I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
,
p
p
.
1
2
6
~
1
3
4
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
1
0
i
1
.
2
0
8
4
9
126
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
The co
ncep
t
o
f
p
r
o
fessio
na
l ident
it
y
:
K
ind
erga
rten
t
ea
chers’
pro
fessio
na
lism
r
equiremen
t
in
M
a
la
y
sia
n
prescho
o
l
curriculum
Abdu
l H
a
lim
M
a
s
na
n
1
,
M
u
h
a
m
ma
d H
a
ziq Mo
hd
Sh
a
rif
2
,
M
a
s
a
y
u Dz
a
inu
dd
in
3
,
M
o
h
d M
o
k
hza
ni
I
bra
him
4
,
Asm
a
y
a
t
i
Ya
ha
y
a
5
,
Che
Nidza
m
Che
Ahm
a
d
6
,
H
a
f
s
a
h T
a
ha
7
,
Sa
ipo
lba
rin R
a
m
li
8
,
Ro
s
f
iza
h M
d T
a
i
b
9
,
Sa
eda
h
Sira
j
10
,
M
a
zlina
Che
M
us
t
a
f
a
11
1
,
2,
3,
4
,
5,
6
,
7,
8
,
9
,
10
S
u
l
tan
I
d
ris
Ed
u
c
a
ti
o
n
Un
i
v
e
rsity
,
M
a
lay
sia
11
Na
ti
o
n
a
l
Ch
il
d
De
v
e
lo
p
m
e
n
t
Re
se
a
rc
h
Ce
n
tre,
S
u
lt
a
n
Id
r
is E
d
u
c
a
ti
o
n
U
n
iv
e
rsit
y
,
M
a
lay
sia
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
u
n
9
,
2
0
20
R
ev
is
ed
Dec
2
0
,
2
0
20
Acc
ep
ted
J
an
2
8
,
2
0
21
Th
is
stu
d
y
a
im
ed
to
d
e
term
in
e
t
h
e
p
ro
fe
ss
io
n
a
l
i
d
e
n
ti
t
y
c
o
n
c
e
p
t
b
a
se
d
o
n
p
ro
fe
ss
io
n
a
li
sm
re
q
u
irem
e
n
t
in
M
a
lay
sia
’s
n
e
w
p
re
sc
h
o
o
l
c
u
rric
u
lu
m
.
T
h
re
e
p
ro
fe
ss
io
n
a
l
id
e
n
ti
ti
e
s
i
d
e
n
ti
f
ied
t
h
ro
u
g
h
wo
r
k
s
o
f
li
tera
tu
re
su
c
h
a
s
p
ro
fe
ss
io
n
a
l
q
u
a
li
fica
ti
o
n
s,
e
x
p
e
rien
c
e
a
n
d
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
we
re
v
e
rifi
e
d
b
a
se
d
o
n
th
e
c
o
n
str
u
c
t
e
d
h
y
p
o
t
h
e
sis
to
v
a
li
d
a
te
th
e
c
o
n
c
e
p
t
o
f
p
ro
fe
ss
io
n
a
l
id
e
n
ti
ty
.
T
h
e
a
n
a
ly
s
is
fin
d
in
g
s
sh
o
we
d
a
sig
n
ifi
c
a
n
t
d
iffere
n
c
e
b
e
twe
e
n
p
ro
fe
ss
io
n
a
l
q
u
a
li
f
ica
ti
o
n
s.
T
h
e
sa
m
e
a
n
a
ly
sis,
h
o
we
v
e
r,
d
e
m
o
n
stra
ted
t
h
a
t
th
e
r
e
wa
s
n
o
sig
n
ifi
c
a
n
t
d
iffere
n
c
e
o
n
th
e
p
re
sc
h
o
o
l
c
u
rricu
lu
m
k
n
o
wle
d
g
e
with
re
g
a
r
d
s
to
e
x
p
e
rien
c
e
,
b
u
t
th
e
re
wa
s
a
sig
n
ifi
c
a
n
t
in
d
ica
ti
o
n
o
f
i
n
tera
c
ti
o
n
b
e
twe
e
n
p
r
o
fe
ss
io
n
a
l
q
u
a
li
fica
ti
o
n
s
a
n
d
e
x
p
e
rien
c
e
o
n
p
re
sc
h
o
o
l
c
u
rricu
l
u
m
k
n
o
wle
d
g
e
.
M
e
a
n
w
h
il
e
,
fo
r
t
h
e
o
n
e
-
wa
y
AN
OV
A
tes
t,
th
e
re
wa
s a
sig
n
ifi
c
a
n
t
d
iffer
e
n
c
e
in
th
e
p
re
sc
h
o
o
l
c
u
rricu
l
u
m
k
n
o
wle
d
g
e
b
a
se
d
o
n
p
r
o
fe
ss
io
n
a
l
d
e
v
e
l
o
p
m
e
n
t.
T
h
e
fi
n
d
i
n
g
s o
f
t
h
is
st
u
d
y
c
o
n
firme
d
th
a
t
p
ro
fe
ss
io
n
a
l
k
n
o
wle
d
g
e
a
n
d
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
re
sp
e
c
ti
v
e
ly
h
o
ld
a
d
irec
t
imp
a
c
t
o
n
th
e
p
re
sc
h
o
o
l
c
u
rricu
lu
m
,
wh
il
e
e
x
p
e
rien
c
e
a
c
ts
a
s
a
su
p
p
o
rt
fo
r
p
r
o
fe
ss
io
n
a
l
q
u
a
li
f
ica
ti
o
n
s.
K
ey
w
o
r
d
s
:
E
x
p
er
ien
ce
New
p
r
esch
o
o
l c
u
r
r
icu
lu
m
Pro
f
ess
io
n
al
d
ev
elo
p
m
en
t
Pro
f
ess
io
n
al
q
u
alif
icatio
n
s
Pro
f
ess
io
n
alis
m
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ab
d
u
l H
alim
Ma
s
n
an
Dep
ar
tm
en
t o
f
E
ar
ly
C
h
ild
h
o
o
d
E
d
u
ca
tio
n
Su
ltan
I
d
r
is
E
d
u
ca
tio
n
Un
iv
er
s
ity
T
an
jo
n
g
Ma
lim
,
Per
ak
Dar
u
l
R
id
zu
an
3
5
9
0
0
,
Ma
la
y
s
ia
E
m
ail:
ab
d
u
l.h
alim
@
f
p
m
.
u
p
s
i.e
d
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
co
n
ce
p
t
o
f
p
r
o
f
ess
io
n
al
i
d
en
tity
is
n
o
t
s
tr
aig
h
tf
o
r
war
d
.
I
t
ca
n
b
e
s
u
m
m
ed
u
p
b
y
s
tatin
g
th
at
it
is
in
ex
tr
icab
ly
lin
k
ed
to
p
er
s
o
n
a
l
id
en
tity
;
it
is
n
o
t
f
ix
ed
b
u
t
d
y
n
am
ic;
it
is
m
u
lti
-
f
ac
eted
;
a
n
d
th
e
d
ef
in
itio
n
o
f
h
u
m
an
ag
e
n
cy
is
lin
k
ed
to
ch
an
g
es
in
p
r
o
f
ess
io
n
al
id
en
tit
y
.
Ma
lay
s
ia’
s
m
in
is
tr
y
o
f
ed
u
ca
tio
n
(
MO
E
)
h
a
s
co
o
r
d
in
ate
d
th
e
n
atio
n
al
p
r
e
s
ch
o
o
l
cu
r
r
icu
lu
m
(
NPC
)
as
th
e
n
atio
n
’
s
f
ir
s
t
p
r
esch
o
o
l
cu
r
r
icu
l
u
m
to
all
k
in
d
er
g
a
r
ten
an
d
p
r
esch
o
o
ls
in
t
h
e
Natio
n
al
E
d
u
ca
tio
n
Sy
s
tem
p
r
escr
ib
ed
u
n
d
er
th
e
s
u
b
s
ec
tio
n
2
2
(
1
)
E
d
u
ca
tio
n
Act
1
9
9
6
(
Act
5
5
0
)
.
T
h
r
o
u
g
h
Pro
f
ess
io
n
al
C
i
r
cu
lar
L
etter
No
.
1
5
/2
0
0
2
,
MO
E
h
ad
p
r
escr
ib
ed
th
e
u
s
e
o
f
NPC
to
all
lev
els o
f
g
o
v
er
n
m
en
t
an
d
p
r
iv
ate
p
r
esch
o
o
ls
[
1
]
.
I
n
b
r
ief
,
af
ter
f
iv
e
y
ea
r
s
o
f
im
p
lem
en
tatio
n
o
f
NPC
s
in
ce
2
0
0
3
,
MO
E
h
a
d
co
n
ce
p
tu
alize
d
th
is
p
r
esch
o
o
l
cu
r
r
ic
u
lu
m
to
th
e
n
atio
n
al
s
tan
d
ar
d
p
r
esch
o
o
l
cu
r
r
icu
lu
m
(
NSPC
)
,
an
d
s
u
b
s
e
q
u
e
n
t
l
y
,
t
h
e
i
m
p
l
e
m
e
n
t
e
d
N
S
P
C
i
n
2
0
1
0
u
n
d
e
r
w
e
n
t
a
r
e
v
i
e
w
r
e
s
u
l
t
i
n
g
N
S
P
C
(
R
e
v
i
s
e
d
2
0
1
7
)
t
o
c
o
m
p
l
y
w
i
t
h
t
h
e
n
e
w
p
o
l
i
c
y
o
f
M
a
l
a
y
s
i
a
e
d
u
c
a
t
i
o
n
b
l
u
e
p
r
i
n
t
(
M
E
B
)
2
0
1
3
-
2
0
2
5
,
th
e
cu
r
r
en
t
r
eq
u
ir
em
e
n
t,
an
d
to
en
s
u
r
e
t
h
a
t
t
h
e
q
u
a
l
i
t
y
o
f
t
h
e
c
u
r
r
i
c
u
l
u
m
i
s
a
l
i
g
n
e
d
w
i
t
h
t
h
e
i
n
t
e
r
n
a
t
i
o
n
a
l
s
t
a
n
d
a
r
d
[2
-
4]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
co
n
ce
p
t
o
f p
r
o
fess
io
n
a
l id
en
tity:
K
in
d
erg
a
r
ten
tea
ch
ers
’
p
r
o
fess
io
n
a
lis
m
…
(
A
b
d
u
l H
a
lim Ma
s
n
a
n
)
127
T
h
e
tr
an
s
f
o
r
m
atio
n
o
f
th
e
p
r
esch
o
o
l
cu
r
r
icu
l
u
m
h
ad
u
n
eq
u
iv
o
ca
lly
d
em
o
n
s
tr
ated
th
e
Ma
lay
s
ian
g
o
v
er
n
m
en
t’
s
co
m
m
itm
en
t
t
o
d
ev
elo
p
in
g
t
h
e
q
u
ality
o
f
p
r
esch
o
o
l
e
d
u
ca
tio
n
.
Ho
we
v
er
,
th
e
c
u
r
r
ic
u
lu
m
d
ev
elo
p
m
e
n
t
alo
n
e
with
o
u
t
p
r
o
p
e
r
ex
ec
u
tio
n
wo
u
ld
n
o
t
en
s
u
r
e
th
e
q
u
ality
in
e
d
u
ca
tio
n
[
5
]
.
T
h
e
tr
an
s
f
o
r
m
atio
n
o
f
th
e
s
tan
d
ar
d
-
b
ased
cu
r
r
ic
u
lu
m
in
NSPC
d
em
an
d
s
h
ig
h
ly
p
r
o
f
ess
io
n
a
l
teac
h
er
s
as
th
ey
wo
u
ld
b
e
r
e
q
u
ir
ed
to
im
p
le
m
en
t
th
e
teac
h
in
g
,
wh
ich
is
u
p
to
th
e
s
tan
d
a
r
d
an
d
n
ee
d
s
o
f
th
e
s
tu
d
e
n
ts
.
Similar
ly
,
a
co
n
tin
u
o
u
s
ass
ess
m
en
t
o
f
th
e
c
h
ild
r
en
s
h
o
u
ld
b
e
ap
p
lied
to
alig
n
with
th
e
Natio
n
al
E
d
u
ca
tio
n
Ph
ilo
s
o
p
h
y
an
d
NSPC
d
u
r
in
g
teac
h
in
g
an
d
lear
n
in
g
(T&L)
[
6
]
.
T
h
e
r
e
f
o
r
e
,
c
o
m
p
r
e
h
e
n
s
i
b
l
y
,
t
h
e
e
f
f
e
c
t
i
v
e
n
e
s
s
o
f
a
p
r
e
s
c
h
o
o
l
c
u
r
r
i
c
u
l
u
m
d
o
e
s
n
o
t
o
n
l
y
r
e
l
y
o
n
t
h
e
p
l
a
n
n
i
n
g
a
n
d
d
e
v
e
l
o
p
i
n
g
b
u
t
i
t
s
p
r
o
f
e
s
s
i
o
n
a
l
i
m
p
lem
en
ter
s
.
B
ea
v
er
,
et
a
l.
[
7
]
s
tated
,
cu
r
r
icu
lu
m
o
u
tlin
ed
th
e
ex
p
ec
tatio
n
s
o
n
s
k
ills
,
p
er
f
o
r
m
an
ce
,
at
titu
d
e
an
d
v
alu
es
f
o
r
th
e
ch
ild
r
en
’
s
lear
n
in
g
.
