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I
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Vo
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14
,
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.
6
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Dec
em
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er
20
25
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p
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5
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I
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5054
J
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ere.
ia
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co
m
Em
o
tiona
l int
ellig
ence in
t
ea
ching
:
a
key to per
forma
nce and
institu
tiona
l clim
a
te
in bas
ic
educa
tion
B
enj
a
m
ín M
a
ra
za
-
Q
uis
pe,
Vict
o
r
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ug
o
Ro
s
a
s
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I
m
a
n,
G
iul
ia
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F
elicia
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At
ilio
Cesa
r
M
a
rt
inez
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o
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liza
bet
h K
a
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O
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iz
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lt
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qu
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pe,
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Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Feb
18
,
2
0
2
5
R
ev
is
ed
Au
g
20
,
2
0
2
5
Acc
ep
ted
Sep
30
,
2
0
2
5
Th
is
stu
d
y
a
d
d
re
ss
e
s
th
e
lac
k
o
f
u
n
d
e
rsta
n
d
i
n
g
re
g
a
rd
in
g
t
h
e
re
latio
n
sh
i
p
b
e
twe
e
n
e
m
o
ti
o
n
a
l
in
telli
g
e
n
c
e
(EI
)
,
tea
c
h
in
g
p
e
rfo
rm
a
n
c
e
,
a
n
d
i
n
stit
u
t
io
n
a
l
c
li
m
a
te
(IC)
in
b
a
sic
e
d
u
c
a
ti
o
n
.
As
a
so
lu
ti
o
n
,
t
h
e
stu
d
y
p
r
o
p
o
se
s
e
v
a
lu
a
ti
n
g
a
n
d
stre
n
g
t
h
e
n
in
g
tea
c
h
e
rs
’
EI
t
o
e
n
h
a
n
c
e
b
o
t
h
t
h
e
ir
p
e
rfo
rm
a
n
c
e
a
n
d
th
e
sc
h
o
o
l
e
n
v
iro
n
m
e
n
t.
Us
in
g
a
q
u
a
n
ti
tativ
e
,
n
o
n
-
e
x
p
e
rime
n
tal,
c
o
r
re
latio
n
a
l
d
e
sig
n
,
th
e
re
se
a
rc
h
a
n
a
ly
z
e
d
a
ra
n
d
o
m
l
y
se
lec
ted
sa
m
p
le
o
f
1
4
5
tea
c
h
e
rs.
Va
li
d
a
ted
q
u
e
stio
n
n
a
ires
m
e
a
su
re
d
d
ime
n
si
o
n
s
su
c
h
a
s
se
lf
-
a
wa
r
e
n
e
ss
,
se
lf
-
re
g
u
latio
n
,
m
o
ti
v
a
ti
o
n
,
e
m
p
a
th
y
,
a
n
d
so
c
ial
sk
il
ls,
a
s
we
ll
a
s
tea
c
h
in
g
p
re
p
a
ra
ti
o
n
a
n
d
IC
.
T
h
e
re
su
lt
s
re
v
e
a
l
sig
n
ifi
c
a
n
t
p
o
siti
v
e
c
o
rre
latio
n
s
b
e
twe
e
n
EI
a
n
d
IC
(r=
0
.
8
5
)
a
n
d
b
e
twe
e
n
tea
c
h
in
g
p
e
rfo
rm
a
n
c
e
a
n
d
IC
(r=
0
.
7
8
).
Th
is
su
g
g
e
sts
th
a
t
h
ig
h
e
r
EI
n
o
t
o
n
l
y
imp
ro
v
e
s
tea
c
h
in
g
e
ffe
c
ti
v
e
n
e
ss
b
u
t
a
lso
f
o
ste
rs
a
p
o
siti
v
e
in
stit
u
ti
o
n
a
l
e
n
v
iro
n
m
e
n
t.
Th
e
st
u
d
y
c
o
n
c
lu
d
e
s
th
a
t
e
n
h
a
n
c
in
g
tea
c
h
e
r
s
’
EI
c
a
n
o
p
ti
m
ize
b
o
th
t
h
e
ir
p
e
r
fo
rm
a
n
c
e
a
n
d
in
st
it
u
t
io
n
a
l
d
y
n
a
m
ics
,
c
o
n
tri
b
u
t
in
g
to
h
i
g
h
e
r
-
q
u
a
li
t
y
e
d
u
c
a
ti
o
n
.
