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Stu
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Un
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I
O
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s
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s
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an
d
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[
1
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.
I
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r
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to
i
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s
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p
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wit
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[
2
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.
Mo
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eh
a
v
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p
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p
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I
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2
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C
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Min
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eh
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io
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s
ex
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b
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[
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.
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ip
s
ty
les
d
ir
ec
tly
ad
d
r
ess
th
e
co
m
p
le
x
ity
an
d
d
i
v
er
s
ity
with
in
teac
h
er
co
m
m
u
n
ities
.
T
h
e
co
n
ce
p
t o
f
in
clu
s
iv
e
lead
e
r
s
h
ip
was
co
in
e
d
b
y
Nem
b
h
ar
d
an
d
E
d
m
o
n
d
s
o
n
[
6
]
.
T
h
e
y
b
eliev
e
th
at
in
clu
s
iv
e
lead
er
s
h
ip
is
th
e
lea
d
er
'
s
b
eh
av
io
r
th
at
in
v
ites
an
d
ap
p
r
ec
iates th
e
o
p
in
io
n
s
o
f
o
t
h
er
s
,
th
u
s
h
elp
in
g
to
s
h
ap
e
team
m
em
b
er
s
'
b
elief
s
th
at
th
eir
v
o
ices
ar
e
g
e
n
u
in
el
y
v
alu
e
d
.
T
h
u
s
,
in
clu
s
iv
e
lea
d
er
s
h
ip
f
o
cu
s
es
o
n
wh
eth
er
s
u
b
o
r
d
in
ates
f
i
n
d
t
h
e
lead
er
h
elp
f
u
l
a
n
d
wh
et
h
er
th
e
lead
er
lis
ten
s
an
d
p
ay
s
atte
n
tio
n
to
s
u
b
o
r
d
in
ates'
n
ee
d
s
.
T
h
ese
c
h
ar
ac
ter
is
tics
s
et
in
clu
s
iv
e
lead
er
s
h
ip
ap
ar
t
f
r
o
m
o
th
e
r
lead
e
r
s
h
ip
s
ty
l
es.
T
h
e
d
is
tin
ctiv
e
attr
ib
u
tes
o
f
in
clu
s
iv
e
lead
er
s
h
ip
m
ak
e
it
p
ar
ticu
la
r
ly
s
u
itab
le
f
o
r
m
an
a
g
in
g
d
iv
er
s
e
o
r
g
a
n
izatio
n
al
m
em
b
er
s
,
h
ar
n
ess
in
g
th
e
cr
ea
tiv
e
p
o
te
n
tial
o
f
a
d
iv
er
s
e
w
o
r
k
f
o
r
ce
,
an
d
m
itig
atin
g
th
e
n
e
g
ativ
e
co
n
s
eq
u
en
ce
s
o
f
d
iv
er
s
ity
,
s
u
ch
as
r
elatio
n
al
c
o
n
f
licts
an
d
c
o
m
m
u
n
icatio
n
c
h
allen
g
es
[
7
]
.
Giv
en
th
e
d
iv
er
s
ity
,
o
b
ed
ien
ce
,
an
d
r
elatio
n
s
h
ip
o
r
g
an
izatio
n
al
cu
ltu
r
e
p
r
e
v
alen
t
in
t
h
e
C
h
in
ese
ed
u
ca
tio
n
co
n
te
x
t,
in
clu
s
iv
e
lead
er
s
h
ip
em
er
g
es
as
a
p
o
te
n
tially
ef
f
ec
ti
v
e
lead
er
s
h
ip
s
ty
le.
I
t
m
a
y
b
e
h
a
v
in
g
th
e
ca
p
ac
ity
t
o
a
d
d
r
ess
th
ese
u
n
iq
u
e
c
h
allen
g
es,
b
r
ea
k
d
o
wn
b
a
r
r
ier
s
to
in
n
o
v
at
io
n
,
an
d
in
s
p
ir
e
in
n
o
v
ativ
e
b
e
h
av
io
r
s
am
o
n
g
teac
h
e
r
s
.
T
e
a
c
h
e
r
e
f
f
i
c
a
c
y
a
s
t
h
e
t
e
ac
h
e
r
'
s
b
e
l
i
e
f
i
n
h
i
s
/
h
e
r
c
a
p
a
c
i
t
y
t
o
o
r
g
a
n
i
z
e
a
n
d
e
x
e
c
u
t
e
t
h
e
c
o
u
r
s
e
o
f
a
c
t
i
o
n
r
e
q
u
i
r
e
d
t
o
c
o
m
p
l
e
t
e
a
s
p
e
ci
f
ic
t
e
a
c
h
i
n
g
t
as
k
i
n
a
p
a
r
t
i
c
u
l
a
r
c
o
n
t
e
x
t
[
8
]
.
H
e
r
s
t
u
d
y
m
e
a
s
u
r
e
d
t
e
a
c
h
e
r
e
f
f
i
c
a
c
y
t
h
r
o
u
g
h
t
h
r
e
e
d
i
m
e
n
s
i
o
n
s
:
c
l
as
s
r
o
o
m
m
a
n
a
g
e
m
e
n
t
,
i
n
s
t
r
u
c
t
io
n
a
l
s
t
r
at
e
g
i
es
,
a
n
d
s
t
u
d
e
n
t
en
g
a
g
e
m
e
n
t
.
T
e
a
c
h
e
r
s
e
l
f
-
e
f
f
i
ca
c
y
is
a
f
u
n
d
a
m
e
n
t
a
l
c
h
a
r
a
c
t
e
r
is
t
i
c
o
f
t
e
a
c
h
e
r
s
a
n
d
i
s
c
l
o
s
e
l
y
r
el
a
t
e
d
t
o
t
h
e
i
r
te
a
ch
i
n
g
b
e
h
a
v
i
o
r
s
[
9
].
R
o
o
t
e
d
i
n
s
el
f
-
e
f
f
i
c
a
c
y
t
h
e
o
r
y
,
s
e
l
f
-
e
f
f
i
c
a
c
y
g
o
v
e
r
n
s
m
o
t
i
v
a
tio
n
a
n
d
b
e
h
a
v
i
o
r
,
a
c
t
i
n
g
a
s
a
cr
u
c
i
a
l
li
n
k
b
e
t
we
e
n
e
n
v
i
r
o
n
m
e
n
t
a
n
d
i
n
d
i
v
i
d
u
a
l
a
ct
i
o
n
s
[
10
].
H
o
w
e
v
e
r
,
n
o
r
es
e
a
r
c
h
h
a
s
b
e
e
n
c
o
n
d
u
c
t
e
d
t
h
a
t
e
x
p
l
o
r
e
s
t
h
e
i
m
p
ac
t
o
f
p
r
i
n
c
i
p
a
l
s
'
i
n
c
l
u
s
i
v
e
l
e
a
d
e
r
s
h
ip
o
n
t
e
a
c
h
e
r
s
'
i
n
n
o
v
a
t
i
v
e
b
eh
a
v
i
o
r
s
a
n
d
t
h
e
r
o
l
e
o
f
t
e
a
c
h
e
r
e
f
f
i
c
a
c
y
i
n
t
h
e
i
r
r
e
l
a
t
i
o
n
s
h
i
p
s
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
will
u
s
e
a
q
u
an
titativ
e
ap
p
r
o
ac
h
with
a
s
am
p
le
o
f
m
id
d
le
s
ch
o
o
l
(
K7
–
K9
)
teac
h
er
s
in
Gu
an
g
x
i,
C
h
in
a.
I
t
aim
s
to
ex
p
lo
r
e
th
e
c
o
r
r
elatio
n
b
etwe
en
p
r
in
cip
al
i
n
clu
s
iv
e
lead
er
s
h
ip
,
teac
h
er
ef
f
icac
y
,
an
d
teac
h
er
in
n
o
v
at
iv
e
b
eh
av
i
o
r
.
I
n
p
ar
tic
u
lar
,
t
h
e
m
ed
iatin
g
r
o
le
o
f
teac
h
er
ef
f
icac
y
b
etwe
en
p
r
in
cip
al
i
n
clu
s
iv
e
lead
e
r
s
h
ip
an
d
teac
h
er
in
n
o
v
ativ
e
b
eh
av
io
r
.
T
o
f
in
d
ef
f
ec
tiv
e
way
s
to
f
r
ee
teac
h
er
s
'
cr
ea
tiv
e
b
eh
av
i
o
r
s
,
en
co
u
r
ag
e
ch
an
g
e
a
n
d
in
n
o
v
atio
n
in
ed
u
c
atio
n
,
an
d
ev
en
tu
ally
h
elp
s
tu
d
en
ts
g
r
o
w.
So
cial
co
g
n
itiv
e
th
eo
r
y
p
o
s
its
th
at
en
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
,
b
e
h
av
io
r
,
an
d
in
d
iv
id
u
al
h
u
m
an
f
ac
to
r
s
ar
e
d
is
tin
ct
th
eo
r
etica
l
en
titi
es
th
at
ar
e
b
o
th
in
d
e
p
en
d
e
n
t
an
d
in
te
r
d
ep
e
n
d
en
t,
m
u
tu
ally
in
f
l
u
en
cin
g
an
d
d
eter
m
in
in
g
o
n
e
an
o
th
e
r
[
1
1
].
I
n
t
h
is
s
tu
d
y
,
in
cl
u
s
iv
e
lead
er
s
h
ip
o
f
p
r
in
cip
als
f
alls
u
n
d
er
th
e
ca
teg
o
r
y
o
f
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
,
teac
h
e
r
s
'
s
en
s
e
o
f
ef
f
icac
y
is
class
if
ied
as
a
p
er
s
o
n
al
co
g
n
itiv
e
f
a
cto
r
,
an
d
teac
h
e
r
s
'
in
n
o
v
ativ
e
b
eh
av
i
o
r
is
co
n
s
id
er
ed
a
b
e
h
av
io
r
al
f
ac
to
r
.