Fo
r
p
r
o
f
e
s
s
io
n
al
teac
h
er
s
,
th
ey
wo
u
ld
alwa
y
s
b
e
ap
p
l
y
in
g
th
eir
k
n
o
wled
g
e
an
d
co
n
s
id
er
in
g
t
h
e
m
o
s
t
ef
f
i
cien
t
lear
n
in
g
m
ater
ials
,
in
ter
ac
tio
n
s
an
d
e
x
p
er
ien
ce
f
o
r
th
e
ch
ild
r
en
.
T
h
u
s
,
th
e
ef
f
ec
tiv
en
ess
o
f
a
p
r
esch
o
o
l
c
u
r
r
icu
lu
m
is
u
n
d
e
n
iab
ly
d
e
p
e
n
d
en
t
o
n
p
r
o
f
ess
io
n
al
p
r
esch
o
o
l
o
r
k
in
d
e
r
g
ar
ten
teac
h
er
s
.
L
o
ca
l
r
esear
ch
es
h
a
d
ev
id
e
n
tly
s
h
o
wn
th
at
teac
h
e
r
s
with
p
r
o
f
ess
io
n
al
id
en
tity
s
u
ch
as
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
[
8
]
,
ex
p
er
ien
ce
[
9
,
10]
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
[
1
0
]
h
el
d
m
o
r
e
u
n
d
er
s
tan
d
i
n
g
a
n
d
im
p
lem
en
ted
T
&
L
wh
ic
h
was
alig
n
ed
with
th
e
p
r
in
ci
p
les
an
d
o
b
jectiv
es
i
n
NSPC
.
Acc
o
r
d
in
g
ly
,
p
r
o
f
ess
io
n
al
id
en
tity
is
n
o
t
o
n
ly
a
r
eq
u
ir
e
m
en
t
to
d
ev
elo
p
p
r
o
f
ess
io
n
alis
m
in
p
r
esch
o
o
l
ed
u
ca
tio
n
b
u
t
an
ad
v
an
ce
m
en
t
o
f
k
n
o
wled
g
e
an
d
p
r
ac
tices f
o
r
k
in
d
er
g
ar
te
n
teac
h
er
s
o
n
p
r
esch
o
o
l c
u
r
r
icu
lu
m
[
1
1
]
.
Alth
o
u
g
h
p
r
o
f
ess
io
n
al
id
en
tit
y
is
v
ital
f
o
r
th
e
ef
f
ec
tiv
en
e
s
s
o
f
p
r
esch
o
o
l
ed
u
ca
tio
n
,
m
o
s
t
o
f
th
e
teac
h
er
s
in
p
r
esch
o
o
ls
an
d
k
in
d
e
r
g
a
r
t
e
n
s
a
c
r
o
s
s
t
h
e
c
o
u
n
t
r
y
w
e
r
e
r
e
c
o
r
d
e
d
a
s
n
o
n
-
p
r
o
f
e
s
s
i
o
n
a
l
t
e
a
c
h
e
r
s
.
I
n
r
e
f
e
r
e
n
c
e
t
o
t
h
e
M
E
B
2
0
1
3
-
2
0
2
5
A
n
n
u
a
l
R
e
p
o
r
t
,
i
n
2
0
1
7
,
o
n
l
y
2
2
,
9
7
1
(
4
4
.
4
%
)
o
f
t
h
e
t
o
t
a
l
o
f
5
1
,
7
2
5
p
r
e
s
c
h
o
o
l
o
r
k
i
n
d
e
r
g
a
r
t
e
n
t
e
a
c
h
e
r
s
o
w
n
e
d
p
r
o
f
e
s
s
i
o
n
a
l
q
u
a
l
i
f
i
c
a
t
i
o
n
s
a
t
l
e
a
s
t
i
n
D
i
p
l
o
m
a
i
n
e
a
r
l
y
ch
ild
h
o
o
d
ca
r
e
an
d
ed
u
ca
tio
n
(
E
C
C
E
)
wh
ile
th
e
o
th
er
2
8
,
7
5
4
teac
h
er
s
(
5
5
.
6
%)
h
ad
lo
wer
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
[
1
2
-
14]
.
I
n
th
e
s
am
e
r
ep
o
r
t,
th
er
e
was
a
h
u
g
e
g
a
p
o
f
p
r
esch
o
o
l
o
r
k
in
d
er
g
ar
t
en
teac
h
er
s
with
n
o
m
in
im
u
m
q
u
alif
icatio
n
o
f
Dip
lo
m
a
b
etwe
en
th
e
g
o
v
er
n
m
en
t
(
5
,
5
2
7
teac
h
er
s
)
an
d
p
r
iv
ate
(
2
3
,
3
2
7
teac
h
er
s
)
wh
ich
am
o
u
n
te
d
to
a
s
ig
n
if
ica
n
t
d
if
f
e
r
en
ce
o
f
1
7
,
8
0
0
teac
h
e
r
s
[
1
5
,
1
6
]
.
A
s
u
r
v
ey
co
n
d
u
cted
b
y
Fo
o
n
g
,
et
a
l.
[
1
7
]
f
o
u
n
d
th
at
a
m
ass
iv
e
n
u
m
b
er
o
f
3
,
0
8
7
p
r
esch
o
o
l
teac
h
e
r
s
f
r
o
m
th
e
p
r
iv
at
e
s
ec
to
r
ac
r
o
s
s
th
e
co
u
n
tr
y
wer
e
v
er
y
y
o
u
n
g
,
lack
in
ex
p
e
r
ien
ce
h
ad
l
o
w
in
co
m
e
an
d
d
id
n
o
t
h
o
ld
p
r
o
f
e
s
s
io
n
al
q
u
alif
icatio
n
s
.
T
h
ey
h
ad
ac
k
n
o
wled
g
ed
th
at
t
h
e
p
r
iv
ate
p
r
esch
o
o
l
teac
h
er
s
d
id
n
o
t
m
ee
t
th
e
m
in
im
u
m
q
u
alif
icatio
n
o
f
Dip
lo
m
a
in
E
C
C
E
,
u
n
lik
e
th
e
g
o
v
er
n
m
en
t
s
ec
to
r
.
Hen
ce
,
t
h
is
s
itu
atio
n
h
ad
u
r
g
ed
a
s
tu
d
y
o
n
th
e
p
r
o
f
ess
io
n
al
id
e
n
tity
am
o
n
g
p
r
iv
ate
ki
n
d
er
g
a
r
ten
s
b
ased
o
n
th
e
f
a
c
t
th
at
th
eir
teac
h
er
s
h
eld
d
iv
e
r
s
e
ed
u
ca
tio
n
b
ac
k
g
r
o
u
n
d
r
an
g
i
n
g
f
r
o
m
s
ec
o
n
d
ar
y
s
ch
o
o
l to
d
e
g
r
ee
lev
el.
Acc
o
r
d
in
g
to
Kh
alil
[
1
8
]
,
th
e
d
ev
elo
p
m
en
t
o
f
teac
h
er
’
s
p
r
o
f
ess
io
n
alis
m
h
elp
e
d
th
e
e
x
is
tin
g
an
d
f
u
tu
r
e
T
&
L
p
r
o
ce
s
s
.
I
t
s
tem
m
ed
f
r
o
m
th
e
f
ac
t
th
at
th
e
p
r
o
f
ess
io
n
alis
m
s
h
o
wn
b
y
th
e
teac
h
er
s
was
th
eir
q
u
ality
in
m
ain
tain
in
g
p
r
o
f
es
s
io
n
al
eth
ics
o
n
th
e
h
ig
h
est
s
tan
d
ar
d
,
s
tan
d
ar
d
co
m
p
lian
ce
in
th
e
p
r
o
f
ess
io
n
,
d
is
p
lay
o
f
life
tim
e
lear
n
in
g
o
n
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
a
n
d
in
d
iv
i
d
u
al
tr
ain
in
g
o
f
p
r
o
f
ess
io
n
al
p
r
ac
tices
[
1
9
]
.
Pro
f
ess
io
n
alis
m
is
th
e
a
b
ilit
y
,
s
k
ills
an
d
ex
ec
u
tio
n
o
f
a
p
r
o
f
ess
io
n
al
in
d
iv
id
u
al
[
1
8
]
,
wh
ile
p
r
o
f
ess
io
n
al
is
th
e
im
p
lem
en
tatio
n
o
f
e
x
ce
llen
t
wo
r
k
,
c
o
m
p
eten
t
wo
r
k
e
r
,
d
is
p
lay
o
f
tr
u
s
t
an
d
ef
f
icien
t
s
er
v
ice.
B
ased
o
n
th
ese
d
ef
in
itio
n
s
,
p
r
o
f
ess
io
n
alis
m
co
u
ld
b
e
s
im
p
lifie
d
as
a
co
m
p
eten
cy
with
in
a
teac
h
er
,
wh
ile
th
e
p
r
o
f
ess
io
n
al
is
a
co
m
p
eten
cy
r
eq
u
ir
ed
b
y
a
teac
h
er
to
im
p
le
m
en
t
wo
r
k
th
at
is
in
ac
co
r
d
an
ce
with
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
T
h
e
s
tu
d
y
o
f
L
ö
f
g
r
en
[
2
0
]
s
tated
th
at
p
r
o
f
ess
io
n
alis
m
w
as
s
ee
n
d
o
m
in
an
t
wh
en
a
p
r
o
f
ess
io
n
al
id
en
tity
was
d
ev
el
o
p
ed
.
I
n
e
ar
ly
ed
u
ca
tio
n
,
th
e
o
r
g
a
n
izatio
n
f
o
r
e
co
n
o
m
ic
co
o
p
er
atio
n
an
d
d
ev
el
o
p
m
en
t
(
OE
C
D)
d
escr
ib
ed
th
at
h
ig
h
ly
ed
u
ca
ted
an
d
p
r
o
f
ess
io
n
ally
-
t
r
ain
ed
p
er
s
o
n
n
el
wer
e
th
e
k
ey
to
a
q
u
ality
E
C
C
E
s
er
v
ice.
T
h
is
h
ad
also
b
ee
n
s
tated
o
n
a
lo
ca
l
lev
el
b
y
Ma
la
y
s
ian
q
u
alif
icatio
n
s
ag
en
cy
(
MQ
A)
th
at
a
q
u
ality
E
C
C
E
s
er
v
ice
r
elied
o
n
k
n
o
wled
g
ea
b
le,
co
m
p
eten
t
a
n
d
tr
ain
ed
teac
h
er
s
th
r
o
u
g
h
q
u
alit
y
E
C
C
E
p
r
o
g
r
am
s
.
No
n
eth
eless
,
th
e
ass
u
m
p
tio
n
o
f
p
r
o
f
ess
io
n
al
i
d
en
tity
was
d
y
n
a
m
ic
an
d
r
ef
e
r
r
ed
to
d
i
v
er
s
e
asp
ec
ts
[
2
1
]
.
T
ea
ch
er
’
s
p
r
o
f
ess
io
n
al
id
en
tity
,
in
f
ac
t,
wer
e
u
n
d
er
s
to
o
d
d
if
f
er
en
tly
b
y
f
o
r
eig
n
r
esear
c
h
er
s
th
r
o
u
g
h
th
eir
s
tu
d
ies
in
ea
r
ly
ed
u
ca
tio
n
[
2
2
]
an
d
p
r
esch
o
o
l
e
d
u
ca
tio
n
[
2
0
,
2
1
]
.
T
h
is
h
ad
in
d
icate
d
th
at
u
n
an
im
ity
h
ad
n
o
t
b
ee
n
ac
h
iev
ed
f
o
r
p
r
o
p
e
r
p
r
o
f
ess
io
n
al
id
en
tity
r
eq
u
ir
e
d
b
y
th
e
teac
h
er
s
in
th
e
ea
r
ly
ed
u
ca
tio
n
f
ield
o
r
p
r
esch
o
o
l
ed
u
ca
tio
n
.
T
h
e
r
ef
o
r
e,
th
e
p
r
o
f
es
s
io
n
al
id
en
tity
co
n
ce
p
t
co
u
ld
not
b
e
p
r
ec
is
ely
s
p
ec
if
ied
.
C
o
n
s
eq
u
en
tly
,
th
e
ty
p
es
o
f
p
r
o
f
ess
i
o
n
al
id
en
titi
es
n
ee
d
to
b
e
id
en
tifie
d
b
ased
o
n
th
e
l
o
ca
l
co
n
tex
t
s
o
th
at
th
e
p
r
o
f
ess
io
n
al
id
en
tity
c
o
n
ce
p
t c
o
u
ld
b
e
d
eter
m
in
e
d
b
y
th
e
cu
r
r
en
t p
r
esch
o
o
l r
eq
u
ir
em
en
t in
Ma
lay
s
ia.
As
s
tated
b
y
A
n
d
r
o
u
s
o
u
an
d
T
s
af
o
s
[
2
1
]
,
th
e
p
r
o
f
ess
io
n
al
i
d
en
tity
f
o
r
teac
h
er
s
d
i
f
f
er
ed
a
cc
o
r
d
in
g
to
th
e
th
eo
r
etica
l
f
r
am
ew
o
r
k
,
th
e
r
esear
ch
er
’
s
v
iew
an
d
f
o
c
u
s
o
f
a
s
tu
d
y
.
B
ased
o
n
th
is
s
tatem
en
t,
th
e
cu
r
r
en
t
s
tu
d
ies
h
av
e
r
eg
ar
d
ed
th
at
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
,
ex
p
er
ien
ce
an
d
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t
ar
e
ab
le
to
ex
p
lain
th
e
p
r
o
f
e
s
s
io
n
al
i
d
en
tity
co
n
ce
p
t
f
o
r
k
in
d
er
g
ar
ten
teac
h
er
s
in
Ma
lay
s
ia.
