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g
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tea
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p
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Mu
ltip
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eg
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Prin
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d
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CC B
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p
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A
uth
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:
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ity
Salwan
a
Alias
Facu
lty
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f
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1.
I
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RO
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T
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u
p
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ate
d
d
ig
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tech
n
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ar
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p
o
s
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g
n
ew
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allen
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o
r
p
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in
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an
d
te
ac
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s
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ities
to
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tex
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e
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tech
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ies
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ec
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itates
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co
llab
o
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ativ
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ef
f
o
r
t
f
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b
o
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cip
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n
d
teac
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s
to
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a
n
ce
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e
d
ig
ital
tr
an
s
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o
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m
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o
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ca
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.
T
r
ad
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p
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in
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h
ip
ca
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n
o
lo
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g
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m
ee
t
th
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n
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d
s
o
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als
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ities
to
d
e
v
elo
p
s
m
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ly
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Dig
ital
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s
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p
h
as
b
ec
o
m
e
an
i
n
ev
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t
r
en
d
[
1
]
.
Desp
ite
th
is
n
ee
d
,
b
o
th
p
r
in
cip
als
an
d
teac
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n
o
t
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lly
r
ec
o
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ized
th
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r
o
les
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th
is
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s
f
o
r
m
atio
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,
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d
th
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f
o
r
m
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ce
in
ad
ap
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to
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ch
an
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r
em
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n
s
n
eg
ativ
e.
Me
an
wh
ile,
teac
h
e
r
s
,
as
f
o
ll
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wer
s
ar
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an
im
p
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ta
n
t
co
m
p
o
n
en
t
o
f
lead
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s
h
ip
in
u
n
iv
er
s
ities
,
with
o
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t
th
e
e
f
f
o
r
t
o
f
teac
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s
,
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n
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s
ities
ca
n
n
o
t
p
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o
v
id
e
teac
h
in
g
an
d
l
ea
r
n
in
g
s
er
v
ices
to
s
tu
d
en
ts
[
2
]
.
Up
t
o
n
o
w,
m
o
s
t
o
f
th
e
em
p
ir
ical
s
tu
d
ies
h
av
e
f
o
c
u
s
ed
o
n
th
e
r
o
le
o
f
d
ig
ital
lead
er
s
h
ip
in
teac
h
er
s
'
b
eh
av
io
r
[
3
]
.
Ho
wev
er
,
th
er
e
is
s
till
a
lack
o
f
r
esea
r
ch
th
at
d
is
cu
s
s
es
th
e
in
ter
ac
tio
n
b
etwe
en
lead
er
s
an
d
f
o
llo
we
r
s
f
r
o
m
teac
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er
s
’
p
er
s
p
ec
tiv
es.
I
n
th
e
d
ig
ital
ag
e,
teac
h
e
r
tech
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o
lo
g
y
u
s
ag
e
is
b
ec
o
m
in
g
i
n
c
r
ea
s
in
g
ly
co
m
m
o
n
a
n
d
d
iv
er
s
e
in
h
ig
h
e
r
ed
u
ca
tio
n
.
E
f
f
ec
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teac
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te
ch
n
o
lo
g
y
u
s
ag
e
n
o
t
o
n
ly
f
ac
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ates
co
m
m
u
n
icatio
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ch
a
n
g
es
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ty
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b
u
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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J
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&
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,
Vo
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14
,
No
.
2
,
Ap
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il
20
25
:
1
2
2
7
-
1
2
3
4
1228
also
b
etter
m
ee
ts
th
e
n
ee
d
s
o
f
s
tu
d
en
ts
[
4
]
.
I
n
ad
d
itio
n
,
teac
h
er
s
’
ad
v
an
ce
s
in
tech
n
o
lo
g
y
ca
n
d
r
iv
e
c
o
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tin
u
o
u
s
in
n
o
v
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n
an
d
s
elf
-
im
p
r
o
v
e
m
en
t
in
t
h
eir
p
r
o
f
ess
io
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al
d
ev
el
o
p
m
en
t
[
5
]
.
Me
an
wh
ile,
teac
h
er
s
u
s
e
tech
n
o
lo
g
y
to
in
f
lu
en
ce
s
tu
d
en
ts
to
u
s
e
it
in
th
e
s
am
e
wa
y
,
wh
ich
p
r
o
v
id
es
s
tu
d
en
ts
with
g
lo
b
al
c
o
m
p
etitiv
en
ess
in
th
e
ev
er
-
ch
a
n
g
in
g
jo
b
m
ar
k
et
[
6
]
.
I
n
th
is
co
n
tex
t,
“
tech
n
o
lo
g
y
”
r
ef
e
r
s
to
d
i
g
ital
to
o
ls
,
p
la
tf
o
r
m
s
an
d
d
ig
ita
l
r
eso
u
r
ce
s
u
s
ed
b
y
teac
h
er
s
f
o
r
v
ar
io
u
s
p
u
r
p
o
s
es,
in
clu
d
in
g
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t,
teac
h
in
g
,
co
m
m
u
n
icatio
n
,
an
d
m
an
a
g
e
m
en
t
[
7
]
.
E
x
is
tin
g
r
esear
c
h
h
i
g
h
lig
h
ts
th
e
b
e
n
ef
icial
r
o
les
o
f
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e.
I
t
im
p
r
o
v
es
teac
h
i
n
g
q
u
ality
an
d
e
n
h
an
ce
s
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
e
n
t.
Ad
d
itio
n
ally
,
tech
n
o
lo
g
y
u
s
ag
e
ca
n
also
in
cr
ea
s
e
p
r
o
d
u
ctiv
ity
,
m
ak
i
n
g
c
o
u
r
s
e
m
an
ag
em
e
n
t,
s
tu
d
e
n
t
ass
ess
m
en
t,
an
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d
aily
co
m
m
u
n
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m
o
r
e
e
f
f
icien
t
[
8
]
.
Desp
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th
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b
e
n
ef
its
,
t
h
er
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is
a
n
o
tab
le
g
a
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ac
t
o
f
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e
o
n
lea
d
er
s
h
ip
d
y
n
am
ics,
s
p
ec
if
ically
h
o
w
tea
ch
er
s
as
f
o
llo
we
r
s
in
f
lu
en
ce
p
r
in
cip
al
lead
e
r
s
h
ip
.
L
ea
d
er
s
h
ip
is
ess
en
tial
f
o
r
a
u
n
iv
er
s
ity
to
cr
ea
te
last
in
g
d
ig
i
tal
tr
an
s
f
o
r
m
atio
n
a
n
d
a
g
r
ea
t
er
lev
el
o
f
ef
f
ec
tiv
en
ess
[
9
]
.
Un
lik
e
o
t
h
er
lead
e
r
s
h
ip
ty
p
es,
d
ig
ital
lead
er
s
h
ip
is
f
u
n
ctio
n
ally
-
o
r
ien
ted
lea
d
er
s
h
ip
d
ev
elo
p
e
d
f
r
o
m
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
,
in
clu
d
in
g
co
r
e
co
m
p
ete
n
ce
th
at
en
ab
les
u
n
i
v
er
s
ities
to
ad
ap
t
t
o
an
d
ad
o
p
t
em
er
g
i
n
g
tech
n
o
lo
g
ies
to
im
p
r
o
v
e
in
s
tr
u
c
tio
n
al
an
d
ad
m
i
n
is
tr
ativ
e
ef
f
ec
tiv
en
ess
[
1
0
]
.
Un
d
er
s
tan
d
in
g
th
e
d
ef
in
itio
n
o
f
d
ig
ital
lead
er
s
h
ip
is
f
u
n
d
am
en
tal
to
d
elv
in
g
in
to
t
h
e
f
ield
o
f
d
ig
ital
lead
er
s
h
ip
.
A
co
m
p
r
eh
en
s
iv
e
d
ef
in
itio
n
o
f
d
ig
ital
lead
er
s
h
ip
s
h
o
u
ld
i
n
clu
d
e
th
e
elem
e
n
ts
o
f
co
m
p
eten
ce
,
f
o
llo
wer
s
,
m
o
tiv
atio
n
,
g
o
als,
an
d
in
ter
ac
tiv
e
p
r
o
ce
s
s
es
[
1
1
]
.
T
h
er
e
f
o
r
e,
in
th
is
s
tu
d
y
,
d
ig
i
tal
lead
er
s
h
ip
is
n
o
t
o
n
ly
a
b
o
u
t
th
e
lead
e
r
’
s
ab
ilit
y
to
m
aster
tech
n
o
lo
g
y
b
u
t
al
s
o
ab
o
u
t
h
o
w
th
e
lead
e
r
in
ter
ac
ts
with
f
o
llo
wer
s
an
d
m
o
ti
v
ates
th
em
to
u
s
e
tech
n
o
lo
g
y
to
ac
h
iev
e
c
o
m
m
o
n
g
o
als.
T
h
e
co
n
tin
u
o
u
s
in
ter
ac
ti
o
n
b
etwe
en
lead
er
s
an
d
f
o
llo
wer
s
s
h
o
u
l
d
n
o
t
b
e
o
v
er
lo
o
k
ed
.
T
o
m
ax
im
ize
th
e
ef
f
ec
tiv
en
ess
o
f
lead
er
s
h
ip
,
p
r
ev
io
u
s
lead
er
s
h
ip
r
esear
ch
h
as
f
o
cu
s
ed
p
r
im
ar
il
y
o
n
th
e
r
o
le
o
f
d
ig
ital
lead
er
s
h
ip
,
s
u
ch
as
th
e
r
o
le
in
in
f
lu
e
n
cin
g
teac
h
er
d
ig
ital
co
m
p
eten
ce
,
teac
h
er
tech
n
o
lo
g
y
in
teg
r
atio
n
,
an
d
u
n
i
v
er
s
ity
d
ig
ital
cu
ltu
r
e,
th
e
u
s
e
o
f
tech
n
o
lo
g
y
b
y
teac
h
er
s
,
an
d
th
e
d
ig
ital c
u
ltu
r
e
o
f
th
e
s
ch
o
o
l,
wh
ile
ig
n
o
r
in
g
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
lead
er
s
h
ip
[
1
2
]
.