T
h
u
s
,
with
th
e
s
u
p
p
o
r
t
o
f
s
o
cial
c
o
g
n
itiv
e
th
e
o
r
y
,
th
e
th
r
ee
v
ar
iab
les in
th
is
s
tu
d
y
m
ay
h
av
e
t
h
e
f
o
llo
win
g
r
elatio
n
s
h
ip
s
.
Firstl
y
,
in
n
o
v
ativ
e
ac
tiv
ity
f
r
eq
u
en
tly
d
e
f
ies
ex
is
tin
g
n
o
r
m
s
an
d
en
tails
s
ig
n
if
ican
t
r
is
k
s
an
d
u
n
ce
r
tain
ty
[
1
2
].
T
ea
ch
er
s
r
eq
u
ir
e
a
f
ee
lin
g
o
f
ass
u
r
an
c
e
an
d
d
r
i
v
e
in
o
r
d
er
to
ac
ti
v
ely
p
a
r
ticip
ate
in
in
n
o
v
ativ
e
co
n
d
u
ct.
I
n
clu
s
iv
e
lead
er
s
h
a
v
e
a
h
ig
h
le
v
el
o
f
to
ler
an
ce
to
war
d
s
m
is
tak
es,
o
f
f
er
s
u
p
p
o
r
t
a
n
d
d
ir
ec
tio
n
to
t
h
eir
wo
r
k
er
s
wh
e
n
th
ey
m
ak
e
er
r
o
r
s
,
a
n
d
cu
ltiv
ate
a
s
ec
u
r
e
wo
r
k
in
g
atm
o
s
p
h
er
e
th
at
en
co
u
r
ag
es
s
taf
f
en
g
ag
em
e
n
t
in
in
n
o
v
ati
v
e
wo
r
k
[
1
3
]
.
Fu
r
t
h
er
m
o
r
e,
a
u
to
n
o
m
y
is
a
n
ec
ess
ar
y
c
o
n
d
itio
n
f
o
r
in
n
o
v
ativ
e
b
eh
av
io
r
,
an
d
in
cl
u
s
iv
e
lead
er
s
h
ip
f
o
s
ter
s
em
p
lo
y
ee
en
g
ag
em
en
t
in
d
ec
is
io
n
-
m
ak
i
n
g
p
r
o
ce
s
s
es
[1
4
]
,
wh
ile
also
p
r
o
v
id
in
g
s
u
p
p
o
r
t
f
o
r
t
h
e
g
en
er
atio
n
o
f
o
r
ig
in
al
id
ea
s
[1
5
]
.
T
h
er
e
f
o
r
e,
i
n
clu
s
iv
e
lead
er
s
h
ip
g
r
an
ts
teac
h
er
s
th
e
in
d
ep
en
d
en
ce
r
eq
u
ir
ed
to
co
n
ce
iv
e,
p
r
o
m
o
te,
an
d
ex
ec
u
te
n
o
v
el
c
o
n
ce
p
ts
.
Fu
r
t
h
er
m
o
r
e
,
d
i
v
er
s
ity
f
o
s
ter
s
in
n
o
v
atio
n
[
1
6
]
.
I
n
cl
u
s
iv
e
lead
er
s
h
ip
e
n
co
m
p
ass
e
s
a
lead
er
s
h
ip
s
ty
le
th
at
p
lace
s
im
p
o
r
tan
ce
o
n
d
iv
er
s
ity
,
ac
tiv
ely
lis
ten
s
to
th
e
p
er
s
p
ec
tiv
es
o
f
f
o
llo
wer
s
,
s
h
o
ws
r
esp
ec
t
f
o
r
d
if
f
er
en
ce
s
,
p
r
o
m
o
tes
a
s
en
s
e
o
f
b
elo
n
g
in
g
am
o
n
g
team
m
e
m
b
er
s
,
an
d
ac
k
n
o
wled
g
es
an
d
ap
p
r
ec
ia
tes
th
eir
in
d
iv
i
d
u
ali
ty
[1
3
]
.
T
h
u
s
,
we
p
r
o
p
o
s
e
h
y
p
o
th
esis
1
:
p
r
in
cip
a
l in
clu
s
iv
e
lead
er
s
h
ip
h
as a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
teac
h
er
s
'
in
n
o
v
ativ
e
b
eh
av
io
r
.
I
n
clu
s
iv
e
lead
er
s
p
lay
a
p
iv
o
tal
r
o
le
in
en
h
an
cin
g
teac
h
er
ef
f
icac
y
th
r
o
u
g
h
s
ev
er
al
m
e
ch
an
is
m
s
.
Firstl
y
,
th
ey
o
f
f
er
g
u
id
a
n
ce
,
p
r
o
f
ess
io
n
al
ad
v
ice,
an
d
u
n
wav
er
in
g
s
u
p
p
o
r
t
to
teac
h
e
r
s
,
th
er
eb
y
co
n
tr
ib
u
tin
g
to
teac
h
er
ac
h
iev
e
m
en
t.
T
h
is
ac
cu
m
u
latio
n
o
f
ac
h
iev
em
en
t
ex
p
er
ien
ce
s
s
er
v
es
to
b
o
ls
ter
teac
h
er
e
f
f
icac
y
.
Seco
n
d
ly
,
i
n
clu
s
iv
e
lead
er
s
s
er
v
e
as
in
f
l
u
en
tial
r
o
le
m
o
d
els.
T
h
ey
ac
tiv
ely
en
g
ag
e
in
d
is
cu
s
s
io
n
s
ab
o
u
t
o
r
g
an
izatio
n
al
g
o
als,
tak
in
g
t
h
e
in
itiativ
e
to
wo
r
k
to
war
d
s
th
eir
attain
m
en
t,
an
d
teac
h
er
s
lear
n
f
r
o
m
th
ese
b
eh
av
io
r
s
.
Ad
d
itio
n
ally
,
p
r
in
c
ip
als
s
h
ar
e
th
eir
ex
p
er
ien
ce
s
an
d
p
r
o
v
id
e
g
u
id
an
ce
,
en
ab
li
n
g
teac
h
er
s
to
g
ain
in
d
ir
ec
t
ex
p
er
ien
ce
,
wh
ich
p
o
s
itiv
ely
in
f
lu
en
ce
s
th
eir
s
en
s
e
o
f
ef
f
icac
y
[1
7
]
.
Simu
ltan
eo
u
s
ly
,
eq
u
itab
le
tr
ea
tm
en
t
o
f
all
teac
h
er
s
b
y
t
h
e
p
r
in
ci
p
al
cu
ltiv
ates
a
s
ettin
g
in
wh
ic
h
teac
h
er
s
,
u
p
o
n
witn
ess
in
g
en
h
an
ce
d
p
er
f
o
r
m
an
ce
a
m
o
n
g
th
eir
co
ll
ea
g
u
es
u
n
d
er
t
h
e
p
r
in
cip
al'
s
lead
er
s
h
ip
an
d
r
ec
eiv
in
g
ac
k
n
o
wled
g
m
en
t,
d
ev
elo
p
co
n
f
id
en
ce
in
th
eir
ca
p
ac
ity
to
in
cr
ea
s
e
th
eir
ef
f
ec
tiv
en
ess
v
ia
co
m
m
itted
en
d
ea
v
o
r
s
.
T
h
ir
d
ly
,
lead
er
s
with
an
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
3
3
8
-
4
3
4
5
4340
in
clu
s
iv
e
s
ty
le
co
m
m
u
n
icate
o
p
en
ly
with
teac
h
e
r
s
,
r
ec
o
g
n
ize
th
eir
co
n
tr
ib
u
tio
n
s
,
an
d
o
f
f
er
b
o
th
v
er
b
al
a
n
d
tan
g
ib
le
en
c
o
u
r
a
g
em
en
t.
T
h
is
ap
p
r
o
ac
h
b
o
o
s
ts
teac
h
er
s
'
co
n
f
id
en
ce
in
co
m
p
letin
g
t
h
eir
task
s
[
6
]
.
L
astl
y
,
in
clu
s
iv
e
lead
er
s
b
r
ea
k
awa
y
f
r
o
m
t
r
ad
itio
n
al
h
ier
ar
ch
ical
s
tr
u
ctu
r
es
b
y
tr
ea
tin
g
teac
h
er
s
as
eq
u
als,
f
o
s
ter
in
g
clo
s
e
r
elatio
n
s
h
ip
s
th
r
o
u
g
h
p
o
s
itiv
e
co
m
m
u
n
icatio
n
a
n
d
ass
is
tan
ce
.
T
h
is
ap
p
r
o
ac
h
g
en
er
ates
p
o
s
itiv
e
em
o
tio
n
s
am
o
n
g
teac
h
er
s
,
n
u
r
tu
r
in
g
a
s
en
s
e
o
f
b
elo
n
g
in
g
an
d
m
ain
tain
in
g
p
o
s
itiv
e
p
s
y
ch
o
lo
g
ical
en
er
g
y
with
in
th
e
team
[
1
3
].
C
o
n
s
eq
u
en
tly
,
we
p
r
o
p
o
s
e
th
e
f
o
llo
win
g
h
y
p
o
th
esis
2
:
p
r
in
cip
al
in
clu
s
iv
e
lead
er
s
h
ip
h
as a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
tea
ch
er
ef
f
icac
y
.
Self
-
ef
f
icac
y
p
r
o
f
o
u
n
d
ly
in
f
lu
en
ce
s
in
d
iv
id
u
al
b
eh
av
io
r
an
d
o
n
e'
s
ab
ilit
y
to
n
av
ig
ate
ch
alle
n
g
es [
1
8
]
.
T
h
is
in
n
er
b
elief
s
tr
en
g
th
en
s
th
e
ca
p
ac
ity
to
p
e
r
s
is
ten
tl
y
ex
p
er
im
e
n
t
with
in
n
o
v
ati
v
e
ac
tio
n
s
d
esp
ite
u
n
ce
r
tain
ties
.