T
h
ese
in
d
icatio
n
s
wer
e
id
en
tifie
d
th
r
o
u
g
h
n
atio
n
al
r
esear
ch
es
b
y
[
8
]
,
wh
ic
h
d
is
co
v
er
ed
th
at
th
e
n
o
v
ice
p
r
esch
o
o
l
teac
h
er
s
with
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
s
h
o
wed
ef
f
ec
tiv
e
teac
h
i
n
g
s
k
ills
,
ali
g
n
ed
with
th
e
s
tan
d
a
r
d
N
SP
C
.
T
h
e
s
tu
d
y
b
y
Am
ir
af
iza,
et
a
l.
[
9
]
;
So
f
ia
h
an
d
Kam
ar
u
l
[
1
0
]
,
o
n
th
e
o
th
er
h
an
d
,
h
ad
in
d
icate
d
th
at
k
i
n
d
er
g
a
r
ten
teac
h
er
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
1
2
6
-
1
3
4
128
with
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
an
d
m
o
r
e
th
an
f
iv
e
y
ea
r
s
o
f
ex
p
er
ien
ce
h
a
d
an
ex
ce
llen
t
g
r
asp
o
f
NSPC
an
d
co
n
d
u
cte
d
th
e
T
&
L
e
f
f
icien
t
ly
,
r
ef
lectin
g
th
eir
k
n
o
wled
g
e.
Ho
wev
er
,
a
s
tu
d
y
b
y
Na
zr
i
an
d
Nu
r
u
l
[
1
]
;
Ma
r
d
ziah
,
et
a
l.
[
6
]
f
o
u
n
d
th
a
t
p
r
esch
o
o
l
teac
h
er
s
with
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
en
co
u
n
ter
ed
ch
allen
g
es
in
f
u
lf
illi
n
g
th
e
s
tan
d
a
r
d
in
NSPC
.
T
h
is
o
b
v
io
u
s
ly
h
i
n
ted
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t sin
ce
th
e
s
tu
d
y
b
y
So
f
ia
h
an
d
Kam
ar
u
l
[
1
0
]
h
ad
al
s
o
d
e
m
o
n
s
tr
ated
h
o
w
th
e
co
u
r
s
es
an
d
p
iece
s
o
f
tr
ain
in
g
h
elp
ed
p
r
esch
o
o
l
te
ac
h
er
s
to
u
n
d
er
s
tan
d
c
h
ild
r
en
’
s
d
ev
elo
p
m
en
t
an
d
s
u
itab
le
T
&
L
tech
n
i
q
u
es
in
th
e
class
r
o
o
m
s
.
As
s
u
b
ject
to
th
is
f
ea
tu
r
e,
th
e
th
r
ee
p
r
o
f
ess
io
n
al
id
en
ti
ties
ar
e
d
elib
er
ated
as
p
r
o
f
ess
io
n
alis
m
r
eq
u
ir
em
en
t
in
th
e
n
ew
p
r
esch
o
o
l
cu
r
r
icu
lu
m
in
Ma
lay
s
ia.
T
h
is
s
tu
d
y
is
o
u
tlin
ed
to
d
e
ter
m
in
e
th
e
co
n
ce
p
t
o
f
p
r
o
f
ess
io
n
al
id
en
tity
f
o
r
lo
ca
l
k
i
n
d
er
g
a
r
ten
teac
h
er
s
b
ased
o
n
t
h
e
p
r
o
f
ess
io
n
al
r
eq
u
ir
em
en
t
in
Ma
la
y
s
ia’
s
n
ew
p
r
e
s
c
h
o
o
l
c
u
r
r
i
c
u
l
u
m
.
B
a
s
e
d
o
n
t
h
e
p
r
e
v
i
o
u
s
d
i
s
c
u
s
s
i
o
n
,
p
r
o
f
e
s
s
i
o
n
a
l
q
u
a
l
i
f
i
c
a
t
i
o
n
s
a
n
d
p
r
o
f
e
s
s
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
w
e
r
e
r
e
s
p
e
c
t
i
v
e
l
y
s
e
e
n
t
o
h
a
v
e
a
n
i
m
p
a
c
t
o
n
t
h
e
i
m
p
l
e
m
e
n
t
a
t
i
o
n
o
f
N
S
P
C
,
w
h
i
l
e
e
x
p
e
r
i
e
n
c
e
a
c
t
e
d
a
s
a
s
u
p
p
o
r
t
t
o
p
r
o
f
e
s
s
i
o
n
a
l
q
u
a
l
i
f
i
c
a
t
i
o
n
s
[
2
1
-
2
5
]
.
Hen
ce
,
p
r
o
f
ess
io
n
al
q
u
alif
i
ca
tio
n
s
a
n
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
ar
e
d
ee
m
ed
as
th
e
d
ir
ec
t
ef
f
ec
ts
wh
ile
th
e
ex
p
er
ien
ce
is
th
e
m
ed
iato
r
.
T
h
is
s
tu
d
y
,
h
o
wev
er
,
is
a
p
r
elim
in
ar
y
s
tu
d
y
s
in
ce
th
e
n
atio
n
al
r
esear
ch
es
r
eg
ar
d
in
g
p
r
o
f
ess
io
n
al
id
en
tit
ies
in
ea
r
ly
ed
u
ca
tio
n
,
eith
er
E
C
C
E
o
r
p
r
esc
h
o
o
l
ed
u
ca
tio
n
is
v
er
y
lim
ited
.
Su
b
s
eq
u
en
tly
,
th
is
s
tu
d
y
r
eg
a
r
d
s
th
e
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e
as
th
e
f
o
u
n
d
atio
n
b
ef
o
r
e
d
eter
m
i
n
in
g
th
e
teac
h
er
’
s
p
r
a
ctice
s
o
r
s
k
ills
in
im
p
lem
en
tin
g
t
h
e
cu
r
r
icu
l
u
m
.
T
h
is
is
b
ec
au
s
e
a
s
tu
d
y
b
y
Ntu
m
i
[
2
5
]
f
o
u
n
d
th
at
p
r
es
ch
o
o
l
teac
h
er
s
’
in
s
u
b
s
tan
tial
k
n
o
wled
g
e
o
n
ea
r
ly
ch
ild
h
o
o
d
cu
r
r
icu
l
u
m
in
C
ap
e
C
o
ast
Me
tr
o
p
o
lis
,
Gh
an
a
was
th
e
ca
u
s
e
o
f
f
ailu
r
e
in
im
p
le
m
en
tin
g
th
e
c
u
r
r
icu
lu
m
.
T
h
e
ef
f
ec
tiv
e
n
ess
o
f
s
tu
d
en
ts
’
lear
n
in
g
als
o
d
ep
en
d
e
d
o
n
th
e
teac
h
er
’
s
k
n
o
wled
g
e
o
f
t
h
e
cu
r
r
icu
lu
m
.
I
t
is
,
th
er
ef
o
r
e,
u
n
d
o
u
b
ted
w
h
en
th
e
cu
r
r
ic
u
lu
m
k
n
o
wled
g
e
h
a
d
b
ee
n
ca
te
g
o
r
i
ze
d
b
y
Sh
u
lm
a
n
[
2
6
]
as
o
n
e
o
f
th
e
s
ev
en
b
asic
k
n
o
wled
g
e
r
eq
u
i
r
ed
f
r
o
m
th
e
teac
h
er
s
to
s
tr
en
g
th
en
s
tu
d
en
ts
’
u
n
d
e
r
s
tan
d
in
g
.
Hen
ce
,
th
e
cu
r
r
en
t
s
tu
d
y
h
as
s
u
g
g
ested
two
p
ar
ticu
lar
o
b
je
ctiv
es
to
m
ee
t
th
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
wh
ich
ar
e
:
1
)
Dete
r
m
in
in
g
th
e
d
if
f
er
e
n
ce
o
f
p
r
esch
o
o
l
cu
r
r
ic
u
lu
m
k
n
o
wled
g
e
b
ased
o
n
p
r
o
f
ess
io
n
al
id
en
titi
es
(
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
a
n
d
ex
p
er
ie
n
ce
)
;
an
d
2
)
Dete
r
m
in
in
g
th
e
d
if
f
e
r
en
ce
o
f
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e
b
ased
o
n
p
r
o
f
ess
io
n
al
id
e
n
titi
es
(
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t)
.
Fo
u
r
alter
n
ativ
e
h
y
p
o
th
eses
wer
e
co
n
s
tr
u
cted
as Fig
u
r
e
1
.
Fig
u
r
e
1
.
R
esear
ch
f
r
am
ewo
r
k
p
lan
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
P
o
pu
la
t
io
n a
nd
s
a
m
pl
e
T
h
e
p
o
p
u
latio
n
o
f
th
is
s
tu
d
y
is
a
to
tal
o
f
9
2
9
teac
h
er
s
f
r
o
m
p
r
iv
ate
k
in
d
er
g
ar
ten
in
s
titu
tio
n
s
wh
ich
wer
e
r
eg
is
ter
ed
u
n
d
er
Priv
ate
E
d
u
ca
tio
n
Div
is
io
n
,
MO
E
in
a
d
is
tr
ict
in
Selan
g
o
r
.
T
o
d
eter
m
in
e
a
s
am
p
le
s
ize
b
ased
o
n
a
s
ig
n
if
ican
ce
lev
el
p
<
0
.
0
5
,
th
e
T
ab
le
o
f
Dete
r
m
i
n
in
g
Sam
p
le
Size
was
r
ef
e
r
r
ed
[
2
7
]
.
C
o
n
s
eq
u
en
tly
,
th
is
s
tu
d
y
in
v
o
lv
ed
2
6
9
teac
h
er
s
f
r
o
m
p
r
iv
ate
k
in
d
e
r
g
ar
te
n
s
a
d
is
tr
ict
in
Selan
g
o
r
wh
o
wer
e
ap
p
o
in
ted
to
co
n
d
u
ct
ea
r
ly
o
r
p
r
esch
o
o
l
e
d
u
ca
tio
n
p
r
o
g
r
am
s
an
d
th
e
ap
p
o
in
tm
en
t p
r
o
ce
s
s
as
well
as
an
allo
wan
ce
o
r
s
alar
y
p
ay
m
en
t
was
a
d
m
in
is
ter
ed
b
y
th
e
i
n
s
titu
tio
n
its
elf
.
T
h
e
s
elec
tio
n
o
f
th
e
s
am
p
le
was
m
ad
e
v
ia
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
.
2
.
2
.
I
ns
t
rum
ent
T
h
is
s
tu
d
y
u
s
ed
a
q
u
esti
o
n
n
a
ir
e
in
s
tr
u
m
en
t
o
n
Pre
s
ch
o
o
l
C
u
r
r
icu
lu
m
Kn
o
wled
g
e
am
o
n
g
Priv
ate
Kin
d
er
g
ar
ten
T
ea
c
h
er
s
wh
ich
was
m
o
d
if
ied
f
r
o
m
th
e
q
u
esti
o
n
n
air
e
o
f
T
h
e
Qu
ality
o
f
E
ar
ly
C
h
ild
h
o
o
d
C
ar
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
co
n
ce
p
t
o
f p
r
o
fess
io
n
a
l id
en
tity:
K
in
d
erg
a
r
ten
tea
ch
ers
’
p
r
o
fess
io
n
a
lis
m
…
(
A
b
d
u
l H
a
lim Ma
s
n
a
n
)
129
an
d
E
d
u
ca
tio
n
i
n
Ma
lay
s
ia
d
e
v
elo
p
ed
b
y
A
h
m
ad
,
et
a
l.
[
2
8
]
f
o
r
th
e
u
s
e
o
f
th
e
Natio
n
al
C
h
ild
Dev
elo
p
m
en
t
R
esear
ch
C
en
tr
e
in
Su
ltan
I
d
r
is
E
d
u
ca
tio
n
Un
iv
e
r
s
ity
f
o
r
th
e
R
esear
ch
Pro
ject
o
f
E
v
al
u
atio
n
o
f
E
x
is
tin
g
E
C
C
E
Pro
g
r
am
to
I
m
p
r
o
v
e
Q
u
ality
th
at
I
n
f
o
r
m
Po
licy
(
P1
/
C
UR
)
.
T
h
e
q
u
esti
o
n
n
air
e
was
m
o
d
if
ied
to
h
av
e
th
e
v
alid
ity
(
Scale
C
o
n
te
n
t
Valid
ity
I
n
d
ex
[
S
-
C
VI
/Av
e]
=
0
.
9
0
7
,
av
er
a
g
e
Kap
p
a
co
ef
f
icien
t
v
alu
e
[
k
*
]
=
0
.
7
5
7
)
an
d
ex
ce
llen
t r
e
lia
b
ilit
y
(
C
r
o
n
b
ac
h
Alp
h
a
[
α
]
=
0
.
9
6
1
)
.
2
.
3
.
P
ro
ce
du
re
s
a
nd
m
ea
s
urem
ent
T
h
e
d
ata
o
f
th
is
s
tu
d
y
was
o
b
tain
ed
th
r
o
u
g
h
a
s
u
r
v
e
y
q
u
e
s
tio
n
n
air
e
th
at
was
s
elf
-
ad
m
in
is
ter
ed
as
well
as a
d
m
in
is
ter
ed
with
a
n
u
m
b
er
o
f
P1
/C
UR
r
esear
ch
er
s
.
