in
g
o
f
th
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s
tu
d
y
s
ee
m
ed
n
o
t
i
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lin
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with
Z
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’
s
[
2
1
]
r
esear
ch
f
in
d
in
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s
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I
n
h
is
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esear
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Z
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[
2
1
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r
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th
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clu
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th
at
it
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p
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m
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ased
o
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eir
em
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ex
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d
u
e
to
th
at
th
o
s
e
em
p
lo
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s
with
h
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ex
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ec
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ar
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ly
h
av
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E
m
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Pap
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T
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m
en
tal
d
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p
o
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af
f
ec
ts
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ig
n
if
ican
tly
teac
h
er
s
’
o
r
g
an
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n
al
c
o
m
m
itm
en
t a
n
d
p
er
f
o
r
m
an
ce
.
T
ea
c
h
er
s
with
th
e
h
ig
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lev
el
o
f
o
r
g
an
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n
a
l c
o
m
m
itm
en
t a
n
d
lo
w
lev
el
o
f
em
o
tio
n
al
ex
h
au
s
tio
n
ar
e
lik
ely
to
d
e
m
o
n
s
tr
at
e
h
ig
h
p
er
f
o
r
m
a
n
ce
to
a
ch
iev
e
s
ch
o
o
l
s
u
cc
ess
,
h
ig
h
ly
co
m
m
itted
an
d
p
ass
io
n
ate,
litt
le
r
esig
n
atio
n
an
d
ab
s
en
teeism
,
an
d
h
ig
h
-
q
u
ality
s
er
v
ices
[
3
4
]
.
T
ea
ch
er
s
will
g
r
o
w
m
o
r
e
u
n
c
o
m
m
itte
d
to
th
e
teac
h
in
g
p
r
o
f
ess
io
n
wh
en
th
ey
ar
e
em
o
tio
n
ally
ex
h
au
s
ted
.
C
h
r
o
n
ic
em
o
tio
n
al
ex
h
au
s
tio
n
ca
n
r
e
d
u
ce
teac
h
er
s
’
en
th
u
s
iasm
to
p
er
f
o
r
m
th
e
b
est
an
d
,
in
tu
r
n
,
d
am
ag
e
th
e
h
ig
h
qu
ality
o
f
ed
u
ca
tio
n
al
p
r
ac
tice
s
[
5
6
,
5
7
]
.
O
n
th
e
c
o
n
tr
ar
y
,
te
ac
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er
s
will
g
r
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w
m
o
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co
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m
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th
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p
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f
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wh
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t
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ey
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e
m
o
tio
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ally
h
ap
p
y
.
T
h
e
h
ap
p
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tea
ch
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s
ten
d
to
b
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m
o
r
e
d
ed
icate
d
an
d
p
ass
io
n
ate
in
b
r
in
g
in
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lig
h
t to
t
h
e
f
u
t
u
r
e
g
e
n
er
atio
n
o
f
n
atio
n
s
.
T
h
e
r
o
le
o
f
teac
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s
in
g
u
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a
n
teein
g
th
at
s
tu
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ac
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tco
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cr
ea
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ev
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s
ch
o
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ea
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f
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p
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tan
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as
t
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p
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s
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f
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th
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class
an
d
th
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co
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s
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alik
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Sin
ce
teac
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in
g
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n
e
o
f
th
e
m
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t
ex
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au
s
tin
g
o
cc
u
p
atio
n
[
2
]
,
r
e
s
u
lt
o
f
th
is
s
tu
d
y
p
r
o
v
id
e
d
a
v
is
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n
f
o
r
th
e
s
ch
o
o
l
lea
d
er
s
to
d
esig
n
e
f
f
o
r
ts
o
f
s
ec
u
r
in
g
teac
h
e
r
s
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em
o
tio
n
to
p
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o
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o
b
s
atis
f
ac
tio
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p
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im
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an
d
,
in
t
u
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n
,
t
o
im
p
r
o
v
e
s
tu
d
en
ts
’
ca
p
ab
ilit
ies
in
3
R
s
.
T
o
f
o
s
ter
t
ea
ch
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s
’
co
m
m
it
m
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to
im
p
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v
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g
p
r
im
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ch
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in
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,
h
av
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in
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y
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p
ath
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an
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h
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m
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ch
o
o
l
p
r
in
cip
al
is
u
r
g
e
n
tly
n
ee
d
ed
[
5
8
,
5
9
]
b
ec
a
u
s
e
s
ch
o
o
l
p
r
i
n
ci
p
als
tak
e
o
n
a
k
e
y
lead
er
s
h
ip
r
o
le
in
cr
ea
tin
g
th
e
s
o
cial
wo
r
k
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n
g
co
n
d
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n
s
th
at
m
ay
g
r
ea
tly
a
f
f
ec
t
teac
h
e
r
s
’
o
r
g
a
n
izatio
n
al
c
o
m
m
itm
e
n
t.
Prin
cip
als
wh
o
p
r
o
v
id
e
a
v
is
io
n
f
o
r
th
e
teac
h
er
s
to
d
o
th
eir
wo
r
k
t
o
g
eth
er
.