B
an
d
u
r
a
a
n
d
L
o
ck
e
[
1
9
]
h
i
g
h
lig
h
ted
th
at
h
ig
h
s
elf
-
ef
f
icac
y
co
r
r
elate
s
with
in
cr
ea
s
ed
m
o
tiv
atio
n
,
s
u
s
tain
ed
e
f
f
o
r
t,
em
o
tio
n
al
s
tab
ilit
y
,
an
d
s
tr
ess
r
esil
ien
ce
.
C
o
n
s
eq
u
en
tly
,
th
o
s
e
with
h
eig
h
ten
ed
s
elf
-
ef
f
icac
y
ar
e
m
o
r
e
in
clin
e
d
to
p
u
r
s
u
e
ch
allen
g
in
g
en
d
ea
v
o
r
s
,
in
clu
d
in
g
in
n
o
v
atio
n
[
20
]
.
Su
ch
in
d
iv
id
u
als
ar
e
ad
ep
t
at
p
in
p
o
in
tin
g
is
s
u
es
with
in
in
n
o
v
ativ
e
b
eh
av
io
r
s
an
d
d
ev
is
in
g
n
o
v
el
s
o
lu
tio
n
s
[
2
1
]
,
th
er
e
b
y
ef
f
ec
tiv
ely
ad
d
r
ess
in
g
th
e
in
tr
i
ca
cies o
f
im
p
lem
en
tin
g
f
r
esh
i
d
ea
s
.
Mo
r
eo
v
er
,
teac
h
er
s
with
h
ig
h
lev
els
o
f
e
f
f
icac
y
h
av
e
h
ig
h
s
elf
-
co
n
f
id
en
ce
.
T
h
e
y
ar
e
m
o
r
e
lik
ely
to
r
esp
o
n
d
p
o
s
itiv
ely
to
u
n
k
n
o
wn
p
r
o
b
lem
s
an
d
d
if
f
icu
lties
,
r
ed
u
ci
n
g
in
n
o
v
atio
n
r
is
k
s
.
T
h
ey
ar
e
also
m
o
r
e
to
ler
an
t
o
f
f
ailed
attem
p
ts
at
i
n
n
o
v
atio
n
,
w
h
ich
is
ess
en
tial
f
o
r
i
n
n
o
v
atio
n
[
2
2
]
.
Acc
o
r
d
i
n
g
to
B
an
d
u
r
a
[
2
3
]
,
h
ig
h
s
elf
-
e
f
f
icac
y
r
atin
g
s
a
r
e
co
m
m
en
s
u
r
ate
with
o
v
er
co
m
in
g
d
o
m
ain
b
ar
r
ier
s
.
I
n
c
o
n
tr
a
s
t,
th
o
s
e
with
lo
w
s
elf
-
ef
f
icac
y
ex
h
i
b
it
co
n
f
o
r
m
i
s
m
an
d
f
in
d
it
d
if
f
icu
lt
to
f
ee
l
co
n
f
id
en
t
i
n
o
v
e
r
co
m
in
g
d
if
f
i
cu
lties
o
r
ac
h
iev
in
g
in
n
o
v
ativ
e
r
esu
lts
.
I
n
s
ch
o
o
ls
,
teac
h
er
ef
f
icac
y
is
an
im
p
o
r
tan
t
m
o
tiv
atio
n
al
f
ac
to
r
i
n
f
l
u
en
cin
g
i
n
n
o
v
ativ
e
teac
h
in
g
an
d
lear
n
i
n
g
[
2
4
]
.
B
ased
o
n
th
ese
o
b
s
er
v
atio
n
s
,
w
e
p
u
t
f
o
r
war
d
th
e
f
o
llo
win
g
h
y
p
o
th
esis
3
:
t
ea
ch
e
r
ef
f
icac
y
h
as a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
teac
h
er
s
'
in
n
o
v
ativ
e
b
eh
av
io
r
.
Self
-
ef
f
icac
y
p
lay
s
a
ce
n
tr
al
r
o
le
in
s
h
ap
in
g
in
d
i
v
id
u
al
b
eh
av
io
r
al
ch
o
ices
an
d
s
er
v
es
as
a
v
ital
lin
k
b
etwe
en
ex
ter
n
al
en
v
i
r
o
n
m
e
n
tal
in
f
lu
en
ce
s
an
d
in
d
iv
id
u
al
d
ec
is
io
n
-
m
ak
in
g
[
1
8
]
.
T
h
e
s
e
n
s
e
o
f
e
f
f
icac
y
is
in
s
tr
u
m
en
tal
in
elu
cid
atin
g
h
o
w
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
th
e
ir
wo
r
k
en
v
ir
o
n
m
en
t
im
p
ac
t
t
h
eir
b
e
h
av
io
r
s
an
d
ac
tiv
ities
,
s
er
v
in
g
as
a
p
r
ed
i
cto
r
o
f
teac
h
er
b
eh
av
i
o
r
[
2
2
]
.
Mo
r
e
o
v
er
,
s
elf
-
ef
f
icac
y
ca
n
ac
t
as
a
m
e
d
iato
r
b
etwe
en
s
p
ec
if
ic
lea
d
er
s
h
ip
b
eh
av
io
r
s
an
d
f
ac
to
r
s
ass
o
ciate
d
with
em
p
lo
y
ee
in
n
o
v
atio
n
[
2
5
]
.
L
ea
d
er
s
h
i
p
,
p
ar
ticu
lar
ly
th
e
p
r
in
ci
p
al'
s
c
o
n
d
u
ct,
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
teac
h
er
s
'
p
er
ce
p
tio
n
s
an
d
b
eh
av
io
r
s
[
2
6
]
.
Simu
ltan
eo
u
s
ly
,
an
in
d
i
v
id
u
al
'
s
p
er
ce
p
tio
n
o
f
th
eir
a
b
ilit
y
t
o
p
er
f
o
r
m
a
task
p
o
s
itiv
ely
c
o
r
r
elate
s
with
th
eir
p
er
f
o
r
m
an
ce
,
in
clu
d
i
n
g
cr
ea
ti
v
e
o
u
tp
u
t,
as
s
ee
n
in
c
r
ea
tiv
ity
r
esear
ch
[
2
7
]
.
B
u
ild
in
g
u
p
o
n
th
ese
p
r
em
is
es
an
d
th
e
p
r
e
v
io
u
s
h
y
p
o
th
eses
,
we
p
r
o
p
o
s
e
h
y
p
o
th
esis
4
:
t
ea
c
h
er
ef
f
icac
y
m
ed
iates
th
e
r
e
latio
n
s
h
ip
b
etwe
en
p
r
in
cip
al
in
clu
s
iv
e
lea
d
er
s
h
i
p
an
d
teac
h
er
s
'
in
n
o
v
ativ
e
b
eh
av
io
r
.
W
e
cr
ea
ted
a
m
o
d
el
illu
s
tr
atin
g
th
e
co
n
n
ec
tio
n
b
etwe
en
p
r
i
n
cip
al
in
clu
s
iv
e
lead
er
s
h
ip
,
teac
h
er
e
f
f
icac
y
,
an
d
teac
h
er
in
n
o
v
ativ
e
b
eh
av
io
r
b
ased
o
n
th
e
th
eo
r
ies an
d
ass
u
m
p
tio
n
s
m
en
tio
n
ed
.
T
h
is
m
o
d
el
is
d
e
p
icted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Hy
p
o
th
esized
r
esear
ch
m
o
d
el
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
i
n
v
esti
g
ated
teac
h
e
r
s
em
p
lo
y
e
d
in
p
u
b
lic
ju
n
io
r
h
ig
h
s
ch
o
o
ls
in
Gu
a
n
g
x
i,
C
h
in
a
.
Gu
an
g
x
i
is
a
p
r
o
v
in
cial
ad
m
in
is
tr
ativ
e
ter
r
ito
r
y
in
Ma
i
n
lan
d
C
h
in
a
a
n
d
h
as
b
ee
n
lis
ted
as
o
n
e
o
f
C
h
in
a's
f
iv
e
eth
n
ic
m
in
o
r
ity
au
to
n
o
m
o
u
s
r
eg
io
n
s
.
Gu
an
g
x
i
h
a
d
a
to
tal
o
f
2
,
0
2
4
p
u
b
lic
ju
n
io
r
h
i
g
h
s
ch
o
o
l
s
in
2
0
2
1
,
with
a
teac
h
in
g
s
taf
f
co
n
s
is
tin
g
o
f
1
7
2
,
1
3
1
teac
h
er
s
.
Ou
t
o
f
th
e
t
o
tal
n
u
m
b
e
r
o
f
teac
h
e
r
s
,
9
7
,
7
3
6
(
5
6
.
7
8
%)
wer
e
f
em
ale,
wh
ile
7
4
,
3
9
5
(
4
3
.
2
2
%
)
wer
e
m
ale.
Fo
r
th
e
s
tu
d
y
,
p
r
o
p
o
r
tio
n
al
s
t
r
atif
ied
s
am
p
lin
g
was
em
p
l
o
y
ed
.
Ap
p
ly
in
g
th
e
C
o
c
h
r
an
m
e
th
o
d
[
2
8
]
,
with
a
co
n
f
id
en
ce
in
te
r
v
al
(
C
I
)
o
f
0
.
9
9
an
d
a
m
ar
g
in
o
f
er
r
o
r
o
f
0
.
0
5
,
th
e
m
i
n
im
u
m
r
e
q
u
ir
ed
s
am
p
le
s
ize
f
o
r
th
is
s
tu
d
y
was
d
eter
m
in
ed
to
b
e
6
6
4
.
T
h
er
e
a
r
e
1
2
cities
in
Gu
an
g
x
i.
A
to
tal
o
f
8
6
4
q
u
esti
o
n
n
air
es
wer
e
d
is
tr
ib
u
ted
ac
r
o
s
s
2
0
0
p
u
b
lic
ju
n
io
r
h
ig
h
s
ch
o
o
ls
in
1
2
cities.
Ultim
ately
,
8
5
8
q
u
esti
o
n
n
air
es
wer
e
r
etu
r
n
ed
,
r
esu
ltin
g
in
a
r
et
u
r
n
r
ate
o
f
9
9
.
3
1
%.
