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f
u
lly
[
9
]
.
So
well
[
1
0
]
ex
p
lain
ed
th
at
t
h
e
v
alu
e
o
f
th
e
teac
h
er
’
s
te
ac
h
in
g
was
clo
s
ely
co
n
n
ec
ted
to
th
e
way
s
th
at
th
e
teac
h
er
g
av
e
th
e
less
o
n
s
.
T
e
ac
h
er
s
with
h
ig
h
lev
els
o
f
w
o
r
k
in
g
ef
f
ec
tiv
en
ess
ca
n
f
o
s
ter
an
in
ter
est
in
teac
h
in
g
,
an
d
a
g
r
ea
ter
f
ee
lin
g
o
f
d
ed
icatio
n
to
s
ch
o
o
l
ac
tiv
ities
[
1
1
]
.
T
ea
c
h
er
jo
b
p
er
f
o
r
m
an
ce
is
an
i
n
d
icato
r
o
f
th
e
ef
f
icien
cy
an
d
e
n
d
ea
v
o
r
th
at
a
teac
h
e
r
is
in
v
o
lv
e
d
in
t
o
h
is
wo
r
k
.
Fo
r
th
is
p
o
in
t,
it’s
cr
u
cial
to
id
en
tify
th
e
elem
en
ts
in
f
lu
en
cin
g
teac
h
er
s
’
jo
b
p
er
f
o
r
m
an
ce
[
1
2
]
.
W
h
en
th
e
teac
h
er
’
s
teac
h
in
g
p
r
ac
tice
is
in
ef
f
ec
ti
v
e,
it
will
b
e
d
if
f
icu
lt
f
o
r
s
tu
d
en
ts
wh
o
ar
e
h
av
in
g
tr
o
u
b
le
co
m
p
letin
g
th
eir
r
ev
is
io
n
s
tu
d
ies [
1
3
]
.
Mo
r
eo
v
e
r
,
teac
h
er
s
’
u
n
p
r
ep
a
r
ed
n
ess
attitu
d
e
to
war
d
teac
h
e
r
lead
er
s
h
i
p
ex
er
ts
a
n
eg
ativ
e
in
f
lu
en
ce
o
n
teac
h
i
n
g
p
er
f
o
r
m
an
ce
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
in
s
tr
u
cto
r
s
at
p
r
i
v
ate
s
ch
o
o
ls
is
a
ls
o
d
ec
lin
in
g
s
in
ce
th
ey
ar
e
n
o
t
ab
le
to
w
o
r
k
to
t
h
eir
f
u
ll
ca
p
ac
ity
b
ec
au
s
e
o
f
t
h
eir
h
ea
v
y
wo
r
k
lo
a
d
s
an
d
ex
t
en
d
ed
wo
r
k
h
o
u
r
s
,
wh
ich
m
ak
e
it d
if
f
icu
lt f
o
r
th
e
m
to
ac
co
m
p
lis
h
o
b
jectiv
es in
th
e
class
r
o
o
m
an
d
m
ee
t d
ea
d
li
n
es [
1
4
]
.
Pri
n
ci
p
al
le
ad
e
r
s
h
ip
is
a
f
u
n
d
am
e
n
t
all
y
b
e
n
e
f
i
cia
l
f
a
ct
o
r
t
h
at
in
f
l
u
e
n
ce
te
ac
h
er
s
’
j
o
b
p
e
r
f
o
r
m
a
n
c
e
d
i
r
e
ctl
y
an
d
i
n
d
ir
ec
t
ly
[
1
5
]
.
S
p
e
ci
f
ic
all
y
,
t
h
e
a
ttit
u
d
es
o
f
te
a
ch
er
s
a
b
o
u
t
ch
an
g
es
i
n
e
d
u
ca
ti
o
n
a
r
e
s
i
g
n
i
f
ic
an
tl
y
in
f
l
u
e
n
c
ed
b
y
l
ea
d
e
r
s
w
h
o
p
o
s
s
ess
in
s
tr
u
c
ti
o
n
al
l
ea
d
e
r
s
h
i
p
,
t
h
e
y
a
r
e
c
o
r
r
e
lat
ed
wit
h
e
ac
h
o
t
h
e
r
we
ll
.
T
h
e
r
e
f
o
r
e,
th
e
p
r
in
ci
p
a
l
m
u
s
t
p
r
o
v
i
d
e
h
i
g
h
l
y
v
a
lu
ed
v
is
i
o
n
s
th
at
a
r
e
c
en
t
e
r
e
d
o
n
tea
c
h
e
r
s
’
d
ai
ly
t
ea
ch
i
n
g
p
r
a
cti
ce
s
a
n
d
h
el
p
to
c
u
lt
iv
at
e
a
p
o
s
i
ti
v
e
c
u
l
tu
r
e
to
s
u
p
p
o
r
t
t
ea
c
h
er
s
g
et
ef
f
e
cti
v
e
p
er
f
o
r
m
a
n
ce
[
1
6
]
.
A
l
ea
d
e
r
’
s
b
e
h
a
v
i
o
r
o
r
attit
u
d
e
m
a
k
es
s
e
n
s
e
,
wh
e
n
i
t
c
o
m
es
to
g
u
a
r
a
n
te
ei
n
g
ex
ce
p
ti
o
n
al
ly
e
x
ce
l
le
n
t
te
ac
h
e
r
j
o
b
p
e
r
f
o
r
m
a
n
ce
.
Ho
w
ev
er
,
t
h
er
e
a
r
e
a
p
p
a
r
e
n
t
r
es
ea
r
c
h
g
a
p
s
i
n
t
h
e
li
te
r
at
u
r
e.
Fi
r
s
t
,
f
ew
s
t
u
d
ies
h
a
v
e
e
x
am
i
n
e
d
th
e
ef
f
e
ct
o
f
p
r
i
n
ci
p
als
’
i
n
s
t
r
u
ct
io
n
al
p
r
ac
tic
e
o
n
t
ea
ch
e
r
s
’
j
o
b
p
er
f
o
r
m
a
n
c
e
in
p
r
iv
ate
s
c
h
o
o
l,
b
u
t n
o
t
e
n
o
u
g
h
s
tu
d
y
h
as
b
ee
n
d
o
n
e
to
u
n
d
er
s
ta
n
d
h
o
w
t
h
e
e
f
f
ec
t
wo
r
k
s
.
S
o
,
it
r
e
m
ai
n
s
u
n
cle
ar
i
n
t
er
m
s
o
f
t
h
e
co
r
r
el
ati
o
n
b
etwe
e
n
two
v
a
r
ia
b
l
es
i
n
Sh
e
n
z
h
e
n
,
C
h
in
a
.
Sec
o
n
d
,
i
n
c
o
n
s
is
t
en
t f
i
n
d
i
n
g
s
w
er
e
f
o
u
n
d
in
C
h
in
ese
c
o
n
tex
t c
o
n
ce
r
n
in
g
t
h
e
in
f
l
u
e
n
c
e
o
f
p
r
i
n
ci
p
al
i
n
s
t
r
u
cti
o
n
al
l
ea
d
e
r
s
h
i
p
o
n
te
ac
h
e
r
j
o
b
p
e
r
f
o
r
m
a
n
ce
.