Fu
r
th
er
m
o
r
e,
th
e
p
r
in
cip
als
wh
o
clar
if
ies
th
ese
v
is
io
n
s
clea
r
ly
will m
ak
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a
h
u
g
e
ch
an
g
e
in
teac
h
er
s
’
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
[
6
0
]
.
4.
CO
NCLU
SI
O
N
I
n
th
e
p
r
im
a
r
y
s
ch
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teac
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th
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lts
o
f
d
at
a
an
aly
s
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s
u
g
g
ested
th
at
th
e
ef
f
o
r
t
o
f
r
ed
u
cin
g
teac
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s
’
em
o
tio
n
al
ex
h
au
s
tio
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m
ig
h
t
c
o
n
tr
ib
u
te
f
av
o
r
ab
ly
a
n
d
s
u
b
s
tan
tially
to
th
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im
p
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v
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m
en
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o
f
teac
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s
’
o
r
g
an
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al
co
m
m
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t.
I
t
m
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th
at
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o
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em
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’
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an
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th
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p
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ar
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s
ch
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ls
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f
Me
r
a
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I
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esia.
Pra
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l
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in
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Me
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Sin
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th
is
to
p
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s
till
r
ar
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th
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f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
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ev
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al
im
p
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on
th
e
s
ch
o
o
l’
s
life
.
ACK
NO
WL
E
DG
E
M
E
NT
First
an
d
ab
o
v
e
all
we
wo
u
ld
lik
e
to
ex
p
r
ess
o
u
r
u
tm
o
s
t
g
r
atitu
d
e
to
L
o
r
d
f
o
r
g
r
a
n
tin
g
u
s
th
e
p
er
s
ev
er
an
ce
to
co
m
p
lete
th
is
s
tu
d
y
.
W
e
also
wo
u
ld
lik
e
to
ex
ten
d
o
u
r
h
ea
r
tf
elt
g
r
atitu
d
e
to
all
th
e
teac
h
er
s
wh
o
h
av
e
co
n
tr
ib
u
ted
in
a
s
p
e
cial
w
ay
to
th
e
s
tu
d
y
.
Ou
r
s
p
e
cial
wo
r
d
s
o
f
th
a
n
k
s
s
h
o
u
ld
also
g
o
to
o
u
r
f
am
ily
an
d
f
r
ie
n
d
s
f
o
r
th
eir
co
n
s
tan
t su
p
p
o
r
t a
n
d
e
n
co
u
r
ag
em
e
n
t.
RE
F
E
R
E
NC
E
S
[1
]
K.
Wo
lo
m
a
si,
S
.
I
.
As
a
lo
e
i,
a
n
d
B.
R.
Wera
n
g
,
“
Jo
b
sa
ti
sfa
c
ti
o
n
a
n
d
p
e
rfo
rm
a
n
c
e
o
f
e
lem
e
n
tary
sc
h
o
o
l
tea
c
h
e
rs
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
i
n
E
d
u
c
a
ti
o
n
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
5
7
5
-
5
8
0
,
2
0
1
9
.
[2
]
M
.
M
.
Ke
ll
e
r,
M
.
L
.
Ch
a
n
g
,
E.
S
.
Be
c
k
e
r,
T.
G
o
e
tz,
a
n
d
A.
C.
F
re
n
z
e
l
,
“
Tea
c
h
e
r
e
m
o
ti
o
n
a
l
e
x
p
e
rien
c
e
a
n
d
e
x
h
a
u
sti
o
n
a
s
p
re
d
icto
rs
o
f
e
m
o
ti
o
n
a
l
lab
o
r
i
n
th
e
c
las
sro
o
m
:
An
e
x
p
e
rien
c
e
sa
m
p
li
n
g
stu
d
y
,
Fro
n
ti
e
rs
in
Psy
c
h
o
lo
g
y
,
v
o
l.
5
,
n
o
.
1
4
4
2
,
2
0
1
4
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
d
o
i.
o
rg
/
1
0
.
3
3
8
9
/fp
sy
g
.
2
0
1
4
.
0
1
4
4
2
[3
]
B.
R.
Wera
n
g
,
S
.
M
.
R.
Le
b
a
,
a
n
d
E.
A.
G
.
P
u
re
,
“
F
a
c
to
rs i
n
flu
e
n
c
i
n
g
tea
c
h
e
r
a
b
se
n
tee
ism
in
th
e
re
m
o
te ele
m
e
n
tary
sc
h
o
o
ls
o
f
In
d
o
n
e
sia
:
Emp
iri
c
a
l
p
ro
o
f
fro
m
S
o
u
th
e
rn
P
a
p
u
a
,”
I
n
t
e
rn
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
M
a
n
a
g
e
me
n
t
in
Ed
u
c
a
ti
o
n
,
v
o
l.
11
,
n
o
.
3
,
p
p
.
2
2
3
-
2
4
7
,
2
0
1
7
.
[4
]
B.
R.
Wera
n
g
,
A.
A.
G
.
Ag
u
n
g
,
a
n
d
A.
A.