Af
ter
elim
in
atin
g
in
v
alid
an
d
ab
n
o
r
m
al
r
esp
o
n
s
es,
6
7
1
v
alid
q
u
esti
o
n
n
air
es
r
em
ain
e
d
,
co
r
r
esp
o
n
d
in
g
to
an
ef
f
ec
tiv
e
r
ate
o
f
7
8
.
2
1
%.
C
o
n
s
eq
u
en
tly
,
v
alid
q
u
esti
o
n
n
air
es
s
u
r
p
ass
th
e
r
eq
u
ir
ed
m
in
im
u
m
s
am
p
le
s
ize.
P
rin
c
ip
a
l
I
n
c
lu
si
v
e
Lea
d
e
rsh
ip
Tea
c
h
e
r
In
n
o
v
a
ti
v
e
Be
h
a
v
i
or
T
e
a
c
h
e
r
E
ffica
c
y
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
r
ela
tio
n
s
h
ip
b
etw
ee
n
p
r
in
cip
a
l in
clu
s
ive
lea
d
ers
h
ip
,
tea
ch
er e
ffica
cy
a
n
d
tea
ch
ers
’
…
(
Mo
Do
n
g
xia
o
)
4341
Dem
o
g
r
ap
h
ic
ch
ar
ac
te
r
is
tics
o
f
th
e
s
am
p
le
ar
e
as:
r
eg
ar
d
in
g
g
en
d
er
,
2
4
%
o
f
r
esp
o
n
d
e
n
ts
ar
e
m
ale,
wh
ile
7
6
%
ar
e
f
em
ale.
I
n
ter
m
s
o
f
eth
n
icity
,
5
6
.
3
%
b
elo
n
g
to
th
e
Han
eth
n
icity
,
wh
ile
4
3
.
7
%
ar
e
f
r
o
m
eth
n
ic
m
in
o
r
ities
.
Ag
e
-
wis
e,
6
2
.
6
%
ar
e
u
n
d
er
4
0
y
ea
r
s
o
ld
,
2
6
.
7
%
ar
e
ag
ed
b
etwe
en
4
0
an
d
4
9
,
an
d
1
0
.
7
%
ar
e
5
0
y
ea
r
s
o
ld
o
r
o
ld
er
.
I
n
ter
m
s
o
f
ed
u
ca
tio
n
,
9
6
%
h
o
ld
a
b
ac
h
el
o
r
'
s
d
eg
r
ee
o
r
h
ig
h
e
r
.
Ab
o
u
t 5
1
.
6
%
h
av
e
1
0
y
ea
r
s
o
f
teac
h
in
g
ex
p
e
r
ien
ce
o
r
less
,
wh
ile
4
8
.
5
% h
a
v
e
m
o
r
e
th
an
1
0
y
ea
r
s
o
f
teac
h
in
g
ex
p
e
r
ien
c
e.
All
v
ar
iab
les
wer
e
m
ea
s
u
r
ed
o
n
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le,
with
h
ig
h
er
s
co
r
es
r
ep
r
esen
t
in
g
h
ig
h
er
lev
els.
Prin
cip
al's
in
clu
s
iv
e
le
ad
er
s
h
ip
was
g
au
g
ed
u
s
in
g
a
9
item
s
s
ca
le
[
1
3
]
,
with
a
C
r
o
n
b
ac
h
'
s
alp
h
a
o
f
0
.
9
4
.
I
n
o
u
r
s
tu
d
y
,
th
e
s
ca
le
ex
h
ib
i
ted
a
C
r
o
n
b
ac
h
'
s
alp
h
a
o
f
0
.
9
7
6
.
T
ea
c
h
er
ef
f
icac
y
was
ass
e
s
s
ed
u
s
in
g
T
s
ch
an
n
en
-
Mo
r
an
a
n
d
Ho
y
’
s
24
item
s
s
ca
le
[
8
]
,
en
c
o
m
p
ass
in
g
th
r
ee
d
im
en
s
io
n
s
:
teac
h
in
g
s
tr
ateg
y
ef
f
icac
y
(
8
item
s
;
C
r
o
n
b
ac
h
'
s
α
=
0
.
9
1
)
,
class
r
o
o
m
m
an
ag
em
en
t
ef
f
icac
y
(
8
item
s
;
C
r
o
n
b
ac
h
'
s
α
=
0
.
9
0
)
,
an
d
s
tu
d
en
t
en
g
ag
em
e
n
t
ef
f
icac
y
(
8
item
s
;
C
r
o
n
b
ac
h
'
s
α
=
0
.
8
7
)
.
I
n
th
e
cu
r
r
en
t
s
tu
d
y
,
C
r
o
n
b
ac
h
'
s
alp
h
a
v
alu
es
f
o
r
t
h
ese
d
im
en
s
io
n
s
wer
e
0
.
9
1
1
,
0
.
9
2
0
,
an
d
0
.
9
1
9
,
r
esp
ec
tiv
el
y
.
T
h
e
teac
h
er
s
'
in
n
o
v
atio
n
b
e
h
av
io
r
s
ca
le
in
th
is
s
tu
d
y
,
co
m
p
r
is
in
g
2
0
item
s
,
was
a
d
ap
ted
b
y
Z
ain
al
an
d
Ma
to
r
e
[
1
]
.
T
h
is
m
ea
s
u
r
e
in
clu
d
e
s
f
o
u
r
d
im
e
n
s
io
n
s
:
ex
p
lo
r
in
g
o
p
p
o
r
tu
n
ities
(
5
item
s
)
,
g
en
er
atin
g
id
ea
s
(
5
item
s
)
,
p
r
o
m
o
tin
g
i
d
ea
s
(
5
item
s
)
,
a
n
d
r
ea
lizin
g
i
d
ea
s
(
5
item
s
)
,
with
in
itial
C
r
o
n
b
ac
h
alp
h
a
v
alu
es
b
etwe
en
0
.
7
8
8
a
n
d
0
.
8
5
6
.
Fo
r
th
is
s
tu
d
y
,
th
e
r
esp
ec
tiv
e
C
r
o
n
b
ac
h
alp
h
a
v
alu
es f
o
r
th
ese
d
im
e
n
s
io
n
s
wer
e
0
.
8
3
3
,
0
.
8
9
0
,
0
.
9
2
3
,
an
d
0
.
9
0
8
.
T
h
is
s
tu
d
y
em
p
lo
y
ed
SP
SS
2
7
.
0
.
1
.
0
a
n
d
AM
OS
2
3
.
0
.
0
f
o
r
d
ata
m
a
n
ag
em
e
n
t
an
d
an
a
ly
s
is
.
T
h
e
an
aly
tical
p
r
o
ce
s
s
in
clu
d
ed
:
t
h
e
co
v
ar
ian
ce
b
ase
SEM
tech
n
i
q
u
e
was
u
tili
ze
d
to
ex
am
in
e
th
e
h
y
p
o
th
eses
.
T
est
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
f
ir
s
t
b
ef
o
r
e
d
is
cu
s
s
in
g
th
e
p
ath
a
n
aly
s
is
am
o
n
g
laten
t
v
ar
iab
les
(
f
ac
to
r
s
/s
tr
u
ctu
r
es).
C
o
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
was
u
s
ed
to
ev
alu
ate
t
h
e
m
ea
s
u
r
em
en
t
m
o
d
els
an
d
test
th
e
u
n
id
im
en
s
io
n
ality
,
v
alid
ity
,
an
d
r
eliab
ilit
y
o
f
a
n
u
n
o
b
s
er
v
e
d
laten
t
co
n
s
tr
u
ct
(
f
ac
to
r
)
[
2
9
]
.
On
ce
th
e
m
o
d
el
f
it
is
co
m
p
lete,
th
e
p
ath
m
o
d
el
b
etwe
en
p
o
ten
tial
v
ar
iab
les will b
e
ev
alu
ated
.
Fo
r
th
e
m
ed
iatio
n
an
al
y
s
is
,
we
u
s
ed
b
o
o
ts
tr
ap
test
s
.
C
o
n
f
ir
m
ato
r
y
f
ac
t
o
r
an
aly
s
is
was
p
er
f
o
r
m
ed
to
ass
ess
t
h
e
m
ea
s
u
r
em
en
t
m
o
d
els
f
o
r
p
r
in
cip
al
in
clu
s
iv
e
lead
er
s
h
ip
,
teac
h
er
ef
f
icac
y
,
a
n
d
teac
h
e
r
s
'
in
n
o
v
a
tiv
e
b
eh
av
i
o
r
.
Af
ter
m
o
d
if
y
in
g
th
e
m
ea
s
u
r
em
en
t
m
o
d
el,
a
s
atis
f
ac
to
r
y
m
o
d
el
was
ac
h
iev
ed
with
th
e
f
o
llo
win
g
m
o
d
el
f
it
in
d
ices:
X2
/d
f
=2
.
7
8
9
,
T
L
I
=
0
.
9
4
6
,
C
FI=
0
.
9
5
0
,
SR
MR=0
.
0
6
,
an
d
R
MSE
A=
0
.
0
5
2
.
T
h
e
m
o
d
el'
s
v
alid
ity
an
d
r
eliab
ilit
y
r
esu
lt
s
ar
e
p
r
esen
ted
in
T
ab
le
1
.
All
f
ac
to
r
lo
ad
in
g
s
ab
o
v
e
0
.
6
.
T
h
e
co
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
v
alu
es
ar
e
0
.
8
1
5
,
0
.
9
1
3
,
an
d
0
.
7
9
7
,
all
o
f
wh
ich
a
b
o
v
e
t
h
e
th
r
esh
o
l
d
o
f
0
.
7
,
in
d
icatin
g
s
tr
o
n
g
r
eli
ab
ilit
y
.
Similar
ly
,
th
e
av
er
ag
e
v
ar
ian
ce
ex
t
r
ac
ted
(
AVE
)
v
alu
es
ar
e
0
.
8
1
5
,
0
.
9
1
3
,
an
d
0
.
7
9
7
,
all
o
f
wh
ich
m
ee
t
th
e
m
in
im
u
m
r
eq
u
ir
em
e
n
t
o
f
0
.