L
ast
ly
,
li
m
it
ed
s
tu
d
i
es
h
a
v
e
ass
ess
e
d
p
r
i
n
c
ip
als
’
in
s
tr
u
c
ti
o
n
al
l
ea
d
e
r
s
h
i
p
s
t
y
l
e
o
n
te
ac
h
e
r
j
o
b
p
e
r
f
o
r
m
a
n
ce
i
n
t
h
e
C
h
i
n
e
s
e
p
r
iv
at
e
s
e
c
o
n
d
ar
y
s
ch
o
o
l
c
o
n
te
x
t
.
R
ese
ar
ch
er
s
a
r
e
i
n
te
r
este
d
i
n
in
v
esti
g
at
in
g
t
h
is
is
s
u
e
f
u
r
t
h
e
r
t
o
d
e
te
r
m
in
e
w
h
et
h
er
t
h
e
r
e
is
a
co
n
s
is
t
e
n
t
r
e
lat
io
n
s
h
i
p
b
etwe
e
n
th
e
t
wo
v
a
r
ia
b
l
es
in
S
h
e
n
z
h
en
,
C
h
i
n
a
.
T
h
e
r
e
f
o
r
e,
t
h
e
g
o
al
s
o
f
th
is
s
t
u
d
y
ar
e
t
o
ex
am
i
n
e
t
h
e
le
v
e
l o
f
p
r
i
n
c
ip
als
’
i
n
s
t
r
u
cti
o
n
a
l
l
ea
d
e
r
s
h
i
p
p
r
ac
t
ices a
n
d
th
e
t
ea
ch
er
j
o
b
p
er
f
o
r
m
a
n
c
e
r
es
p
e
cti
v
el
y
in
p
r
i
v
a
te
s
e
co
n
d
a
r
y
s
ch
o
o
ls
i
n
Sh
e
n
z
h
e
n
,
C
h
i
n
a
as
we
ll
as
to
e
x
a
m
i
n
e
t
h
e
e
f
f
ec
t
b
e
twe
e
n
t
h
e
t
wo
v
a
r
ia
b
l
es.
T
h
e
r
es
ea
r
c
h
o
b
j
ec
ti
v
es
le
d
t
o
th
e
g
e
n
e
r
a
l
h
y
p
o
th
esis
,
n
a
m
e
l
y
,
t
h
e
r
e
is
a
p
o
s
iti
v
e
ef
f
e
ct
o
n
tea
ch
er
j
o
b
p
e
r
f
o
r
m
a
n
c
es
d
e
p
e
n
d
i
n
g
o
n
t
h
e
i
n
s
t
r
u
cti
o
n
al
l
ea
d
e
r
s
h
i
p
s
t
y
le
u
s
e
d
b
y
th
e
s
ch
o
o
l
p
r
i
n
c
ip
al.
I
t
i
s
e
x
p
e
cte
d
to
p
r
o
v
i
d
e
p
er
ce
p
t
io
n
s
f
o
r
t
h
e
g
o
v
e
r
n
m
e
n
t
a
n
d
p
r
i
n
ci
p
als
c
o
n
c
er
n
i
n
g
t
h
e
p
r
o
b
le
m
s
ex
p
er
i
en
ce
d
b
y
te
ac
h
er
s
.
Me
a
n
w
h
il
e,
t
h
e
s
t
u
d
y
o
f
f
e
r
s
in
s
ig
h
ts
to
t
h
e
e
d
u
c
ati
o
n
b
u
r
ea
u
wit
h
t
h
e
a
d
o
p
ti
o
n
o
f
a
p
p
r
o
p
r
ia
te
t
r
ai
n
i
n
g
c
o
u
r
s
e
s
o
r
t
o
i
m
p
r
o
v
e
e
d
u
ca
t
io
n
al
m
a
n
ag
em
en
t p
o
lic
y
f
o
r
le
a
d
e
r
s
i
n
p
r
iv
at
e
e
d
u
c
ati
o
n
al
s
c
h
o
o
ls
t
o
im
p
r
o
v
e
e
x
p
er
ie
n
c
e
o
f
u
ti
lizi
n
g
i
n
s
tr
u
cti
o
n
al
s
k
ills
in
te
ac
h
e
r
m
an
ag
e
m
e
n
t
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
P
rincipa
l
ins
t
ruct
io
na
l le
a
dersh
ip
I
n
th
e
f
ield
o
f
ed
u
ca
tio
n
al
le
ad
er
s
h
ip
,
th
e
r
e
h
as
b
ee
n
h
ea
t
ed
d
is
cu
s
s
io
n
o
n
t
h
e
id
ea
o
f
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
.
Acc
o
r
d
in
g
to
J
en
k
in
s
an
d
Allen
[
1
7
]
,
in
s
tr
u
ctio
n
al
lead
er
s
ar
e
in
v
o
lv
ed
in
g
o
al
s
ettin
g
,
cu
r
r
icu
lu
m
m
an
a
g
em
en
t,
teac
h
er
ass
ess
m
en
t,
an
d
r
eso
u
r
ce
allo
ca
tio
n
.
C
o
n
tr
o
l
,
s
u
p
er
v
is
io
n
,
an
d
o
v
er
s
ig
h
t o
f
e
d
u
ca
tio
n
al
ac
tiv
i
ties
ar
e
th
e
m
ai
n
f
o
cu
s
es
o
f
in
s
tr
u
ctio
n
lead
er
s
.
W
an
g
[
1
8
]
r
ep
o
r
t h
ig
h
lig
h
ts
t
h
e
ad
v
an
tag
es
o
f
i
n
s
tr
u
ctio
n
al
le
ad
er
s
h
ip
to
elu
cid
ate
th
e
p
r
im
ar
y
r
o
le
o
f
th
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
.
Pra
ctica
lly
,
p
r
in
cip
als
ar
e
b
o
th
p
r
o
b
lem
s
o
lv
er
s
an
d
ef
f
icien
cy
f
ac
ilit
ato
r
s
.
Sk
illed
lead
er
s
p
r
ep
ar
e
th
eir
teac
h
er
s
f
u
n
ctio
n
ally
well
f
o
r
u
p
co
m
in
g
ch
allen
g
es
[
1
9
]
.
I
n
s
u
m
m
ar
y
,
th
e
b
eh
a
v
io
r
s
,
p
r
o
g
r
am
ac
tiv
ities
,
co
n
ce
r
n
s
with
cu
r
r
icu
lu
m
cr
ea
tio
n
,
teac
h
i
n
g
p
r
in
cip
les,
an
d
attitu
d
es
o
f
s
c
h
o
o
l
lea
d
er
s
to
war
d
th
e
teac
h
in
g
p
r
o
ce
s
s
ar
e
all
co
n
s
id
er
ed
to
b
e
co
m
p
o
n
e
n
t
s
o
f
p
r
in
cip
al
in
s
tr
u
cti
o
n
al
l
ea
d
er
s
h
ip
.
Prin
cip
al
in
s
tr
u
cti
o
n
al
lead
er
s
h
ip
is
s
u
m
m
ed
u
p
as
th
e
ac
tio
n
s
o
f
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
r
eg
ar
d
in
g
th
e
ac
tiv
ities
o
f
th
e
s
ch
o
o
l
p
r
o
g
r
am
,
th
eir
co
n
ce
r
n
s
r
e
g
ar
d
in
g
th
e
c
r
ea
tio
n
o
f
th
e
cu
r
r
icu
lu
m
,
th
eir
te
ac
h
in
g
p
r
in
cip
les,
an
d
th
eir
a
ttit
u
d
es
to
war
d
th
e
teac
h
in
g
p
r
o
ce
s
s
.