Nu
m
er
o
u
s
p
r
e
v
io
u
s
s
tu
d
ies
co
n
f
ir
m
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
p
r
in
cip
al
d
ig
ital
lead
er
s
h
ip
an
d
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e.
AlAjm
i
[
1
3
]
r
ev
ea
led
th
at
p
r
i
n
ci
p
al
d
ig
ital
lead
er
s
h
ip
is
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
teac
h
er
tech
n
o
lo
g
y
i
n
teg
r
ati
o
n
.
Pri
n
cip
als
en
co
u
r
ag
e
te
ac
h
er
s
to
u
s
e
tech
n
o
lo
g
y
b
y
p
r
o
v
id
i
n
g
d
ig
ital
in
f
r
astru
ctu
r
e
t
o
en
s
u
r
e
teac
h
e
r
s
h
av
e
ac
ce
s
s
to
d
ig
ital
d
e
v
ic
es
[
1
4
]
.
Als
o
,
b
y
s
ettin
g
g
o
als an
d
clea
r
v
is
io
n
ar
y
p
lan
s
[
1
5
]
.
Ho
wev
er
,
p
r
e
v
io
u
s
lead
er
s
h
ip
p
r
ac
tice
ten
d
e
d
t
o
b
e
to
p
-
d
o
w
n
,
f
r
o
m
p
r
in
cip
a
ls
to
teac
h
er
s
.
T
h
is
f
o
r
m
ig
n
o
r
es
in
ter
ac
tio
n
.
W
h
il
e
th
e
p
r
in
cip
al
d
ig
ital
lea
d
er
s
h
ip
h
as
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
teac
h
er
tech
n
o
lo
g
y
in
teg
r
atio
n
,
th
e
r
elatio
n
s
h
ip
s
h
o
u
ld
b
e
v
iewe
d
m
o
r
e
as
an
in
ter
ac
tiv
e
p
r
o
ce
s
s
o
f
two
-
way
f
ac
ilit
atio
n
an
d
m
u
tu
al
g
r
o
wth
.
Mo
r
eo
v
er
,
a
cc
o
r
d
in
g
to
th
e
c
o
n
ce
p
t
o
f
l
ea
d
er
s
h
ip
,
lea
d
er
s
h
ip
is
a
n
i
n
ter
ac
tio
n
b
etwe
en
lead
er
s
an
d
f
o
llo
wer
s
[
1
0
]
.
F
u
r
th
er
m
o
r
e,
c
o
m
p
ar
e
d
to
p
r
i
n
cip
als
in
u
n
iv
e
r
s
ities
,
teac
h
er
s
as
d
ig
ital
n
ativ
es
o
f
ten
o
u
tp
ac
e
p
r
in
cip
als
in
th
eir
u
s
e
o
f
tech
n
o
lo
g
y
,
teac
h
er
s
ca
n
u
s
e
tech
n
o
lo
g
y
in
m
o
r
e
in
n
o
v
ativ
e
way
s
[
1
6
]
.
T
ea
ch
er
s
’
ac
t
u
al
tech
n
o
lo
g
y
u
s
ag
e
an
d
f
ee
d
b
ac
k
i
n
tu
r
n
in
f
lu
e
n
ce
p
r
i
n
cip
al
d
ec
is
io
n
-
m
ak
in
g
a
n
d
alig
n
m
en
t
o
f
d
ig
ital
lead
er
s
h
i
p
s
tr
ateg
ies.
T
h
er
ef
o
r
e,
to
ac
c
eler
ate
th
e
d
ig
ital
tr
an
s
f
o
r
m
atio
n
o
f
ed
u
ca
tio
n
an
d
en
h
an
ce
d
ig
ital
lead
er
s
h
ip
,
it
is
im
p
o
r
tan
t
to
d
elv
e
d
ee
p
er
in
to
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e
an
d
h
o
w
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e
im
p
ac
ts
d
ig
i
tal
lead
er
s
h
ip
p
r
ac
tices a
n
d
d
e
cisi
o
n
s
.
T
o
ad
d
r
ess
th
ese
g
ap
s
,
th
is
s
tu
d
y
p
r
o
p
o
s
es
a
p
er
s
p
ec
tiv
e
th
at
em
p
h
asizes
th
e
in
ter
ac
tio
n
b
etwe
en
p
r
in
cip
als
an
d
teac
h
er
s
in
th
e
co
n
tex
t
o
f
d
ig
ital
lead
er
s
h
i
p
.
T
h
is
s
tu
d
y
aim
ed
to
ex
a
m
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e
an
d
p
r
in
cip
al
d
ig
ital
lead
er
s
h
ip
,
an
d
f
u
r
th
er
r
ev
ea
l
ed
h
o
w
tech
n
o
lo
g
y
u
s
ag
e
co
n
tr
i
b
u
tes
to
p
r
in
cip
al
d
ig
ital
lead
er
s
h
ip
p
r
ac
tice.
T
h
is
ap
p
r
o
ac
h
n
o
t
o
n
ly
e
x
p
an
d
s
th
e
u
n
d
er
s
tan
d
in
g
o
f
d
ig
ital
lead
er
s
h
ip
in
ter
ac
t
iv
e
p
r
o
ce
s
s
b
u
t
also
p
r
o
v
id
e
s
ac
tio
n
ab
le
in
s
ig
h
ts
f
o
r
im
p
r
o
v
in
g
lead
er
s
h
ip
p
r
ac
tices
th
r
o
u
g
h
ac
tiv
e
en
g
a
g
em
en
t
with
teac
h
e
r
s
.
B
y
d
o
i
n
g
s
o
,
t
h
e
r
esear
ch
ad
d
r
ess
es
a
cr
itical
g
ap
in
th
e
liter
atu
r
e
an
d
o
f
f
er
s
p
r
ac
tica
l
s
o
lu
tio
n
s
f
o
r
en
h
an
cin
g
th
e
ef
f
ec
tiv
en
ess
o
f
d
ig
ital
le
ad
er
s
h
ip
in
h
ig
h
er
ed
u
ca
tio
n
.
T
o
ad
d
r
ess
th
ese
is
s
u
es
co
m
p
r
eh
en
s
iv
ely
,
t
h
is
s
tu
d
y
was
co
n
d
u
cted
i
n
J
ilin
Pro
v
in
ce
,
C
h
in
a,
a
r
eg
io
n
u
n
d
er
g
o
in
g
r
ap
i
d
ed
u
ca
tio
n
al
r
ef
o
r
m
s
an
d
d
ig
ita
l
tr
an
s
f
o
r
m
atio
n
.
T
h
e
r
esear
ch
f
o
cu
s
es
o
n
2
5
u
n
iv
er
s
ities
ac
r
o
s
s
th
e
p
r
o
v
in
ce
,
en
co
m
p
ass
in
g
a
d
iv
er
s
e
r
an
g
e
o
f
in
s
titu
tio
n
al
co
n
te
x
ts
an
d
ed
u
ca
tio
n
al
p
r
ac
tices.
T
h
u
s
,
t
h
e
r
esear
c
h
q
u
esti
o
n
s
(
R
Q)
o
f
th
e
s
tu
d
y
ar
e
:
i)
R
Q1
:
i
s
th
er
e
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
e
r
tech
n
o
lo
g
y
u
s
ag
e
an
d
p
r
in
cip
al
d
ig
ita
l le
ad
er
s
h
ip
?
ii)
R
Q2
:
d
o
es a
ll th
e
d
im
en
s
io
n
s
o
f
teac
h
er
tec
h
n
o
lo
g
y
u
s
ag
e
c
o
n
tr
ib
u
tes to
p
r
in
cip
al
d
i
g
ital le
ad
er
s
h
ip
?
I
n
s
u
b
s
eq
u
e
n
t
s
ec
tio
n
s
,
th
e
p
a
p
er
will
p
r
o
v
id
e
a
d
etailed
m
eth
o
d
o
lo
g
y
.
I
t
co
n
tain
s
r
esear
ch
d
esig
n
,
p
o
p
u
latio
n
an
d
s
am
p
lin
g
,
in
s
tr
u
m
en
t
an
d
d
ata
an
aly
s
is
p
r
o
ce
d
u
r
e.
Fo
llo
wed
b
y
th
e
d
a
ta
an
aly
s
is
,
an
d
it
s
d
is
cu
s
s
io
n
with
th
e
ex
is
tin
g
lit
er
atu
r
e.
T
h
e
c
o
n
clu
d
i
n
g
s
ec
tio
n
will
r
ef
lect
o
n
th
e
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
lead
er
s
h
ip
an
d
m
ak
e
r
ec
o
m
m
en
d
atio
n
s
f
o
r
p
r
o
m
o
ti
n
g
th
e
d
ev
elo
p
m
e
n
t
o
f
d
ig
ital
c
o
m
p
eten
cies
am
o
n
g
teac
h
er
s
an
d
p
r
in
cip
als.