Th
e
fi
n
d
i
n
g
s
su
p
p
o
rt
t
h
e
im
p
lem
e
n
tatio
n
o
f
EI
train
in
g
p
ro
g
ra
m
s
a
s
a
k
e
y
stra
teg
y
to
imp
r
o
v
e
tea
c
h
in
g
p
e
rfo
rm
a
n
c
e
a
n
d
t
h
e
sc
h
o
o
l
c
li
m
a
te
(
S
C)
.
K
ey
w
o
r
d
s
:
B
asic e
d
u
ca
tio
n
E
m
o
tio
n
al
in
tellig
en
ce
I
n
s
titu
tio
n
al
clim
ate
T
ea
ch
in
g
an
d
lear
n
i
n
g
T
ea
ch
in
g
p
e
r
f
o
r
m
an
ce
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
B
en
jam
ín
Ma
r
az
a
-
Qu
is
p
e
Dep
ar
tm
en
t o
f
E
d
u
ca
tio
n
,
Fac
u
lty
o
f
E
d
u
ca
tio
n
Scien
ce
s
Un
iv
er
s
id
ad
Nac
io
n
al
d
e
San
Ag
u
s
tín
d
e
Ar
eq
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i
p
a
Ar
eq
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ip
a,
Per
u
E
m
ail: b
m
ar
az
a@
u
n
s
a.
ed
u
.
p
e
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
p
r
o
b
lem
ad
d
r
ess
ed
b
y
th
i
s
r
esear
ch
is
th
e
lack
o
f
u
n
d
er
s
tan
d
in
g
ab
o
u
t
th
e
r
elatio
n
s
h
i
p
b
etwe
en
em
o
tio
n
al
in
tellig
en
ce
(
E
I
)
,
cl
ass
r
o
o
m
teac
h
in
g
p
er
f
o
r
m
a
n
c
e,
an
d
in
s
titu
tio
n
al
clim
ate
(
I
C
)
in
th
e
co
n
tex
t
o
f
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
.
T
h
is
is
s
u
e
is
r
elev
an
t
b
ec
au
s
e
th
ese
v
ar
iab
les
ar
e
f
u
n
d
am
e
n
tal
to
e
n
s
u
r
in
g
an
e
f
f
ec
tiv
e
an
d
h
ea
lth
y
ed
u
ca
ti
o
n
al
en
v
ir
o
n
m
en
t,
y
et
th
eir
in
te
r
co
n
n
ec
tio
n
h
as
n
o
t
b
ee
n
s
u
f
f
icien
tly
s
tu
d
ied
o
r
ad
d
r
ess
ed
.
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
y
s
ee
k
s
to
p
r
o
v
id
e
p
r
ac
tical
s
o
lu
tio
n
s
b
y
p
r
o
p
o
s
in
g
an
E
I
in
ter
v
e
n
tio
n
p
r
o
g
r
am
th
at
co
u
ld
im
p
r
o
v
e
b
o
th
teac
h
in
g
p
er
f
o
r
m
a
n
ce
an
d
IC
.
T
h
is
r
esear
ch
ex
am
in
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
EI
,
t
ea
ch
in
g
p
e
r
f
o
r
m
an
ce
,
a
n
d
I
C
in
b
asic
ed
u
ca
tio
n
.
I
t
p
r
o
p
o
s
es
th
at
h
i
g
h
er
E
I
in
teac
h
er
s
en
h
an
ce
s
th
eir
p
er
f
o
r
m
a
n
ce
an
d
c
o
n
tr
ib
u
tes
to
a
p
o
s
itiv
e
IC
.
T
h
e
s
tu
d
y
ex
p
lo
r
es
th
e
ex
te
n
t
o
f
th
is
r
elatio
n
s
h
ip
an
d
id
en
tif
ies
s
tr
ateg
ies
to
s
tr
en
g
th
en
E
I
in
th
e
ed
u
ca
tio
n
al
co
n
tex
t.
Key
q
u
esti
o
n
s
f
o
cu
s
o
n
th
e
co
n
n
ec
tio
n
b
etwe
en
E
I
an
d
teac
h
in
g
p
er
f
o
r
m
a
n
ce
,
it
s
in
f
lu
en
ce
o
n
IC
,
an
d
th
e
b
est
way
s
to
d
ev
el
o
p
th
ese
co
m
p
eten
cies
in
teac
h
er
s
.