5
,
d
em
o
n
s
tr
atin
g
s
atis
f
ac
to
r
y
co
n
v
e
r
g
en
t
v
alid
i
ty
.
Mo
r
e
o
v
er
,
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
f
ac
t
o
r
AVE
s
u
r
p
ass
es
th
e
co
r
r
elatio
n
co
ef
f
icien
t
o
f
th
e
f
ac
t
o
r
with
o
th
er
f
ac
to
r
s
,
wh
ich
s
u
g
g
ests
th
at
th
er
e
is
s
a
tis
f
ac
to
r
y
d
is
cr
im
in
an
t
v
alid
ity
.
T
h
er
ef
o
r
e,
th
e
m
ea
s
u
r
em
en
t m
o
d
el
is
co
n
s
id
er
ed
a
p
p
r
o
p
r
iate
f
o
r
ex
a
m
in
in
g
t
h
e
s
u
cc
ee
d
in
g
s
tr
u
ctu
r
al
m
o
d
el.
Giv
en
th
at
all
v
ar
iab
les
wer
e
co
llected
f
r
o
m
th
e
s
am
e
s
o
u
r
ce
s
im
u
ltan
eo
u
s
ly
,
th
er
e
was
a
p
o
ten
tial
co
n
ce
r
n
r
eg
ar
d
in
g
c
o
m
m
o
n
m
eth
o
d
v
a
r
ian
ce
(
C
MV
)
.
T
o
ass
ess
it
s
in
f
lu
en
ce
,
we
co
n
d
u
ct
ed
Har
m
an
'
s
On
e
-
f
ac
to
r
test
.
T
h
e
f
it
in
d
ices
f
o
r
th
e
s
in
g
le
-
f
ac
to
r
m
o
d
el
(
X2
/d
f
=1
7
.
3
6
0
;
T
L
I
=0
.
5
0
5
,
C
FI=
0
.
5
3
5
,
SR
MR=0
.
1
3
9
,
R
MSE
A=
0
.
1
5
6
)
wer
e
n
o
tab
ly
lo
wer
,
in
d
icatin
g
a
wo
r
s
e
f
it
co
m
p
ar
ed
to
th
e
th
r
ee
-
f
ac
to
r
m
o
d
el.
C
o
n
s
eq
u
en
tly
,
C
MV
d
o
es n
o
t
ap
p
ea
r
to
b
e
a
s
ig
n
if
ican
t
co
n
c
er
n
af
f
ec
tin
g
o
u
r
r
esu
lts
.
T
ab
le
1
.
R
eliab
ilit
y
an
d
v
alid
ity
an
aly
s
es o
f
th
e
f
u
ll m
ea
s
u
r
e
m
en
t m
o
d
el
I
t
e
m
Est
i
m
a
t
e
AVE
CR
1
2
3
1
.
P
r
i
n
c
i
p
a
l
i
n
c
l
u
si
v
e
l
e
a
d
e
r
sh
i
p
6
0
.
8
5
9
-
0
.
9
3
3
0
.
8
1
5
0
.
9
6
3
0
.
9
0
3
2
.
Te
a
c
h
e
r
e
f
f
i
c
a
c
y
13
0
.
6
7
9
-
0
.
8
5
5
0
.
9
1
3
0
.
9
6
9
0
.
4
2
6
*
*
*
0
.
9
5
5
3
.
Te
a
c
h
e
r
s'
i
n
n
o
v
a
t
i
v
e
b
e
h
a
v
i
o
r
16
0
.
6
1
3
-
0
.
8
8
4
0
.
7
9
7
0
.
9
4
0
.
3
7
9
*
*
*
0
.
6
1
3
*
*
*
0
.
8
9
3
N
o
t
e
:
D
i
a
g
o
n
a
l
s
r
e
p
r
e
se
n
t
t
h
e
sq
u
a
r
e
r
o
o
t
o
f
t
h
e
a
v
e
r
a
g
e
v
a
r
i
a
n
c
e
e
x
t
r
a
c
t
e
d
,
w
h
i
l
e
t
h
e
o
t
h
e
r
e
n
t
r
i
e
s
r
e
p
r
e
s
e
n
t
t
h
e
s
q
u
a
r
e
d
c
o
r
r
e
l
a
t
i
o
n
c
o
e
f
f
i
c
i
e
n
t
s
.
n
=
6
7
1
t
e
a
c
h
e
r
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics a
nd
co
rr
ela
t
io
n a
na
ly
s
es
Descr
ip
tiv
e
s
tatis
tics
an
d
co
r
r
elatio
n
an
aly
s
es
wer
e
p
er
f
o
r
m
ed
.
T
h
e
m
ea
n
s
co
r
es
wer
e
3
.
8
3
7
f
o
r
p
r
in
c
ip
al
i
n
clu
s
iv
e
lead
e
r
s
h
ip
(
SD=
0
.
9
1
2
)
,
3
.
9
7
3
f
o
r
teac
h
er
ef
f
icac
y
(
SD=
0
.
5
6
7
)
,
an
d
3
.
4
9
7
f
o
r
te
ac
h
er
in
n
o
v
ativ
e
b
e
h
av
io
r
(
SD=
0
.
5
9
8
)
.
Po
s
itiv
e
co
r
r
elatio
n
s
wer
e
f
o
u
n
d
b
etwe
en
p
r
in
cip
al
in
clu
s
iv
e
lead
er
s
h
ip
an
d
t
ea
ch
er
in
n
o
v
ativ
e
b
e
h
av
io
r
(
r
=0
.
3
6
0
,
p
<
0
.
0
1
)
,
an
d
teac
h
er
ef
f
icac
y
(
r
=
0
.
4
1
6
,
p
<
0
.
0
1
)
.
M
o
r
eo
v
e
r
,
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
ex
is
ted
b
etwe
en
teac
h
er
ef
f
ica
cy
a
n
d
in
n
o
v
ativ
e
b
eh
a
v
io
r
(
r
=0
.
5
9
0
,
p
<
0
.
0
1
)
,
alig
n
in
g
with
t
h
e
p
r
o
p
o
s
ed
h
y
p
o
th
eses
.
3
.
2
.
Str
uct
ura
l
m
o
del
I
n
th
e
f
o
llo
win
g
,
we
co
n
s
tr
u
ct
a
s
tr
u
ctu
r
al
e
q
u
atio
n
m
o
d
el
f
o
r
p
ath
an
aly
s
is
.
T
h
e
m
o
d
el
e
x
h
ib
ited
a
n
ac
ce
p
tab
le
f
it
with
t
h
e
f
o
llo
win
g
in
d
ices:
X2
/d
f
=
2
.
7
8
9
,
T
L
I
=0
.
9
4
6
,
C
FI=
0
.
9
5
0
,
S
R
MR=
0
.
0
6
0
,
an
d
R
MS
E
A=
0
.
0
5
2
.
R
ef
er
r
in
g
to
th
e
Am
o
s
o
u
tp
u
t,
a
s
tan
d
ar
d
ized
t
o
tal
ef
f
ec
t
o
f
0
.
3
7
9
(
p
<
0
.
0
1
)
,
allo
ws
f
o
r
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
3
3
8
-
4
3
4
5
4342
f
u
r
th
er
an
aly
s
is
.
T
ab
le
2
p
r
e
s
en
ts
th
e
p
ath
an
aly
s
is
r
esu
lts
:
p
r
in
cip
al
in
cl
u
s
iv
e
lead
er
s
h
ip
d
e
m
o
n
s
tr
ated
a
p
o
s
itiv
e
r
elatio
n
to
teac
h
e
r
s
'
in
n
o
v
ativ
e
b
eh
av
i
o
r
(
β=0
.
5
4
4
,
p
<
0
.
0
0
1
)
,
th
e
r
eb
y
s
u
p
p
o
r
tin
g
h
y
p
o
th
esis
1
.
Prin
cip
al
in
clu
s
iv
e
lead
er
s
h
i
p
was
p
o
s
itiv
ely
ass
o
ci
ated
with
teac
h
er
ef
f
icac
y
(
β=0
.
4
1
9
,
p
<
0
.
0
0
1
)
,
t
h
u
s
co
n
f
ir
m
in
g
h
y
p
o
th
esis
2
.
T
e
ac
h
er
ef
f
icac
y
was
p
o
s
itiv
ely
ass
o
ciate
d
with
teac
h
er
s
'
in
n
o
v
ativ
e
b
e
h
av
io
r
(
β=0
.
1
5
1
,
p
<
0
.
0
0
1
)
,
s
u
b
s
tan
ti
atin
g
h
y
p
o
th
esis
3
.
T
ab
le
2
.
Path
test
in
g
o
f
s
tr
u
ctu
r
al
m
o
d
els
P
a
t
h
U
n
st
d
.
S
t
d
.
S
.
E.
C
.
R
.
P
P
r
i
n
c
i
p
a
l
i
n
c
l
u
s
i
v
e
l
e
a
d
e
r
sh
i
p
→
t
e
a
c
h
e
r
e
f
f
i
c
a
c
y
0
.
2
3
2
0
.
4
1
9
0
.
0
2
4
9
.
6
6
3
***
Te
a
c
h
e
r
e
f
f
i
c
a
c
y
→
t
e
a
c
h
e
r
s’
i
n
n
o
v
a
t
i
v
e
b
e
h
a
v
i
o
r
0
.
1
1
5
0
.
1
5
1
0
.
0
2
9
3
.
9
7
5
***
P
r
i
n
c
i
p
a
l
i
n
c
l
u
s
i
v
e
l
e
a
d
e
r
sh
i
p
→
t
e
a
c
h
e
r
s’
i
n
n
o
v
a
t
i
v
e
b
e
h
a
v
i
o
r
0
.
7
4
8
0
.
5
4
4
0
.
0
6
8
1
1
.
0
5
5
***
N
o
t
e
:
*
p
<
0
.
0
5
,
*
*
p
<
0
.
0
1
,
*
*
*
p
<
0
.