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
P
r
in
cip
a
l in
s
tr
u
ctio
n
a
l le
a
d
er
s
h
ip
p
r
a
ctice
a
n
d
its
r
ela
tio
n
s
h
ip
w
ith
tea
ch
er jo
b
…
(
X
ia
n
g
Yu
a
n
yu
a
n
)
1099
Dr
awin
g
o
n
Hallin
g
er
a
n
d
M
u
r
p
h
y
’
s
m
o
d
el
o
f
in
s
tr
u
ctio
n
a
l
lead
er
s
h
ip
,
a
co
m
p
r
eh
en
s
iv
e
co
n
ce
p
t
o
f
p
r
in
cip
al
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
with
its
th
r
ee
m
ain
d
im
en
s
io
n
s
was
v
iewe
d
.
Sp
ec
if
ically
,
th
e
th
r
ee
d
im
en
s
io
n
s
ar
e
:
i
)
d
ef
i
n
e
th
e
s
ch
o
o
l
m
is
s
io
n
s
;
ii
)
m
an
ag
e
th
e
in
s
tr
u
ctio
n
al
p
r
o
g
r
a
m
;
an
d
iii
)
d
ev
elo
p
th
e
s
ch
o
o
l
clim
ate.
Def
in
in
g
th
e
s
ch
o
o
l
m
is
s
io
n
is
co
n
ce
p
tu
alize
d
as
th
e
p
r
in
ci
p
al
m
u
s
t
co
lla
b
o
r
ate
with
s
taf
f
to
cr
ea
te
an
d
s
h
ar
e
th
e
s
ch
o
o
l
’
s
attain
ab
le
g
o
als
th
at
ar
e
c
en
ter
ed
ar
o
u
n
d
s
tu
d
e
n
t
s
u
cc
ess
.
Ma
n
ag
in
g
th
e
in
s
tr
u
ctio
n
al
p
r
o
g
r
am
m
ai
n
ly
r
ef
er
s
to
th
e
p
r
in
cip
al
s
u
p
er
v
is
in
g
th
e
s
ch
o
o
l
with
well
-
d
esig
n
ed
cu
r
r
icu
la,
ex
ce
llen
t
in
s
tr
u
ctio
n
,
a
n
d
e
f
f
i
cien
t
ass
ess
m
en
t
s
y
s
tem
s
.
Dev
elo
p
in
g
th
e
s
ch
o
o
l
clim
ate
i
s
co
n
ce
p
tu
alize
d
as
th
e
tar
g
et
th
at
p
r
in
cip
als’
p
r
a
ctice
s
s
h
o
u
ld
b
e
alig
n
ed
with
g
o
als
to
tak
e
ev
er
y
p
o
s
s
ib
le
ac
tio
n
to
p
r
o
m
o
te
f
r
u
itfu
l
o
u
tco
m
es
in
ter
m
s
o
f
teac
h
er
s
an
d
s
tu
d
e
n
ts
,
m
ain
l
y
r
an
g
in
g
f
r
o
m
p
r
o
tectin
g
tea
ch
er
s
’
in
s
tr
u
ctio
n
al
tim
e
an
d
d
e
v
elo
p
in
g
th
eir
p
r
o
f
ess
io
n
al
ad
v
an
ce
m
en
t to
p
r
o
v
i
d
in
g
m
o
tiv
atio
n
s
b
o
th
f
o
r
teac
h
er
s
an
d
s
tu
d
e
n
ts
.
Ho
wev
er
,
q
u
esti
o
n
s
r
e
m
ain
wh
eth
er
th
e
p
r
in
ci
p
al
ac
ti
o
n
s
co
n
ce
r
n
in
g
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices
ca
n
h
elp
ac
h
iev
e
s
c
h
o
o
l
o
b
jectiv
es
b
y
in
s
tr
u
ctin
g
th
e
teac
h
er
s
’
teac
h
in
g
.
Prin
ci
p
als
ca
n
n
o
lo
n
g
er
wo
r
k
i
n
is
o
latio
n
;
in
s
tead
,
t
h
e
ad
m
in
is
tr
ato
r
s
s
h
o
u
l
d
c
o
llab
o
r
ate
to
p
r
o
v
i
d
e
in
s
tr
u
cti
o
n
al
lead
e
r
s
h
ip
t
h
at
s
tr
en
g
th
en
s
th
e
o
r
g
a
n
izatio
n
’
s
u
n
if
ied
p
r
o
f
ess
io
n
al
cu
ltu
r
e
.
Mo
r
eo
v
er
,
p
r
in
cip
als
wh
o
p
r
ac
tice
in
s
tr
u
ctiv
e
lead
er
s
h
ip
with
lo
ts
o
f
ch
allen
g
es
with
a
lack
o
f
co
n
tin
u
o
u
s
m
o
n
ito
r
in
g
an
d
ev
alu
atio
n
,
an
d
wea
k
lead
er
s
h
i
p
s
tr
en
g
th
.
T
h
e
r
ef
o
r
e
,
s
ch
o
o
l
le
ad
er
s
m
u
s
t
m
ak
e
th
e
s
ch
o
o
ls
’
g
o
als
co
m
e
tr
u
e
b
y
f
o
cu
s
in
g
o
n
th
e
teac
h
e
r
s
’
teac
h
in
g
p
er
f
o
r
m
a
n
ce
.
2
.
2
.
T
ea
cher
j
o
b per
f
o
rm
a
n
ce
T
h
e
d
eg
r
ee
o
f
teac
h
e
r
s
’
jo
b
p
e
r
f
o
r
m
a
n
ce
is
cr
u
cial
f
o
r
o
r
g
an
i
za
tio
n
s
s
in
ce
it
p
lay
s
a
m
ajo
r
r
o
le
in
th
e
ac
h
iev
em
en
t
o
f
s
ch
o
o
l
g
o
als
[
2
0
]
.
T
h
e
r
ev
iew
o
f
p
r
e
v
io
u
s
s
tu
d
ies
h
as
p
r
o
v
id
ed
in
c
o
n
s
is
ten
t
in
f
o
r
m
atio
n
o
n
th
e
d
im
en
s
io
n
s
o
f
teac
h
er
s
’
j
o
b
p
er
f
o
r
m
an
ce
.
I
m
h
a
n
g
b
e
et
a
l.
[
1
5
]
class
if
ied
th
e
in
d
icato
r
s
o
f
teac
h
er
s
’
jo
b
p
er
f
o
r
m
an
ce
as
less
o
n
p
lan
n
in
g
,
less
o
n
teac
h
in
g
an
d
ev
alu
atio
n
s
,
an
d
class
r
o
o
m
m
a
n
ag
em
en
t.
So
,
th
e
d
im
en
s
io
n
s
o
f
teac
h
er
jo
b
p
er
f
o
r
m
a
n
ce
ar
e
teac
h
in
g
p
lan
,
class
r
o
o
m
o
r
g
an
izati
o
n
,
m
o
n
ito
r
in
g
an
d
ass
es
s
m
en
t,
class
r
o
o
m
clim
ate
an
d
o
r
d
er
,
an
d
teac
h
er
lea
d
er
s
h
ip
.