T
h
e
m
ain
h
y
p
o
th
esis
ass
er
ts
th
at
EI
h
as
a
p
o
s
itiv
e
an
d
s
ig
n
if
ica
n
t im
p
a
ct
o
n
b
o
th
teac
h
in
g
p
er
f
o
r
m
a
n
ce
an
d
s
ch
o
o
l c
lim
ate
(
SC
)
.
EI
is
th
e
ab
ilit
y
to
p
er
ce
iv
e
,
u
n
d
er
s
tan
d
,
co
n
tr
o
l,
an
d
ev
al
u
ate
o
n
e
’
s
o
wn
e
m
o
tio
n
s
an
d
th
o
s
e
o
f
o
th
er
s
.
Acc
o
r
d
in
g
to
Fil
ice
a
n
d
W
ee
s
e
[
1
]
,
it
i
n
v
o
lv
es
m
o
n
ito
r
in
g
f
ee
lin
g
s
,
d
is
tin
g
u
is
h
in
g
a
m
o
n
g
th
em
,
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
E
mo
tio
n
a
l in
tellig
en
ce
i
n
tea
c
h
in
g
:
a
ke
y
to
p
erfo
r
ma
n
ce
a
n
d
in
s
titu
tio
n
a
l
… (
B
e
n
ja
mín
Ma
r
a
z
a
-
Qu
is
p
e
)
5055
an
d
u
s
in
g
th
is
in
f
o
r
m
atio
n
to
g
u
id
e
th
o
u
g
h
ts
a
n
d
ac
tio
n
s
.
Ad
d
itio
n
ally
,
E
I
is
lin
k
ed
t
o
p
r
o
d
u
ctiv
e
s
o
cial
r
elatio
n
s
h
ip
s
,
ef
f
ec
tiv
e
in
ter
p
er
s
o
n
al
b
eh
av
io
r
s
,
an
d
g
en
e
r
a
l
s
o
cial
co
m
p
eten
cies
[
2
]
.
T
ea
ch
in
g
p
er
f
o
r
m
a
n
ce
r
ef
er
s
to
teac
h
e
r
s
’
ac
tio
n
s
a
n
d
co
m
p
eten
cies
in
p
lan
n
in
g
,
im
p
lem
en
tin
g
,
an
d
ev
alu
atin
g
th
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
.
I
t
in
clu
d
es
th
e
ab
ilit
y
to
m
o
tiv
ate
s
tu
d
e
n
ts
,
m
an
ag
e
th
e
class
r
o
o
m
,
a
n
d
ad
ap
t
teac
h
in
g
m
eth
o
d
o
lo
g
ies
to
ac
h
iev
e
p
o
s
itiv
e
ed
u
ca
tio
n
al
o
u
tco
m
es,
wh
ich
ar
e
in
f
lu
e
n
ce
d
b
y
f
ac
t
o
r
s
s
u
ch
as
E
I
an
d
I
C
[
3
]
.
I
C
is
th
e
o
v
er
all
p
er
ce
p
tio
n
o
f
th
e
wo
r
k
en
v
ir
o
n
m
en
t
b
y
teac
h
er
s
an
d
o
th
er
m
em
b
er
s
o
f
t
h
e
e
d
u
c
a
t
i
o
n
a
l
o
r
g
a
n
i
z
at
i
o
n
.
A
p
o
s
itiv
e
clim
ate
is
ch
ar
ac
te
r
ized
b
y
ef
f
ec
tiv
e
co
m
m
u
n
ica
tio
n
,
tr
u
s
t,
c
o
llab
o
r
atio
n
,
an
d
m
o
tiv
atio
n
,
w
h
ich
f
o
s
ter
co
m
m
itm
en
t,
j
o
b
s
atis
f
ac
tio
n
,
an
d
o
r
g
a
n
izatio
n
al
p
e
r
f
o
r
m
an
ce
[
4
].