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
Tea
ch
er tec
h
n
o
lo
g
y
u
s
a
g
e,
a
c
a
ta
lyst
fo
r
p
r
in
cip
a
l d
ig
ita
l le
a
d
ers
h
ip
p
r
a
ctice
(
R
u
i Zh
u
)
1229
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
u
s
ed
a
q
u
a
n
titativ
e
r
esear
ch
ap
p
r
o
ac
h
em
p
lo
y
in
g
a
co
r
r
elatio
n
al
r
esear
ch
d
esig
n
to
ex
am
in
e
th
e
r
elatio
n
s
h
ip
a
n
d
im
p
ac
t
o
f
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e
o
n
p
r
i
n
cip
al
d
ig
ital
lea
d
er
s
h
ip
.
Data
wer
e
co
llected
cr
o
s
s
-
s
ec
tio
n
ally
f
r
o
m
u
n
iv
e
r
s
ity
teac
h
er
s
in
J
ilin
Pro
v
in
ce
,
C
h
in
a
.
R
elev
an
t
v
ar
iab
les
wer
e
m
ea
s
u
r
ed
an
d
an
aly
ze
d
u
s
in
g
q
u
esti
o
n
n
air
e
s
to
ex
p
lo
r
e
c
o
r
r
elatio
n
s
b
etwe
en
th
em
.
2
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
pli
ng
T
h
e
p
o
p
u
latio
n
o
f
th
is
s
tu
d
y
is
th
e
wh
o
le
p
o
p
u
latio
n
o
f
teac
h
er
s
f
r
o
m
a
to
tal
o
f
2
5
u
n
i
v
er
s
ities
in
J
ilin
Pro
v
in
ce
.
T
h
e
n
u
m
b
er
o
f
p
o
p
u
latio
n
s
is
2
5
,
9
1
2
.
T
o
m
a
k
e
th
e
r
esu
lts
r
ep
r
esen
tativ
e,
t
h
e
s
am
p
lin
g
in
th
is
s
tu
d
y
is
s
tr
ictly
r
an
d
o
m
s
am
p
lin
g
.
T
h
e
s
am
p
le
s
ize
was
ca
lcu
lated
b
y
Mo
r
g
an
a
n
d
w
h
e
n
th
e
p
o
p
u
latio
n
is
g
r
ea
ter
t
h
an
2
0
,
0
0
0
,
th
e
s
am
p
le
s
ize
s
h
o
u
ld
b
e
3
7
7
.
C
o
n
s
id
er
in
g
t
h
e
r
ec
o
v
er
y
r
ate
o
f
th
e
s
am
p
le,
th
e
s
am
p
le
s
ize
o
f
th
is
s
tu
d
y
was
ad
d
ed
t
o
5
0
0
.
T
h
e
4
6
6
v
alid
q
u
esti
o
n
n
air
es
wer
e
r
ec
o
v
e
r
ed
in
t
h
is
s
tu
d
y
,
wh
ich
h
as
a
r
ec
o
v
er
y
r
ate
o
f
9
3
.
2
%.
A
s
s
h
o
w
n
i
n
T
a
b
l
e
1
,
o
f
t
h
e
p
a
r
t
i
c
i
p
a
n
ts
,
5
6
.
9
%
w
e
r
e
f
e
m
a
l
e
,
s
l
i
g
h
tl
y
m
o
r
e
t
h
a
n
m
a
l
e
.
T
h
e
l
a
r
g
e
s
t
n
u
m
b
e
r
o
f
t
h
e
s
e
t
e
a
c
h
e
r
s
,
4
4
.
4
%
,
w
e
r
e
i
n
t
h
e
3
1
-
4
0
a
g
e
g
r
o
u
p
.
A
m
o
n
g
t
h
e
t
e
a
c
h
e
r
s
,
t
h
e
n
u
m
b
e
r
o
f
s
c
i
e
n
c
e
t
e
a
c
h
e
r
s
wa
s
b
a
la
n
c
e
d
w
i
t
h
t
h
e
n
u
m
b
e
r
o
f
a
r
t
s
t
e
a
c
h
e
r
s
,
wi
th
5
1
.
7
%
i
n
s
c
i
e
n
c
e
.
T
h
e
s
h
a
r
e
o
f
a
r
t
s
s
u
b
j
e
c
ts
is
4
8
.
3
%
.
O
f
t
h
e
se
t
e
a
c
h
e
r
s
,
38
%
i
n
d
i
c
a
t
e
d
t
h
e
y
h
a
d
s
i
x
t
o
te
n
y
e
a
r
s
o
f
e
x
p
e
r
i
e
n
c
e
i
n
u
s
i
n
g
c
o
m
p
u
t
e
r
,
f
o
l
l
o
w
e
d
b
y
3
2
.
2
%,
1
9
.
1
%
,
a
n
d
8
.
2
%
o
f
t
e
ac
h
e
r
s
wi
t
h
e
x
p
e
r
ie
n
c
e
i
n
u
s
i
n
g
c
o
m
p
u
t
e
r
i
n
t
h
e
r
a
n
g
e
o
f
b
el
o
w
5
,
1
1
t
o
15
y
e
a
r
s
a
n
d
16
t
o
20
y
e
a
r
s
r
e
s
p
e
c
t
i
v
el
y
.
O
n
l
y
2
.
6
%
o
f
t
e
a
c
h
e
r
s
h
a
d
m
o
r
e
t
h
a
n
2
0
y
e
a
r
s
o
f
e
x
p
e
r
i
e
n
c
e
i
n
u
s
i
n
g
c
o
m
p
u
t
e
r
.
T
ab
le
1
.
R
esp
o
n
d
e
n
t
d
em
o
g
r
a
p
h
y
D
e
mo
g
r
a
p
h
i
c
C
a
t
e
g
o
r
y
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
2
0
1
4
3
.
1
F
e
mal
e
2
6
5
5
6
.
9
A
g
e
20
-
30
86
1
8
.
5
31
-
40
2
0
7
4
4
.
4
41
-
50
1
4
7
3
1
.
5
A
b
o
v
e
5
0
26
5
.
6
A
c
a
d
e
mi
c
d
i
s
c
i
p
l
i
n
e
S
o
c
i
a
l
sc
i
e
n
c
e
s a
n
d
h
u
m
a
n
i
t
i
e
s
2
2
5
4
8
.
3
N
a
t
u
r
a
l
s
c
i
e
n
c
e
s
a
n
d
t
e
c
h
n
o
l
o
g
y
2
4
1
5
1
.
7
Ex
p
e
r
i
e
n
c
e
i
n
u
si
n
g
c
o
m
p
u
t
e
r
B
e
l
o
w
5
89
1
9
.
1
6
-
10
1
7
7
38
11
-
15
1
5
0
3
2
.
2
16
-
20
38
8
.
2
A
b
o
v
e
2
0
12
2
.
6
2
.
3
.
I
ns
t
rum
ent
s
T
h
er
e
ar
e
two
in
s
tr
u
m
en
ts
f
o
r
th
is
cu
r
r
en
t
s
tu
d
y
,
n
am
el
y
p
r
in
cip
al
d
ig
ital
lead
er
s
h
ip
a
n
d
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e.
A
5
-
p
o
in
t
L
ik
er
t
s
ca
le
wa
s
ad
o
p
ted
,
wh
ich
r
an
g
es
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
ag
r
ee
)
.
T
h
e
in
s
tr
u
m
e
n
ts
wer
e
f
illed
b
y
teac
h
er
s
.
T
h
e
in
s
tr
u
m
en
t
o
f
p
r
in
ci
p
al
d
ig
ital
lead
er
s
h
ip
was
r
ev
is
ed
f
r
o
m
in
ter
n
atio
n
al
s
o
ciety
f
o
r
tech
n
o
l
o
g
y
in
e
d
u
ca
tio
n
-
ad
m
in
is
tr
ato
r
s
(
I
STE
-
A)
(
2
0
1
8
)
with
2
3
item
s
.
T
h
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
t
h
e
p
r
in
cip
al
d
ig
ital
lead
er
s
h
ip
h
av
e
b
ee
n
test
ed
in
s
tu
d
ies
in
th
e
co
n
tex
ts
o
f
Ma
in
lan
d
C
h
in
a
a
n
d
Ma
la
y
s
ia
[
1
7
]
.
T
h
e
in
s
tr
u
m
e
n
t
o
f
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e
was
a
d
o
p
ted
f
r
o
m
th
e
ty
p
es
o
f
teac
h
er
s
’
ac
tiv
ities
with
tech
n
o
lo
g
y
d
esig
n
ed
b
y
t
h
e
C
h
ilean
Min
is
tr
y
o
f
E
d
u
ca
tio
n
wh
ich
h
as
1
8
item
s
f
r
o
m
f
o
u
r
d
im
en
s
io
n
s
,
th
ey
ar
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
,
co
m
m
u
n
icatio
n
,
teac
h
in
g
,
a
n
d
ad
m
in
is
tr
atio
n
.
Sin
ce
th
is
s
tu
d
y
was
co
n
d
u
cted
in
Ma
in
lan
d
C
h
in
a
an
d
th
e
o
r
ig
in
al
in
s
tr
u
m
en
ts
we
r
e
in
E
n
g
lis
h
,
th
e
r
esear
ch
er
em
p
l
o
y
ed
t
h
e
b
ac
k
-
tr
an
s
latio
n
m
eth
o
d
to
en
s
u
r
e
c
lar
ity
an
d
u
n
d
er
s
tan
d
i
n
g
f
o
r
p
ar
ticip
an
ts
.
2
.
4
.
Da
t
a
a
na
ly
s
is
pro
ce
du
r
e
T
h
e
d
ata
co
llectio
n
p
r
o
ce
s
s
was
co
n
d
u
cted
th
r
o
u
g
h
an
o
n
lin
e
s
u
r
v
e
y
to
en
h
a
n
ce
e
f
f
i
cien
cy
an
d
r
ea
ch
.