T
ea
ch
in
g
p
lan
r
ef
er
s
to
h
o
w
a
teac
h
er
p
lan
s
less
o
n
s
with
ef
f
ec
tiv
e
s
tr
ateg
ies
an
d
r
eso
u
r
ce
s
to
f
u
lf
ill
th
e
s
tu
d
en
ts
’
n
ee
d
s
[
2
1
]
.
C
lass
r
o
o
m
o
r
g
a
n
izatio
n
in
clu
d
es
th
e
p
h
y
s
ical
ar
r
a
n
g
e
m
en
ts
o
f
th
e
class
r
o
o
m
a
n
d
t
h
e
in
teg
r
atio
n
o
f
s
tu
d
e
n
ts
in
to
lear
n
in
g
[
2
2
]
.
T
h
e
m
o
n
ito
r
in
g
an
d
ass
ess
m
en
t
ar
e
ess
en
tial
ev
alu
atio
n
s
o
f
th
e
d
ev
elo
p
m
e
n
t
an
d
im
p
lem
e
n
tatio
n
in
ter
m
s
o
f
th
e
o
b
s
er
v
atio
n
o
f
th
e
o
u
tp
u
t
lev
el
o
f
th
e
teac
h
in
g
p
r
ac
tices
a
n
d
th
e
s
tu
d
en
ts
’
lear
n
in
g
.
T
e
ac
h
er
lead
er
s
h
ip
is
co
n
ce
p
tu
alize
d
as a
r
eso
u
r
ce
p
r
o
v
id
er
,
cu
r
r
icu
lu
m
e
x
p
er
t,
cla
s
s
r
o
o
m
ass
is
tan
t,
an
d
lear
n
in
g
f
ac
ilit
ato
r
.
P
r
ev
io
u
s
s
tu
d
y
b
y
B
u
tar
et
a
l.
[
2
3
]
h
av
e
d
em
o
n
s
tr
ated
th
at
t
ea
ch
er
s
’
jo
b
p
er
f
o
r
m
an
ce
is
ex
ten
s
iv
ely
af
f
ec
ted
b
y
th
eir
ab
ilit
ies
to
d
esig
n
an
d
d
ev
elo
p
h
ig
h
-
q
u
al
ity
teac
h
in
g
,
th
eir
m
an
ag
er
ial
ca
p
ab
ilit
ies
to
r
u
n
class
es
in
a
d
is
cip
lin
ed
way
,
th
eir
cr
ea
tiv
e
ab
ilit
y
in
p
lan
n
i
n
g
,
an
d
im
p
lem
en
tin
g
lear
n
in
g
ac
tiv
ities
.
E
f
f
icien
t
teac
h
er
p
e
r
f
o
r
m
an
ce
is
p
iv
o
t
al
f
o
r
im
p
r
o
v
in
g
ed
u
ca
tio
n
ac
h
iev
em
en
ts
[
2
4
]
.
T
ea
ch
in
g
s
k
ills
,
ap
p
r
o
p
r
iate
teac
h
in
g
m
eth
o
d
s
,
an
d
s
o
u
n
d
k
n
o
wled
g
e
o
f
s
u
b
ject
m
atter
s
ar
e
s
o
m
e
k
ey
s
u
cc
ess
f
ac
to
r
s
o
f
a
g
o
o
d
teac
h
er
wh
o
m
ak
es
th
e
teac
h
i
n
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
s
u
cc
ess
f
u
l.
Ho
wev
er
,
in
e
f
f
ec
tiv
e
teac
h
er
s
h
av
e
an
i
m
p
ac
t
o
n
s
ch
o
o
l
o
p
er
atio
n
s
,
w
h
ich
in
tu
r
n
h
as
an
im
p
ac
t
o
n
s
tu
d
e
n
t
p
r
o
g
r
ess
o
r
s
tu
d
y
s
u
cc
ess
[
2
5
]
.
T
ea
c
h
er
j
o
b
p
er
f
o
r
m
an
ce
is
also
d
ec
lin
in
g
b
ec
au
s
e
teac
h
er
s
ar
e
in
ca
p
ab
le
o
f
ac
h
iev
in
g
th
eir
u
tm
o
s
t
p
o
ten
tial
d
u
e
to
len
g
th
y
wo
r
k
in
g
h
o
u
r
s
an
d
h
e
av
y
wo
r
k
l
o
ad
s
th
at
h
in
d
er
t
h
eir
teac
h
in
g
p
r
ac
tices
in
th
e
class
r
o
o
m
s
[
1
4
]
.
T
h
e
y
ar
e
in
d
esp
e
r
ate
n
ee
d
o
f
s
ch
o
o
l
lead
e
r
s
to
cr
ea
te
less
o
n
p
lan
s
,
c
o
n
d
u
ct
tr
ain
in
g
s
e
s
s
io
n
s
,
an
d
p
r
o
v
id
e
in
s
tr
u
ctio
n
al
aid
s
.
T
h
er
ef
o
r
e,
it’s
im
p
o
r
tan
t
to
b
u
ild
u
p
tea
ch
er
s
’
co
n
f
i
d
en
ce
an
d
s
en
s
e
o
f
tr
u
s
t
s
o
th
at
th
ey
will b
e
m
o
r
e
lik
ely
to
ad
ap
t a
n
d
im
p
r
o
v
e
th
eir
i
n
s
tr
u
ctio
n
u
n
t
il th
e
d
esire
d
o
u
tc
o
m
e
is
r
ea
ch
ed
.
2
.
3
.
T
he
re
la
t
io
ns
hip
bet
wee
n princi
pa
l ins
t
ruct
io
na
l le
a
dersh
i
p a
nd
t
ea
cher
j
o
b per
f
o
rm
a
nce
T
h
e
s
u
cc
ess
o
f
s
ch
o
o
ls
is
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
b
y
s
ch
o
o
l
lead
er
s
,
esp
ec
ially
with
th
eir
lead
er
s
h
ip
s
ty
le
eith
er
d
ir
ec
tly
o
r
in
d
ir
ec
tly
im
p
ac
tin
g
teac
h
er
s
’
a
ch
iev
em
en
ts
[
2
6
]
.
E
f
f
ec
tiv
e
teac
h
in
g
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
h
ig
h
ly
q
u
alif
ied
teac
h
er
s
h
a
v
e
b
ee
n
f
ac
ilit
ated
b
y
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
.
Su
cc
ess
f
u
l
an
d
f
u
lf
illi
n
g
lead
e
r
s
h
ip
s
k
ills
an
d
p
r
ac
tices
o
f
p
r
in
cip
le
will
i
m
p
r
o
v
e
th
e
e
f
f
icien
cy
o
f
teac
h
er
s
’
p
er
f
o
r
m
a
n
ce
,
m
o
tiv
atio
n
,
a
n
d
s
atis
f
ac
tio
n
i
n
ad
d
itio
n
to
t
h
eir
r
o
les
as
ad
m
in
is
tr
ato
r
s
an
d
lead
e
r
s
.
T
h
u
s
,
co
m
p
eten
t
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
ass
is
t
teac
h
er
s
in
ac
h
iev
in
g
th
e
g
o
als
o
f
th
e
s
ch
o
o
l
b
y
em
p
lo
y
in
g
an
a
p
p
r
o
p
r
iate
lead
e
r
s
h
ip
s
ty
le
[
2
7
]
.