I
n
r
ec
e
n
t d
ec
ad
es,
E
I
h
as
em
er
g
ed
as
a
f
u
n
d
am
e
n
tal
co
n
ce
p
t in
th
e
ed
u
ca
tio
n
al
f
ield
,
em
p
h
asizin
g
its
im
p
ac
t
o
n
th
e
d
e
v
elo
p
m
e
n
t
o
f
teac
h
in
g
co
m
p
eten
cies
an
d
t
h
e
im
p
r
o
v
em
en
t
o
f
wo
r
k
p
lace
i
n
ter
ac
tio
n
s
with
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
Fil
ice
an
d
W
ee
s
e
[
1
]
d
e
f
in
ed
E
I
as
th
e
a
b
ilit
y
to
p
e
r
ce
iv
e,
u
n
d
er
s
tan
d
,
an
d
m
a
n
ag
e
o
n
e’
s
o
wn
a
n
d
o
t
h
er
s
’
em
o
tio
n
s
,
h
ig
h
lig
h
tin
g
its
r
elev
an
ce
i
n
s
o
cial
an
d
p
r
o
f
ess
io
n
al
co
n
tex
ts
.
R
ec
en
t
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
at
E
I
co
n
tr
ib
u
tes
to
teac
h
er
s
’
p
h
y
s
ical
an
d
m
en
tal
well
-
b
ein
g
,
p
r
o
m
o
tes
th
eir
p
r
o
f
ess
io
n
al
s
u
cc
ess
,
an
d
im
p
r
o
v
es
s
tu
d
e
n
t
o
u
tco
m
es
[
5
]
,
[
6
]
.
I
n
th
is
co
n
tex
t,
teac
h
i
n
g
p
e
r
f
o
r
m
an
ce
is
co
n
s
id
er
ed
a
k
ey
in
d
icato
r
o
f
ed
u
ca
tio
n
al
q
u
ality
,
en
co
m
p
ass
in
g
p
ed
ag
o
g
ical
s
k
ills
,
th
e
ab
ilit
y
to
m
o
tiv
ate
s
tu
d
en
ts
,
an
d
e
f
f
ec
tiv
e
class
r
o
o
m
m
an
a
g
em
en
t
[
7
]
.
R
esear
ch
h
as
lin
k
ed
h
ig
h
lev
els
o
f
E
I
with
b
etter
teac
h
in
g
p
er
f
o
r
m
an
ce
d
u
e
to
teac
h
e
r
s
’
ab
ilit
y
to
m
an
ag
e
em
o
tio
n
s
,
r
eso
lv
e
co
n
f
licts
,
an
d
f
o
s
ter
p
o
s
itiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
8
]
.
On
th
e
o
t
h
e
r
h
a
n
d
,
I
C
r
ef
e
r
s
to
th
e
p
er
ce
p
tio
n
o
f
th
e
wo
r
k
e
n
v
ir
o
n
m
en
t
an
d
its
in
f
lu
en
ce
o
n
co
m
m
itm
en
t,
s
atis
f
ac
tio
n
,
an
d
co
llab
o
r
atio
n
am
o
n
g
o
r
g
a
n
iza
tio
n
al
m
em
b
er
s
[
9
]
.
A
f
av
o
r
ab
le
I
C
is
a
s
s
o
ciate
d
with
tr
u
s
t,
ef
f
ec
tiv
e
co
m
m
u
n
i
ca
tio
n
,
an
d
o
r
g
an
izatio
n
al
s
u
p
p
o
r
t,
wh
ic
h
f
ac
ilit
ate
teac
h
er
s
’
in
ter
ac
tio
n
s
an
d
o
p
tim
al
p
er
f
o
r
m
an
ce
[
1
0
]
.
T
h
e
r
el
ati
o
n
s
h
i
p
b
etw
ee
n
EI
,
tea
ch
in
g
p
er
f
o
r
m
a
n
c
e,
a
n
d
I
C
h
as
b
ee
n
th
e
s
u
b
je
ct
o
f
v
a
r
i
o
u
s
s
t
u
d
ies
[
1
1
]
.
Hi
g
h
le
v
e
ls
o
f
E
I
h
av
e
b
ee
n
f
o
u
n
d
to
n
o
t
o
n
l
y
d
ir
ec
tl
y
in
f
l
u
e
n
c
e
te
ac
h
e
r
s
’
p
e
r
f
o
r
m
a
n
ce
b
u
t
als
o
f
o
s
te
r
a
p
o
s
iti
v
e
o
r
g
a
n
iz
ati
o
n
a
l
cli
m
at
e,
p
r
o
m
o
ti
n
g
e
f
f
ec
t
iv
e
n
ess
a
n
d
i
n
n
o
v
a
ti
o
n
wit
h
i
n
e
d
u
c
ati
o
n
al
i
n
s
tit
u
t
io
n
s
[
1
2
]
.