0
0
1
.
n
=
6
7
1
t
e
a
c
h
e
r
s.
3
.
3
.
T
he
m
edia
t
ing
a
na
ly
s
is
T
o
ex
am
in
e
th
e
m
ed
iatin
g
r
o
le
o
f
teac
h
er
ef
f
icac
y
in
th
e
lin
k
b
etwe
en
p
r
in
cip
al'
s
in
clu
s
iv
e
lead
er
s
h
ip
an
d
teac
h
er
s
'
in
n
o
v
ativ
e
b
eh
av
io
r
,
we
u
tili
ze
d
a
b
o
o
ts
tr
ap
p
in
g
m
eth
o
d
with
5
,
0
0
0
s
am
p
les.
T
ab
le
3
d
etails
th
e
r
esu
lts
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
t
h
e
p
r
in
cip
al'
s
in
clu
s
iv
e
lead
er
s
h
i
p
s
ig
n
if
ica
n
tly
an
d
p
o
s
itiv
ely
in
f
lu
en
ce
s
teac
h
er
s
'
in
n
o
v
ativ
e
b
eh
av
io
r
in
d
ir
ec
tly
t
h
r
o
u
g
h
en
h
an
ce
d
teac
h
er
ef
f
icac
y
(
in
d
ir
ec
t
ef
f
ec
t=0
.
2
2
8
,
9
5
%
C
I
=[
0
.
1
7
9
,
0
.
2
8
6
]
,
SE
=0
.
0
2
7
,
p
<0
.
0
0
1
)
.
T
h
e
r
atio
o
f
in
d
ir
ec
t
ef
f
ec
ts
to
to
tal
ef
f
ec
ts
is
6
0
.
1
6
%
.
Ad
d
itio
n
ally
,
th
e
d
ir
ec
t
im
p
ac
t
o
f
p
r
in
cip
al'
s
in
clu
s
iv
e
lead
er
s
h
ip
o
n
teac
h
er
s
'
in
n
o
v
ativ
e
b
eh
av
io
r
was
also
s
ig
n
if
ican
t
(
d
ir
ec
t
ef
f
ec
t=0
.
1
5
1
,
9
5
%
C
I
=[
0
.
0
6
9
,
0
.
2
4
1
]
,
SE
=0
.
0
4
4
,
p
<
0
.
0
0
1
)
.
Hen
ce
,
teac
h
er
ef
f
icac
y
ac
ts
as
a
p
ar
tial
m
ed
iato
r
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
in
cip
al'
s
in
clu
s
iv
e
lead
er
s
h
ip
an
d
teac
h
er
s
'
in
n
o
v
ativ
e
b
eh
av
io
r
,
af
f
ir
m
in
g
th
e
v
alid
it
y
o
f
th
e
m
ed
iatin
g
m
o
d
el.
T
ab
le
3
.
B
o
o
ts
tr
ap
p
i
n
g
r
esu
lts
f
o
r
th
e
s
tan
d
ar
d
ized
d
ir
ec
t,
in
d
ir
ec
t,
an
d
t
o
tal
ef
f
ec
ts
o
f
v
ar
i
ab
les
C
o
n
st
r
u
c
t
P
o
i
n
t
e
st
i
ma
t
i
o
n
SE
Bias
-
c
o
r
r
e
c
t
e
d
9
5
%
C
I
P
e
r
c
e
n
t
i
l
e
9
5
%C
I
Lo
w
e
r
U
p
p
e
r
P
Lo
w
e
r
U
p
p
e
r
P
P
r
i
n
c
i
p
a
l
i
n
c
l
u
s
i
v
e
l
e
a
d
e
r
sh
i
p
→
t
e
a
c
h
e
r
e
f
f
i
c
a
c
y
→
t
e
a
c
h
e
r
s
’
i
n
n
o
v
a
t
i
v
e
b
e
h
a
v
i
o
r
I
n
d
i
r
e
c
t
e
f
f
e
c
t
0
.
2
2
8
0
.
0
2
7
0
.
1
7
9
0
.
2
8
6
0
0
.
1
7
7
0
.
2
8
3
0
D
i
r
e
c
t
e
f
f
e
c
t
0
.
1
5
1
0
.
0
4
4
0
.
0
6
9
0
.
2
4
1
0
0
.
0
6
5
0
.
2
3
7
0
To
t
a
l
e
f
f
e
c
t
0
.
3
7
9
0
.
0
4
6
0
.
2
8
6
0
.
4
6
4
0
0
.
2
8
6
0
.
4
6
5
0
3
.
4
.
Dis
cus
s
io
n
All
th
e
p
r
o
p
o
s
ed
h
y
p
o
th
eses
in
th
is
in
v
esti
g
atio
n
wer
e
co
n
f
ir
m
ed
.
Prin
cip
als
wh
o
p
r
ac
tice
in
clu
s
iv
e
lead
er
s
h
ip
h
av
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
th
e
in
n
o
v
ativ
e
b
eh
av
i
o
r
o
f
teac
h
e
r
s
.
T
h
e
p
r
in
cip
al'
s
ef
f
ec
tiv
e
in
clu
s
iv
e
lead
er
s
h
ip
p
o
s
itiv
ely
in
f
lu
en
c
es
t
ea
ch
er
e
f
f
icac
y
.
T
ea
ch
e
r
ef
f
icac
y
h
as
a
b
en
ef
icial
im
p
ac
t
o
n
th
e
ex
ten
t
to
wh
ich
teac
h
er
s
en
g
a
g
e
in
in
n
o
v
ativ
e
ac
tiv
ity
.
T
ea
c
h
er
ef
f
ic
ac
y
s
er
v
es
as
an
in
ter
m
ed
iar
y
in
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
in
cip
al
i
n
clu
s
iv
e
le
ad
er
s
h
ip
an
d
teac
h
er
in
n
o
v
ativ
e
b
eh
av
io
r
.
T
h
is
s
tu
d
y
p
r
o
v
i
d
es
f
u
r
th
er
ev
id
en
ce
s
u
p
p
o
r
tin
g
th
e
b
en
ef
icial
im
p
ac
t
o
f
p
r
in
cip
als'
in
clu
s
iv
e
lead
er
s
h
ip
o
n
teac
h
er
s
'
in
n
o
v
ativ
e
ac
tio
n
s
.
Prin
cip
als
wh
o
p
r
ac
tice
in
clu
s
iv
e
lead
er
s
h
ip
v
alu
e
s
taf
f
in
p
u
t,
p
r
io
r
itizin
g
co
m
m
u
n
icatio
n
with
teac
h
er
s
an
d
aid
in
g
in
p
r
o
b
lem
-
so
lv
in
g
.
T
h
is
ap
p
r
o
ac
h
f
o
s
ter
s
s
tr
o
n
g
r
elatio
n
s
h
ip
s
an
d
en
h
a
n
ce
s
t
ea
ch
er
s
'
p
s
y
ch
o
lo
g
ical
s
ec
u
r
i
ty
[
30
]
,
th
er
eb
y
en
c
o
u
r
a
g
in
g
th
em
t
o
ch
allen
g
e
o
r
g
an
izatio
n
al
n
o
r
m
s
an
d
em
b
r
ac
e
in
n
o
v
atio
n
.
T
h
e
f
in
d
in
g
s
o
f
th
is
in
v
esti
g
atio
n
alig
n
w
ith
th
e
o
u
tco
m
es
o
f
co
m
p
ar
ab
le
in
v
esti
g
atio
n
s
co
n
d
u
cted
in
d
if
f
e
r
en
t
n
atio
n
s
[3
1
]
,
[
3
2
].
T
h
e
s
tu
d
y
'
s
s
am
p
le
co
n
s
is
ts
o
f
teac
h
er
s
in
C
h
in
a,
in
d
icatin
g
th
at
th
e
co
r
r
elatio
n
b
etwe
en
i
n
clu
s
iv
e
lead
er
s
h
ip
o
f
p
r
in
cip
als
an
d
teac
h
er
s
'
in
n
o
v
ativ
e
ac
tio
n
s
r
em
ain
s
co
n
s
is
ten
t a
cr
o
s
s
v
ar
io
u
s
n
atio
n
s
an
d
lo
ca
tio
n
s
.
Fu
r
th
er
m
o
r
e
,
th
e
p
r
ac
tice
o
f
i
n
clu
s
iv
e
lead
er
s
h
ip
b
y
p
r
in
cip
als
is
p
o
s
itiv
ely
co
r
r
elate
d
with
teac
h
e
r
ef
f
icac
y
.
I
n
clu
s
iv
e
lead
er
s
h
ip
en
tails
p
r
in
cip
als
ac
tiv
ely
e
n
g
ag
in
g
in
co
m
m
u
n
icatio
n
,
e
n
co
u
r
a
g
in
g
teac
h
er
p
ar
ticip
atio
n
i
n
d
ec
is
io
n
-
m
ak
in
g
,
a
n
d
ass
is
tin
g
with
p
r
o
b
l
em
-
s
o
lv
in
g
.
T
h
is
o
p
en
co
m
m
u
n
icatio
n
ch
an
n
el
en
s
u
r
es
th
at
teac
h
er
s
f
ee
l
co
m
f
o
r
ta
b
le
ap
p
r
o
ac
h
in
g
p
r
in
cip
als
with
is
s
u
es,
th
er
eb
y
s
tr
en
g
th
en
in
g
th
e
p
r
in
cip
al
-
teac
h
e
r
r
elatio
n
s
h
ip
an
d
b
o
o
s
tin
g
teac
h
er
s
'
co
n
f
id
en
ce
in
th
eir
ab
ilit
ies
[3
3
]
.
P
r
in
cip
als'
in
clu
s
iv
e
lead
er
s
h
ip
,
ch
ar
ac
ter
ized
b
y
its
s
u
p
p
o
r
tiv
e
n
atu
r
e,
en
h
an
c
es
teac
h
er
s
'
s
e
lf
-
ass
u
r
an
ce
in
th
eir
p
r
o
f
es
s
io
n
al
ca
p
ac
ities
.