Mo
r
eo
v
e
r
,
it
h
as
also
b
ee
n
d
em
o
n
s
tr
ated
th
at
th
r
o
u
g
h
p
r
i
n
cip
als’
co
n
ta
cts
with
teac
h
er
s
,
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
h
as a
n
im
p
ac
t o
n
teac
h
er
s
'
s
elf
-
ef
f
ic
ac
y
[
2
8
]
.
Ho
wev
er
,
lim
ited
s
tu
d
ies
h
a
v
e
ass
ess
ed
th
e
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
s
ty
le
o
f
p
r
i
n
cip
al
an
d
t
ea
ch
er
jo
b
p
er
f
o
r
m
an
ce
,
esp
ec
ially
in
th
e
C
h
in
ese
co
n
tex
t.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
two
v
ar
iab
les
r
em
ain
s
u
n
clea
r
i
n
C
h
in
a.
A
lead
er
m
u
s
t
s
et
a
g
o
o
d
ex
am
p
le
an
d
ac
t
p
r
o
f
e
s
s
io
n
ally
.
A
p
r
in
cip
al
,
wh
o
s
er
v
ed
as
teac
h
er
s
’
s
u
p
er
v
is
o
r
s
,
h
ad
a
m
ajo
r
im
p
a
ct
o
n
h
o
w
well
th
eir
s
u
b
o
r
d
in
ates
co
u
ld
teac
h
an
d
d
o
o
t
h
er
d
ay
-
to
-
d
ay
task
s
in
th
e
class
r
o
o
m
[
2
7
]
.
T
h
er
e
f
o
r
e
,
it
i
s
p
iv
o
tal
f
o
r
p
r
in
cip
als
to
m
ak
e
s
u
r
e
th
at
th
e
ac
h
iev
em
en
ts
an
d
p
er
f
o
r
m
an
ce
s
o
f
th
e
teac
h
er
s
ar
e
r
aised
to
a
s
atis
f
ac
to
r
y
lev
el.
Prin
cip
als
ca
n
ac
co
m
p
lis
h
th
is
b
y
d
eter
m
in
in
g
th
e
n
ee
d
s
o
f
th
e
in
s
tr
u
cto
r
s
a
n
d
m
ak
in
g
an
ef
f
o
r
t to
ad
d
r
ess
th
o
s
e
n
ee
d
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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8
8
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I
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t
J
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v
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&
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,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
0
9
7
-
1
1
0
4
1100
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
co
r
r
el
atio
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d
esig
n
with
a
s
u
r
v
e
y
to
g
ath
er
d
ata
f
r
o
m
p
ar
ticip
a
n
ts
b
y
th
e
q
u
an
titativ
e
r
esear
ch
ap
p
r
o
ac
h
.
T
h
e
s
am
p
le
s
ize
s
h
o
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ld
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e
2
9
7
s
am
p
les
o
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t
o
f
1
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3
0
0
p
o
p
u
latio
n
s
u
n
d
er
th
e
g
u
id
an
ce
o
f
Kr
ejcie
an
d
Mo
r
g
an
’
s
s
am
p
le
s
ize
m
o
d
el.
A
s
am
p
lin
g
tech
n
iq
u
e
was
u
tili
ze
d
to
p
in
p
o
in
t
th
e
ex
ac
t
tar
g
et
s
tu
d
y
s
am
p
le
te
ac
h
er
s
with
a
m
in
im
u
m
r
es
p
o
n
d
e
n
t
o
f
2
9
7
teac
h
e
r
s
in
th
e
ca
s
e
s
ch
o
o
l
in
Sh
en
zh
en
,
C
h
in
a.
Qu
esti
o
n
n
air
es
wer
e
em
p
l
o
y
e
d
as
a
r
esear
c
h
in
s
tr
u
m
e
n
t
in
t
h
is
s
tu
d
y
.
W
ith
th
e
p
r
in
cip
als’
co
n
s
en
t,
it
is
s
en
t
to
th
e
r
esp
o
n
d
en
ts
u
s
in
g
an
o
n
lin
e
Go
o
g
le
Fo
r
m
.
T
h
e
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e
was
p
r
o
p
o
r
tio
n
ately
u
s
ed
in
th
is
s
tu
d
y
wh
en
th
e
p
o
p
u
latio
n
is
u
n
eq
u
al
an
d
p
r
o
p
o
r
tio
n
a
lly
s
tr
atif
ied
.
T
h
e
q
u
esti
o
n
n
air
e
is
m
ad
e
u
p
o
f
t
h
r
ee
p
ar
ts
.
Par
t
A
co
n
s
is
t
s
o
f
s
p
ec
if
ic
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
,
wh
ile
p
ar
t
B
in
clu
d
es
item
s
m
o
d
if
ied
f
r
o
m
th
e
p
r
in
cip
al
in
s
tr
u
ctio
n
al
m
a
n
ag
em
en
t
r
atin
g
s
ca
le
(
PIM
R
S).
Sectio
n
C
co
v
er
s
item
s
ad
ap
ted
f
r
o
m
th
e
teac
h
e
r
jo
b
p
er
f
o
r
m
an
ce
q
u
esti
o
n
n
ai
r
e
(
T
J
PQ)
wh
ich
h
as
b
ee
n
im
p
r
o
v
ed
b
y
Ats
eb
eh
a
[
2
1
]
.
T
h
e
item
s
o
f
p
ar
ticip
an
ts
’
o
p
in
io
n
s
wer
e
m
ea
s
u
r
ed
b
y
u
s
in
g
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le
with
f
iv
e
p
o
in
ts
,
n
am
ely
“Ne
v
er
”,
“Rar
e”
,
“So
m
etim
es”,
“Of
ten
”
an
d
“Alwa
y
s
”.
T
h
e
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
e
f
o
r
C
r
o
n
b
ac
h
is
f
r
eq
u
en
tly
u
s
ed
as
a
g
au
g
e
to
ass
e
s
s
h
o
w
co
n
s
is
ten
t
ea
ch
s
tu
d
y
co
n
s
tr
u
ct
is
.
B
o
n
d
an
d
F
o
x
[
2
9
]
s
t
ate
d
th
at
a
C
r
o
n
b
ac
h
a
lp
h
a
v
al
u
e
s
co
r
e
in
th
e
r
a
n
g
e
o
f
0
.
7
1
to
0
.
9
9
in
th
e
R
asch
m
ea
s
u
r
in
g
p
ar
ad
ig
m
is
co
n
s
id
er
ed
g
o
o
d
an
d
ac
ce
p
tab
le.
Fo
r
th
e
r
eliab
ilit
y
co
ef
f
icien
ts
o
f
th
e
p
r
in
ci
p
al
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tice,
th
e
r
esu
lts
o
f
th
r
ee
item
s
a
r
e
:
i)
d
ef
in
e
t
h
e
s
ch
o
o
l
m
is
s
io
n
s
(
0
.
9
1
8
);
ii)
m
a
n
ag
e
in
s
tr
u
c
tio
n
al
p
r
o
g
r
am
s
(
0
.
9
5
1
);
a
n
d
iii)
p
r
o
m
o
te
t
h
e
s
ch
o
o
l
clim
ate
(
0
.
9
4
7
)
.