T
h
is
a
r
tic
le
ex
p
l
o
r
es
t
h
e
b
ac
k
g
r
o
u
n
d
a
n
d
co
n
n
e
cti
o
n
s
a
m
o
n
g
t
h
es
e
v
ar
ia
b
les
,
e
m
p
h
asi
zi
n
g
t
h
e
ir
r
e
le
v
a
n
c
e
f
o
r
im
p
r
o
v
i
n
g
ed
u
c
ati
o
n
a
l
q
u
al
it
y
a
n
d
t
ea
ch
e
r
w
ell
-
b
ei
n
g
.
T
o
s
u
p
p
o
r
t
t
h
e
r
ese
ar
ch
,
s
t
u
d
y
b
y
B
r
ass
eu
r
et
a
l.
[
1
3
]
wer
e
c
o
n
s
id
er
e
d
,
w
h
ic
h
d
e
v
el
o
p
e
d
an
d
v
al
id
ate
d
t
h
e
p
r
o
f
il
e
o
f
e
m
o
ti
o
n
al
c
o
m
p
ete
n
ce
(
P
E
C
)
,
an
i
n
s
t
r
u
m
en
t
d
esi
g
n
e
d
to
s
p
ec
i
f
i
ca
l
ly
a
n
d
s
ep
ar
at
el
y
m
ea
s
u
r
e
th
e
f
i
v
e
b
asic
e
m
o
ti
o
n
al
c
o
m
p
e
te
n
cies
(
i
d
e
n
t
if
ica
ti
o
n
,
u
n
d
er
s
ta
n
d
i
n
g
,
e
x
p
r
ess
io
n
,
r
e
g
u
lat
io
n
,
a
n
d
u
s
e
o
f
e
m
o
ti
o
n
s
)
at
b
o
t
h
i
n
t
r
a
p
e
r
s
o
n
al
a
n
d
i
n
te
r
p
e
r
s
o
n
al
le
v
els,
o
v
e
r
c
o
m
in
g
t
h
e
li
m
it
ati
o
n
s
o
f
p
r
e
v
i
o
u
s
m
e
as
u
r
es.
T
h
e
m
et
h
o
d
o
l
o
g
y
i
n
c
lu
d
ed
f
o
u
r
s
ta
g
e
s
:
it
em
g
e
n
e
r
a
ti
o
n
,
r
e
d
u
ct
io
n
t
h
r
o
u
g
h
p
s
y
c
h
o
m
e
tr
ic
a
n
al
y
s
is
,
e
v
al
u
a
ti
o
n
o
f
p
s
y
c
h
o
m
etr
ic
p
r
o
p
e
r
ti
es
in
a
r
e
p
r
e
s
en
t
ati
v
e
s
am
p
l
e
o
f
5
,
6
7
6
s
u
b
j
ec
ts
,
a
n
d
e
x
te
r
n
a
l
v
al
id
ati
o
n
t
h
r
o
u
g
h
ad
d
i
ti
o
n
al
s
t
u
d
ies
.
T
h
e
r
esu
lts
s
h
o
wed
h
ig
h
in
ter
n
al
co
n
s
is
ten
cy
,
s
o
lid
f
ac
to
r
ial
s
tr
u
ctu
r
e,
an
d
g
o
o
d
c
o
n
cu
r
r
en
t
an
d
p
r
ed
ictiv
e
v
alid
ity
,
with
s
ig
n
if
ican
t
co
r
r
elatio
n
s
with
v
ar
iab
les
s
u
ch
as
h
ap
p
in
ess
,
s
o
cial
r
elatio
n
s
h
ip
s
,
an
d
wo
r
k
p
er
f
o
r
m
a
n
c
e.
I
t
was
co
n
clu
d
ed
th
at
th
e
PEC
i
s
a
r
eliab
le
an
d
ac
cu
r
ate
to
o
l
f
o
r
ev
al
u
atin
g
e
m
o
tio
n
al
co
m
p
ete
n
cies,
u
s
ef
u
l
in
ed
u
ca
tio
n
al
an
d
r
esear
ch
co
n
tex
ts
.