Hu
ri
t
,
“
In
c
re
a
sin
g
tea
c
h
e
r
a
tt
e
n
d
a
n
c
e
i
n
In
d
o
n
e
sia
:
A
l
o
n
g
it
u
d
in
a
l
stu
d
y
in
t
h
e
re
m
o
te
e
lem
e
n
tary
sc
h
o
o
ls
o
f
S
o
u
t
h
e
rn
P
a
p
u
a
,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
M
a
n
a
g
e
me
n
t
i
n
E
d
u
c
a
ti
o
n
,
v
o
l.
1
3
,
n
o
.
2
,
p
p
.
1
3
3
-
1
5
5
,
2
0
1
9
.
[5
]
B.
R.
Wer
a
n
g
,
“
Th
e
e
ffe
c
t
o
f
wo
rk
l
o
a
d
,
in
d
iv
i
d
u
a
l
c
h
a
ra
c
teristics
,
a
n
d
sc
h
o
o
l
c
li
m
a
te
o
n
tea
c
h
e
rs’
e
m
o
ti
o
n
a
l
e
x
h
a
u
sti
o
n
i
n
e
lem
e
n
tary
sc
h
o
o
ls
o
f
P
a
p
u
a
,”
Ca
k
ra
w
a
la
Pen
d
id
ika
n
,
v
o
l.
37
,
n
o
.
3
,
p
p
.
4
5
7
-
4
6
9
,
2
0
1
8
.
[6
]
N.
H.
Ba
sim
,
M.
Be
g
e
n
irb
a
s
,
a
n
d
R.
Ya
lçim
,
“
Eff
e
c
ts
o
f
tea
c
h
e
r
p
e
rso
n
a
li
ti
e
s
o
n
e
m
o
t
io
n
a
l
e
x
h
a
u
st
io
n
:
M
e
d
iatin
g
ro
le o
f
e
m
o
t
io
n
a
l
lab
o
r
,”
Ed
u
c
a
t
i
o
n
a
l
S
c
ien
c
e
s: T
h
e
o
ry
a
n
d
Pra
c
ti
c
e
,
v
o
l.
13
,
n
o
.
3
,
p
p
.
1
4
8
8
-
1
4
9
6
,
2
0
1
3
.
[7
]
J.
Da
v
id
so
n
a
n
d
M.
S
m
it
h
,
“
Au
stisti
c
a
u
t
h
o
b
io
g
ra
p
h
ies
a
n
d
m
o
re
-
th
a
n
-
h
u
m
a
n
g
e
o
g
ra
p
g
ies
,”
E
n
v
iro
n
me
n
t
a
n
d
Pl
a
n
n
in
g
D:
S
o
c
iety
a
n
d
S
p
a
c
e
,
v
o
l.
27
,
n
o
.
5
,
p
p
.
8
9
8
-
9
1
6
,
2
0
0
9
.
[8
]
J.
M
a
rg
o
li
s
,
“
Wh
e
n
tea
c
h
e
rs
fa
c
e
tea
c
h
e
rs:
Li
ste
n
in
g
t
o
th
e
re
so
u
rc
e
‘rig
h
t
d
o
w
n
th
e
h
a
ll
’
,”
T
e
a
c
h
in
g
Ed
u
c
a
ti
o
n
,
v
o
l.
19
,
n
o
.
4
,
p
p
.
2
9
3
-
3
1
0
,
2
0
0
8
.
[9
]
M.
S
k
a
a
lv
i
k
a
n
d
S
.
S
k
a
a
lv
i
k
,
“
D
o
e
s
sc
h
o
o
l
c
o
n
tex
t
m
a
tt
e
r?
Re
lat
io
n
s
with
tea
c
h
e
r
b
u
r
n
o
u
t
a
n
d
jo
b
sa
ti
sfa
c
ti
o
n
,”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l
.
25
,
n
o
.
3
,
p
p
.
5
1
8
-
5
2
4
,
2
0
0
9
.
[1
0
]
M.
S
k
a
a
lv
i
k
a
n
d
S.
S
k
a
a
lv
ik
,
“
Tea
c
h
e
r
se
lf
-
e
ffic
a
c
y
a
n
d
tea
c
h
e
r
b
u
rn
-
o
u
t:
A
stu
d
y
o
f
re
latio
n
s
,”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
26
,
n
o
.
4
,
p
p
.
1
0
5
9
-
1
0
6
9
,
2
0
1
0
.
[1
1
]
S.
S
o
n
n
e
n
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3
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“
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w
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ter
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4
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R.
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Th
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te
rn
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5
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c
k
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.
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g
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.
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ll
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n
d
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.
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ll
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.
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.
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6
]
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“
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ter
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7
]
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.
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.
Ke
ll
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.
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C
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g
,
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S
.
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a
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A.
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F
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8
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Qu
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,
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9
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P
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A.
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n
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2
0
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3
.
[2
2
]
V.
V.
Ba
b
a
,
M
.
Ja
m
a
l,
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d
L.
T
o
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ri
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3
]
L.
M
.
R.
Bo
lt
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,
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Ha
rv
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y
,
M
.
J.
G
ra
witch
,
a
n
d
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K.
Ba
r
b
e
r
,
“
Co
u
n
terp
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p
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2
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233
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.
[2
4
]
M.
Bo
rri
tz,
R.
R
u
g
u
li
e
s,
J.
B.
Bjo
rn
e
r,
E.
Vill
a
d
se
n
,
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A.