C
o
n
s
eq
u
en
tly
,
C
r
o
n
b
ac
h
’
s
a
lp
h
a
v
alu
e
f
o
r
ea
c
h
item
o
f
p
r
in
cip
al’
s
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
q
u
esti
o
n
n
air
es
is
ac
ce
p
tab
le
an
d
r
eliab
le.
Me
an
wh
ile,
th
e
r
eliab
ilit
y
an
al
y
s
is
f
o
r
th
e
f
iv
e
d
im
en
s
io
n
s
o
f
teac
h
er
s
’
jo
b
p
er
f
o
r
m
an
ce
is
:
i)
teac
h
in
g
p
lan
n
in
g
(
0
.
8
9
8
);
ii)
class
r
o
o
m
o
r
g
an
izatio
n
(
0
.
7
5
3
);
i
ii)
m
o
n
ito
r
in
g
an
d
ev
alu
atio
n
(
0
.
9
0
5
);
iv
)
class
r
o
o
m
atm
o
s
p
h
e
r
e
an
d
d
is
cip
li
n
e
(
0
.
8
5
7
);
an
d
v
)
teac
h
er
le
ad
er
s
h
ip
(
0
.
9
0
1
)
.
I
n
to
tal,
teac
h
er
j
o
b
p
er
f
o
r
m
an
ce
is
at
a
g
o
o
d
lev
el
a
n
d
a
p
p
r
o
p
r
iate
in
th
e
s
tu
d
y
.
Me
a
n
wh
ile,
v
alid
ity
in
te
r
m
s
o
f
co
n
ten
t
v
alid
ity
an
d
f
ac
e
v
alid
ity
wer
e
co
n
d
u
cted
f
o
r
v
e
r
if
ic
atio
n
o
f
th
e
in
s
tr
u
m
en
t.
So
,
th
e
in
s
tr
u
m
en
t
o
f
th
is
s
tu
d
y
was e
v
alu
ated
b
y
th
e
lec
tu
r
er
s
at
Un
iv
er
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
(
UKM
)
to
d
eter
m
i
n
e
its
au
th
en
ticity
.
SP
SS
s
o
f
tw
ar
e
w
as
u
s
e
d
wi
t
h
t
h
e
h
el
p
o
f
d
es
c
r
i
p
ti
v
e
a
n
d
i
n
f
e
r
e
n
ti
al
an
al
y
s
is
i
n
th
is
s
tu
d
y
.
F
o
r
d
es
cr
ip
ti
v
e
a
n
al
y
s
is
,
m
ea
n
a
n
d
s
ta
n
d
a
r
d
d
e
v
i
ati
o
n
we
r
e
c
o
n
d
u
cte
d
c
o
n
c
er
n
i
n
g
th
e
le
v
e
l
o
f
t
h
e
p
r
i
n
ci
p
al
’
s
in
s
t
r
u
ct
io
n
al
l
ea
d
e
r
s
h
i
p
p
r
a
ctic
e
a
n
d
t
ea
ch
er
j
o
b
p
e
r
f
o
r
m
a
n
ce
r
es
p
ec
t
iv
el
y
.
Fi
r
s
t
an
d
s
ec
o
n
d
r
es
ea
r
c
h
q
u
es
ti
o
n
s
ab
o
u
t
m
ea
n
a
n
d
s
ta
n
d
a
r
d
d
e
v
ia
ti
o
n
co
m
p
u
ta
ti
o
n
w
er
e
a
d
d
r
ess
e
d
,
a
n
d
t
h
e
d
em
o
g
r
a
p
h
i
c
in
f
o
r
m
a
ti
o
n
o
f
t
h
e
r
es
p
o
n
d
e
n
ts
w
as
ex
am
in
e
d
b
y
u
s
i
n
g
d
es
cr
ip
ti
v
e
a
n
al
y
s
is
.
T
ab
le
1
s
h
o
ws
t
h
e
i
n
t
er
p
r
et
ati
o
n
o
f
m
ea
n
v
al
u
es
.
T
h
e
th
ir
d
r
esear
ch
q
u
esti
o
n
co
n
ce
r
n
s
th
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
’
jo
b
p
e
r
f
o
r
m
an
ce
an
d
p
r
in
cip
al
i
n
s
tr
u
ctio
n
al
lea
d
er
s
h
ip
tech
n
iq
u
es.
Pear
s
o
n
c
o
r
r
e
latio
n
an
aly
s
is
was
u
s
ed
to
e
x
am
in
e
t
h
e
s
tu
d
y
’
s
f
in
d
in
g
s
.
Acc
o
r
d
i
n
g
to
Fau
zi
et.
a
l.
[
3
0
]
,
th
e
Pear
s
o
n
co
r
r
e
latio
n
in
ter
p
r
etatio
n
tab
le
was
n
o
r
m
ally
u
s
ed
to
d
eter
m
in
e
h
o
w
s
tr
o
n
g
ly
th
e
v
ar
iab
les
ar
e
r
elate
d
to
o
n
e
an
o
th
er
.
T
ab
le
2
s
h
o
ws
th
e
in
ter
p
r
etatio
n
o
f
th
e
Pear
s
o
n
c
o
r
r
elatio
n
T
ab
le
1
.
I
n
ter
p
r
etatio
n
o
f
m
ea
n
v
alu
e
M
e
a
n
Le
v
e
l
1
.
0
0
–
1
.
8
0
V
e
r
y
l
o
w
1
.
8
1
–
2
.
6
0
Lo
w
2
.
6
1
–
3
.
4
0
M
e
d
i
u
m
3
.
4
1
–
4
.
2
0
H
i
g
h
4
.
2
1
–
5
.
0
0
V
e
r
y
h
i
g
h
T
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I
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ter
p
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4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
P
rincipa
l
ins
t
ruct
io
na
l le
a
dersh
ip pra
ct
ices
T
h
e
f
in
d
in
g
s
o
f
t
h
e
s
tu
d
y
wer
e
r
ea
s
o
n
ab
le
in
id
en
tify
i
n
g
th
e
lev
el
o
f
p
r
in
ci
p
al
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices,
wh
ich
is
th
e
an
s
wer
to
t
h
e
f
ir
s
t
r
esea
r
ch
q
u
esti
o
n
.
T
ab
le
3
s
h
o
ws
th
e
f
in
d
in
g
s
ab
o
u
t
m
ea
n
v
alu
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an
d
s
tan
d
ar
d
d
ev
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n
s
as
well
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s
th
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in
ter
p
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etatio
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co
n
ce
r
n
in
g
th
e
lev
el
o
f
ea
ch
d
im
en
s
io
n
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
R
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N:
2252
-
8
8
2
2
P
r
in
cip
a
l in
s
tr
u
ctio
n
a
l le
a
d
er
s
h
ip
p
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ctice
a
n
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its
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ela
tio
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ip
w
ith
tea
ch
er jo
b
…
(
X
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n
g
Yu
a
n
yu
a
n
)
1101
p
r
in
cip
al
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tice.
T
h
e
lev
el
o
f
th
e
p
r
in
cip
al
in
s
tr
u
ctio
n
al
lead
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s
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ip
p
r
ac
tice
s
h
o
we
d
in
th
e
tab
le
is
at
a
m
ea
n
v
alu
e
o
f
4
.
1
8
(
SP
=0
.
9
1
)
,
wh
ic
h
is
at
a
h
ig
h
lev
el.