T
h
e
d
is
tr
ib
u
tio
n
o
f
t
h
e
q
u
esti
o
n
n
air
e
was d
ir
ec
tly
m
ad
e
to
th
e
s
am
p
les
th
r
o
u
g
h
k
in
d
e
r
g
ar
ten
o
p
e
r
ato
r
s
an
d
s
u
p
er
v
is
o
r
s
an
d
d
u
r
in
g
t
h
e
o
r
g
an
izatio
n
o
f
th
e
s
em
in
ar
p
r
o
g
r
am
with
th
e
p
r
i
v
ate
k
in
d
er
g
a
r
ten
s
.
I
t
was
als
o
d
o
n
e
th
r
o
u
g
h
m
ailin
g
.
3
0
2
q
u
esti
o
n
n
air
es
wer
e
s
u
cc
ess
f
u
lly
co
lle
cted
f
r
o
m
th
e
s
am
p
les.
Ho
we
v
er
,
o
n
ly
2
6
9
o
f
th
e
m
wer
e
s
u
cc
ess
f
u
lly
s
o
r
ted
b
y
s
tr
atif
icatio
n
to
m
ee
t
th
e
co
n
d
itio
n
s
f
o
r
th
e
ANOV
A
test
.
T
h
e
s
co
r
e
was
an
aly
ze
d
u
s
in
g
t
h
e
s
er
v
ice
p
ac
k
a
g
e
f
o
r
th
e
s
o
cial
s
cien
ce
s
(
SP
SS
)
s
o
f
twar
e
v
er
s
io
n
2
3
in
v
o
lv
in
g
in
f
er
en
tial
s
tatis
tics
u
s
in
g
two
-
way
an
d
o
n
e
-
way
ANOV
A
to
d
eter
m
in
e
th
e
d
is
c
r
ep
an
cies.
3.
RE
SU
L
T
S
3
.
1
.
T
he
diff
er
ence
bet
wee
n pre
s
cho
o
l c
urriculum
k
no
wledg
e
ba
s
ed
o
n pro
f
ess
io
na
l qua
lif
ica
t
io
ns
a
nd
ex
perience
An
aly
s
is
f
r
o
m
th
e
two
-
wa
y
ANOV
A
test
h
ad
f
o
u
n
d
t
h
at
th
er
e
was
a
s
ig
n
if
ican
t
d
i
f
f
er
en
ce
in
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wl
ed
g
e
d
ep
e
n
d
in
g
o
n
th
e
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
g
r
o
u
p
s
(
F[2
,
2
6
0
]
=
3
.
4
9
9
,
p=
0
.
0
3
2
)
.
W
ith
r
esu
lts
as d
is
p
lay
ed
in
T
ab
le
1
,
H1
was a
cc
e
p
ted
,
a
n
d
th
e
Po
s
t H
o
c
T
est wa
s
r
ef
er
r
ed
.
T
ab
le
1
.
T
h
e
r
esu
lts
o
f
th
e
two
-
way
ANOVA
test
f
o
r
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
an
d
ex
p
er
i
en
ce
M
a
i
n
i
n
d
i
c
a
t
i
o
n
To
t
a
l
sq
u
a
r
e
D
e
g
r
e
e
s
o
f
f
r
e
e
d
o
m (d
f
)
M
e
a
n
sq
u
a
r
e
F
v
a
l
u
e
S
i
g
n
i
f
i
c
a
n
c
e
P
r
o
f
e
ssi
o
n
a
l
q
u
a
l
i
f
i
c
a
t
i
o
n
s
0
.
9
6
4
2
0
.
4
8
2
3
.
4
9
9
0
.
0
3
2
Ex
p
e
r
i
e
n
c
e
0
.
0
7
5
2
0
.
0
3
8
0
.
2
7
3
0
.
7
6
1
P
r
o
f
e
ssi
o
n
a
l
q
u
a
l
i
f
i
c
a
t
i
o
n
s
*
Ex
p
e
r
i
e
n
c
e
1
.
6
5
5
4
0
.
4
1
4
3
.
0
0
5
0
.
0
1
9
Er
r
o
r
3
5
.
8
1
3
2
6
0
0
.
1
3
8
To
t
a
l
3
2
2
5
.
4
3
3
2
6
9
N
o
t
e
:
*
si
g
n
i
f
i
c
a
n
c
e
a
t
l
e
v
e
l
p
<
0
.
0
5
R
ef
er
r
in
g
to
T
a
b
le
2
,
p
r
iv
ate
k
in
d
er
g
a
r
ten
teac
h
e
r
s
with
p
r
o
f
ess
io
n
al
q
u
a
lific
atio
n
s
in
D
ip
lo
m
a
in
E
C
C
E
/
Pre
s
ch
o
o
l
E
d
u
c
a
t
i
o
n
a
n
d
a
b
o
v
e
(
M
=
3
.
5
2
0
,
S
D
=
0
.
3
8
9
)
s
h
o
w
e
d
h
i
g
h
e
r
p
r
e
s
c
h
o
o
l
c
u
r
r
i
c
u
l
u
m
k
n
o
w
l
e
d
g
e
t
h
a
n
E
C
C
E
/
P
r
e
s
c
h
o
o
l
T
e
a
c
h
i
n
g
C
e
r
t
i
f
i
c
a
t
e
s
(
M
=
3
.
3
7
9
,
S
D
=
0
.
3
6
6
)
a
n
d
N
o
n
e
(
M
=
3
.
4
2
2
,
SD
=
0
.
3
7
2
)
.
Ho
wev
er
,
b
y
em
p
lo
y
in
g
Po
s
t
Ho
c
T
est
u
s
in
g
T
u
k
ey
’
s
HSD
as
s
h
o
w
n
in
T
ab
le
3
,
th
e
r
e
was
o
b
v
io
u
s
ly
th
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
g
r
o
u
p
s
o
f
Dip
lo
m
a
in
E
C
C
E
/
Pre
s
c
h
o
o
l
E
d
u
ca
tio
n
an
d
a
b
o
v
e
a
n
d
E
C
C
E
/
Pre
s
ch
o
o
l
T
ea
ch
in
g
C
er
tific
ates
(
M
d
if
f
er
en
ce
=
0
.
1
4
1
,
p
=
0
.
0
4
6
)
.
Fo
r
th
e
Dip
lo
m
a
in
E
C
C
E
/
Pre
s
ch
o
o
l
E
d
u
ca
tio
n
with
No
n
e,
th
er
e
was n
o
s
ig
n
if
ican
t
m
ea
n
v
a
lu
e
d
is
cr
ep
an
c
y
(
M
d
if
f
er
en
ce
=
0
.
0
9
8
,
p
=
0
.
1
6
0
)
.
T
ab
le
2
.
Dis
tr
ib
u
tio
n
o
f
p
r
esch
o
o
l c
u
r
r
icu
lu
m
k
n
o
wled
g
e
b
a
s
ed
o
n
p
r
o
f
ess
io
n
al
q
u
alif
icati
o
n
s
P
r
o
f
e
ssi
o
n
a
l
q
u
a
l
i
f
i
c
a
t
i
o
n
s
F
r
e
q
u
e
n
c
y
(
f
)
M
e
a
n
(
M
)
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
(SD)
N
o
n
e
1
0
9
3
.
4
2
2
0
.
3
7
2
EC
C
E/
P
r
e
s
c
h
o
o
l
t
e
a
c
h
i
n
g
c
e
r
t
i
f
i
c
a
t
e
s
73
3
.
3
7
9
0
.
3
6
6
D
i
p
l
o
m
a
i
n
EC
C
E
/
P
r
e
sc
h
o
o
l
e
d
u
c
a
t
i
o
n
a
n
d
a
b
o
v
e
87
3
.
5
2
0
0
.
3
8
9
To
t
a
l
2
6
9
3
.
4
4
2
0
.
3
7
9
T
ab
le
3
.
R
esu
lts
o
f
p
o
s
t h
o
c
te
s
t f
o
r
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
Tu
k
e
y
’
s HS
D
c
o
m
p
a
r
i
s
o
n
P
r
o
f
e
ssi
o
n
a
l
q
u
a
l
i
f
i
c
a
t
i
o
n
s
M
e
a
n
d
i
f
f
e
r
e
n
c
e
Er
r
o
r
S
i
g
n
i
f
i
c
a
n
c
e
N
o
n
e
EC
C
E/
P
r
e
s
c
h
o
o
l
t
e
a
c
h
i
n
g
c
e
r
t
i
f
i
c
a
t
e
s
0
.
0
4
3
0
.
0
5
7
0
.
7
2
4
EC
C
E/
P
r
e
s
c
h
o
o
l
t
e
a
c
h
i
n
g
c
e
r
t
i
f
i
c
a
t
e
s
D
i
p
l
o
m
a
i
n
EC
C
E
/
P
r
e
sc
h
o
o
l
e
d
u
c
a
t
i
o
n
a
n
d
a
b
o
v
e
0
.
1
4
1
*
0
.
0
6
0
0
.
0
4
6
D
i
p
l
o
m
a
i
n
EC
C
E
/
P
r
e
sc
h
o
o
l
e
d
u
c
a
t
i
o
n
a
n
d
a
b
o
v
e
N
o
n
e
0
.
0
9
8
0
.
0
5
4
0
.
1
6
0
N
o
t
e
:
*
me
a
n
s
d
i
f
f
e
r
e
n
c
e
a
t
s
i
g
n
i
f
i
c
a
n
c
e
l
e
v
e
l
0
.
0
5
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
1
2
6
-
1
3
4
130
T
h
e
an
aly
s
is
r
esu
lts
o
f
th
e
s
im
ilar
two
-
way
ANOV
A
te
s
t
o
n
th
e
ab
o
v
e
m
en
tio
n
e
d
T
ab
le
1
also
d
is
co
v
er
ed
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
i
n
p
r
esch
o
o
l
cu
r
r
ic
u
lu
m
k
n
o
wled
g
e
b
ased
o
n
ex
p
e
r
ien
ce
(
F[2
,
2
6
0
]
=
0
.
2
7
3
,
p
=
0
.
7
6
1
)
.
T
h
is
in
d
icate
d
th
at
p
r
iv
ate
k
in
d
er
g
ar
ten
teac
h
e
r
s
with
ex
p
er
ien
ce
o
f
f
ewe
r
th
an
th
r
ee
y
ea
r
s
,
3
-
6
y
ea
r
s
an
d
m
o
r
e
t
h
a
n
s
i
x
y
e
a
r
s
h
a
d
s
i
m
i
l
a
r
p
r
e
s
c
h
o
o
l
c
u
r
r
i
c
u
l
u
m
k
n
o
w
l
e
d
g
e
.
H
e
n
c
e
,
H
2
w
a
s
r
e
j
e
c
t
e
d
.
N
o
n
e
t
h
e
l
e
s
s
,
t
h
e
r
e
w
a
s
s
t
i
l
l
a
s
i
g
n
i
f
i
c
a
n
t
i
n
d
i
c
a
t
i
o
n
o
f
i
n
t
e
r
a
c
t
i
o
n
s
b
e
t
w
e
e
n
p
r
o
f
e
s
s
i
o
n
a
l
q
u
alif
icatio
n
s
wit
h
ex
p
er
ien
ce
to
war
d
s
p
r
e
s
ch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e
wh
ich
w
as
v
alu
e
F
(
4
,
2
6
0
)
=
3
.
0
0
5
,
p
=
0
.
0
1
9
.
Hen
ce
,
H3
was a
cc
ep
ted
.
Sp
ec
if
ically
,
th
e
i
n
ter
ac
tio
n
s
b
etwe
en
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
an
d
ex
p
er
ie
n
ce
wer
e
in
v
er
s
e.
R
ef
er
r
in
g
to
T
ab
le
4
,
p
r
i
v
ate
k
in
d
er
g
a
r
ten
teac
h
e
r
s
in
th
e
g
r
o
u
p
Dip
lo
m
a
in
E
C
C
E
/
Pre
s
c
h
o
o
l
E
d
u
ca
tio
n
an
d
ab
o
v
e
with
e
x
p
er
ien
ce
o
f
f
e
wer
th
an
th
r
ee
y
ea
r
s
s
h
o
we
d
th
e
h
ig
h
est
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e
(M
=
3
.
6
1
1
,
SD
=
0
.
3
9
5
)
.
T
h
e
s
ec
o
n
d
h
ig
h
est
was
f
r
o
m
th
e
g
r
o
u
p
n
o
n
-
p
r
o
f
ess
io
n
ally
q
u
al
if
ied
with
ex
p
er
ien
c
e
o
f
m
o
r
e
th
an
s
ix
y
ea
r
s
(
M
=
3
.
5
5
0
,
SD
=
0
.
3
4
7
)
a
n
d
th
e
th
ir
d
-
h
i
g
h
est
was
f
r
o
m
t
h
e
g
r
o
u
p
Dip
lo
m
a
in
E
C
C
E
/Pre
s
ch
o
o
l
E
d
u
ca
tio
n
a
n
d
ab
o
v
e
with
ex
p
e
r
ien
ce
o
f
3
-
6
y
ea
r
s
(
M
=
3
.
5
1
4
,
SD
=
0
.
3
8
5
)
.
Fo
r
t
h
e
g
r
o
u
p
Dip
lo
m
a
in
E
C
C
E
/
Pre
s
ch
o
o
l
E
d
u
ca
tio
n
a
n
d
ab
o
v
e
with
e
x
p
er
ien
ce
o
f
m
o
r
e
th
a
n
s
ix
y
ea
r
s
d
is
p
lay
ed
th
e
f
o
u
r
th
a
n
d
least
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e
(
M
=
3
.
4
7
3
,
SD
=
0
.
3
8
7
)
.
T
h
is
in
v
er
s
e
in
ter
ac
tio
n
was
m
o
r
e
ap
p
ar
en
t
o
n
th
e
g
r
ap
h
lin
e
in
F
ig
u
r
e
2
.