M
i
k
k
e
lse
n
,
a
n
d
T
.
S
.
Kriste
n
se
n
,
“
Bu
rn
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a
m
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m
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m
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:
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sig
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fi
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n
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o
f
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P
u
m
a
stu
d
y
,”
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c
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d
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n
a
v
ia
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J
o
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rn
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l
o
f
Pu
b
li
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He
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3
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,
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o
.
1
,
p
p
.
49
-
58
,
2
0
0
6
.
[2
5
]
C.
L.
Co
r
d
e
ss
a
n
d
T.
W.
D
o
u
g
h
e
rty
,
“
A
re
v
iew
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n
d
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n
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ra
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a
rc
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b
b
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rn
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u
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,”
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d
e
my
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f
M
a
n
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me
n
t
Rev
iew
,
v
o
l.
18,
n
o
.
4
,
p
p
.
6
2
1
-
6
5
6
,
1
9
9
3
.
[2
6
]
R.
Cro
p
a
n
z
a
n
o
,
D.
E.
R
u
p
p
,
a
n
d
Z.
S
.
By
r
n
e
,
“
Th
e
re
lati
o
n
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ip
o
f
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a
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sti
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o
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k
a
tt
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u
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e
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j
o
b
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rm
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e
,
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n
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a
n
iza
ti
o
n
a
l
c
it
ize
n
sh
ip
b
e
h
a
v
io
rs
,”
J
o
u
r
n
a
l
o
f
Ap
p
li
e
d
Psy
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h
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lo
g
y
,
v
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l
.
88
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1
,
p
p
.
1
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0
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,
2
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0
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.
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7
]
C.
M
a
sla
c
h
a
n
d
J.
G
o
ld
b
e
rg
,
“
P
re
v
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ti
o
n
o
f
b
u
r
n
o
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t:
Ne
w
p
e
rsp
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c
t
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e
,”
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ll
ied
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n
d
Pre
v
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n
ti
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Psy
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,
v
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l.
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,
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o
.
1
,
p
p
.
63
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9
8
.
[2
8
]
T.
R.
Lee
a
n
d
B.
E.
As
h
f
o
rth
,
“
A
fu
rth
e
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m
in
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ti
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n
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e
rial
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t:
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a
n
in
te
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ra
ted
m
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o
f
b
u
r
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o
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t
,”
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o
u
rn
a
l
o
f
Or
g
a
n
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l
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a
v
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o
r
,
v
o
l.
1
4
,
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o
.
1
,
p
p
.
3
-
20
,
1
9
9
3
.
[2
9
]
W.
B.
S
c
h
a
u
fe
li
,
M
.
P
.
Leiter
,
a
n
d
C.
M
a
sla
c
h
,
“
Bu
r
n
o
u
t:
3
5
y
e
a
rs
o
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se
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rc
h
a
n
d
p
ra
c
ti
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e
,”
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re
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ter
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o
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3
,
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p
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2
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0
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0
0
9
.
[3
0
]
B.
F
.
P
i
k
o
,
“
Bu
rn
o
u
t
,
ro
le
c
o
n
fli
c
t,
jo
b
sa
ti
sfa
c
ti
o
n
a
n
d
p
sy
c
h
o
so
c
ial
h
e
a
lt
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a
m
o
n
g
Hu
n
g
a
rian
h
e
a
lt
h
c
a
re
sta
ff:
A
q
u
e
stio
n
n
a
ire su
rv
e
y
,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
N
u
rs
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g
S
t
u
d
ies
,
v
o
l.
4
3
,
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o
.
3
,
p
p
.
3
1
1
-
3
1
8
,
2
0
0
6
.
[3
1
]
W.
B.
S
c
h
a
u
fe
li
a
n
d
D.
V
a
n
Die
re
n
d
o
n
c
k
,
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Th
e
c
o
n
stru
c
t
v
a
li
d
it
y
o
f
two
b
u
r
n
o
u
t
m
e
a
su
re
s
,”
J
o
u
rn
a
l
o
f
Or
g
a
n
iz
a
ti
o
n
a
l
Beh
a
v
io
r,
v
o
l.
1
4
,
n
o
.
7
,
p
p
.
6
3
1
-
6
4
7
,
1
9
9
3
.
[3
2
]
T.
S
.
Kriste
n
se
n
,
M
.
B
o
rrit
z
,
E.
Vill
a
d
se
n
,
a
n
d
K.
B
.
C
h
risten
se
n
,
“
Th
e
Co
p
e
n
h
a
g
e
n
b
u
rn
o
u
t
i
n
v
e
n
t
o
ry
:
A
n
e
w
t
o
o
l
fo
r
th
e
a
ss
e
ss
m
e
n
t
o
f
b
u
r
n
o
u
t
,”
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o
rk
a
n
d
S
tre
ss
,
v
o
l
.
1
9
,
n
o
.
3
,
p
p
.
1
9
2
-
2
0
7
,
2
0
0
5
.
[3
3
]
T.
A.
Wr
i
g
h
t
a
n
d
R.