T
o
b
e
s
p
ec
if
i
c,
am
o
n
g
th
e
th
r
ee
d
im
en
s
io
n
s
,
m
a
n
ag
in
g
in
s
tr
u
c
tio
n
al
p
r
o
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r
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e
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ig
h
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s
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m
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n
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.
1
9
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s
.
d
.
=0
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9
8
)
,
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llo
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b
y
d
e
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in
in
g
th
e
s
ch
o
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l
g
o
als
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im
en
s
io
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(
m
ea
n
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.
2
7
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s
.
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7
7
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.
Ho
wev
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g
th
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0
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.
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er
all,
th
e
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u
n
ctio
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o
f
p
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in
cip
al
in
s
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u
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al
p
r
ac
tices
is
m
ea
n
in
g
f
u
l
an
d
n
ec
ess
ar
y
,
wh
i
ch
is
h
ig
h
ly
m
o
tiv
ated
in
i
n
s
tr
u
ctin
g
teac
h
e
r
s
’
teac
h
in
g
im
p
r
o
v
em
e
n
ts
.
A
to
tal
o
f
2
5
q
u
esti
o
n
item
s
wer
e
d
esig
n
ed
in
v
o
lv
in
g
asp
ec
t
s
o
f
s
ch
o
o
l
g
o
als,
in
s
tr
u
ctio
n
al
p
r
o
g
r
a
m
s
as
well
as
s
ch
o
o
l
clim
ate.
T
h
e
d
im
en
s
io
n
s
o
f
p
r
in
cip
al
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices
ar
e
ef
f
icien
t
an
d
ef
f
ec
tiv
e.
T
h
is
f
in
d
i
n
g
is
co
n
s
is
ten
t
with
an
o
th
er
s
tu
d
y
b
y
Ma
n
aseh
[
3
1
]
,
wh
o
s
tated
t
h
at
an
ed
u
ca
tio
n
al
lead
er
s
h
ip
b
eh
a
v
io
r
ce
n
ter
ed
o
n
teac
h
er
in
s
tr
u
ctio
n
an
d
s
tu
d
en
t
lear
n
in
g
is
p
r
in
cip
al
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
.
It
i
s
o
f
ten
ac
co
m
p
lis
h
ed
b
y
estab
lis
h
in
g
th
e
m
is
s
io
n
an
d
v
is
io
n
o
f
th
e
s
ch
o
o
l,
o
v
e
r
s
ee
in
g
in
s
tr
u
ctio
n
al
in
itiativ
es,
an
d
f
o
s
ter
in
g
a
p
o
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itiv
e
s
ch
o
o
l
clim
ate.
Acc
o
r
d
in
g
ly
,
Mu
n
n
a
[
3
2
]
p
o
in
ted
o
u
t
th
at
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
will
im
p
r
o
v
e
t
h
e
s
tan
d
ar
d
s
o
f
teac
h
er
s
’
teac
h
in
g
an
d
s
tu
d
en
ts
’
lear
n
i
n
g
.
I
n
co
n
clu
s
io
n
,
ex
ce
llen
t
s
ch
o
o
l
lead
er
s
w
h
o
p
r
ac
tice
i
n
s
tr
u
ctio
n
al
lead
er
s
h
i
p
ty
p
ically
h
av
e
well
-
d
ef
in
e
d
r
esp
o
n
s
ib
ilit
ies
an
d
g
o
als
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ad
m
in
is
ter
in
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ch
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o
ls
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in
s
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wo
r
k
to
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tiv
ate
teac
h
er
s
to
ac
t
an
d
m
ak
e
co
m
m
itm
en
ts
.
T
ab
le
3
.
T
h
e
lev
el
o
f
p
r
in
ci
p
al
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
ti
ce
D
i
me
n
si
o
n
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
I
n
t
e
r
p
r
e
t
a
t
i
o
n
D
e
f
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n
e
t
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h
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o
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g
o
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l
s
4
.
1
9
0
.
9
8
h
i
g
h
M
a
n
a
g
e
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n
st
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l
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g
r
a
ms
4
.
2
7
0
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7
7
V
e
r
y
h
i
g
h
P
r
o
mo
t
e
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e
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h
o
o
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c
l
i
ma
t
e
4
.
0
9
1
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0
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h
i
g
h
O
v
e
r
a
l
l
4
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1
8
0
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9
1
h
i
g
h
4
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2
.
T
ea
cher
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o
b per
f
o
rm
a
n
ce
T
h
e
f
in
d
in
g
s
o
f
th
e
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ec
o
n
d
o
b
jectiv
e
o
f
th
e
s
tu
d
y
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ad
f
iv
e
d
im
en
s
io
n
s
th
at
id
en
tifie
d
th
e
lev
el
o
f
teac
h
er
jo
b
p
er
f
o
r
m
a
n
ce
.
T
h
e
d
escr
ip
tiv
e
an
aly
s
is
d
ata
h
as
b
ee
n
illu
s
tr
ated
in
T
ab
le
4
.
A
s
th
e
d
ata
s
h
o
wn
in
T
ab
le
4
,
th
e
lev
el
o
f
teac
h
er
s
’
jo
b
p
er
f
o
r
m
a
n
ce
is
o
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v
io
u
s
.
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h
e
m
o
n
ito
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g
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d
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ess
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en
t
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im
en
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io
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o
t
t
h
e
h
ig
h
est
m
ea
n
s
co
r
e
(
m
ea
n
4
.
4
0
,
s
.
d
.
=0
.
9
9
)
.
T
h
e
teac
h
e
r
lead
er
s
h
ip
d
im
en
s
io
n
r
an
k
ed
s
ec
o
n
d
p
lace
am
o
n
g
th
e
to
tal
with
th
e
m
ea
n
v
alu
e
(
m
e
an
=4
.
2
1
,
s
.
d
.
=1
.
1
0
)
.
Fo
r
th
e
teac
h
in
g
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lan
d
im
en
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io
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,
it
s
h
o
wed
th
e
m
ea
n
s
co
r
e
(
m
ea
n
=4
.
1
5
,
s
.
d
.
=
1
.
0
1
)
.
Fo
llo
wed
b
y
th
e
class
r
o
o
m
o
r
g
an
izatio
n
d
im
en
s
io
n
,
it
r
ec
o
r
d
ed
a
m
ea
n
s
co
r
e
(
m
ea
n
=4
.
1
4
,
s
.
d
.
=
0
.
7
7
)
.
T
h
e
class
r
o
o
m
clim
ate
an
d
o
r
d
er
ar
e
th
e
d
im
en
s
io
n
th
at
r
ec
o
r
d
ed
th
e
lo
west
m
ea
n
s
co
r
e
am
o
n
g
t
h
e
to
tal
m
ea
n
s
co
r
es
(
m
ea
n
=4
.
1
1
,
s
.
d
.
=1
.
0
9
)
.
Ov
er
all,
th
e
f
iv
e
d
im
en
s
io
n
s
o
f
teac
h
er
s
’
jo
b
p
er
f
o
r
m
an
ce
s
tu
d
ied
ar
e
at
a
h
ig
h
lev
el
(
m
ea
n
=
4
.
2
0
,
s
.
d
.
=
0
.
8
2
)
.
T
ea
ch
e
r
lead
er
s
h
ip
is
im
p
o
r
tan
t
i
n
teac
h
er
jo
b
p
er
f
o
r
m
a
n
ce
,
th
is
v
iew
was
s
u
p
p
o
r
ted
b
y
Stro
n
g
e
et
a
l.