Pre
v
io
u
s
s
tu
d
ies
[
3
4
]
,
[3
5
]
n
o
ted
th
at
em
p
lo
y
ee
s
'
s
elf
-
ef
f
icac
y
p
er
ce
p
tio
n
s
im
p
r
o
v
e
u
n
d
er
m
an
ag
er
s
wh
o
d
is
p
lay
in
clu
s
iv
e
b
eh
av
i
o
r
s
.
Ou
r
s
tu
d
y
y
ield
ed
s
im
ilar
f
in
d
in
g
s
f
o
r
th
e
f
ir
s
t
tim
e
with
in
an
ed
u
c
atio
n
al
o
r
g
an
izatio
n
al
s
ettin
g
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
f
u
r
th
er
af
f
ir
m
s
th
at
teac
h
e
r
ef
f
icac
y
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
s
teac
h
er
s
'
in
n
o
v
ativ
e
b
e
h
av
io
r
.
T
ea
ch
e
r
s
with
h
ig
h
er
s
elf
-
ef
f
icac
y
lev
els
f
ee
l
m
o
r
e
co
n
f
id
en
t
i
n
th
eir
s
k
ills
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
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SS
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2252
-
8
8
2
2
Th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
p
r
in
cip
a
l in
clu
s
ive
lea
d
ers
h
ip
,
tea
ch
er e
ffica
cy
a
n
d
tea
ch
ers
’
…
(
Mo
Do
n
g
xia
o
)
4343
k
n
o
wled
g
e
[3
6
]
,
m
a
k
in
g
t
h
e
m
b
o
ld
e
r
in
u
n
d
er
ta
k
in
g
c
h
allen
g
in
g
e
n
d
ea
v
o
r
s
lik
e
in
n
o
v
a
tiv
e
b
eh
av
io
r
s
[3
7
]
.
Hig
h
-
ef
f
icac
y
teac
h
er
s
ar
e
t
y
p
ically
m
o
r
e
o
p
e
n
to
n
ew
id
ea
s
an
d
ea
g
er
t
o
ex
p
e
r
i
m
en
t,
f
o
s
ter
in
g
t
h
eir
en
g
ag
em
e
n
t in
in
n
o
v
ativ
e
ac
ti
v
ities
[3
8
]
,
t
h
is
was
in
lin
e
with
p
r
ev
i
o
u
s
s
tu
d
ies
[
1
]
,
[
2
1
]
.
C
r
u
cially
,
th
e
s
tu
d
y
d
em
o
n
s
tr
ates
th
at
teac
h
er
ef
f
icac
y
is
a
f
ac
to
r
in
lin
k
in
g
p
r
in
cip
als
’
in
clu
s
iv
e
lead
er
s
h
ip
with
teac
h
er
s
’
in
n
o
v
ativ
e
b
e
h
av
io
r
,
s
er
v
in
g
as
a
p
ar
tial
m
e
d
iato
r
.
I
n
clu
s
iv
e
lead
er
s
n
o
t
o
n
ly
p
r
o
v
id
e
p
o
s
itiv
e
s
u
p
p
o
r
t
an
d
r
eso
u
r
ce
s
b
u
t
also
s
et
an
d
en
co
u
r
a
g
e
h
ig
h
er
g
o
al
attain
m
en
t,
an
d
d
is
cu
s
s
s
tr
ateg
ies
to
ac
h
iev
e
th
ese
g
o
a
ls
with
teac
h
er
s
.
T
h
is
ap
p
r
o
ac
h
en
h
an
ce
s
teac
h
e
r
e
f
f
icac
y
,
wh
ich
in
tu
r
n
,
s
p
u
r
s
in
n
o
v
ativ
e
b
eh
a
v
io
r
s
.
T
h
is
f
in
d
in
g
is
also
co
n
s
is
ten
t
with
r
e
s
ea
r
ch
o
n
b
u
s
in
ess
o
r
g
an
izati
o
n
s
[
3
9
]
.
I
t
is
also
th
e
f
ir
s
t
s
tu
d
y
to
ar
g
u
e
th
at
teac
h
er
ef
f
icac
y
m
ed
iates
th
e
r
e
latio
n
s
h
ip
b
etwe
en
p
r
in
cip
al
i
n
clu
s
iv
e
lead
er
s
h
ip
a
n
d
teac
h
er
i
n
n
o
v
ativ
e
b
e
h
av
i
o
r
.
T
h
is
d
is
co
v
e
r
y
f
ills
a
g
ap
in
p
ast r
esear
ch
.
T
h
is
s
tu
d
y
h
o
ld
s
s
ig
n
if
ican
t
th
eo
r
etica
l
co
n
s
eq
u
en
ce
s
.
T
h
e
i
n
teg
r
ativ
e
m
o
d
el
d
e
m
o
n
s
tr
ate
s
th
e
d
ir
ec
t
ef
f
ec
ts
o
f
in
clu
s
iv
e
lead
er
s
h
i
p
b
y
p
r
in
cip
als
o
n
teac
h
e
r
s
’
in
n
o
v
ativ
e
ac
tio
n
s
,
wh
ile
also
h
ig
h
lig
h
tin
g
t
h
e
in
d
ir
ec
t
ef
f
ec
t
o
f
teac
h
er
ef
f
ic
ac
y
as
a
m
ed
iato
r
.
T
h
is
o
u
tco
m
e
alig
n
s
with
B
an
d
u
r
a
’
s
s
o
c
ial
co
g
n
itiv
e
th
eo
r
y
an
d
r
ein
f
o
r
ce
s
th
e
p
r
in
ci
p
les
o
f
s
o
cial
co
g
n
itiv
e
th
eo
r
y
,
wh
ich
p
o
s
its
th
at
th
e
en
v
ir
o
n
m
en
t,
s
elf
-
ef
f
icac
y
,
a
n
d
co
n
d
u
ct
ar
e
i
n
ter
co
n
n
ec
ted
,
a
n
d
th
at
th
e
e
n
v
ir
o
n
m
en
t
ex
er
t
s
its
in
f
lu
en
ce
o
n
b
eh
av
i
o
r
t
h
r
o
u
g
h
s
elf
-
ef
f
icac
y
.
Fu
r
th
er
m
o
r
e
,
th
e
m
o
d
el
alig
n
s
with
f
in
d
i
n
g
s
f
r
o
m
s
tu
d
ies
c
o
n
d
u
cted
in
n
o
n
-
e
d
u
ca
tio
n
al
o
r
g
an
izatio
n
s
,
wh
ich
h
av
e
d
em
o
n
s
tr
ated
th
at
in
clu
s
iv
e
lead
er
s
h
ip
h
as
b
o
th
d
ir
e
ct
an
d
in
d
ir
ec
t
p
o
s
itiv
e
im
p
a
cts
o
n
s
u
b
o
r
d
i
n
ates
’
in
n
o
v
ativ
e
b
eh
av
i
o
r
s
.
T
h
is
s
u
g
g
ests
th
at
th
e
m
o
d
el
is
r
o
b
u
s
t a
n
d
r
eliab
le.
T
h
e
f
in
d
i
n
g
s
o
f
t
h
is
s
tu
d
y
ca
r
r
y
s
u
b
s
tan
tial
p
r
ac
tical
r
am
i
f
icatio
n
s
f
o
r
e
d
u
ca
tio
n
al
in
s
ti
tu
tio
n
s
in
C
h
in
a.
I
t
p
r
o
v
id
es
n
ew
p
er
s
p
ec
tiv
es
o
n
m
eth
o
d
s
to
im
p
r
o
v
e
teac
h
er
in
n
o
v
atio
n
.
T
ea
ch
er
s
,
b
ein
g
a
h
i
g
h
ly
ed
u
ca
ted
an
d
tr
ain
e
d
wo
r
k
f
o
r
ce
,
s
h
o
u
ld
n
o
t
b
e
lim
ited
to
f
i
x
ed
r
esp
o
n
s
ib
ilit
ies
in
s
id
e
s
ch
o
o
ls
.
I
n
th
e
C
h
in
ese
ed
u
ca
tio
n
al
co
n
te
x
t,
th
e
v
o
i
ce
s
o
f
teac
h
er
s
ar
e
f
r
eq
u
e
n
tly
ig
n
o
r
ed
.
T
h
is
cir
cu
m
s
tan
ce
m
ig
h
t
d
am
p
en
in
s
tr
u
cto
r
s
’
ex
citem
e
n
t
f
o
r
p
r
o
d
u
cin
g
,
e
x
p
lo
r
in
g
,
s
h
ar
in
g
,
an
d
im
p
lem
en
tin
g
n
ew
id
e
as.
T
h
er
ef
o
r
e,
th
e
ef
f
icien
t
d
ep
lo
y
m
e
n
t
o
f
h
u
m
an
r
eso
u
r
ce
s
th
r
o
u
g
h
s
u
itab
le
lead
er
s
h
ip
with
in
ed
u
ca
tio
n
al
o
r
g
an
izatio
n
s
b
ec
o
m
es a
cr
u
cial
m
atter
.
T
h
u
s
,
it
is
cr
u
cial
to
p
r
i
o
r
itize
th
e
in
f
lu
e
n
ce
o
f
in
clu
s
iv
e
lead
er
s
h
ip
a
n
d
teac
h
e
r
ef
f
icac
y
wh
e
n
d
esig
n
in
g
in
itiativ
es
to
p
r
o
m
o
te
in
n
o
v
ativ
e
teac
h
er
co
n
d
u
ct.
On
o
n
e
h
a
n
d
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
s
h
o
u
ld
estab
lis
h
a
s
y
s
tem
atica
lly
d
i
v
er
s
e
an
d
in
clu
s
iv
e
en
v
ir
o
n
m
en
t.
I
n
clu
s
io
n
-
f
o
cu
s
ed
co
m
p
o
n
en
ts
s
h
o
u
ld
b
e
in
teg
r
ated
i
n
to
p
r
in
cip
al
tr
ai
n
in
g
p
r
o
g
r
am
s
,
al
o
n
g
s
id
e
en
h
an
ce
d
co
m
m
u
n
icatio
n
an
d
in
ter
p
er
s
o
n
al
s
k
ills
co
n
ten
t,
en
c
o
u
r
a
g
in
g
m
o
r
e
in
clu
s
iv
e
m
an
ag
em
en
t
p
r
ac
tices.