Cro
p
a
n
z
a
n
o
,
“
Emo
ti
o
n
a
l
e
x
h
a
u
stio
n
a
s
a
p
re
d
ict
o
r
o
f
jo
b
p
e
rfo
rm
a
n
c
e
a
n
d
v
o
l
u
n
tary
tu
rn
o
v
e
r
,”
J
o
u
rn
a
l
o
f
A
p
p
li
e
d
Psy
c
h
o
lo
g
y
,
v
o
l.
8
3
,
n
o
.
3
,
p
p
.
4
8
6
-
4
9
3
,
1
9
9
8
.
[3
4
]
N.
G
e
m
li
k
,
F
.
A.
Ş
işm
a
n
,
a
n
d
U.
S
ig
ri
,
“
Th
e
re
lati
o
n
sh
ip
b
e
twe
e
n
b
u
r
n
o
u
t
a
n
d
o
rg
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t
a
m
o
n
g
h
e
a
lt
h
se
c
to
r
sta
ff
i
n
T
u
rk
e
y
,”
J
o
u
rn
a
l
o
f
Glo
b
a
l
S
tra
teg
ic
M
a
n
a
g
e
me
n
t
,
v
o
l.
4
,
n
o
.
2
,
p
p
.
1
3
7
-
1
4
9
,
2
0
1
0
.
[3
5
]
G
.
Do
n
a
h
u
e
,
J.
F
o
re
st,
R.
J.
V
a
ll
e
ra
n
d
,
Lem
y
re
,
L.
Cre
v
ier
-
Br
a
u
d
,
a
n
d
E.
Be
r
g
e
ro
n
,
“
P
a
ss
io
n
fo
r
w
o
rk
a
n
d
e
m
o
ti
o
n
a
l
e
x
h
a
u
stio
n
:
th
e
m
e
d
iatin
g
r
o
le
o
f
r
u
m
in
a
ti
o
n
a
n
d
re
c
o
v
e
ry
,”
A
p
p
li
e
d
Psy
c
h
o
lo
g
y
:
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a
lt
h
a
n
d
W
e
ll
-
Bein
g
,
v
o
l.
4
,
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o
.
3
,
p
p
.
3
4
1
-
3
6
8
,
2
0
1
2
.
[3
6
]
J.
Ca
fa
ss
o
,
“
Emo
ti
o
n
a
l
e
x
h
a
u
sti
o
n
:
W
h
a
t
it
is
a
n
d
h
o
w
to
t
re
a
t
it
,”
2
0
1
9
.
[On
li
n
e
]
Av
a
il
a
b
le:
h
tt
p
s:/
/www
.
h
e
a
lt
h
li
n
e
.
c
o
m
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a
lt
h
/em
o
t
io
n
a
l
-
e
x
h
a
u
sti
o
n
[3
7
]
C.
Ll
o
y
d
a
n
d
R.
Ki
n
g
,
“
A
s
u
rv
e
y
o
f
b
u
r
n
o
u
t
a
m
o
n
g
a
u
stra
li
a
n
m
e
n
tal
h
e
a
lt
h
o
c
c
u
p
a
ti
o
n
a
l
t
h
e
ra
p
ists
a
n
d
s
o
c
ial
wo
rk
e
rs
,
”
S
o
c
ia
l
Psy
c
h
ia
try
a
n
d
Psy
c
h
ia
tric E
p
i
d
e
mio
l
o
g
y
,
v
o
l.
3
9
,
n
o
.
9
,
p
p
.
7
5
2
-
7
5
7
,
2
0
0
4
.
[3
8
]
F.
K
h
a
n
,
A.
M
.
Ra
sli,
R.
M
.
Yu
s
so
f,
M
.
F
.
M
a
li
k
,
M
.
M
.
K
h
a
n
,
a
n
d
Q.
Kh
a
n
,
“
Eff
e
c
t
o
f
e
m
o
ti
o
n
a
l
e
x
h
a
u
stio
n
o
n
o
rg
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t
a
m
o
n
g
a
c
a
d
e
m
icia
n
s
,”
S
c
ien
c
e
In
ter
n
a
ti
o
n
a
l
(L
a
h
o
re
)
,
v
o
l.
26
,
n
o
.
5,
p
p
.
2
4
3
3
-
2
4
3
7
,
2
0
1
4
.
[3
9
]
M
.
L.
Ch
a
n
g
a
n
d
H.
A.
Da
v
is,
“
Un
d
e
rsta
n
d
i
n
g
t
h
e
ro
le
o
f
tea
c
h
e
r
a
p
p
ra
isa
ls
in
sh
a
p
in
g
th
e
d
y
n
a
m
ics
o
f
th
e
ir
re
latio
n
sh
i
p
s
wit
h
st
u
d
e
n
ts:
De
c
o
n
stru
c
ti
n
g
tea
c
h
e
rs’
ju
d
g
m
e
n
t
o
f
d
isru
p
ti
v
e
b
e
h
a
v
io
r/st
u
d
e
n
ts
,”
i
n
P
.
A.
S
c
h
u
tz,
M
.
Zem
b
y
las
,
(Ed
s.)
,
Ad
v
a
n
c
e
s
in
t
e
a
c
h
e
r
e
mo
ti
o
n
re
se
a
rc
h
:
T
h
e
i
mp
a
c
t
o
n
tea
c
h
e
rs
’
li
v
e
s
,
Do
rd
r
e
c
h
t:
S
p
ri
n
g
e
r
,
p
p
.