F
o
r
t
h
i
s
r
e
s
e
a
r
c
h
,
t
h
e
P
E
C
r
e
p
r
es
e
n
ts
a
n
id
e
a
l
m
e
t
h
o
d
o
l
o
g
i
c
a
l
b
a
s
is
f
o
r
m
e
a
s
u
r
i
n
g
t
e
ac
h
e
r
s
’
EI
,
a
l
l
o
w
i
n
g
f
o
r
a
m
o
r
e
r
ig
o
r
o
u
s
an
d
p
r
ec
is
e
an
al
y
s
is
o
f
its
im
p
ac
t o
n
p
r
o
f
ess
io
n
al
p
er
f
o
r
m
an
ce
an
d
IC
.
Ad
d
itio
n
ally
,
s
tu
d
y
b
y
Am
in
et
a
l.
[
1
4
]
aim
ed
to
an
aly
ze
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
’
E
I
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
Har
y
an
a
,
I
n
d
ia,
co
n
s
id
er
i
n
g
g
e
n
d
er
an
d
ty
p
e
o
f
in
s
titu
tio
n
(
g
o
v
er
n
m
en
t,
p
r
iv
ate,
an
d
g
o
v
er
n
m
e
n
t
-
f
u
n
d
ed
)
.
A
q
u
an
titativ
e
m
eth
o
d
o
l
o
g
y
with
an
ex
p
lo
r
ato
r
y
-
d
esc
r
ip
tiv
e
d
esig
n
was
em
p
lo
y
ed
,
ev
alu
atin
g
4
0
0
tea
ch
er
s
th
r
o
u
g
h
an
E
I
in
v
e
n
to
r
y
an
d
p
er
f
o
r
m
in
g
s
tatis
tical
an
aly
s
es
s
u
ch
as
t
-
test
s
an
d
an
aly
s
is
o
f
v
ar
ian
ce
(
AN
OVA
)
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
f
em
ale
teac
h
er
s
ac
h
iev
ed
h
ig
h
er
lev
els
o
f
E
I
co
m
p
ar
ed
to
m
ale
teac
h
er
s
,
wh
ile
n
o
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
s
wer
e
f
o
u
n
d
b
ased
o
n
th
e
ty
p
e
o
f
in
s
titu
tio
n
.
T
h
e
r
esear
ch
co
n
clu
d
ed
t
h
at
g
en
d
er
in
f
lu
e
n
ce
s
EI
lev
els,
h
ig
h
lig
h
tin
g
its
r
elev
an
ce
f
o
r
t
ea
ch
er
tr
ain
in
g
an
d
p
er
f
o
r
m
an
ce
,
wh
er
ea
s
th
e
ty
p
e
o
f
in
s
titu
tio
n
is
n
o
t
a
d
eter
m
in
in
g
f
ac
to
r
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
o
u
r
r
esear
ch
b
y
v
alid
atin
g
th
e
in
f
lu
en
ce
o
f
g
e
n
d
er
o
n
E
I
a
n
d
e
m
p
h
asizin
g
th
e
n
ee
d
f
o
r
u
n
iv
er
s
al
tr
ain
i
n
g
s
tr
ateg
ies to
im
p
r
o
v
e
th
is
co
m
p
eten
ce
,
o
p
tim
izin
g
teac
h
in
g
p
er
f
o
r
m
a
n
ce
an
d
IC
.
I
n
th
e
s
am
e
c
o
n
tex
t,
t
h
e
s
tu
d
y
b
y
Ak
h
tar
a
n
d
Ma
li
[
1
5
]
aim
ed
to
a
n
aly
ze
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
p
ir
itu
al
in
tellig
en
ce
an
d
teac
h
er
s
’
wo
r
k
en
g
a
g
em
en
t
in
th
e
J
am
m
u
d
is
tr
ict,
co
n
s
id
er
in
g
g
en
d
er
d
if
f
er
en
ce
s
,
p
lace
o
f
o
r
ig
in
(
r
u
r
al
o
r
u
r
b
an
)
,
an
d
lev
els
o
f
wo
r
k
e
n
g
a
g
em
en
t.