On
th
e
o
th
e
r
h
a
n
d
,
ed
u
ca
tio
n
al
ad
m
in
is
tr
ato
r
s
s
h
o
u
ld
co
n
ce
n
tr
ate
o
n
en
h
a
n
cin
g
teac
h
er
ef
f
icac
y
.
Sev
er
a
l
s
tr
ateg
ies
ca
n
b
e
em
p
lo
y
ed
to
b
o
ls
ter
teac
h
er
ef
f
icac
y
:
E
s
tab
lis
h
a
co
m
p
r
eh
en
s
iv
e
an
d
s
y
s
tem
atic
tea
ch
er
tr
ain
in
g
s
y
s
tem
,
o
f
f
er
i
n
g
d
iv
er
s
e
tr
ain
in
g
o
p
p
o
r
tu
n
ities
th
r
o
u
g
h
m
eth
o
d
s
lik
e
in
-
s
er
v
ice
tr
ain
in
g
,
o
n
lin
e
co
u
r
s
es,
an
d
jo
b
s
h
a
d
o
win
g
.
Dev
el
o
p
a
p
r
o
f
ess
io
n
al
g
r
o
wth
in
ce
n
tiv
e
s
y
s
tem
th
at
allo
ws
teac
h
er
s
t
o
s
h
o
wca
s
e
th
eir
ex
p
er
tis
e,
g
a
in
m
o
r
e
s
u
cc
ess
f
u
l
teac
h
in
g
ex
p
er
ien
ce
s
,
an
d
en
h
an
ce
th
eir
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
an
d
c
o
n
f
id
e
n
ce
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
e
x
am
in
ed
th
e
r
elati
o
n
s
h
ip
b
etwe
en
th
e
in
clu
s
iv
e
l
ea
d
er
s
h
ip
o
f
p
r
in
ci
p
als,
teac
h
e
r
ef
f
icac
y
,
an
d
teac
h
er
in
n
o
v
ativ
e
b
eh
av
i
o
r
s
in
C
h
in
ese
ju
n
io
r
h
ig
h
s
ch
o
o
ls
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
th
e
p
r
in
cip
al
’
s
in
clu
s
iv
e
lead
er
s
h
ip
an
d
b
o
th
tea
ch
er
ef
f
icac
y
a
n
d
teac
h
er
i
n
n
o
v
ativ
e
b
e
h
av
io
r
.
Fu
r
th
er
m
o
r
e
,
it
was
d
is
co
v
er
e
d
th
at
teac
h
er
e
f
f
icac
y
is
p
o
s
itiv
ely
co
r
r
elate
d
with
teac
h
er
i
n
n
o
v
ativ
e
b
eh
a
v
io
r
.
Ad
d
itio
n
ally
,
it
was
d
is
co
v
er
ed
th
at
teac
h
er
ef
f
icac
y
s
er
v
e
d
as
a
p
ar
tial
m
ed
iato
r
in
th
e
co
n
n
ec
tio
n
b
etwe
en
p
r
in
cip
als
’
in
clu
s
iv
e
lead
e
r
s
h
ip
an
d
teac
h
er
s
’
in
n
o
v
ativ
e
co
n
d
u
ct.
T
h
is
wo
r
k
h
as
p
r
o
f
o
u
n
d
r
a
m
if
icatio
n
s
b
o
th
in
ter
m
s
o
f
th
eo
r
etica
l
u
n
d
er
s
tan
d
i
n
g
a
n
d
p
r
ac
tical
im
p
lem
en
tatio
n
.
T
h
e
s
tu
d
y
d
ev
elo
p
ed
a
m
o
d
el
th
at
e
x
p
lai
n
s
th
e
r
elatio
n
s
h
ip
b
etwe
en
i
n
clu
s
iv
e
lead
er
s
h
ip
,
teac
h
er
ef
f
icac
y
,
an
d
teac
h
er
in
n
o
v
ativ
e
b
e
h
av
io
r
.
T
h
is
s
tu
d
y
ch
ec
k
s
th
e
s
p
ec
if
ic
way
s
in
wh
ich
in
clu
s
iv
e
lead
er
s
h
ip
b
y
p
r
in
cip
als
an
d
teac
h
er
ef
f
icac
y
in
f
lu
en
ce
th
e
in
n
o
v
ativ
e
b
eh
a
v
io
r
o
f
teac
h
er
s
.
T
h
e
r
esear
c
h
m
o
d
el
is
c
o
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
d
er
iv
ed
f
r
o
m
p
r
io
r
s
tu
d
ies.
Mo
r
eo
v
er
,
it
r
ei
n
f
o
r
ce
s
t
h
e
s
o
cial
c
o
g
n
itiv
e
th
eo
r
ies.
C
o
n
cu
r
r
en
tly
,
t
h
e
r
e
s
u
lts
o
f
th
is
s
tu
d
y
p
r
o
v
id
e
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
with
o
p
p
o
r
tu
n
ities
to
im
p
r
o
v
e
teac
h
er
in
n
o
v
ativ
e
b
eh
a
v
io
r
s
.
Mo
r
e
p
r
ec
is
ely
,
th
ey
ca
n
ac
c
o
m
p
lis
h
th
is
b
y
ad
v
o
ca
tin
g
f
o
r
i
n
clu
s
iv
e
lead
er
s
h
ip
p
r
in
cip
les an
d
s
tr
en
g
th
en
in
g
t
ea
ch
er
ef
f
ec
tiv
e
n
ess
.
Nev
er
th
eless
,
it
is
u
n
a
v
o
id
ab
l
e
to
c
o
m
e
a
cr
o
s
s
th
e
co
n
s
tr
ai
n
ts
o
f
th
e
s
tu
d
y
o
v
er
th
e
co
u
r
s
e
o
f
d
o
in
g
th
e
r
esear
ch
.
T
h
e
f
in
d
in
g
s
o
f
t
h
is
s
tu
d
y
ar
e
lim
ited
d
u
e
to
it
s
ex
clu
s
iv
e
d
ep
e
n
d
en
ce
o
n
teac
h
er
s
’
s
elf
-
r
ep
o
r
ts
,
with
o
u
t
tak
in
g
i
n
to
ac
co
u
n
t
th
e
v
iewp
o
in
ts
o
f
p
r
in
cip
als.
Fu
t
u
r
e
s
tu
d
y
s
h
o
u
ld
im
p
r
o
v
e
th
e
v
alid
ity
o
f
f
in
d
in
g
s
b
y
u
s
in
g
d
iv
e
r
s
e
d
ata
s
o
u
r
ce
s
,
s
u
ch
as
th
e
p
er
s
p
ec
tiv
e
o
f
p
r
in
cip
als,
ex
ter
n
al
ev
alu
atio
n
s
,
an
d
m
ea
s
u
r
ab
le
in
d
icatio
n
s
o
f
in
n
o
v
atio
n
,
s
u
c
h
as p
u
b
lis
h
ed
a
r
ticles.
Evaluation Warning : The document was created with Spire.PDF for Python.
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[
1
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M
.
A
.
Za
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M
.
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.
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M
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,
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Th
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.
[
2
]
P
.
La
mb
r
i
e
x
-
S
c
h
m
i
t
z
,
M
.
R
.
V
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.
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i
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r
,
a
n
d
M
.
S
e
g
e
r
s,
“
T
o
w
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r
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s
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c
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e
ssf
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o
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d
u
c
a
t
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:
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B
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u
me
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t
,
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V
o
c
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t
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e
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r
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1
2
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8
6
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4.
[
3
]
M
.
A
.
Za
i
n
a
l
a
n
d
M
.
E.
E
.
M
.
M
a
t
o
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e
,
“
F
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
t
e
a
c
h
e
r
s’
i
n
n
o
v
a
t
i
v
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b
e
h
a
v
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o
u
r
:
a
sy
s
t
e
mat
i
c
r
e
v
i
e
w
,
”
C
re
a
t
i
v
e
Ed
u
c
a
t
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o
n
,
v
o
l
.
1
0
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.
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.
2
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9
.
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3
.
[
4
]
M
.
M
.
Y
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n
g
,
G
i
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s
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.
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v
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t
y
P
r
e
ss,
2
0
1
7
.
[
5
]
X
.
Zh
e
n
g
,
H
.
Y
i
n
,
a
n
d
Y
.
Li
u
,
“
T
h
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l
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C
h
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:
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sat
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sf
a
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t
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t
r
u
st
,
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-
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R
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[
6
]
I
.
M
.
N
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mb
h
a
r
d
a
n
d
A
.
C
.
Ed
m
o
n
d
s
o
n
,
“
M
a
k
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g
i
t
s
a
f
e
:
t
h
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f
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t
s
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ss
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n
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p
r
o
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saf
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d
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m
p
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f
f
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s
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a
l
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t
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ms,
”
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o
u
rn
a
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o
f
O
r
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a
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Be
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.
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.
[
7
]
D
.
B
.
M
e
n
d
e
l
so
h
n
,
“
I
n
c
l
u
s
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v
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sh
i
p
:
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x
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d
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d
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si
t
u
a
t
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a
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a
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t
e
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d
e
n
t
s,”
G
a
st
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o
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o
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í
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e
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a
t
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a
n
a
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.
,
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l
.
1
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.
5
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,
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,
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6
/
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8
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t
9
v
-
c
4
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6
.
[
8
]
M
.
Ts
c
h
a
n
n
e
n
-
M
o
r
a
n
,
A
.
W
.
H
o
y
,
a
n
d
W
.
K
.
H
o
y
,
“
Te
a
c
h
e
r
e
f
f
i
c
a
c
y
:
I
t
s
m
e
a
n
i
n
g
a
n
d
me
a
su
r
e
,
”
Re
v
i
e
w
o
f
E
d
u
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