9
5
-
1
2
7
,
2
0
0
9
.
[4
0
]
J.
L.
G
ra
y
so
n
a
n
d
H.
K.
Alv
a
re
z
,
“
S
c
h
o
o
l
c
li
m
a
te
fa
c
to
rs
re
latin
g
t
o
tea
c
h
e
r
b
u
rn
o
u
t:
A
m
e
d
iato
r
m
o
d
e
l
,”
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
3
4
9
-
1
3
6
3
,
2
0
0
8
.
[4
1
]
M.
Ch
u
riy
a
h
,
“
Th
e
i
n
flu
e
n
c
e
o
f
ro
le
c
o
n
fli
c
t,
e
m
o
t
io
n
a
l
e
x
h
a
u
stio
n
o
n
jo
b
sa
ti
sfa
c
ti
o
n
a
n
d
o
rg
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t
(in
Ba
h
a
sa
)
,”
J
u
rn
a
l
Eko
n
o
mi
Bi
s
n
is,
v
o
l
.
1
6
,
n
o
.
2
,
p
p
.
1
4
5
-
1
5
4
,
2
0
1
1
[4
2
]
R
o
sa
,
“
Th
e
e
ffe
c
t
o
f
ro
le
c
o
n
fli
c
t
a
n
d
e
m
o
ti
o
n
a
l
e
x
h
a
u
sti
o
n
o
n
j
o
b
sa
ti
sfa
c
ti
o
n
a
n
d
o
rg
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t
o
f
th
e
P
KU
M
u
h
a
m
m
a
d
iy
a
h
G
a
m
p
in
g
Ho
s
p
it
a
l
(in
Ba
h
a
sa
)
,
”
G
ra
d
u
a
te
th
e
sis
,
Un
i
v
e
rsitas
M
u
h
a
m
m
a
d
iy
a
h
Yo
g
y
a
k
a
rta,
2
0
1
8
.
[4
3
]
R.
W.
S
c
h
o
ll
,
“
Diffe
re
n
ti
a
ti
n
g
c
o
m
m
it
m
e
n
t
fro
m
e
x
p
e
c
tan
c
y
a
s
a
m
o
ti
v
a
ti
n
g
f
o
rc
e
,”
Aca
d
e
my
a
n
d
M
a
n
a
g
e
me
n
t
Rev
iew
,
v
o
l.
6
,
n
o
.
4
,
p
p
.
5
8
9
-
5
9
9
,
1
9
8
1
.
[4
4
]
P.
Brick
m
a
n
,
“
Co
m
m
it
m
e
n
t
,”
i
n
B.
Wo
rtma
n
,
R
.
S
o
rre
n
ti
o
n
(e
d
s.
),
Co
mm
it
me
n
t,
C
o
n
fl
ict,
a
n
d
Ca
rin
g
,
P
re
n
ti
c
e
-
Ha
ll
,
En
g
lew
o
o
d
Cli
ffs,
p
p
.
1
-
1
8
,
1
9
8
7
.
[4
5
]
T.
F
.
G
o
n
z
á
lez
a
n
d
M
.
G
u
il
lén
,
“
Org
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t:
A
p
ro
p
o
sa
l
f
o
r
a
wi
d
e
r
e
th
ica
l
c
o
n
c
e
p
tu
a
li
z
a
ti
o
n
o
f
n
o
rm
a
ti
v
e
c
o
m
m
it
m
e
n
t
,”
J
o
u
rn
a
l
o
f
B
u
sin
e
ss
Et
h
ics
,
v
o
l.
78
,
n
o
.
3,
p
p
.
4
0
1
-
4
1
4
,
2
0
0
8
.
[4
6
]
Web
re
c
ru
it
Ire
lan
d
,
“
5
C
h
a
ra
c
teristics
o
f
a
c
o
m
m
it
ted
e
m
p
l
o
y
e
e
,”
2
0
1
5
.
[O
n
li
n
e
]
Av
a
il
a
b
le
:
h
t
tp
:/
/www
.
Web
re
c
ru
it
irela
n
d
.
c
o
m
/em
p
lo
y
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r
.
.
.
/5
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c
h
a
ra
c
teristics
-
of
-
a
-
c
o
m
m
it
te
d
-
e
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p
lo
y
e
e
[4
7
]
Th
e
Ko
tt
o
n
M
o
u
t
h
Ki
n
g
s
Tea
m
,
“
Th
e
h
ig
h
c
o
st
o
f
lo
w
e
m
p
lo
y
e
e
c
o
m
m
it
m
e
n
t
,”
2
0
1
4
.
[On
l
in
e
]
Av
a
il
a
b
le:
h
tt
p
:
//
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w.k
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/t
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p
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m
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m
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t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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N:
2252
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Mo
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M.
Wu
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919
[4
8
]
Ö.
A.
Ak
d
e
m
ir,
“
Th
e
e
ffe
c
t
o
f
tea
c
h
e
r
b
u
rn
o
u
t
o
n
o
r
g
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t
in
Tu
rk
ish
c
o
n
tex
t
,”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
T
ra
i
n
i
n
g
S
tu
d
ies
,
v
o
l.