T
h
e
r
esear
ch
team
d
is
tr
ib
u
ted
th
e
s
u
r
v
e
y
lin
k
v
ia
e
m
ail
to
r
an
d
o
m
ly
s
elec
ted
te
ac
h
er
s
.
Ultim
ately
,
a
to
tal
o
f
v
alid
q
u
esti
o
n
n
air
e
s
(
n
=4
6
6
)
was
co
llected
,
en
s
u
r
in
g
t
h
at
th
e
s
am
p
le
s
ize
m
et
th
e
n
ee
d
s
o
f
t
h
e
s
tatis
t
ical
an
aly
s
is
.
Data
an
aly
s
is
was
co
n
d
u
cted
u
s
in
g
SP
SS
s
o
f
twar
e,
wh
ich
p
r
o
v
i
d
ed
to
o
ls
f
o
r
b
o
t
h
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
s
ta
tis
tical
tech
n
iq
u
es.
Pear
s
o
n
c
o
r
r
elatio
n
an
aly
s
is
was
em
p
lo
y
ed
to
ex
a
m
in
e
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
in
cip
al
d
ig
ital
lead
er
s
h
ip
an
d
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e.
Mu
ltip
le
lin
ea
r
r
eg
r
ess
io
n
was
th
en
u
s
ed
to
ex
p
lo
r
e
th
e
r
elativ
e
co
n
tr
ib
u
tio
n
s
o
f
d
if
f
er
en
t
d
im
en
s
io
n
s
o
f
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e
to
p
r
in
cip
al
d
ig
ital
lea
d
er
s
h
ip
,
id
en
tify
in
g
wh
ic
h
d
im
en
s
io
n
h
ad
t
h
e
g
r
e
atest
im
p
ac
t.
B
ef
o
r
e
co
n
d
u
ctin
g
th
e
r
e
g
r
ess
io
n
an
al
y
s
is
,
th
e
d
ata
u
n
d
er
w
en
t
p
r
e
-
p
r
o
ce
s
s
in
g
in
SP
SS
,
in
clu
d
in
g
test
in
g
f
o
r
r
esid
u
al
n
o
r
m
ality
an
d
h
o
m
o
s
ce
d
asti
city
to
en
s
u
r
e
th
at
th
e
d
ata
m
et
th
e
n
ec
ess
ar
y
ass
u
m
p
tio
n
s
f
o
r
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n.
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
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
2
2
7
-
1
2
3
4
1230
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
T
he
r
ela
t
io
ns
hip
bet
wee
n t
ea
cher
t
ec
hn
o
lo
g
y
us
a
g
e
a
nd
princ
ipa
l dig
it
a
l le
a
dersh
ip
T
h
e
s
tu
d
y
u
s
ed
th
e
Pear
s
o
n
c
o
r
r
elatio
n
to
test
th
e
r
elatio
n
s
h
i
p
b
etwe
en
teac
h
er
tec
h
n
o
lo
g
y
u
s
ag
e
an
d
p
r
in
cip
al
d
i
g
ital
lead
er
s
h
ip
.
As
s
h
o
wn
in
T
ab
le
2
,
th
e
Pear
s
o
n
co
r
r
elatio
n
was
ca
lcu
lat
ed
r
=0
.
604
,
p
<
0
.
0
0
.
A
s
tati
s
tically
s
ig
n
if
ican
t
as
s
o
ciatio
n
was
d
is
co
v
er
ed
.
T
h
is
s
tatis
t
ically
s
ig
n
if
ican
t
ass
o
ci
atio
n
in
d
icate
d
th
at
h
ig
h
er
lev
els o
f
teac
h
er
tec
h
n
o
lo
g
y
u
s
ag
e
a
r
e
ass
o
ciate
d
with
m
o
r
e
ef
f
ec
tiv
e
p
r
i
n
cip
al
d
ig
it
al
lead
er
s
h
ip
.
R
eg
ar
d
in
g
th
e
r
elatio
n
s
h
ip
b
et
wee
n
p
r
in
cip
al
d
ig
ital
lead
e
r
s
h
ip
an
d
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e
,
th
e
se
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
ea
r
lier
s
tu
d
ies.
Fo
r
ex
am
p
le,
AlAjm
i
[
1
3
]
co
n
f
ir
m
e
d
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
in
cip
al
d
i
g
ital
lead
er
s
h
ip
an
d
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e
.
Similar
ly
,
a
s
tu
d
y
co
n
d
u
cte
d
in
th
e
C
h
in
ese
co
n
tex
t
,
f
o
u
n
d
th
at
p
r
in
cip
al
d
ig
ital
lead
er
s
h
i
p
im
p
r
o
v
e
th
e
teac
h
er
s
’
m
o
tiv
at
io
n
an
d
attitu
d
e
to
in
teg
r
ate
tech
n
o
l
o
g
y
in
t
o
teac
h
in
g
p
r
o
ce
s
s
[
8
]
.
T
h
ese
s
tu
d
i
es
h
ig
h
lig
h
t
th
e
r
o
le
o
f
p
r
in
ci
p
als
in
f
o
s
ter
in
g
an
en
v
ir
o
n
m
en
t
t
h
at
en
c
o
u
r
a
g
es
an
d
s
u
p
p
o
r
ts
t
h
e
u
s
e
o
f
tech
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o
lo
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y
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n
ed
u
ca
tio
n
,
wh
ich
alr
ea
d
y
s
et
th
e
d
ir
ec
tio
n
f
o
r
th
e
r
elatio
n
s
h
ip
.
Ho
wev
er
,
in
co
n
tr
ast
to
th
ese
f
in
d
in
g
s
,
I
s
m
ail
et
a
l
.
[
1
8
]
r
ep
o
r
ted
n
o
s
ig
n
if
ican
t
ef
f
ec
t
b
etwe
en
p
r
in
cip
al
d
ig
ital
lead
er
s
h
ip
an
d
teac
h
e
r
tech
n
o
lo
g
y
u
s
ag
e,
r
aisi
n
g
q
u
esti
o
n
s
a
b
o
u
t
th
e
c
o
n
s
is
ten
cy
o
f
th
is
r
elatio
n
s
h
ip
ac
r
o
s
s
d
if
f
er
e
n
t settin
g
s
.
T
h
ese
d
is
cr
ep
an
cies
m
ay
ar
is
e
f
r
o
m
t
h
e
v
ar
y
in
g
c
o
n
tex
ts
o
f
th
e
s
tu
d
ies
[
1
9
]
.
On
th
e
o
n
e
h
a
n
d
,
ed
u
ca
tio
n
al
s
ettin
g
s
d
if
f
e
r
s
ig
n
if
ican
tly
in
ter
m
s
o
f
tech
n
o
l
o
g
ical
in
f
r
astru
ctu
r
e,
ac
ce
s
s
to
r
eso
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ce
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,
a
n
d
th
e
lev
el
o
f
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u
p
p
o
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t
p
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o
v
id
ed
to
teac
h
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s
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all
o
f
w
h
ich
ca
n
i
n
f
l
u
en
ce
th
e
ef
f
ec
tiv
en
ess
o
f
d
ig
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lead
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s
h
ip
[
2
0
]
.
On
th
e
o
t
h
er
h
an
d
,
th
e
s
p
ec
if
ic
s
ca
les
u
s
ed
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ea
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r
e
d
i
g
ital
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s
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ip
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n
d
tech
n
o
lo
g
y
u
s
ag
e
m
ay
v
ar
y
b
etwe
en
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tu
d
ies,
lead
in
g
to
d
is
cr
ep
an
cies
in
r
esear
ch
f
in
d
in
g
s
by
Su
jay
a
[
2
1
]
.
Ad
d
itio
n
ally
,
th
e
cu
ltu
r
a
l
co
n
tex
t
ca
n
n
o
t
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er
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d
.
I
n
s
o
m
e
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u
ltu
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h
ier
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r
ch
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ig
h
t
m
ea
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at
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s
ar
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less
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p
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r
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ip
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im
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t
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o
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s
er
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ab
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t
o
f
p
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d
ig
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s
h
ip
o
n
th
eir
tech
n
o
lo
g
y
u
s
ag
e
[
2
2
]
.
T
h
ese
co
n
tex
tu
al
an
d
m
eth
o
d
o
lo
g
ical
d
if
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e
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ce
s
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ig
h
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t
th
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im
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o
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f
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l
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s
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e
n
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alu
atin
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th
e
im
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ac
t
o
f
d
ig
ital
lead
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s
h
ip
o
n
tech
n
o
lo
g
y
u
s
ag
e
in
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ca
tio
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al
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ettin
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s
.
T
ab
le
2
.
T
h
e
Pear
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s
tatis
tic
b
etwe
en
teac
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er
tech
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lo
g
y
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s
ag
e
an
d
p
r
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n
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al
d
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ital le
ad
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s
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ip
V
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ip
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h
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s
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e
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d
p
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l
ea
d
er
s
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ip
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h
e
s
k
ewn
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o
f
p
r
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ig
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lead
er
s
h
ip
is
0
.
4
2
,
m
ee
tin
g
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e
cr
iter
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o
f
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less
th
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1
.
9
6
[
2
3
]
,
w
h
ich
in
d
icate
s
th
at
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n
o
r
m
ality
ass
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m
p
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Ad
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ally
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h
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8
0
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2
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o
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i
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au
to
co
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r
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o
f
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e
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th
u
s
en
s
u
r
in
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th
eir
in
d
ep
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en
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[
2
4
]
.