T
ab
le
4
.
Dis
tr
ib
u
tio
n
o
f
p
r
esch
o
o
l c
u
r
r
icu
lu
m
k
n
o
wle
d
g
e
b
a
s
ed
o
n
in
ter
ac
tio
n
s
o
f
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
an
d
ex
p
er
ien
ce
P
r
o
f
e
ssi
o
n
a
l
q
u
a
l
i
f
i
c
a
t
i
o
n
s
+
E
x
p
e
r
i
e
n
c
e
F
r
e
q
u
e
n
c
y
(
f
)
M
e
a
n
(
M
)
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
(SD)
N
o
n
e
,
Le
ss
t
h
a
n
t
h
r
e
e
y
e
a
r
s
41
3
.
3
3
9
0
.
3
7
4
N
o
n
e
,
3
-
6
y
e
a
r
s
26
3
.
3
4
6
0
.
3
6
3
N
o
n
e
,
M
o
r
e
t
h
a
n
si
x
y
e
a
r
s
42
3
.
5
5
0
0
.
3
4
7
EC
C
E/
P
r
e
s
c
h
o
o
l
t
e
a
c
h
i
n
g
c
e
r
t
i
f
i
c
a
t
e
s
,
Le
ss
t
h
a
n
3
y
e
a
r
s
15
3
.
3
0
2
0
.
4
0
2
EC
C
E/
P
r
e
s
c
h
o
o
l
t
e
a
c
h
i
n
g
c
e
r
t
i
f
i
c
a
t
e
s
,
3
-
6
y
e
a
r
s
20
3
.
4
8
8
0
.
3
6
3
EC
C
E/
P
r
e
s
c
h
o
o
l
t
e
a
c
h
i
n
g
c
e
r
t
i
f
i
c
a
t
e
s
,
M
o
r
e
t
h
a
n
6
y
e
a
r
s
38
3
.
3
5
2
0
.
3
5
0
D
i
p
l
o
m
a
i
n
EC
C
E
/
P
r
e
sc
h
o
o
l
e
d
u
c
a
t
i
o
n
a
n
d
a
b
o
v
e
,
Le
ss
t
h
a
n
t
h
r
e
e
y
e
a
r
s
24
3
.
6
1
1
0
.
3
9
5
D
i
p
l
o
m
a
i
n
EC
C
E
/
P
r
e
sc
h
o
o
l
e
d
u
c
a
t
i
o
n
a
n
d
a
b
o
v
e
,
3
-
6
y
e
a
r
s
19
3
.
5
1
4
0
.
3
8
5
D
i
p
l
o
m
a
i
n
EC
C
E
/
P
r
e
sc
h
o
o
l
e
d
u
c
a
t
i
o
n
a
n
d
a
b
o
v
e
,
M
o
r
e
t
h
a
n
s
i
x
y
e
a
r
s
44
3
.
4
7
3
0
.
3
8
7
To
t
a
l
2
6
9
3
.
4
4
2
0
.
3
7
9
Fig
u
r
e
2
.
L
i
n
e
g
r
a
p
h
o
f
in
ter
ac
tio
n
b
etwe
en
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
an
d
ex
p
er
ien
ce
o
n
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e
3
.
2
.
T
he
diff
er
ence
bet
wee
n pre
s
cho
o
l c
urriculum
k
no
wledg
e
ba
s
ed
o
n pro
f
ess
io
na
l dev
el
o
pm
ent
I
n
f
er
en
tial
a
n
aly
s
is
u
s
in
g
o
n
e
-
way
ANOV
A
test
as
T
ab
l
e
5
f
o
u
n
d
th
at
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
p
r
esch
o
o
l
c
u
r
r
icu
lu
m
k
n
o
wled
g
e
b
ased
o
n
p
r
o
f
ess
io
n
al
d
e
v
e
lo
p
m
e
n
t
(
F
[
5
,
2
6
3
]
=
2
.
8
7
9
,
p
=
0
.
0
1
5
)
.
He
n
ce
,
H4
was a
cc
e
p
ted
,
an
d
Po
s
t H
o
c
T
est wa
s
f
u
r
th
er
r
e
f
er
r
e
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
co
n
ce
p
t
o
f p
r
o
fess
io
n
a
l id
en
tity:
K
in
d
erg
a
r
ten
tea
ch
ers
’
p
r
o
fess
io
n
a
lis
m
…
(
A
b
d
u
l H
a
lim Ma
s
n
a
n
)
131
T
ab
le
5
.
R
esu
lt o
f
o
n
e
-
way
A
NOVA
test
f
o
r
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
P
r
e
sch
o
o
l
c
u
r
r
i
c
u
l
u
m
k
n
o
w
l
e
d
g
e
b
a
s
e
d
o
n
p
r
o
f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
me
n
t
To
t
a
l
sq
u
a
r
e
D
e
g
r
e
e
s
o
f
f
r
e
e
d
o
m
(
d
f
)
M
e
a
n
sq
u
a
r
e
F
v
a
l
u
e
S
i
g
n
i
f
i
c
a
n
c
e
I
n
t
e
r
g
r
o
u
p
1
.
9
9
5
5
0
.
3
9
9
2
.
8
7
9
0
.
0
1
5
I
n
t
r
a
g
r
o
u
p
3
6
.
4
5
1
2
6
3
0
.
1
3
9
To
t
a
l
3
8
.
4
4
6
2
6
8
N
o
t
e
:
*
si
g
n
i
f
i
c
a
n
c
e
a
t
l
e
v
e
l
p
<
0
.
0
5
R
ef
er
r
in
g
to
T
ab
le
6
,
teac
h
e
r
s
f
r
o
m
Oth
er
s
g
r
o
u
p
(
M
=
3
.
6
5
5
,
SD
=
0
.
3
4
0
)
d
is
p
lay
ed
t
h
e
h
ig
h
est
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wle
d
g
e.
T
h
e
s
ec
o
n
d
h
ig
h
est
was
f
r
o
m
th
e
g
r
o
u
p
KAP
(
M
=
3
.
5
6
8
,
SD
=
0
.
3
1
6
)
,
f
o
llo
wed
b
y
NSPC
C
o
u
r
s
es
(
M
=
3
.
4
5
8
,
SD
=
0
.
3
5
8
)
,
SKM
C
o
u
r
s
es
(
M
=
3
.
4
1
0
,
SD
=
0
.
3
5
5
)
,
No
n
e
(
M
=
3
.
3
9
3
,
SD
=
0
.
3
8
0
)
an
d
f
in
ally
KAAK
(
M
=
3
.
3
8
5
,
SD
=
0
.
4
1
0
)
.
Pre
cisely
,
th
e
r
esu
lts
o
f
T
u
k
ey
’
s
HSD
Po
s
t H
o
c
T
es
t a
s
in
d
icate
d
in
T
a
b
le
7
s
h
o
wed
s
ig
n
if
ican
t
m
ea
n
v
alu
es
d
is
cr
ep
an
cy
b
etwe
en
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
g
r
o
u
p
s
o
f
Oth
er
s
a
n
d
No
n
e
(
M
d
if
f
er
en
ce
=
0
.
2
6
1
,
p
=
0
.
0
2
4
)
.
T
h
e
r
e
was
also
s
ig
n
if
ican
t
m
ea
n
v
alu
es
d
is
cr
ep
a
n
cy
b
etwe
en
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
g
r
o
u
p
s
o
f
Oth
er
s
an
d
KAAK
(
M
d
if
f
er
en
ce
=
0
.
2
7
0
,
p
=
0
.
0
4
2
)
.
T
h
e
r
em
ain
in
g
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t g
r
o
u
p
s
d
i
d
n
o
t sh
o
w
s
ig
n
if
ican
t d
if
f
er
en
ce
i
n
m
ea
n
v
alu
es.
T
ab
le
6
.
Dis
tr
ib
u
tio
n
o
f
p
r
esch
o
o
l c
u
r
r
icu
lu
m
k
n
o
wled
g
e
b
a
s
ed
o
n
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
P
r
o
f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
me
n
t
F
r
e
q
u
e
n
c
y
(
f
)
M
e
a
n
(
M
)
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
(SD)
N
o
n
e
1
1
5
3
.
3
9
3
0
.
3
8
0
N
S
P
C
c
o
u
r
s
e
s
31
3
.
4
5
8
0
.
3
5
8
S
K
M
c
o
u
r
ses
20
3
.
4
1
0
0
.
3
5
5
K
A
A
K
51
3
.
3
8
5
0
.
4
1
0
K
A
P
28
3
.
5
6
8
0
.
3
1
6
O
t
h
e
r
s
24
3
.
6
5
5
0
.
3
4
0
To
t
a
l
2
6
9
3
.
4
4
2
0
.
3
7
9
T
ab
le
7
.
R
esu
lts
o
f
p
o
s
t h
o
c
te
s
t f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
P
r
o
f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
me
n
t
Tu
k
e
y
’
s HS
D
c
o
m
p
a
r
i
s
o
n
M
e
a
n
d
i
f
f
e
r
e
n
c
e
Er
r
o
r
S
i
g
n
i
f
i
c
a
n
c
e
N
o
n
e
K
A
A
K
0
.
0
0
9
0
.
0
6
2
1
.
0
0
0
N
S
P
C
c
o
u
r
s
e
s
N
o
n
e
0
.
0
6
4
0
.
0
7
5
0
.
9
5
8
N
S
P
C
c
o
u
r
s
e
s
S
K
M
c
o
u
r
ses
0
.
0
4
8
0
.
1
0
7
0
.
9
9
8
N
S
P
C
c
o
u
r
s
e
s
K
A
A
K
0
.
0
7
3
0
.
0
8
5
0
.
9
5
5
S
K
M
c
o
u
r
ses
N
o
n
e
0
.
0
1
6
0
.
0
9
0
1
.
0
0
0
S
K
M
c
o
u
r
ses
K
A
A
K
0
.
0
2
5
0
.
0
9
8
1
.
0
0
0
K
A
P
N
o
n
e
0
.
1
7
4
0
.
0
7
8
0
.
2
3
2
K
A
P
N
S
P
C
c
o
u
r
s
e
s
0
.
1
1
0
0
.
0
9
7
0
.
8
6
6
K
A
P
S
K
M
c
o
u
r
ses
0
.
1
5
9
0
.
1
0
9
0
.
6
9
4
K
A
P
K
A
A
K
0
.
1
8
3
0
.
0
8
8
0
.
2
9
4
O
t
h
e
r
s
N
o
n
e
0
.
2
6
1
*
0
.
0
8
4
0
.
0
2
4
O
t
h
e
r
s
N
S
P
C
c
o
u
r
s
e
s
0
.
1
9
7
0
.
1
0
1
0
.
3
7
6
O
t
h
e
r
s
S
K
M
c
o
u
r
ses
0
.
2
4
5
0
.
1
1
2
0
.
2
5
3
O
t
h
e
r
s
K
A
A
K
0
.
2
7
0
*
0
.
0
9
2
0
.
0
4
2
O
t
h
e
r
s
K
A
P
0
.
0
8
7
0
.
1
0
4
0
.
9
6
0
N
o
t
e
:
*
me
a
n
s
d
i
f
f
e
r
e
n
c
e
a
t
s
i
g
n
i
f
i
c
a
n
c
e
l
e
v
e
l
0
.
0
5
3
.
3
.
Dis
cu
s
s
io
n
B
y
u
s
in
g
co
m
p
ar
ativ
e
a
n
aly
s
is
an
d
h
y
p
o
th
esis
test
in
g
,
th
e
f
in
d
in
g
s
o
f
t
h
is
s
tu
d
y
h
ad
a
s
s
is
ted
th
e
v
alid
atio
n
o
f
th
e
c
o
n
ce
p
t
o
f
p
r
o
f
ess
io
n
al
id
en
tity
.
I
n
r
e
f
er
en
ce
to
th
e
two
-
way
ANOV
A
an
aly
s
is
,
th
er
e
was
a
d
if
f
er
en
ce
in
p
r
esch
o
o
l
cu
r
r
i
cu
lu
m
k
n
o
wled
g
e
b
ased
o
n
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
.
Priv
ate
k
in
d
er
g
ar
ten
teac
h
er
s
with
Dip
lo
m
a
in
E
C
C
E
/Pre
s
ch
o
o
l
E
d
u
ca
tio
n
an
d
ab
o
v
e
d
em
o
n
s
tr
ated
b
etter
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e
th
an
E
C
C
E
/Pre
s
c
h
o
o
l
T
ea
ch
in
g
C
er
tific
ates
an
d
No
n
e.
T
h
is
f
in
d
in
g
co
i
n
cid
ed
with
th
e
f
in
d
in
g
s
o
f
Nair
a
n
d
Yass
in
[
2
9
]
w
h
ich
r
ev
ea
le
d
th
at
t
h
e
ea
r
ly
ch
il
d
h
o
o
d
teac
h
e
r
s
ac
r
o
s
s
Pen
in
s
u
lar
Ma
lay
s
ia
with
h
ig
h
er
p
r
o
f
ess
io
n
al
E
C
C
E
ex
h
ib
ited
b
etter
co
m
p
r
e
h
en
s
io
n
in
th
e
E
C
C
E
cu
r
r
icu
lu
m
an
d
T
&
L
p
r
o
ce
s
s
th
an
teac
h
er
s
with
lo
wer
E
C
C
E
p
r
o
f
ess
io
n
al
q
u
alif
icati
o
n
s
.