7
,
n
o
.
4
,
p
p
.
1
7
1
-
1
7
9
,
2
0
1
9
.
[4
9
]
S
.
R.
Ha
g
h
a
n
i,
M
.
Ha
z
ra
ty
,
a
n
d
M
.
M
o
o
si
v
a
n
d
,
“
T
h
e
re
latio
n
sh
i
p
b
e
twe
e
n
b
u
r
n
o
u
t
a
n
d
o
rg
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t
with
r
o
le
o
f
m
o
d
e
ra
to
r
o
f
d
e
m
o
g
ra
p
h
ic
v
a
riab
les
(Ca
se
stu
d
y
:
S
o
c
ial
se
c
u
rit
y
o
r
g
a
n
iza
ti
o
n
o
f
Wes
t
De
p
a
rtme
n
t
o
f
M
a
z
a
n
d
a
ra
n
P
ro
v
i
n
c
e
)
,”
T
h
e
T
u
r
k
ish
On
li
n
e
J
o
u
r
n
a
l
o
f
De
sig
n
,
Art
a
n
d
C
o
mm
u
n
ic
a
ti
o
n
,
p
p
.
1
8
3
4
-
1
8
4
0
,
2
0
1
6
.
[5
0
]
C.
A.
R.
Hu
to
m
o
,
“
Th
e
re
latio
n
s
h
ip
b
e
twe
e
n
o
r
g
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t
a
n
d
b
u
r
n
o
u
t
a
t
Re
g
io
n
a
l
Offic
e
XI
o
f
th
e
Ja
y
a
p
u
ra
S
tate
Civ
i
l
S
e
rv
ice
Ag
e
n
c
y
(BKN
)
(in
Ba
h
a
sa
)
,”
G
ra
d
u
a
te
th
e
sis
,
De
p
a
rtme
n
t
o
f
P
sy
c
h
o
lo
g
y
,
Ch
r
isti
a
n
Un
iv
e
rsity
o
f
S
a
t
y
a
Wac
a
n
a
,
S
a
lati
g
a
,
I
n
d
o
n
e
sia
,
2
0
1
5
.
[On
li
n
e
]
A
v
a
il
a
b
le:
h
tt
p
s://
re
p
o
sito
r
y
.
u
k
sw
.
e
d
u
/b
i
tstrea
m
/1
2
3
4
5
6
7
8
9
/
9
4
7
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/2
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1
_
8
0
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0
1
1
0
4
4
_
F
u
l
l%
2
0
te
x
t.
p
d
f
[5
1
]
M
.
S
a
rişik
,
E.
B
o
ģ
a
n
,
B.
Ze
n
g
in
,
a
n
d
B.
B.
De
d
e
o
ģ
l
u
,
“
Th
e
imp
a
c
t
o
f
b
u
rn
o
u
t
o
n
o
rg
a
n
iza
ti
o
n
a
l
c
o
m
m
it
m
e
n
t:
A
stu
d
y
o
f
p
u
b
li
c
se
c
to
r
e
m
p
l
o
y
e
e
s
in
T
u
rk
e
y
,”
J
o
u
r
n
a
l
o
f
Gl
o
b
a
l
B
u
sin
e
ss
In
sig
h
t
,
v
o
l
.
4
,
n
o
.
2
,
p
p
.
1
0
6
-
1
1
6
,
2
0
1
9
.
[5
2
]
S
.
Ba
v
a
n
i,
M
.
S
.
Ab
d
u
ll
a
h
,
a
n
d
A.
H.
A.
M
a
n
a
f,
“
Th
e
in
flu
e
n
c
e
o
f
d
ime
n
sio
n
s
o
f
j
o
b
b
u
r
n
o
u
t
o
n
e
m
p
lo
y
e
e
s’
c
o
m
m
it
m
e
n
t:
A
p
e
rsp
e
c
ti
v
e
o
f
M
a
lay
sia
,”
S
a
u
d
i
J
o
u
r
n
a
l
o
f
Bu
sin
e
ss
a
n
d
M
a
n
a
g
e
me
n
t
S
tu
d
ies
,
v
o
l.
1
,
n
o
.
4
,
p
p
.
1
6
9
-
1
7
8
,
2
0
1
6
.
[5
3
]
P
.
Wu
la,
B.
S
.
Yu
n
a
rti
,
A.
K.
Wo
lo
m
a
si,
D.
Wea
Tu
ru
,
M
.
M
.
Wu
lu
r,
M
.
M
.
Kro
wi
n
,
S
.
I
.
As
a
lo
e
i,
a
n
d
B.
R
.
Wera
n
g
,
“
Jo
b
sa
ti
sfa
c
ti
o
n
a
n
d
p
e
r
fo
rm
a
n
c
e
o
f
e
lem
e
n
tary
sc
h
o
o
l
tea
c
h
e
rs o
f
S
o
u
th
e
r
n
P
a
p
u
a
,
I
n
d
o
n
e
sia
,”
Un
ive
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l
.
8
,
n
o
.
7
,
p
p
.
2
9
0
7
-
2
9
1
3
,
2
0
2
0
.
[5
4
]
S
.
I.
As
a
lo
e
i,
A.
K.