As
d
is
p
lay
ed
in
Fig
u
r
e
1
,
t
h
e
s
ca
tter
p
lo
t
o
f
r
esid
u
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ag
ain
s
t
p
r
ed
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v
alu
es
s
h
o
ws
th
at
th
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r
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ar
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u
n
if
o
r
m
ly
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is
tr
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ted
ac
r
o
s
s
d
if
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er
e
n
t
p
r
ed
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v
alu
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co
n
f
ir
m
in
g
th
e
ass
u
m
p
tio
n
o
f
h
o
m
o
s
ce
d
asti
city
[
2
5
]
.
T
h
e
s
e
f
u
lf
illed
co
n
d
itio
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s
en
h
an
ce
th
e
ex
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lan
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p
o
wer
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d
p
r
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p
er
f
o
r
m
an
ce
o
f
th
e
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
m
o
d
el.
Af
ter
s
atis
f
y
in
g
all
ass
u
m
p
tio
n
s
,
f
u
r
th
e
r
an
aly
s
is
th
r
o
u
g
h
m
u
ltip
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r
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ess
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r
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o
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r
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s
o
f
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p
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m
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ad
m
in
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)
th
at
f
o
r
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ast
p
r
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cip
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d
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g
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lead
er
s
h
ip
.
As
s
h
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wn
in
T
ab
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3
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R
2
in
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icate
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ly
3
7
.
3
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e
v
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r
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ce
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tech
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lo
g
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s
ag
e
ca
n
b
e
p
r
ed
icted
f
r
o
m
p
r
in
cip
al
d
ig
ital
lead
er
s
h
ip
p
r
ac
tice
,
wh
ich
is
a
lar
g
e
ef
f
ec
t
.
Me
an
wh
ile,
as
s
h
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T
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4
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F=6
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in
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icate
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t
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A
s
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ip
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3
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r
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r
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1
2
1
2
.
2
4
3
0
.
0
2
5
A
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n
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s
t
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0
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2
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0
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0
0
1
Pre
v
io
u
s
s
tu
d
ies
h
a
v
e
lar
g
ely
f
o
c
u
s
ed
o
n
th
e
im
p
ac
t
o
f
p
r
in
ci
p
al
d
ig
ital
lead
er
s
h
ip
o
n
teac
h
e
r
b
eh
av
io
r
,
o
f
ten
o
v
er
l
o
o
k
in
g
th
e
r
ev
e
r
s
e
r
elatio
n
s
h
ip
—
h
o
w
teac
h
er
s
,
as
f
o
llo
wer
s
,
in
f
lu
en
ce
th
e
d
i
g
ital
lead
er
s
h
ip
p
r
ac
tices
o
f
p
r
in
cip
als
[
2
6
]
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
is
g
ap
b
y
ex
am
i
n
in
g
th
e
d
i
m
en
s
io
n
s
o
f
teac
h
e
r
tech
n
o
lo
g
y
u
s
ag
e
th
at
co
n
tr
i
b
u
te
to
p
r
i
n
cip
al
d
ig
ital
lea
d
er
s
h
ip
.
Am
o
n
g
th
ese
d
im
e
n
s
io
n
s
,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
em
er
g
ed
as
t
h
e
m
o
s
t
in
f
lu
en
tial d
im
en
s
io
n
.
T
h
is
ca
n
b
e
ex
p
lain
e
d
b
y
th
e
f
a
ct
th
at
wh
en
teac
h
er
s
ac
tiv
ely
en
g
ag
e
i
n
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
r
elate
d
t
o
tech
n
o
lo
g
y
,
th
ey
n
o
t
o
n
ly
e
n
h
an
ce
th
eir
o
wn
co
m
p
eten
cies
b
u
t
also
c
r
ea
te
a
m
o
r
e
s
u
p
p
o
r
tiv
e
an
d
te
ch
n
ical
en
v
ir
o
n
m
e
n
t
th
at
allo
ws
p
r
in
cip
als
t
o
im
p
lem
en
t
m
o
r
e
ad
v
a
n
ce
d
an
d
s
tr
ateg
ic
d
ig
ital
in
itiativ
es
,
s
o
th
at
to
d
is
p
lay
th
eir
d
ig
ital
l
ea
d
er
s
h
ip
[
2
7
]
.
T
h
is
cr
ea
tes
a
v
ir
tu
o
u
s
cy
cle,
wh
er
e
teac
h
er
s
'
ad
v
an
ce
m
en
ts
in
tech
n
o
lo
g
y
u
s
ag
e
en
co
u
r
a
g
e
m
o
r
e
ef
f
ec
tiv
e
lead
er
s
h
ip
,
wh
ich
i
n
tu
r
n
f
o
s
te
r
s
f
u
r
th
er
tec
h
n
o
lo
g
ical
in
teg
r
atio
n
.
Ad
m
in
is
tr
atio
n
was
th
e
s
ec
o
n
d
m
o
s
t
im
p
ac
tf
u
l
d
im
en
s
io
n
,
with
teac
h
er
'
s
in
teg
r
atio
n
o
f
t
ec
h
n
o
lo
g
y
im
p
r
o
v
in
g
b
o
t
h
s
u
b
ject
m
at
ter
m
an
ag
em
en
t
a
n
d
d
a
y
-
to
-
d
ay
ad
m
i
n
is
tr
ativ
e
task
s
,
th
er
eb
y
s
u
p
p
o
r
tin
g
p
r
in
cip
als
in
th
eir
d
ig
ital
m
an
ag
em
en
t
ef
f
o
r
ts
.
T
h
is
alig
n
s
w
ith
ea
r
lier
s
tu
d
y
b
y
R
o
d
r
ig
u
ez
[
2
8
]
,
w
h
ich
f
o
u
n
d
th
at
wh
en
teac
h
er
s
ar
e
p
r
o
f
ic
ien
t
in
a
d
m
in
is
tr
ativ
e
tech
n
o
l
o
g
y
,
it
r
ed
u
ce
s
th
e
b
u
r
d
en
o
n
s
ch
o
o
l
lea
d
er
s
h
ip
,
allo
win
g
p
r
in
cip
als
to
f
o
cu
s
o
n
s
tr
ateg
ic
in
itiativ
es
r
ath
er
th
an
g
ettin
g
b
o
g
g
ed
d
o
w
n
in
o
p
er
atio
n
al
d
etails.
T
h
is
s
u
p
p
o
r
t
i
n
ad
m
in
is
tr
ativ
e
ef
f
icien
cy
n
o
t
o
n
ly
ea
s
es
th
e
wo
r
k
lo
a
d
o
n
p
r
in
ci
p
als
b
u
t
also
en
h
an
ce
s
th
eir
ab
ilit
y
to
f
o
cu
s
o
n
b
r
o
ad
e
r
d
ig
ital le
ad
er
s
h
ip
s
tr
ateg
ies.
Su
r
p
r
is
in
g
ly
,
teac
h
i
n
g
is
th
e
d
im
en
s
io
n
th
at
h
as
th
e
least
im
p
ac
t
o
n
p
r
in
cip
al
d
ig
ital
lead
e
r
s
h
ip
.
T
h
is
m
ay
b
e
b
ec
au
s
e
th
e
ef
f
ec
ts
o
f
teac
h
er
s
'
u
s
e
o
f
tech
n
o
lo
g
y
in
teac
h
in
g
p
r
o
ce
s
s
o
f
ten
tak
e
m
o
n
th
s
o
r
ev
en
lo
n
g
er
to
m
an
if
est
in
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
[
2
9
]
.
C
o
n
s
eq
u
en
tly
,
p
r
in
cip
als
m
a
y
f
in
d
it
ch
allen
g
in
g
to
o
b
tain
r
ap
id
f
ee
d
b
ac
k
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
in
s
tr
u
ctio
n
al
tech
n
o
lo
g
y
,
th
er
e
b
y
lim
i
tin
g
th
e
im
m
ed
iate
in
f
lu
en
ce
o
f
th
is
f
ee
d
b
ac
k
o
n
th
eir
d
i
g
ital
lead
er
s
h
ip
[
3
0
]
.
Ad
d
itio
n
ally
,
th
e
in
te
g
r
atio
n
o
f
tec
h
n
o
lo
g
y
in
teac
h
in
g
p
r
o
ce
s
s
r
elies
h
ea
v
ily
o
n
teac
h
er
au
to
n
o
m
y
[
3
1
]
.
Ho
w
teac
h
er
s
in
co
r
p
o
r
ate
tech
n
o
lo
g
y
in
to
th
eir
class
r
o
o
m
s
o
f
ten
d
ep
e
n
d
s
o
n
th
eir
in
d
i
v
id
u
al
teac
h
in
g
s
ty
les
an
d
c
u
r
r
icu
lar
n
ee
d
s
[
3
2
]
.
W
h
ile
p
er
s
o
n
alize
d
u
s
e
o
f
in
s
tr
u
ctio
n
al
tech
n
o
l
o
g
y
is
cr
u
cial
f
o
r
ea
ch
teac
h
er
,
it
is
d
if
f
icu
lt
to
u
n
if
o
r
m
ly
r
ef
lect
th
is
in
d
iv
id
u
alize
d
a
p
p
r
o
ac
h
in
th
e
alig
n
m
en
t w
ith
th
e
p
r
in
cip
al
d
ig
ital le
ad
er
s
h
ip
p
r
a
ctice
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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,
Vo
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14
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2
,
Ap
r
il
20
25
:
1
2
2
7
-
1
2
3
4
1232
3
.
3
.