Dis
tin
ctly
,
teac
h
er
s
with
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
h
ad
a
b
ette
r
g
r
asp
o
f
th
e
n
ee
d
s
an
d
im
p
lem
e
n
tatio
n
o
f
teac
h
i
n
g
th
at
f
it th
e
d
ev
elo
p
m
en
t
o
f
ch
ild
r
en
.
T
h
e
f
in
d
in
g
s
o
f
two
-
way
A
NOVA
an
aly
s
is
f
u
r
th
er
illu
s
t
r
ated
th
at
th
er
e
was
a
s
ig
n
o
f
in
v
er
s
e
in
te
r
ac
tio
n
b
etwe
en
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
with
ex
p
er
ien
ce
to
war
d
s
p
r
esch
o
o
l
cu
r
r
i
cu
lu
m
k
n
o
wled
g
e.
Priv
ate
k
in
d
e
r
g
ar
ten
teac
h
er
s
with
Dip
lo
m
a
in
E
C
C
E
/Pre
s
ch
o
o
l
E
d
u
ca
tio
n
with
ex
p
e
r
ien
ce
o
f
f
ewe
r
th
a
n
th
r
ee
y
ea
r
s
d
is
p
lay
e
d
th
e
h
i
g
h
est
p
r
esch
o
o
l
cu
r
r
ic
u
lu
m
k
n
o
wled
g
e.
Priv
ate
k
in
d
er
g
a
r
ten
teac
h
er
s
with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
1
2
6
-
1
3
4
132
Dip
lo
m
a
in
E
C
C
E
/Pre
s
ch
o
o
l
E
d
u
ca
tio
n
an
d
ab
o
v
e
with
e
x
p
er
ien
ce
o
f
3
-
6
y
ea
r
s
was
th
e
th
ir
d
-
h
i
g
h
est.
As
f
o
r
p
r
iv
ate
k
in
d
er
g
ar
te
n
teac
h
er
s
with
Dip
lo
m
a
in
E
C
C
E
/Pre
s
ch
o
o
l
E
d
u
ca
tio
n
an
d
a
b
o
v
e
with
ex
p
er
ien
ce
o
f
m
o
r
e
th
a
n
s
ix
y
e
ar
s
,
th
ey
we
r
e
th
e
f
o
u
r
t
h
an
d
least.
As
e
x
p
ec
ted
,
t
h
e
ex
p
er
ien
ce
s
er
v
e
d
as
a
s
u
p
p
o
r
t
f
o
r
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
,
es
p
ec
ially
d
u
r
in
g
th
e
ea
r
l
y
s
er
v
i
ce
y
ea
r
s
.
T
h
er
ef
o
r
e,
t
h
is
f
in
d
i
n
g
co
u
ld
v
er
if
y
th
e
s
tu
d
y
b
y
Ab
d
u
l
Halim
an
d
Azn
an
ch
e
[
8
]
wh
ich
s
tated
th
at
f
o
u
r
n
o
v
ice
p
r
esch
o
o
l
teac
h
e
r
s
with
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
o
f
b
ac
h
elo
r
’
s
d
e
g
r
ee
in
p
r
esch
o
o
l
e
d
u
ca
tio
n
with
two
y
ea
r
s
o
f
ex
p
e
r
ien
ce
s
h
o
wed
T
&
L
s
k
ills
co
in
cid
in
g
with
NSPC
.
I
n
ter
esti
n
g
ly
,
th
e
s
am
e
an
aly
s
is
f
in
d
in
g
s
also
in
d
icate
d
th
at
n
o
n
-
p
r
o
f
ess
io
n
ally
q
u
alif
ie
d
p
r
iv
ate
k
in
d
er
g
a
r
ten
teac
h
er
s
with
m
o
r
e
th
an
s
ix
y
ea
r
s
o
f
ex
p
e
r
ien
ce
h
ad
th
e
s
ec
o
n
d
-
h
i
g
h
est
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e.
T
h
is
f
in
d
in
g
ex
p
lain
ed
th
at
ev
en
th
o
u
g
h
ex
p
e
r
i
en
ce
h
elp
ed
th
e
k
in
d
er
g
ar
te
n
teac
h
er
s
to
d
ev
elo
p
k
n
o
wled
g
e
o
n
p
r
esch
o
o
l
cu
r
r
icu
lu
m
,
th
e
k
n
o
wled
g
e
b
ec
a
m
e
s
tag
n
an
t
as
ex
p
er
ien
ce
in
cr
ea
s
ed
.
T
h
is
m
ea
n
s
th
at
th
e
k
in
d
e
r
g
ar
ten
teac
h
er
s
’
ex
p
e
r
ien
ce
ac
ts
as
a
s
u
p
p
o
r
t,
b
u
t
is
in
a
d
eq
u
ate
to
co
n
s
tr
u
ct,
en
r
ich
o
r
d
ev
elo
p
th
eir
p
r
esch
o
o
l
cu
r
r
ic
u
lu
m
k
n
o
wled
g
e,
esp
ec
ially
wh
en
th
e
r
e
is
cu
r
r
icu
lu
m
ch
an
g
e.
T
h
is
s
tatem
en
t
is
alm
o
s
t
id
en
tical
to
t
h
at
o
f
[
2
3
]
.
On
th
e
o
th
e
r
h
a
n
d
,
th
er
e
is
a
lim
it
in
th
e
f
in
d
i
n
g
to
v
alid
ate
t
h
at
ex
p
e
r
ien
ce
h
as
im
p
ac
ts
o
n
th
e
p
r
ac
tices
o
f
k
in
d
er
g
a
r
ten
teac
h
er
s
in
im
p
l
em
en
tin
g
t
h
e
p
r
esch
o
o
l
cu
r
r
icu
lu
m
.
He
n
ce
,
it
is
s
u
g
g
ested
th
at
f
u
tu
r
e
s
tu
d
ies
o
n
ly
d
eter
m
i
n
e
th
e
d
ir
ec
t
im
p
ac
ts
o
f
ex
p
er
ien
ce
o
n
th
e
p
r
es
ch
o
o
l
cu
r
r
icu
lu
m
to
s
u
p
p
o
r
t
th
e
s
tu
d
y
b
y
T
ee
an
d
Ma
r
ian
i
[
3
0
]
w
h
ich
f
o
u
n
d
t
h
at
th
e
p
r
in
cip
les
o
f
p
r
iv
ate
p
r
es
ch
o
o
l
teac
h
er
s
with
Ma
lay
s
ian
E
d
u
ca
tio
n
C
er
tific
a
te
(
SP
M)
wer
e
s
till
ac
ad
em
ic
r
eg
ar
d
less
o
f
th
eir
6
-
y
ea
r
ex
p
e
r
ien
ce
.
Fin
ally
,
o
n
e
-
way
ANOV
A
an
aly
s
is
in
d
icate
d
th
at
th
er
e
wa
s
a
d
if
f
er
en
ce
in
p
r
esch
o
o
l
c
u
r
r
icu
lu
m
k
n
o
wled
g
e
b
ased
o
n
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
T
h
e
p
r
i
v
ate
k
in
d
er
g
a
r
ten
teac
h
er
s
in
v
o
lv
e
d
in
Ot
h
er
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
u
ch
as
Ma
lay
s
ian
Ass
o
ciatio
n
o
f
I
s
lam
ic
Kin
d
er
g
ar
ten
s
(
PERTI
M)
,
Ma
lay
s
ian
Ass
o
ciatio
n
o
f
Kin
d
er
g
ar
ten
s
(
PTM
)
,
Ma
la
y
s
ian
Ass
o
ciatio
n
o
f
Kin
d
e
r
g
ar
ten
T
ea
ch
er
s
(
PGTM
)
,
Priv
ate
Pre
s
ch
o
o
l
T
ea
ch
er
s
T
r
ain
in
g
Pro
g
r
a
m
2
0
1
1
u
n
d
er
th
e
Dep
ar
tm
en
t
o
f
Natio
n
al
Un
i
ty
an
d
I
n
te
g
r
atio
n
(
J
PNI
N)
,
Q
-
Dee
s
T
r
ain
in
g
,
S
ec
r
etar
ial
an
d
Sm
ar
t
R
ea
d
er
d
em
o
n
s
tr
ated
t
h
e
h
ig
h
est
p
r
e
s
ch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e
a
n
d
h
ad
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
with
KAAK
an
d
No
n
e.
Priv
ate
k
in
d
er
g
a
r
ten
te
ac
h
er
s
in
v
o
lv
e
d
in
KAP
wer
e
th
e
s
ec
o
n
d
-
h
ig
h
est
wh
ile
as
f
o
r
NSPC
C
o
u
r
s
es,
th
e
th
ir
d
-
h
i
g
h
est.
T
h
e
s
ec
o
n
d
least
wo
u
ld
b
e
th
e
p
r
iv
ate
k
in
d
er
g
ar
ten
teac
h
er
s
with
No
n
e
in
v
o
lv
em
en
t
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
T
h
is
f
in
d
in
g
p
r
o
v
ed
h
o
w
k
in
d
er
g
a
r
ten
teac
h
er
s
’
in
v
o
l
v
e
m
en
t
in
p
r
o
f
ess
i
o
n
al
d
ev
elo
p
m
en
t
g
av
e
co
m
m
en
d
ab
le
k
n
o
wled
g
e
o
n
p
r
esch
o
o
l
cu
r
r
icu
lu
m
c
o
m
p
ar
e
d
to
th
o
s
e
with
o
u
t
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t.
W
h
ile
th
is
f
in
d
in
g
s
u
p
p
o
r
ted
a
p
r
ev
io
u
s
s
tu
d
y
b
y
So
f
ia
h
a
n
d
Kam
a
r
u
l
[
1
0
]
,
it
was
n
o
t
a
b
le
to
v
alid
at
e
th
e
f
ac
to
r
s
,
in
f
lu
en
ce
o
r
m
ai
n
im
p
ac
ts
o
f
eith
e
r
NSPC
C
o
u
r
s
e,
SKM
C
o
u
r
s
es,
KAAK
,
KAP
o
r
Oth
er
s
to
war
d
s
p
r
esch
o
o
l c
u
r
r
icu
lu
m
k
n
o
w
led
g
e.
Fro
m
th
e
ab
o
v
e
m
en
tio
n
e
d
d
i
s
cu
s
s
io
n
,
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
ad
v
alid
ated
two
p
r
o
f
ess
io
n
al
id
en
titi
es
s
u
ch
as
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
r
esp
e
ctiv
ely
in
h
elp
i
n
g
k
in
d
er
g
a
r
ten
teac
h
er
s
to
g
ai
n
b
etter
p
r
esch
o
o
l
c
u
r
r
icu
lu
m
k
n
o
wled
g
e,
w
h
ile
ex
p
er
ien
c
e
as
a
s
u
p
p
o
r
t
f
o
r
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
d
u
r
in
g
ea
r
ly
s
er
v
ice
y
ea
r
s
.
T
h
e
th
r
ee
p
r
o
f
ess
io
n
al
id
en
t
ities
h
av
e
s
ep
ar
ate
f
u
n
ctio
n
s
in
d
ev
el
o
p
in
g
k
n
o
w
led
g
e
an
d
u
n
d
er
s
tan
d
in
g
o
f
k
i
n
d
er
g
a
r
ten
teac
h
er
s
o
n
p
r
esch
o
o
l
cu
r
r
icu
l
u
m
an
d
f
u
r
th
er
d
ev
el
o
p
in
g
th
eir
p
r
o
f
e
s
s
io
n
alis
m
in
im
p
lem
en
tin
g
it
.
Hen
ce
,
th
ese
f
in
d
in
g
s
ar
e
a
b
le
to
d
escr
ib
e
th
e
co
n
ce
p
t
o
f
p
r
o
f
ess
io
n
al
id
e
n
tity
f
o
r
k
in
d
e
r
g
ar
ten
te
ac
h
er
s
a
cc
o
r
d
in
g
to
th
e
lo
ca
l
co
n
tex
t
m
o
r
e
d
is
tin
ctly
.
Fo
r
th
at
r
ea
s
o
n
,
t
h
e
f
in
d
in
g
s
v
alid
ated
th
at
th
e
co
n
ce
p
t
o
f
p
r
o
f
ess
io
n
al
id
en
tity
is
th
e
p
r
o
f
e
s
s
io
n
al
b
ac
k
g
r
o
u
n
d
o
b
tain
ed
b
y
t
h
e
k
i
n
d
er
g
a
r
te
n
teac
h
er
s
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
,
ex
p
er
ie
n
c
e
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
wh
ich
co
u
ld
p
o
ten
tially
d
ev
elo
p
th
ei
r
p
r
o
f
es
s
io
n
alis
m
in
eith
er
u
n
d
er
s
tan
d
in
g
t
h
e
p
r
esch
o
o
l
cu
r
r
icu
lu
m
,
p
lan
n
in
g
as we
ll a
s
co
n
d
u
ctin
g
m
o
r
e
v
ib
r
a
n
t,
ef
f
ec
tiv
e
an
d
s
u
itab
le
T
&
L
f
o
r
th
e
ch
ild
r
en
’
s
n
ee
d
s
.
3
.
4
.
L
im
it
a
t
io
n a
nd
re
co
mm
enda
t
io
n f
o
r
f
urt
her
re
s
ea
rc
h
As
p
er
th
e
p
r
ev
io
u
s
d
is
cu
s
s
io
n
,
th
is
r
esear
ch
is
a
p
r
elim
in
ar
y
s
tu
d
y
r
eg
a
r
d
in
g
p
r
o
f
ess
io
n
al
id
en
tity
o
n
th
e
p
r
esch
o
o
l
cu
r
r
icu
lu
m
.