[
22
]
wh
o
r
ev
ea
led
q
u
ality
teac
h
in
g
p
er
f
o
r
m
an
c
e
is
clo
s
ely
r
elate
d
to
teac
h
er
s
t
h
em
s
elv
es
wh
o
h
av
e
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
.
Acc
o
r
d
in
g
ly
,
teac
h
er
s
s
h
o
u
ld
p
ay
m
u
ch
atten
tio
n
to
s
tu
d
en
ts
’
m
o
n
ito
r
in
g
an
d
ass
ess
m
en
t,
in
a
cc
o
r
d
an
ce
with
A
d
o
n
io
u
an
d
Gal
lag
h
er
[
33
]
,
wh
o
s
tated
th
at
th
e
b
est
teac
h
er
s
j
o
b
p
e
r
f
o
r
m
an
ce
s
h
o
u
ld
b
e
th
o
s
e
wh
o
wo
r
k
ac
tiv
ely
with
s
tu
d
en
ts
b
y
p
r
e
p
ar
in
g
an
d
p
lan
n
in
g
lea
r
n
in
g
ac
tiv
ities
,
u
s
in
g
ef
f
icien
tly
lear
n
in
g
m
ed
ia
an
d
e
n
g
ag
in
g
s
tu
d
en
ts
in
a
r
an
g
e
o
f
lear
n
in
g
s
k
ills
.
T
h
er
ef
o
r
e,
th
is
r
esu
lt
is
n
o
t
s
u
r
p
r
is
in
g
,
as
T
o
r
ab
y
an
d
Mo
d
ar
r
esi
[
34
]
h
a
v
e
ass
er
ted
th
at
in
th
e
v
iews
o
f
s
tu
d
en
ts
,
a
q
u
ality
teac
h
er
wi
th
th
e
b
est
jo
b
p
er
f
o
r
m
an
ce
s
h
o
u
ld
b
e
well
-
o
r
g
an
ized
,
co
o
p
er
ativ
e
as
well
a
s
f
air
,
an
d
o
p
e
n
-
m
in
d
ed
.
T
h
is
s
h
o
ws
th
at
teac
h
er
s
with
ef
f
icien
t
jo
b
p
er
f
o
r
m
a
n
ce
ar
e
v
ital
f
o
r
im
p
r
o
v
in
g
ed
u
ca
tio
n
q
u
ality
as we
ll a
s
s
ti
m
u
latin
g
th
eir
m
o
tiv
atio
n
s
to
ca
r
r
y
o
u
t th
eir
o
b
lig
atio
n
s
as tea
ch
er
s
.
T
ab
le
4
.
T
h
e
lev
el
o
f
teac
h
er
j
o
b
p
er
f
o
r
m
a
n
ce
D
i
me
n
si
o
n
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
I
n
t
e
r
p
r
e
t
a
t
i
o
n
Te
a
c
h
i
n
g
p
l
a
n
4
.
1
5
1
.
0
1
H
i
g
h
C
l
a
s
sr
o
o
m
o
r
g
a
n
i
z
a
t
i
o
n
4
.
1
4
0
.
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[
36
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ize
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in
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.
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p
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ate
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m
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tu
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f
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to
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d
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en
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E
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in
teac
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l
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h
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c
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s
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en
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ter
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is
em
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ir
ical
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tu
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also
c
o
n
tr
ib
u
tes
to
th
e
v
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if
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o
f
th
e
i
m
p
o
r
ta
n
t
r
o
le
th
at
p
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cip
al
ac
ted
o
n
th
e
ef
f
ec
tiv
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teac
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jo
b
p
er
f
o
r
m
an
c
e
in
p
r
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ec
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n
d
ar
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s
ch
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o
ls
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h
e
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al
in
s
tr
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al
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h
ip
p
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eg
ar
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ed
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id
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h
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s
ty
le
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ca
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o
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ize
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e
lev
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o
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jo
b
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n
ce
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h
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r
e
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s
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im
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UKM
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[
1
]
D
.
M
a
t
t
a
r
,
“
I
n
st
r
u
c
t
i
o
n
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.
[
2
]
M
.
Y
.
M
a
si
t
a
h
a
n
d
M
.
K
.
A
l
i
a
s
,
“
Th
e
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l
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mo
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M
a
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[
3
]
Z.
D
e
c
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g
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n
d
S
.
H
o
n
g
p
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g
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c
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sc
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r
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c
i
p
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l
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C
h
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se
Ed
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c
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o
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.
[
4
]
H
.
S
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d
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.
[
5
]
A
.
R
.
A
.
R
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ma
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,
L.
M
.
Ta
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S
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N
.
M
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F
.
A
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,
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p
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n
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o
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.
[
6
]
R
.
A
.
T
h
e
ss
i
n
,
“
Est
a
b
l
i
s
h
i
n
g
p
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u
c
t
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v
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p
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sh
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p
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
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n
a
l
Ad
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/
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-
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.
[
7
]
T.
B
u
sh
,
“
C
h
a
l
l
e
n
g
e
s
f
a
c
i
n
g
s
c
h
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o
l
p
r
i
n
c
i
p
a
l
s
:
p
r
o
b
l
e
ms
a
n
d
so
l
u
t
i
o
n
s,”
E
d
u
c
a
t
i
o
n
a
l
M
a
n
a
g
e
m
e
n
t
A
d
m
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n
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st
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a
t
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&
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d
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i
p
,
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l
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,
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u
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7
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/
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7
4
1
1
4
3
2
2
2
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0
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6
2
3
8
.
[
8
]
D
.
M
.
Le
F
e
v
r
e
a
n
d
V
.
M
.
J.
R
o
b
i
n
so
n
,
“
T
h
e
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n
t
e
r
p
e
r
so
n
a
l
c
h
a
l
l
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g
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s
o
f
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n
s
t
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t
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a
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l
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d
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p
:
p
r
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c
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p
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s’
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f
f
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t
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v
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sa
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s,
”
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d
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c
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a
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A
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ra
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5
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.
[
9
]
D
.
K
a
r
t
i
n
i
,
M
.
K
r
i
st
i
a
w
a
n
,
a
n
d
H
.
F
i
t
r
i
a
,
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h
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f
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p
r
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n
c
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p
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h
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p
,
a
c
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mi
c
su
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v
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d
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s’
p
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f
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man
c
e
,
”
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n
t
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rn
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a
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Pr
o
g
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(
I
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PS
AT)
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[
1
0
]
J.
S
o
w
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l
l
,
“
G
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d
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n
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3
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.
1
0
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9
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7
.
[
1
1
]
M
.
S
.
H
u
ss
a
i
n
a
n
d
S
.
A
.
K
h
a
n
,
“
S
e
l
f
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e
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f
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c
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s:
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1
1
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6
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.
[
1
2
]
D
.
H
.
H
o
l
l
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n
d
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r
,
L
e
a
d
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s:
a
p
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w
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:
B
a
si
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B
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k
s,
2
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1
.
[
1
3
]
O
.
A
.
S
o
g
u
n
r
o
,
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Q
u
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l
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[
1
4
]
W
.
C
.
A
u
a
n
d
P
.
K
.
A
h
me
d
,
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Evaluation Warning : The document was created with Spire.PDF for Python.