I
m
pli
ca
t
i
o
n
T
h
e
r
esu
lts
co
n
tr
ib
u
te
to
a
cle
ar
er
u
n
d
er
s
tan
d
i
n
g
o
f
d
ig
ital
l
ea
d
er
s
h
ip
b
y
s
h
if
tin
g
th
e
f
o
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s
f
r
o
m
th
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ec
t
o
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p
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in
cip
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d
ig
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lea
d
er
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ip
o
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teac
h
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e
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av
io
r
t
o
a
m
o
r
e
in
ter
ac
tiv
e
p
r
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ce
s
s
o
f
lead
er
s
h
ip
.
T
h
e
r
esu
lts
p
r
o
v
id
e
s
ig
n
if
ican
t
in
s
ig
h
ts
in
to
th
e
in
ter
ac
tiv
e
n
atu
r
e
o
f
d
ig
ital
lead
er
s
h
ip
,
s
h
if
t
th
e
f
o
cu
s
f
r
o
m
a
tr
ad
itio
n
al
to
p
-
d
o
wn
lead
er
s
h
ip
m
o
d
el
to
a
m
o
r
e
d
y
n
am
ic
p
r
o
ce
s
s
.
T
h
ese
in
s
ig
h
ts
h
av
e
s
ev
er
al
im
p
o
r
tan
t
th
eo
r
etica
l a
n
d
p
r
ac
tical
im
p
li
ca
tio
n
s
.
On
th
e
o
n
e
h
a
n
d
,
t
h
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
n
ee
d
to
m
o
v
e
b
ey
o
n
d
tr
a
d
itio
n
al,
p
r
in
cip
al
-
ce
n
ter
ed
m
o
d
els
o
f
d
ig
ital
lead
er
s
h
ip
to
m
o
r
e
i
n
ter
ac
tiv
e
f
r
a
m
ewo
r
k
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
f
o
c
u
s
o
n
d
e
v
elo
p
in
g
an
d
r
ef
in
in
g
lead
er
s
h
ip
m
o
d
els
th
at
co
n
s
id
er
th
e
m
u
tu
al
in
f
lu
en
ce
b
etwe
en
teac
h
er
s
a
n
d
p
r
i
n
cip
als.
B
y
ac
k
n
o
wled
g
i
n
g
th
is
two
-
way
in
ter
ac
tio
n
,
th
ese
m
o
d
els
wo
u
ld
p
r
o
v
id
e
a
clea
r
er
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
lead
er
s
h
ip
in
u
n
iv
er
s
ity
d
ev
el
o
p
s
,
p
ar
ticu
lar
l
y
in
r
elatio
n
to
h
o
w
teac
h
er
b
eh
a
v
io
r
s
an
d
th
e
u
s
e
o
f
tech
n
o
l
o
g
y
s
h
ap
e
d
ig
ital le
ad
er
s
h
ip
o
v
er
ti
m
e.
On
th
e
o
t
h
er
h
an
d
,
th
e
s
tr
o
n
g
co
n
tr
ib
u
tio
n
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
to
d
i
g
ital
lead
er
s
h
ip
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
s
tr
u
ctu
r
ed
a
n
d
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
p
p
o
r
tu
n
ities
.
B
ased
o
n
th
e
f
in
d
in
g
s
,
u
n
iv
er
s
ities
s
h
o
u
ld
d
esig
n
tr
ain
in
g
p
r
o
g
r
am
s
th
at
n
o
t
o
n
ly
e
n
h
an
ce
in
d
iv
i
d
u
al
tea
ch
er
co
m
p
eten
cies
b
u
t
also
cu
ltiv
ate
a
co
lla
b
o
r
ativ
e
en
v
ir
o
n
m
en
t
th
at
r
e
q
u
i
r
es
th
e
ac
tiv
e
p
ar
ticip
atio
n
o
f
p
r
in
cip
als.
Su
ch
tr
ain
in
g
ca
n
s
tr
en
g
th
en
lead
er
s
h
ip
in
ter
ac
tio
n
s
an
d
im
p
r
o
v
e
th
e
e
f
f
ec
tiv
en
ess
o
f
lead
e
r
s
h
ip
.
Similar
ly
,
it
is
cr
u
cial
to
cr
ea
te
a
ca
m
p
u
s
en
v
ir
o
n
m
en
t
th
at
in
v
o
l
v
es
b
o
th
teac
h
er
s
an
d
p
r
in
cip
als.
Fo
r
in
s
tan
ce
,
im
p
lem
en
tin
g
r
eg
u
lar
f
ee
d
b
a
ck
lo
o
p
s
an
d
jo
in
t
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
es
ca
n
p
r
o
v
id
e
p
r
in
cip
als
with
v
alu
ab
le
f
ee
d
b
ac
k
o
n
th
eir
lead
er
s
h
ip
b
eh
av
io
r
s
,
th
e
r
eb
y
e
n
h
an
cin
g
th
eir
lea
d
er
s
h
ip
ef
f
ec
tiv
en
ess
.
Ov
er
all,
u
n
iv
er
s
ity
m
an
ag
em
e
n
t
s
h
o
u
ld
estab
lis
h
m
o
r
e
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
ch
a
n
n
els
to
en
s
u
r
e
th
at
teac
h
er
s
’
ex
p
er
ien
ce
s
an
d
f
ee
d
b
ac
k
o
n
tec
h
n
o
lo
g
y
u
s
ag
e
ar
e
e
f
f
ec
tiv
ely
c
o
m
m
u
n
i
ca
ted
to
p
r
in
cip
als.
T
h
is
will
h
elp
p
r
in
cip
als
m
ak
e
m
o
r
e
in
f
o
r
m
e
d
d
ec
is
io
n
s
th
at
s
u
p
p
o
r
t
an
d
p
r
o
m
o
te
tech
n
o
lo
g
y
in
teg
r
atio
n
.
Ad
d
itio
n
ally
,
p
r
in
cip
als
s
h
o
u
l
d
in
cr
ea
s
e
th
eir
f
o
cu
s
o
n
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
f
o
r
teac
h
er
s
b
y
p
r
o
v
i
d
in
g
o
n
g
o
in
g
tr
ain
in
g
an
d
d
ev
el
o
p
m
en
t o
p
p
o
r
tu
n
ities
to
en
h
an
ce
th
eir
tech
n
o
l
o
g
y
u
s
e.
Ho
wev
er
,
th
is
s
tu
d
y
h
as
s
ev
e
r
al
lim
itatio
n
s
.
T
h
e
s
am
p
le
w
as
p
r
im
ar
ily
d
r
awn
f
r
o
m
u
n
iv
er
s
ities
in
s
p
ec
if
ic
g
eo
g
r
a
p
h
ical
an
d
cu
lt
u
r
al
co
n
tex
ts
,
wh
ich
m
ay
lim
i
t
th
e
g
en
er
aliza
tio
n
o
f
th
e
f
in
d
in
g
s
.
Pra
ctice
s
an
d
ch
allen
g
es
in
d
ig
ital
lead
er
s
h
i
p
an
d
tech
n
o
lo
g
y
in
teg
r
atio
n
c
an
v
ar
y
s
ig
n
if
ican
tly
ac
r
o
s
s
d
if
f
er
en
t
r
e
g
io
n
s
an
d
cu
ltu
r
es
[
1
8
]
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
r
elied
o
n
s
elf
-
r
ep
o
r
t
ed
d
ata
f
r
o
m
teac
h
er
s
,
wh
ich
m
ay
b
e
s
u
b
ject
to
s
u
b
jectiv
e
b
ias.
T
ea
ch
e
r
s
an
d
p
r
i
n
cip
als
m
ay
o
v
er
esti
m
a
te
o
r
u
n
d
e
r
esti
m
ate
th
eir
te
ch
n
o
lo
g
y
u
s
e
an
d
lead
er
s
h
ip
s
k
ills
d
u
e
to
s
o
cial
d
esira
b
ilit
y
ef
f
ec
ts
o
r
s
elf
-
ass
ess
m
en
t
b
iases
.
Fu
r
th
er
m
o
r
e,
th
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
o
f
th
e
s
tu
d
y
o
n
l
y
ca
p
t
u
r
es
th
e
p
h
en
o
m
e
n
o
n
at
a
s
p
e
cif
ic
p
o
in
t
in
tim
e,
f
ailin
g
to
r
ev
ea
l
th
e
d
y
n
am
i
c
p
r
o
ce
s
s
o
f
h
o
w
teac
h
er
b
eh
a
v
io
r
im
p
ac
ts
p
r
in
cip
als
’
d
i
g
ital
lead
er
s
h
ip
o
v
er
tim
e.
Fu
t
u
r
e
s
tu
d
ies
s
h
o
u
ld
in
clu
d
e
co
m
p
ar
is
o
n
s
ac
r
o
s
s
d
if
f
er
en
t
g
eo
g
r
a
p
h
ical
an
d
cu
ltu
r
al
co
n
tex
ts
to
e
n
h
an
ce
th
e
g
e
n
er
aliza
tio
n
o
f
th
e
f
in
d
in
g
s
.
C
o
m
b
in
in
g
o
b
s
er
v
at
io
n
al
m
eth
o
d
s
o
r
th
ir
d
-
p
ar
t
y
a
s
s
es
s
m
en
t
d
ata
with
s
elf
-
r
e
p
o
r
ted
d
ata
c
o
u
ld
also
im
p
r
o
v
e
t
h
e
o
b
jectiv
ity
an
d
r
e
liab
ilit
y
o
f
th
e
r
esu
lts
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
im
p
ac
t
o
f
teac
h
er
b
eh
av
i
o
r
o
n
p
r
in
cip
al
d
ig
ital
lead
er
s
h
ip
p
r
ac
tices.