A
q
u
an
titativ
e
m
eth
o
d
o
lo
g
y
was
u
s
ed
,
em
p
lo
y
in
g
s
u
r
v
e
y
s
an
d
s
tan
d
a
r
d
ized
test
s
to
ev
alu
ate
s
p
ir
itu
al
in
tellig
en
ce
an
d
wo
r
k
en
g
a
g
em
en
t,
alo
n
g
wit
h
s
tatis
t
ical
tech
n
iq
u
es
s
u
ch
as
m
ea
s
u
r
es
o
f
ce
n
tr
al
ten
d
en
cy
,
d
is
p
er
s
io
n
,
t
-
test
s
,
an
d
co
r
r
elatio
n
s
.
T
h
e
r
esu
lts
r
ev
ea
led
a
m
o
d
er
ate
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
s
p
ir
itu
a
l
in
tellig
en
ce
an
d
wo
r
k
e
n
g
a
g
em
en
t,
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
s
i
n
s
p
ir
itu
al
i
n
tellig
en
ce
b
ased
o
n
g
en
d
er
a
n
d
p
la
ce
o
f
o
r
ig
in
,
an
d
b
etwe
en
teac
h
er
s
with
h
ig
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a
n
d
lo
w
lev
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o
f
w
o
r
k
en
g
a
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en
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T
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co
n
cl
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th
at
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p
ir
itu
al
in
tellig
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i
n
f
lu
en
ce
s
teac
h
e
r
s
’
p
er
f
o
r
m
an
ce
a
n
d
wo
r
k
well
-
b
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g
.
T
h
is
s
tu
d
y
co
n
tr
ib
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tes
to
o
u
r
r
esear
ch
b
y
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ig
h
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tin
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w
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o
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d
s
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ir
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al
asp
ec
ts
im
p
ac
t
teac
h
in
g
p
er
f
o
r
m
a
n
ce
an
d
IC
,
r
ein
f
o
r
cin
g
th
e
im
p
o
r
ta
n
ce
o
f
s
o
cio
-
em
o
tio
n
al
co
m
p
eten
cies f
o
r
im
p
r
o
v
in
g
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t.
On
th
e
o
th
er
h
an
d
,
s
tu
d
y
b
y
Ku
m
ar
an
d
An
s
h
ik
a
[
1
6
]
co
m
p
ar
e
d
th
e
EI
o
f
s
ec
o
n
d
ar
y
-
lev
el
s
tu
d
en
ts
f
r
o
m
two
g
r
o
u
p
s
:
r
eser
v
ed
a
n
d
n
o
n
-
r
eser
v
ed
,
an
aly
zin
g
h
o
w
s
o
cio
ec
o
n
o
m
ic
an
d
cu
ltu
r
al
f
ac
to
r
s
in
f
lu
en
ce
Evaluation Warning : The document was created with Spire.PDF for Python.
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14
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6
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Dec
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20
25
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if
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h
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e
ar
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ar
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if
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e
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en
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s
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EI
p
lay
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a
cr
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cial
r
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le
in
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tu
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en
ts
’
p
er
s
o
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al
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d
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em
ic
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ev
elo
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m
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n
t,
s
u
g
g
esti
n
g
th
e
im
p
o
r
tan
ce
o
f
im
p
lem
en
tin
g
i
n
clu
s
iv
e
ed
u
ca
tio
n
al
p
o
licies
an
d
p
r
o
g
r
am
s
th
at
en
h
an
ce
th
ese
co
m
p
ete
n
cies.
T
h
is
s
tu
d
y
r
ein
f
o
r
ce
s
th
e
id
ea
th
at
EI
is
n
o
t
s
ig
n
if
ican
tly
d
eter
m
in
ed
b
y
e
x
ter
n
al
f
ac
to
r
s
,
em
p
h
asizin
g
th
e
p
o
s
s
ib
ilit
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o
f
d
ev
elo
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in
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it
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tex
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M
o
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v
er
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it
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n
d
er
s
co
r
es
th
e
r
elev
a
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ce
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f
d
esig
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in
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in
ter
v
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tio
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s
an
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e
d
u
ca
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p
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licies
aim
ed
at
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p
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k
ills
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an
ap
p
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th
at
alig
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s
with
m
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o
b
jectiv
e
o
f
s
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th
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r
elatio
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s
h
ip
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etwe
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,
te
ac
h
in
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p
e
r
f
o
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ce
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n
d
IC
.
Similar
ly
,
r
esear
ch
b
y
Al
Sh
eh
h
i
et
a
l.