Wo
lo
m
a
si,
a
n
d
B.
R.
Wera
n
g
,
“
Wo
r
k
-
re
late
d
stre
ss
a
n
d
p
e
rfo
rm
a
n
c
e
a
m
o
n
g
p
rima
ry
sc
h
o
o
l
tea
c
h
e
rs
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
,
v
o
l.
9
,
n
o
.
2
,
p
p
.
3
5
2
-
3
5
8
,
2
0
2
0
.
[5
5
]
B.
R.
Wera
n
g
a
n
d
A.
A.
G
.
Ag
u
n
g
,
“
Tea
c
h
e
rs’
jo
b
sa
ti
sfa
c
ti
o
n
,
o
rg
a
n
iza
ti
o
n
a
l
c
o
m
m
i
tme
n
t,
a
n
d
p
e
rfo
rm
a
n
c
e
i
n
In
d
o
n
e
sia
:
A
stu
d
y
fro
m
M
e
ra
u
k
e
d
istri
c
t
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
De
v
e
lo
p
me
n
t
a
n
d
S
u
sta
i
n
a
b
il
it
y
,
v
o
l.
6
,
n
o
.
8
,
p
p
.
7
0
0
-
7
1
1
,
2
0
1
7
.
[5
6
]
D.
Wea
,
B.
R.
Wera
n
g
,
H.
P
.
As
m
a
n
in
g
r
u
m
,
a
n
d
O.
Irian
t
o
,
“
Tea
c
h
e
rs’
wo
rk
i
n
g
c
o
n
d
it
io
n
s
a
n
d
j
o
b
p
e
rfo
rm
a
n
c
e
in
th
e
e
lem
e
n
tary
sc
h
o
o
ls
o
f
I
n
d
o
n
e
sia
:
A
su
rv
e
y
fro
m
S
o
u
th
e
rn
P
a
p
u
a
,”
T
h
e
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Or
g
a
n
iz
a
ti
o
n
a
n
d
L
e
a
d
e
rs
h
ip
,
v
o
l
.
27
,
n
o
.
1
,
p
p
.
3
7
-
4
6
,
2
0
2
0
.
[5
7
]
B.
S
.
Yu
n
a
rti
,
S
.
I.
As
a
lo
e
i
,
P
.
W
u
la,
a
n
d
B.
R.
Wera
n
g
,
“
S
tres
s a
n
d
P
e
rfo
rm
a
n
c
e
o
f
El
e
m
e
n
tary
S
c
h
o
o
l
Tea
c
h
e
rs o
f
S
o
u
t
h
e
rn
P
a
p
u
a
:
A su
rv
e
y
a
p
p
ro
a
c
h
,”
Un
ive
rs
a
l
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
.
8
,
n
o
.
3
,
p
p
.
9
2
4
-
9
3
0
,
2
0
2
0
.
[5
8
]
B.
R.
Wera
n
g
,
“
T
h
e
i
n
flu
e
n
c
e
o
f
th
e
p
ri
n
c
ip
a
l'
s
tran
sf
o
rm
a
ti
o
n
a
l
lea
d
e
rsh
ip
,
tea
c
h
e
r
w
o
rk
m
o
ra
l
e
,
a
n
d
tea
c
h
e
r
sa
ti
sfa
c
ti
o
n
o
n
t
h
e
p
e
rfo
rm
a
n
c
e
o
f
S
DN
tea
c
h
e
rs
in
M
e
ra
u
k
e
Cit
y
(in
Ba
h
a
sa
)
,”
Ca
k
ra
wa
l
a
Pen
d
id
ika
n
,
v
o
l.
33
,
n
o
.
1,
p
p
.
1
2
8
-
1
3
7
,
2
0
1
4
.
[5
9
]
B.
R.
Wera
n
g
,
“
A
st
u
d
y
o
f
re
latio
n
sh
ip
s
i
n
C
h
risti
a
n
p
rima
ry
sc
h
o
o
ls
o
f
Bo
v
e
n
Dig
o
e
l
Re
g
e
n
c
y
,
P
a
p
u
a
,
I
n
d
o
n
e
sia
,”
T
h
e
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Or
g
a
n
iza
ti
o
n
a
n
d
L
e
a
d
e
rs
h
ip
,
v
o
l
.
2
2
,
n
o
.
2
,
p
p
.
25
-
3
2
,
2
0
1
5
.
[6
0
]
Ve
e
riah
,
“
Th
e
re
latio
n
sh
i
p
b
e
t
we
e
n
p
rin
c
i
p
a
l
tran
sf
o
rm
a
ti
o
n
a
l
lea
d
e
rsh
ip
p
ra
c
ti
c
e
s,
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
n
d
sc
h
o
o
l
c
u
lt
u
re
i
n
p
rima
ry
c
lu
ste
r
sc
h
o
o
ls
in
S
e
la
n
g
o
r
,”
P
h
.
D.
T
h
e
sis
,
th
e
In
stit
u
te
o
f
Ed
u
c
a
ti
o
n
a
l
Lea
d
e
rsh
ip
,
U
n
iv
e
rsit
y
o
f
M
a
lay
a
,
Ku
a
la
Lu
m
p
u
r,
2
0
1
7
.
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