T
h
e
r
esear
ch
q
u
esti
o
n
s
f
o
c
u
s
ed
o
n
an
aly
zin
g
th
e
in
ter
ac
tiv
e
p
r
o
ce
s
s
o
f
th
is
in
f
lu
en
ce
,
with
p
a
r
ticu
lar
atten
tio
n
to
th
e
co
n
t
r
ib
u
tio
n
s
o
f
f
o
u
r
d
im
en
s
io
n
s
:
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
co
m
m
u
n
icat
io
n
,
teac
h
i
n
g
,
an
d
ad
m
in
is
tr
atio
n
,
t
o
p
r
in
cip
al
d
ig
ital
lea
d
er
s
h
ip
.
Usi
n
g
a
q
u
a
n
titativ
e
r
esear
ch
ap
p
r
o
ac
h
with
Pear
s
o
n
co
r
r
elatio
n
an
d
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
,
th
e
r
esu
lts
r
ev
ea
led
a
p
o
s
itiv
e
co
r
r
elati
o
n
b
etwe
en
teac
h
er
tech
n
o
lo
g
y
u
s
ag
e
an
d
p
r
in
ci
p
al
d
ig
ital
lead
e
r
s
h
ip
p
r
ac
tices.
E
ac
h
o
f
th
e
f
o
u
r
d
im
en
s
io
n
s
was
f
o
u
n
d
t
o
s
ig
n
if
ican
tly
co
n
tr
ib
u
te
to
th
e
en
h
an
ce
m
e
n
t
o
f
p
r
in
cip
al
d
i
g
ital
lead
er
s
h
ip
,
with
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
em
er
g
in
g
as
th
e
m
o
s
t
in
f
lu
e
n
tial
f
ac
to
r
.
I
n
s
u
m
,
th
is
r
esear
ch
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
a
co
llab
o
r
ativ
e
ap
p
r
o
ac
h
to
d
ig
ital
lead
er
s
h
ip
,
wh
er
ein
b
o
th
teac
h
er
s
an
d
p
r
in
cip
als
p
lay
ac
tiv
e
r
o
les
in
s
h
ap
in
g
th
e
f
u
t
u
r
e
o
f
ed
u
ca
tio
n
.
B
y
r
ec
o
g
n
izin
g
an
d
lev
er
ag
in
g
th
e
in
f
lu
en
ce
o
f
teac
h
er
b
eh
av
io
r
,
u
n
iv
e
r
s
ities
ca
n
f
o
s
ter
a
m
o
r
e
ef
f
ec
tiv
e
an
d
s
u
s
tain
ab
le
d
i
g
ital
lead
er
s
h
ip
en
v
ir
o
n
m
en
t
.
T
h
ese
f
in
d
in
g
s
s
tr
ess
th
e
n
ec
ess
ity
o
f
jo
i
n
t
p
ar
ticip
atio
n
an
d
co
o
p
er
atio
n
b
etwe
en
teac
h
er
s
an
d
p
r
in
ci
p
als
in
im
p
lem
en
tin
g
d
i
g
ital
lead
er
s
h
ip
,
th
er
e
b
y
co
n
tr
ib
u
tin
g
to
th
e
l
o
n
g
-
ter
m
d
ev
elo
p
m
e
n
t a
n
d
im
p
r
o
v
em
en
t o
f
ed
u
ca
tio
n
al
p
r
ac
tices.
ACK
NO
WL
E
DG
E
M
E
NT
S
Sp
ec
ial
th
an
k
s
a
r
e
e
x
ten
d
ed
t
o
Un
iv
e
r
s
iti
Keb
an
g
s
aa
n
Ma
lay
s
ia
(
UKM
)
f
o
r
p
r
o
v
id
in
g
u
s
with
th
e
g
r
ea
t o
p
p
o
r
tu
n
ity
to
c
o
n
d
u
ct
th
is
r
esear
ch
.
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
Tea
ch
er tec
h
n
o
lo
g
y
u
s
a
g
e,
a
c
a
ta
lyst
fo
r
p
r
in
cip
a
l d
ig
ita
l le
a
d
ers
h
ip
p
r
a
ctice
(
R
u
i Zh
u
)
1233
RE
F
E
R
E
NC
E
S
[
1
]
N
.
S
.
A
b
d
u
l
l
a
h
a
n
d
S
.
A
.
K
a
d
i
r
,
“
R
e
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
e
n
p
r
i
n
c
i
p
a
l
s’
d
i
g
i
t
a
l
l
e
a
d
e
r
s
h
i
p
a
n
d
t
e
a
c
h
e
r
s’
d
i
g
i
t
a
l
c
o
mp
e
t
e
n
c
y
i
n
K
l
a
n
g
D
i
st
r
i
c
t
se
c
o
n
d
a
r
y
sc
h
o
o
l
s,
”
Asi
a
n
J
o
u
rn
a
l
o
f
V
o
c
a
t
i
o
n
a
l
E
d
u
c
a
t
i
o
n
a
n
d
H
u
m
a
n
i
t
i
e
s
(
A
J
VAH
)
,
v
o
l
.
4
,
n
o
.
2
,
p
p
.
1
–
1
4
,
J
u
l
.
2
0
2
3
,
d
o
i
:
1
0
.
5
3
7
9
7
/
a
j
v
a
h
.
v
4
i
2
.
1
.
2
0
2
3
.
[
2
]
M
.
T.
Ta
t
t
o
,
“
P
r
o
f
e
ssi
o
n
a
l
i
sm
i
n
t
e
a
c
h
i
n
g
a
n
d
t
h
e
r
o
l
e
o
f
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
4
,
n
o
.
1
,
p
p
.
2
0
–
4
4
,
J
a
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
6
1
9
7
6
8
.
2
0
2
0
.
1
8
4
9
1
3
0
.
[
3
]
H
.
A
l
d
a
w
o
o
d
,
A
.
A
l
h
e
j
a
i
l
i
,
M
.
A
l
a
b
a
d
i
,
O
.
A
l
h
a
r
b
i
,
a
n
d
G
.
S
k
i
n
n
e
r
,
“
I
n
t
e
g
r
a
t
i
n
g
d
i
g
i
t
a
l
l
e
a
d
e
r
sh
i
p
i
n
a
n
e
d
u
c
a
t
i
o
n
a
l
su
p
e
r
v
i
s
i
o
n
c
o
n
t
e
x
t
:
a
c
r
i
t
i
c
a
l
a
p
p
r
a
i
sa
l
,
”
i
n
2
0
1
9
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
i
n
E
n
g
i
n
e
e
ri
n
g
Ap
p
l
i
c
a
t
i
o
n
s
(
I
C
E
A)
,
J
u
l
.
2
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1
9
,
p
p
.
1
–
7
,
d
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:
1
0
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P
.
2
0
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9
.
8
8
8
3
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4
.
[
4
]
H
.
A
k
r
a
m,
A
.
H
.
A
b
d
e
l
r
a
d
y
,
A
.
S
.
A
l
-
A
d
w
a
n
,
a
n
d
M
.
R
a
m
z
a
n
,
“
T
e
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
t
e
c
h
n
o
l
o
g
y
i
n
t
e
g
r
a
t
i
o
n
i
n
t
e
a
c
h
i
n
g
-
l
e
a
r
n
i
n
g
p
r
a
c
t
i
c
e
s:
a
sy
s
t
e
m
a
t
i
c
r
e
v
i
e
w
,
”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
3
,
p
.
9
2
0
3
1
7
,
J
u
n
.
2
0
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2
,
d
o
i
:
1
0
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3
3
8
9
/
f
p
sy
g
.
2
0
2
2
.
9
2
0
3
1
7
.
[
5
]
L.
A
m
h
a
g
,
L
.
H
e
l
l
st
r
ö
m,
a
n
d
M
.
S
t
i
g
mar,
“
Te
a
c
h
e
r
e
d
u
c
a
t
o
r
s’
u
s
e
o
f
d
i
g
i
t
a
l
t
o
o
l
s
a
n
d
n
e
e
d
s
f
o
r
d
i
g
i
t
a
l
c
o
m
p
e
t
e
n
c
e
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
D
i
g
i
t
a
l
L
e
a
r
n
i
n
g
i
n
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
5
,
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o
.
4
,
p
p
.
2
0
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–
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c
t
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2
0
1
9
,
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o
i
:
1
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1
5
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4
.
2
0
1
9
.
1
6
4
6
1
6
9
.
[
6
]
D
.
A
mi
n
a
t
u
n
,
“
I
C
T
i
n
u
n
i
v
e
r
s
i
t
y
:
h
o
w
l
e
c
t
u
r
e
r
s
e
mb
r
a
c
e
t
e
c
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RS
Rui
Zh
u
is
a
P
h
.
D.
st
u
d
e
n
t
i
n
Un
iv
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
(UK
M
)
.
S
h
e
h
o
l
d
s
u
n
d
e
r
g
ra
d
u
a
te
a
n
d
g
ra
d
u
a
te
d
e
g
r
e
e
s
in
Ed
u
c
a
ti
o
n
a
l
Tec
h
n
o
l
o
g
y
a
n
d
t
h
u
s
f
o
c
u
se
s
o
n
th
e
f
ield
o
f
d
i
g
it
a
li
z
a
ti
o
n
i
n
e
d
u
c
a
ti
o
n
.
D
u
rin
g
h
e
r
c
a
re
e
r,
sh
e
h
a
s
wo
rk
e
d
in
th
e
d
e
v
e
lo
p
m
e
n
t
a
n
d
p
lan
n
in
g
d
e
p
a
rtme
n
ts
o
f
C
h
in
e
se
u
n
iv
e
rsiti
e
s,
wh
e
re
sh
e
h
a
s
g
a
in
e
d
e
x
ten
si
v
e
e
x
p
e
rien
c
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i
n
e
d
u
c
a
ti
o
n
m
a
n
a
g
e
m
e
n
t.