T
h
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
m
er
ely
s
u
r
v
ey
e
d
th
e
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e
b
ased
o
n
p
r
o
f
ess
io
n
al
i
d
e
n
tity
to
clea
r
ly
d
eter
m
in
e
th
e
c
o
n
c
ep
t
o
f
p
r
o
f
ess
io
n
al
id
en
tity
t
h
r
o
u
g
h
co
m
p
ar
is
o
n
an
aly
s
is
an
d
h
y
p
o
th
esis
test
in
g
.
Hen
ce
,
th
is
s
tu
d
y
b
y
th
e
s
u
r
v
ey
h
as
lim
its
to
v
alid
ate
th
e
f
ac
to
r
s
,
in
f
lu
e
n
ce
,
co
n
tr
o
l
o
r
m
ain
im
p
ac
ts
o
f
p
r
o
f
ess
io
n
al
id
en
tity
(
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
,
ex
p
e
r
ien
ce
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t)
to
war
d
s
k
n
o
wl
ed
g
e,
co
m
p
r
eh
e
n
s
io
n
o
r
p
r
ac
tices
o
f
k
in
d
er
g
a
r
ten
teac
h
er
s
o
n
th
e
p
r
esch
o
o
l
cu
r
r
icu
lu
m
.
Fu
r
th
er
r
esear
ch
s
h
o
u
ld
u
s
e
a
n
ew
a
n
aly
s
is
wh
eth
er
b
y
r
eg
r
ess
io
n
o
r
ANCOVA
test
to
d
eter
m
in
e
th
e
f
ac
to
r
s
,
in
f
l
u
en
ce
o
r
co
n
tr
o
l
o
f
o
n
e
o
f
th
e
th
r
ee
p
r
o
f
ess
io
n
al
id
en
titi
es
o
r
b
y
u
s
in
g
q
u
alitativ
e
an
aly
s
is
to
ascer
tain
th
e
m
ain
im
p
ac
ts
o
f
p
r
o
f
ess
io
n
al
id
en
tity
.
W
ith
t
h
e
af
o
r
em
en
tio
n
ed
a
n
aly
s
is
,
th
e
r
esear
ch
o
n
th
e
p
r
o
f
ess
io
n
alis
m
o
f
k
i
n
d
er
g
ar
te
n
teac
h
e
r
s
to
war
d
s
p
r
esch
o
o
l c
u
r
r
icu
lu
m
wo
u
ld
b
e
en
h
an
ce
d
.
4.
CO
NCLU
SI
O
N
On
th
e
b
asis
o
f
th
e
co
n
s
tr
u
ct
ed
h
y
p
o
th
esis
to
v
e
r
if
y
t
h
e
d
ef
in
itio
n
o
f
p
r
o
f
ess
io
n
al
id
en
tity
,
th
r
ee
p
r
o
f
ess
io
n
al
id
en
titi
es
d
ef
in
e
d
th
r
o
u
g
h
wo
r
k
s
o
f
liter
atu
r
e
s
u
ch
as
p
r
o
f
ess
io
n
al
cr
ed
en
ti
als,
ex
p
er
ien
ce
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
co
n
ce
p
t
o
f p
r
o
fess
io
n
a
l id
en
tity:
K
in
d
erg
a
r
ten
tea
ch
ers
’
p
r
o
fess
io
n
a
lis
m
…
(
A
b
d
u
l H
a
lim Ma
s
n
a
n
)
133
p
r
o
f
ess
io
n
al
g
r
o
wth
wer
e
c
o
n
f
ir
m
ed
.
T
h
is
s
tu
d
y
in
clu
d
ed
2
6
9
s
am
p
les
o
f
p
r
iv
ate
p
r
esch
o
o
l
teac
h
er
s
s
elec
ted
th
r
o
u
g
h
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
in
a
d
is
tr
ict
in
Selan
g
o
r
.
W
h
ile
th
is
s
tu
d
y
h
as
lim
itatio
n
s
in
s
o
m
e
asp
ec
ts
as
d
is
cu
s
s
ed
,
it
is
ca
p
ab
le
o
f
p
r
o
v
in
g
th
at
th
e
th
r
ee
p
r
o
f
ess
io
n
al
id
en
titi
es
s
u
ch
as
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
,
ex
p
er
ien
ce
a
n
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
ar
e
t
h
e
p
r
o
f
e
s
s
io
n
alis
m
r
eq
u
ir
em
en
ts
f
o
r
th
e
n
ew
p
r
esch
o
o
l
cu
r
r
icu
lu
m
in
Ma
lay
s
ia.
Kin
d
er
g
ar
ten
teac
h
e
r
s
with
h
ig
h
er
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
an
d
in
v
o
lv
ed
with
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
ar
e
p
r
o
v
e
d
to
h
av
e
b
etter
p
r
esch
o
o
l
cu
r
r
icu
lu
m
k
n
o
wled
g
e,
wh
i
le
th
e
ex
p
er
ien
ce
is
s
u
p
p
o
r
t
f
o
r
th
em
,
esp
ec
ially
d
u
r
in
g
th
e
ea
r
ly
y
ea
r
s
o
f
s
er
v
ice.
B
y
m
ee
tin
g
th
e
o
b
jectiv
e
s
o
f
th
e
s
tu
d
y
,
t
h
is
s
tu
d
y
h
as
s
u
cc
ess
f
u
lly
co
n
ce
p
tu
alize
d
th
e
p
r
o
f
ess
io
n
al
id
en
titi
es
f
o
r
k
in
d
er
g
ar
ten
te
ac
h
er
s
th
r
o
u
g
h
th
e
Ma
lay
s
ian
co
n
tex
t.
T
h
u
s
,
th
e
liter
atu
r
e
r
esu
lts
an
d
f
i
n
d
in
g
s
o
f
s
tu
d
y
cr
ea
te
r
o
o
m
s
an
d
o
p
p
o
r
tu
n
ity
f
o
r
E
C
C
E
an
d
p
r
esch
o
o
l
ed
u
ca
tio
n
s
ch
o
lar
s
to
f
u
r
th
er
r
esear
ch
o
n
th
e
p
r
o
f
ess
io
n
alis
m
o
f
k
in
d
er
g
ar
ten
teac
h
er
s
an
d
p
r
esch
o
o
l c
u
r
r
icu
lu
m
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
lo
n
g
-
ter
m
r
esear
ch
g
r
an
t
s
ch
em
e
(
L
R
GS)
r
esear
ch
is
s
u
p
p
o
r
te
d
b
y
th
e
m
in
is
tr
y
o
f
f
in
an
ce
(
MO
F)
th
r
o
u
g
h
th
e
m
in
is
tr
y
o
f
e
d
u
ca
tio
n
(
MO
E
)
Ma
l
ay
s
ia.
W
e
th
an
k
th
e
Natio
n
al
C
h
ild
Dev
elo
p
m
en
t
R
esear
ch
C
en
tr
e
(
NC
DR
C
)
,
Un
iv
er
s
iti
Pen
d
id
ik
an
Su
ltan
I
d
r
is
(
UPSI)
as
th
e
lead
in
g
u
n
i
v
er
s
ity
in
th
is
s
tu
d
y
in
co
llab
o
r
atio
n
with
SEGi
Un
iv
er
s
ity
.
T
h
e
titl
e
o
f
th
is
s
tu
d
y
is
“De
v
elo
p
m
e
n
t
o
f
a
C
o
m
p
r
eh
en
s
iv
e
a
n
d
I
n
teg
r
ated
Mo
d
el
o
f
Qu
ality
Ma
lay
s
ian
E
ar
ly
C
h
ild
h
o
o
d
C
ar
e
an
d
E
d
u
ca
tio
n
(
2
0
1
5
-
0
0
2
4
-
1
0
6
-
0
4
)
with
th
e
s
u
b
-
p
r
o
ject
is
Pro
ject
1
/C
UR
: E
v
alu
atio
n
o
f
E
x
is
tin
g
E
C
C
E
Pro
g
r
am
s
to
I
m
p
r
o
v
e
Qu
ality
t
h
at
I
n
f
o
r
m
Po
licy
”
(
2
0
1
5
-
0
0
2
4
-
106
-
04
-
1
)
.
I
t
is
f
u
n
d
ed
b
y
th
e
Min
is
tr
y
o
f
Fin
an
ce
th
r
o
u
g
h
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia.
W
e
th
an
k
all
m
em
b
er
s
o
f
th
e
r
esear
ch
team
wh
o
h
av
e
co
n
tr
i
b
u
ted
to
th
is
r
esear
ch
.
T
h
e
au
th
o
r
s
also
th
an
k
th
e
s
teer
in
g
co
m
m
ittee,
cr
itical
i
n
f
o
r
m
a
n
ts
,
teac
h
er
s
,
p
ar
e
n
ts
an
d
o
th
e
r
s
tak
eh
o
ld
e
r
s
wh
o
p
ar
ti
cip
ated
in
th
e
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[1
]
A.
R.
M
o
h
d
Na
z
ri
a
n
d
B.
W.
M
.
N.
Wan
Nu
ru
l
,
“
Im
p
lem
e
n
tatio
n
o
f
Na
ti
o
n
a
l
P
re
sc
h
o
o
l
Cu
rr
i
c
u
lu
m
S
tan
d
a
r
d
Cu
rricu
l
u
m
2
0
1
7
:
Tea
c
h
e
r
re
ten
ti
o
n
,
”
J
u
Pi
Di:
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
L
e
a
d
e
rs
h
i
p
,
v
o
l.
5
,
n
o
.
3
,
p
p
.
5
9
-
7
1
,
2
0
1
8
.
[2
]
L.
He
ik
o
n
e
n
,
e
t
a
l.
,
“
Early
c
a
re
e
r
tea
c
h
e
rs’
se
n
se
o
f
p
r
o
fe
ss
io
n
a
l
a
g
e
n
c
y
i
n
t
h
e
c
las
sro
o
m
:
As
so
c
iatio
n
s
with
tu
rn
o
v
e
r
i
n
ten
ti
o
n
s
a
n
d
p
e
rc
e
iv
e
d
in
a
d
e
q
u
a
c
y
i
n
tea
c
h
e
r
-
s
tu
d
e
n
t
in
tera
c
ti
o
n
,
”
Asia
-
P
a
c
if
ic
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l
.
4
5
,
n
o
.
3
,
p
p
.
2
5
0
-
2
6
6
,
2
0
1
7
.
[3
]
A.
An
is,
e
t
a
l
.
,
“
Ch
a
ll
e
n
g
e
s
fa
c
e
d
b
y
M
a
lay
sia
n
p
ri
v
a
te
HLIs
in
p
ro
v
i
d
in
g
q
u
a
li
t
y
e
d
u
c
a
ti
o
n
:
a
t
h
e
m
a
ti
c
a
n
a
ly
sis,
”
Qu
a
li
ty A
ss
u
ra
n
c
e
i
n
E
d
u
c
a
t
io
n
,
v
o
l.
2
6
,
n
o
.
3
,
p
p
.
3
4
9
-
3
7
3
,
2
0
1
8
.
[4
]
N.
M
a
m
a
t,
e
t
a
l
.
,
“
Re
li
a
b
il
it
y
,
Va
li
d
it
y
a
n
d
F
a
irn
e
ss
o
f
I
n
terv
iew
s
fo
r
Tea
c
h
in
g
a
n
d
Lea
rn
i
n
g
P
ro
jec
t
in
Qu
a
li
t
y
Early
C
h
il
d
h
o
o
d
Ca
re
a
n
d
E
d
u
c
a
t
io
n
:
P
re
li
m
in
a
r
y
S
tu
d
y
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Aca
d
e
mic
Res
e
a
rc
h
in
B
u
sin
e
ss
a
n
d
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
8
,
n
o
.
6
,
p
p
.
1
2
8
3
-
1
2
9
2
,
2
0
1
8
.
[5
]
S
.
S
c
h
u
c
k
,
e
t
a
l.
,
“
Th
e
e
x
p
e
rie
n
c
e
s
o
f
e
a
rly
c
a
re
e
r
tea
c
h
e
rs:
n
e
w
in
it
iati
v
e
s
a
n
d
o
l
d
p
ro
b
lem
s,
”
Pro
fes
sio
n
a
l
De
v
e
lo
p
me
n
t
in
Ed
u
c
a
ti
o
n
,
v
o
l.
4
4
,
n
o
.
2
,
p
p
.
2
0
9
-
2
2
1
,
2
0
1
8
.
[6
]
A.
M
a
rd
z
iah
,
e
t
a
l.
,
“
S
tu
d
e
n
ts’
a
ss
e
ss
m
e
n
t
a
d
m
in
istra
ti
o
n
a
m
o
n
g
p
re
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
Aca
d
e
mic
Res
e
a
rc
h
in
Bu
si
n
e
ss
a
n
d
S
o
c
i
a
l
S
c
ien
c
e
s,
v
o
l
.
7
,
n
o
.
1
0
,
p
p
.
4
1
1
-
4
1
8
,
2
0
1
7
.
[7
]
N.
Be
a
v
e
r,
e
t
a
l.
,
Ea
rly
e
d
u
c
a
t
io
n
c
u
rr
icu
lu
m:
A
c
h
il
d
’s
c
o
n
n
e
c
ti
o
n
to
t
h
e
wo
rld
.
U
S
,
Bo
st
o
n
:
Ce
n
g
a
g
e
Lea
rn
i
n
g
,
2
0
1
8
.
[8
]
M
.
Ab
d
u
l
Ha
li
m
a
n
d
A.
Az
n
a
n
c
h
e
,
“
Ne
w
p
re
sc
h
o
o
l
tea
c
h
e
rs
tea
c
h
in
g
s
k
il
ls,
”
Res
e
a
rc
h
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
s,
v
o
l.