S
h
e
h
a
s
a
stro
n
g
in
tere
st
in
e
d
u
c
a
ti
o
n
d
ig
it
iza
ti
o
n
a
n
d
h
a
s
p
u
b
li
sh
e
d
se
v
e
ra
l
p
a
p
e
rs
in
th
e
field
,
c
o
n
tri
b
u
ti
n
g
u
n
i
q
u
e
in
si
g
h
ts
a
n
d
p
e
rsp
e
c
ti
v
e
s.
S
h
e
is
c
o
m
m
it
ted
to
p
ro
m
o
ti
n
g
th
e
in
te
g
ra
ti
o
n
o
f
e
d
u
c
a
ti
o
n
tec
h
n
o
lo
g
y
a
n
d
m
a
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g
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m
e
n
t,
a
n
d
e
x
p
lo
ri
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g
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o
w
d
ig
it
a
l
tec
h
n
o
l
o
g
y
c
a
n
b
e
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ti
li
z
e
d
t
o
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n
h
a
n
c
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th
e
q
u
a
li
t
y
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n
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e
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n
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y
o
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d
u
c
a
ti
o
n
.
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r
re
se
a
rc
h
fo
c
u
se
s
o
n
p
ra
c
ti
c
a
l
a
p
p
li
c
a
ti
o
n
s,
p
o
li
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y
imp
li
c
a
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o
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s,
a
n
d
in
n
o
v
a
ti
v
e
a
p
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to
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d
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c
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ti
o
n
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l
d
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g
it
iza
ti
o
n
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n
d
m
a
n
a
g
e
m
e
n
t.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
9
2
0
4
2
9
3
9
3
@q
q
.
c
o
m
.
Bity
S
a
lwa
n
a
Alia
s
is
a
c
h
a
i
rm
a
n
o
f
th
e
Ce
n
ter
fo
r
Lea
d
e
rsh
ip
a
n
d
Ed
u
c
a
ti
o
n
P
o
li
c
y
S
t
u
d
ies
.
S
h
e
h
a
s
a
Dip
lo
m
a
in
In
tern
a
t
io
n
a
l
Trad
e
fro
m
th
e
Ko
lej
Ag
a
m
a
S
u
lt
a
n
Zain
a
l
Ab
id
i
n
,
a
Ba
c
h
e
lo
r’s
De
g
re
e
i
n
Bu
sin
e
ss
Ad
m
in
istratio
n
fr
o
m
U
n
iv
e
rsiti
Isla
m
An
tara
b
a
n
g
sa
,
a
P
o
st
-
g
ra
d
u
a
te
Tea
c
h
in
g
Di
p
lo
m
a
fro
m
th
e
Tec
h
n
ica
l
Co
ll
e
g
e
,
a
M
a
ste
r
’
s
in
Ed
u
c
a
ti
o
n
a
l
Ad
m
in
istratio
n
fr
o
m
Un
i
v
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
(UK
M
),
a
n
d
a
D
o
c
to
ra
te
o
f
P
h
il
o
s
o
p
h
y
a
lso
fro
m
UK
M
.
S
tarte
d
se
rv
in
g
a
s
a
tea
c
h
e
r
a
t
S
M
K
Da
m
a
n
sa
ra
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m
a
fro
m
1
9
9
5
t
o
1
9
9
9
.
Th
e
n
a
t
S
M
K Ja
lan
Ti
g
a
a
n
d
S
M
K Ja
lan
Emp
a
t
fro
m
1
9
9
9
t
o
2
0
0
5
.
S
e
rv
e
d
i
n
t
h
e
P
lan
n
in
g
a
n
d
Re
se
a
rc
h
Div
isio
n
o
f
Ed
u
c
a
ti
o
n
P
o
li
c
y
,
Co
m
m
e
n
tary
o
n
E
d
u
c
a
ti
o
n
M
a
lay
sia
in
2
0
0
9
to
2
0
1
8
a
fter
g
ra
d
u
a
ti
n
g
fr
o
m
Do
c
to
r
o
f
P
h
il
o
so
p
h
y
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g
re
e
a
s
As
sista
n
t
Dire
c
to
r
in
t
h
e
Re
se
a
rc
h
a
n
d
Ev
a
lu
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ti
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e
c
to
r.
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tarte
d
se
rv
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n
g
a
s
a
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e
n
i
o
r
Lec
tu
re
r
a
t
UK
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fr
o
m
2
0
1
8
to
n
o
w.
Th
e
stu
d
y
sp
e
c
ialize
s in
th
e
field
o
f
a
d
m
i
n
is
tratio
n
a
n
d
n
o
b
le v
a
lu
e
s in
c
l
u
d
i
n
g
fo
r
u
n
it
y
a
n
d
i
n
teg
rit
y
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
b
it
y
@u
k
m
.
e
d
u
.
m
y
.
Mo
h
d
Iz
h
a
m
M
o
h
d
H
a
m
z
a
h
is
a
P
h
.
D.
As
so
c
iate
P
r
o
fe
ss
o
r
i
n
t
h
e
fiel
d
o
f
Ed
u
c
a
ti
o
n
a
d
m
in
istrati
o
n
a
t
t
h
e
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Un
i
v
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
(UK
M
),
He
h
a
s e
x
p
e
rti
se
in
t
h
e
fi
e
ld
o
f
m
a
n
a
g
e
m
e
n
t
i
n
Ed
u
c
a
ti
o
n
,
E
d
u
c
a
ti
o
n
,
H
u
m
a
n
re
so
u
rc
e
m
a
n
a
g
e
m
e
n
t
a
n
d
train
in
g
d
e
sig
n
in
e
d
u
c
a
ti
o
n
.
He
is
a
lso
a
n
e
x
p
e
r
ien
c
e
d
a
d
m
i
n
istrato
r
in
t
h
e
Ed
u
c
a
ti
o
n
a
n
d
Ca
m
p
in
g
F
a
c
u
l
ty
h
o
ld
i
n
g
a
s
th
e
Co
o
rd
i
n
a
to
r
o
f
th
e
S
p
e
c
ial
P
ro
g
ra
m
m
e
o
f
Un
d
e
rg
ra
d
u
a
te
He
a
d
m
a
ste
r,
He
a
d
o
f
Qu
a
li
t
y
M
a
n
a
g
e
m
e
n
t
o
f
t
h
e
F
a
c
u
lt
y
o
f
E
d
u
c
a
ti
o
n
,
He
a
d
o
f
Ba
sic
Ed
u
c
a
ti
o
n
De
p
a
rtme
n
t,
He
a
d
o
f
Ed
u
c
a
ti
o
n
Lea
d
e
rsh
i
p
a
n
d
P
o
l
icy
D
e
p
a
rtme
n
t
a
n
d
De
p
u
ty
De
a
n
o
f
Ac
a
d
e
m
ic
F
a
c
u
lt
y
o
f
E
d
u
c
a
ti
o
n
UK
M
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
izh
a
m
@
u
k
m
.
e
d
u
.
m
y
.
J
a
m
a
lu
ll
a
i
l
Abd
u
l
W
a
h
a
b
is
a
g
ra
d
u
a
te
d
wit
h
a
Ba
c
h
e
lo
r
o
f
S
c
ien
c
e
i
n
Ed
u
c
a
ti
o
n
(B
io
l
o
g
y
),
(
H
o
n
o
rs
)
a
n
d
a
M
a
ste
r
o
f
S
c
ien
c
e
(Hu
m
a
n
Re
so
u
rc
e
M
a
n
a
g
e
m
e
n
t).
He
h
a
s
e
x
ten
siv
e
e
x
p
e
rien
c
e
i
n
h
is
c
a
re
e
r
in
th
e
f
ield
o
f
e
d
u
c
a
ti
o
n
a
s
a
se
c
o
n
d
a
ry
sc
h
o
o
l
tea
c
h
e
r
(1
9
8
9
-
1
9
9
5
),
L
e
c
tu
re
r
a
t
t
h
e
Tea
c
h
e
r
Train
i
n
g
Co
l
leg
e
(
1
9
9
5
-
1
9
9
7
),
As
sista
n
t
Dire
c
to
r
a
t
t
h
e
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
Di
v
isio
n
,
M
i
n
istry
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
,
a
n
d
S
e
n
io
r
Lec
tu
re
r
a
t
th
e
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Un
i
v
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
(1
9
9
9
-
2
0
2
4
).
S
i
n
c
e
2
0
2
1
u
n
ti
l
n
o
w
,
h
e
h
a
s
b
e
e
n
wo
r
k
in
g
a
s
De
p
u
ty
Dir
e
c
to
r
(M
a
rk
e
ti
n
g
a
n
d
P
ro
g
ra
m
D
e
v
e
lo
p
m
e
n
t)
a
t
UK
M
S
h
a
p
e
(S
h
a
p
i
n
g
Ad
v
a
n
c
e
d
a
n
d
P
ro
fe
ss
i
o
n
a
l
Ed
u
c
a
ti
o
n
Ce
n
ter).
T
h
ro
u
g
h
o
u
t
h
is
c
a
re
e
r,
h
e
p
ro
d
u
c
e
d
m
a
n
y
sc
ien
ti
fic
m
a
teria
ls
su
c
h
a
s
a
rti
c
les
jo
u
rn
a
l
,
b
o
o
k
s
a
n
d
se
m
i
n
a
r
p
a
p
e
r
p
re
se
n
tati
o
n
s
b
o
t
h
d
o
m
e
stica
ll
y
a
n
d
i
n
tern
a
ti
o
n
a
ll
y
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
jam
a
ll
6
4
@
u
k
m
.
e
d
u
.
m
y
.
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