8
,
n
o
.
1
1
,
p
p
.
1
4
-
1
9
,
2
0
1
5
.
[9
]
Z.
M
.
J.
Am
irafiz
a
,
e
t
a
l.
,
“
Eff
e
c
ti
v
e
tea
c
h
in
g
o
f
k
i
n
d
e
r
g
a
rten
tea
c
h
e
rs:
A
p
re
li
m
in
a
ry
stu
d
y
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
L
e
a
d
e
rs
h
ip
,
v
o
l.
3
,
n
o
.
4
,
p
p
.
7
2
-
9
5
,
2
0
1
6
.
[1
0
]
M
.
S
o
fiah
a
n
d
A.
J.
Ka
m
a
ru
l,
“
Kn
o
wle
d
g
e
o
f
Isla
m
ic
e
d
u
c
a
t
io
n
p
re
sc
h
o
o
l
tea
c
h
e
rs
in
th
e
c
iv
il
ize
d
s
o
c
iety
d
e
v
e
lo
p
m
e
n
t
fra
m
e
wo
rk
,
”
Hu
m
a
n
ika
S
c
ien
c
e
,
v
o
l.
8
,
n
o
.
3
-
2
,
p
p
.
2
1
-
2
8
,
2
0
1
6
.
[1
1
]
S
.
S
imo
n
,
“
A
S
tu
d
y
o
f
P
rima
ry
S
c
h
o
o
l
P
a
re
n
ts’
In
tera
c
ti
o
n
wit
h
Tea
c
h
e
rs’
in
M
a
lay
sia
,
”
W
o
rld
Aca
d
e
my
o
f
S
c
ien
c
e
,
En
g
in
e
e
rin
g
a
n
d
T
e
c
h
n
o
lo
g
y
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
a
n
d
Ped
a
g
o
g
ic
a
l
S
c
ien
c
e
s
,
v
o
l.
1
1
,
n
o
.
2
,
p
p
.
3
5
9
-
3
6
6
,
2
0
1
7
.
[1
2
]
C.
P
.
Bro
wn
,
e
t
a
l.
,
T
h
e
W
il
e
y
Ha
n
d
b
o
o
k
o
f
Ea
r
ly
Ch
il
d
h
o
o
d
Ca
re
a
n
d
E
d
u
c
a
ti
o
n
.
Ne
w
Je
rse
y
,
Un
it
e
d
S
tate
s,
Jo
h
n
Wi
ley
&
S
o
n
s,
2
0
1
9
.
[1
3
]
K.
Ch
e
o
n
g
,
e
t
a
l.
,
“
Emp
l
o
y
m
e
n
t
a
s
a
jo
u
rn
e
y
o
r
a
d
e
sti
n
a
ti
o
n
?
I
n
te
rp
re
ti
n
g
g
ra
d
u
a
tes
’
a
n
d
e
m
p
l
o
y
e
r
s’
p
e
rc
e
p
ti
o
n
s
-
a
M
a
lay
sia
c
a
se
stu
d
y
,
”
S
tu
d
ies
in
Hig
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
4
3
,
n
o
.
4
,
p
p
.
7
0
2
-
718
,
2
0
1
8
.
[1
4
]
N.
No
rd
i
n
a
n
d
M
.
A
.
S
a
m
su
d
in
,
“
P
ro
fe
ss
io
n
a
l
I
d
e
n
ti
ty
F
o
rm
a
ti
o
n
in
G
lo
b
a
li
z
a
ti
o
n
Era:
Ca
se
o
f
M
a
lay
sia
n
No
v
ice
Tea
c
h
e
rs
,
”
Glo
b
a
l
Bu
si
n
e
ss
&
M
a
n
a
g
e
me
n
t
Res
e
a
rc
h
,
v
o
l.
9
,
p
p
.
1
93
-
2
05
,
2
0
1
7
.
[1
5
]
C.
M
.
W
o
ti
p
k
a
,
e
t
a
l.
,
“
T
h
e
wo
r
ld
wid
e
e
x
p
a
n
sio
n
o
f
e
a
rl
y
c
h
il
d
h
o
o
d
c
a
re
a
n
d
e
d
u
c
a
ti
o
n
,
1
9
8
5
-
2
0
1
0
,
”
Ame
ric
a
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l.
1
2
3
,
n
o
.
2
,
p
p
.
1
-
1
4
,
2
0
1
7
.
[1
6
]
A.
H.
M
a
sn
a
n
,
e
t
a
l.
,
“
Ne
w
p
r
e
sc
h
o
o
l
tea
c
h
e
rs
a
n
d
imp
lem
e
n
t
a
ti
o
n
o
f
i
n
c
lu
si
v
e
c
las
se
s
issu
e
s
in
M
a
lay
sia
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ac
a
d
e
mi
c
Res
e
a
rc
h
in
B
u
sin
e
ss
a
n
d
S
o
c
i
a
l
S
c
ien
c
e
s
,
v
o
l.
7
,
n
o
.
1
0
,
p
p
.
6
4
4
-
6
5
2
,
2
0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
1
2
6
-
1
3
4
134
[1
7
]
L.
F
o
o
n
g
,
e
t
a
l
.
,
“
P
ri
v
a
te
se
c
to
r
e
a
rly
c
h
il
d
c
a
re
a
n
d
e
d
u
c
a
ti
o
n
in
M
a
lay
sia
:
W
o
r
k
fo
rc
e
re
a
d
i
n
e
ss
fo
r
fu
rt
h
e
r
e
d
u
c
a
ti
o
n
,
”
Ka
ji
a
n
M
a
la
y
si
a
,
v
o
l.
3
6
,
n
o
.
1
,
p
p
.
1
2
7
-
1
54
,
2
0
1
8
.
[1
8
]
A.
Ab
d
Kh
a
li
l
,
“
M
o
d
e
l
d
e
sig
n
fo
r
M
a
lay
sia
n
tea
c
h
e
rs’
p
r
o
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
p
ro
g
ra
m
,
”
Do
c
to
r
o
f
P
h
i
lo
so
p
h
y
Th
e
sis,
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Un
i
v
e
rsiti
o
f
M
a
lay
a
,
2
0
1
7
.
[1
9
]
R.
Na
y
lo
r
a
n
d
Y.
S
a
y
e
d
,
“
Tea
c
h
e
r
q
u
a
li
t
y
:
E
v
id
e
n
c
e
re
v
iew
,
”
Ca
n
b
e
rr
a
,
Au
str
a
li
a
:
De
p
a
rtme
n
t
o
f
Fo
re
ig
n
Af
fa
irs
a
n
d
T
ra
d
e
,
2
0
1
4
.
[2
0
]
H.
Lö
fg
re
n
,
“
Tea
c
h
e
rs’
wo
rk
with
d
o
c
u
m
e
n
tatio
n
in
p
re
sc
h
o
o
l:
S
h
a
p
in
g
a
p
ro
fe
ss
io
n
in
t
h
e
p
e
rfo
r
m
in
g
o
f
p
ro
fe
ss
io
n
a
l
id
e
n
ti
ti
e
s,
”
S
c
a
n
d
in
a
v
ia
n
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.
5
9
,
n
o
.
6
,
p
p
.
6
3
8
-
6
5
5
,
2
0
1
5
.
[2
1
]
A.
An
d
r
o
u
s
o
u
,
a
n
d
V
.
Tsa
fo
s,
“
As
p
e
c
ts
o
f
th
e
p
ro
fe
ss
io
n
a
l
i
d
e
n
t
it
y
o
f
p
re
sc
h
o
o
l
tea
c
h
e
rs
in
G
re
e
c
e
:
In
v
e
stig
a
ti
n
g
th
e
ro
le
o
f
tea
c
h
e
r
e
d
u
c
a
t
i
o
n
a
n
d
p
ro
fe
ss
io
n
a
l
e
x
p
e
rien
c
e
,
”
T
e
a
c
h
e
r De
v
e
lo
p
me
n
t
,
v
o
l.
2
2
,
n
o
.
4
,
p
p
.
5
5
4
-
5
7
0
,
2
0
1
8
.
[2
2
]
A.
R.
O’K
e
e
fe
,
e
t
a
l.
,
“
Ex
p
lo
r
i
n
g
e
a
rly
c
h
il
d
h
o
o
d
e
d
u
c
a
to
rs’
n
o
ti
o
n
s
a
b
o
u
t
p
ro
fe
ss
i
o
n
a
li
sm
in
P
rin
c
e
Ed
wa
rd
Isla
n
d
,
”
J
o
u
rn
a
l
o
f
Ch
i
ld
h
o
o
d
S
tu
d
ies
,
v
o
l.
4
4
,
n
o
.
1
,
p
p
.
2
0
-
3
6
,
2
0
1
9
.
[2
3
]
M
.
L
u
n
e
n
b
e
rg
a
n
d
F
.
Ko
rt
h
a
g
e
n
,
“
Ex
p
e
rien
c
e
,
th
e
o
ry
,
a
n
d
p
ra
c
ti
c
a
l
wisd
o
m
i
n
tea
c
h
i
n
g
a
n
d
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
”
T
e
a
c
h
e
rs
a
n
d
T
e
a
c
h
in
g
,
v
o
l.
1
5
,
n
o
.
2
,
p
p
.
2
2
5
-
2
4
0
,
2
0
0
9
.
[2
4
]
J.
K.
Rice
,
“
Th
e
imp
a
c
t
o
f
tea
c
h
e
r
e
x
p
e
rien
c
e
e
x
a
m
in
in
g
th
e
e
v
id
e
n
c
e
a
n
d
p
o
l
icy
imp
li
c
a
ti
o
n
s
,
Brief
No
.
1
1
,
”
Na
ti
o
n
a
l
Ce
n
ter
fo
r
An
a
lys
is
o
f
L
o
n
g
it
u
d
in
a
l
D
a
ta
in
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
,
v
o
l.
1
,
p
p
.
1
-
8
,
2
0
1
0
.
[2
5
]
S
.
Ntu
m
i,
“
C
h
a
ll
e
n
g
e
s p
re
-
sc
h
o
o
l
tea
c
h
e
rs fac
e
in
th
e
imp
lem
e
n
tatio
n
o
f
th
e
e
a
rly
c
h
il
d
h
o
o
d
c
u
rricu
l
u
m
in
t
h
e
Ca
p
e
Co
a
st M
e
tro
p
o
li
s,
”
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
n
d
Pra
c
t
ice
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
5
4
-
6
2
,
2
0
1
6
.
[2
6
]
L.
S
h
u
lma
n
,
“
Kn
o
wle
d
g
e
a
n
d
te
a
c
h
in
g
:
F
o
u
n
d
a
ti
o
n
s
o
f
th
e
n
e
w
re
fo
rm
,
”
Ha
rv
a
rd
Ed
u
c
a
ti
o
n
a
l
R
e
v
iew
,
v
o
l
.
5
7
,
n
o
.
1
,
p
p
.
1
-
2
3
,
1
9
8
7
.
[2
7
]
R.
V.
Kre
jcie
a
n
d
D.
W.
M
o
rg
a
n
,
“
De
term
in
i
n
g
sa
m
p
le
si
z
e
fo
r
re
se
a
rc
h
e
d
u
c
a
ti
o
n
a
n
d
p
sy
c
h
o
lo
g
ica
l
m
e
a
su
re
m
e
n
t
,
”
Ed
u
c
a
ti
o
n
a
n
d
Ps
y
c
h
o
lo
g
ica
l
M
e
a
su
re
me
n
t
,
v
o
l.
3
0
,
n
o
.
3
,
p
p
.
6
0
7
-
6
1
0
,
1
9
7
0
.
[2
8
]
C.
N.
C.
A
h
m
a
d
,
e
t
a
l.
,
“
De
v
e
lo
p
m
e
n
t
a
n
d
v
a
li
d
a
ti
o
n
o
f
tea
c
h
e
r
p
e
rc
e
p
ti
o
n
o
n
Early
Ch
il
d
h
o
o
d
Ca
re
a
n
d
E
d
u
c
a
ti
o
n
Cu
rricu
l
u
m
In
str
u
m
e
n
t
(ECCE
CI
)
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Aca
d
e
mic
Res
e
a
rc
h
i
n
Bu
si
n
e
ss
&
S
o
c
ia
l
S
c
ien
c
e
s
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
7
1
6
-
7
2
7
,
2
0
1
8
.
[2
9
]
S
.
M
.
Na
ir
a
n
d
S
.
M
.
Ya
ss
in
,
“
Do
p
re
sc
h
o
o
l
tea
c
h
e
rs’
p
r
o
fe
ss
io
n
a
l
q
u
a
li
fica
ti
o
n
s
p
lay
a
r
o
le
i
n
e
n
h
a
n
c
in
g
th
e
ir
u
n
d
e
rsta
n
d
i
n
g
o
f
ECCE
train
i
n
g
?
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Asi
a
n
S
o
c
ia
l
S
c
ien
c
e
,
v
o
l.
7
,
n
o
.
9
,
p
p
.
7
5
4
-
7
6
3
,
2
0
1
7
.
[3
0
]
Y.
Q.
Tee
a
n
d
M
.
N.
M
a
rian
i,
“
Ex
p
l
o
rin
g
iss
u
e
s
o
n
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
in
M
a
lay
sia
n
p
riv
a
te
p
re
sc
h
o
o
ls,
”
M
a
l
a
y
sia
n
On
li
n
e
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
M
a
n
a
g
e
me
n
t
(
M
OJ
EM
),
v
o
l.
6
,
n
o
.
2
,
p
p
.
6
7
-
8
2
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.