[
1
7
]
aim
ed
to
e
x
p
lo
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
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r
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cip
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’
lev
els
o
f
EI
an
d
th
e
SC
as
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ce
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b
y
teac
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s
,
also
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e
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e
x
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p
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in
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p
als’
E
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A
q
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an
titativ
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co
r
r
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d
esig
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was
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s
ed
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co
llectin
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d
at
a
f
r
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m
2
0
s
ch
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o
l
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in
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d
2
0
0
teac
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th
r
o
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g
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th
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Ma
y
e
r
–
Salo
v
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–
C
ar
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s
o
em
o
tio
n
al
i
n
tellig
en
ce
test
(
MSC
E
I
T
)
in
s
tr
u
m
en
t
to
m
ea
s
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r
e
E
I
a
n
d
th
e
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v
is
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ch
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o
l
-
lev
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e
n
v
ir
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m
en
t
q
u
esti
o
n
n
ai
r
e
(
R
-
SLE
Q
)
to
e
v
alu
ate
SC
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
m
o
s
t
p
r
in
cip
als
h
ad
lo
w
lev
els
o
f
E
I
,
wh
ic
h
n
eg
ati
v
ely
af
f
ec
t
ed
th
e
SC
an
d
th
e
ef
f
ec
tiv
en
ess
o
f
th
eir
lead
er
s
h
ip
.
T
h
e
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
n
ee
d
to
in
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r
ate
E
I
ev
alu
ati
o
n
s
in
to
t
h
e
s
elec
tio
n
an
d
tr
ain
in
g
p
r
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ce
s
s
es
o
f
s
ch
o
o
l
p
r
in
ci
p
als,
as
well
a
s
t
o
im
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lem
en
t
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
f
o
cu
s
ed
o
n
e
m
o
tio
n
al
s
k
ills
to
im
p
r
o
v
e
th
ei
r
p
er
f
o
r
m
an
ce
a
n
d
th
e
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t.
T
h
is
s
tu
d
y
r
ein
f
o
r
ce
s
th
e
im
p
o
r
tan
ce
o
f
EI
as
a
k
e
y
f
ac
to
r
f
o
r
ed
u
ca
tio
n
al
lead
er
s
h
ip
an
d
o
r
g
an
izatio
n
al
clim
ate,
p
r
o
v
id
i
n
g
r
elev
an
t
ev
id
en
ce
th
at
s
u
p
p
o
r
ts
th
e
n
ee
d
to
d
ev
elo
p
E
I
in
e
d
u
ca
tio
n
al
co
n
tex
ts
,
a
l
i
g
n
i
n
g
w
i
t
h
t
h
e
o
b
je
c
t
i
v
e
o
f
ex
p
lo
r
in
g
its
r
elatio
n
s
h
ip
with
teac
h
in
g
p
er
f
o
r
m
an
ce
an
d
IC
.
I
n
t
h
is
s
am
e
co
n
tex
t,
th
e
s
tu
d
y
b
y
I
r
am
[
1
8
]
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
t
im
p
ac
t
o
f
teac
h
e
r
s
’
EI
on
SC
,
s
h
o
win
g
h
o
w
its
co
m
p
o
n
en
ts
in
f
lu
e
n
ce
v
ar
i
o
u
s
asp
ec
ts
o
f
th
e
in
s
titu
tio
n
al
en
v
ir
o
n
m
en
t.
C
o
n
d
u
cted
with
1
2
0
f
em
ale
p
u
b
lic
s
ch
o
o
l
teac
h
e
r
s
in
L
a
h
o
r
e
u
s
in
g
v
alid
ated
in
s
tr
u
m
en
ts
an
d
r
eg
r
ess
io
n
a
n
aly
s
es,
th
e
s
tu
d
y
co
n
clu
d
es
th
at
em
o
tio
n
ally
in
tellig
en
t
teac
h
er
s
co
n
tr
ib
u
te
p
o
s
itiv
ely
to
th
e
SC
.
I
t
also
e
m
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
i
n
teg
r
atin
g
em
o
tio
n
al
s
k
ills
in
to
teac
h
in
g
s
tr
ateg
ies
an
d
p
r
o
v
id
es g
u
id
an
ce
f
o
r
e
d
u
ca
tio
n
al
lead
er
s
o
n
f
o
s
ter
in
g
E
I
to
en
h
a
n
ce
in
s
titu
tio
n
al
d
y
n
a
m
ics.
T
h
e
s
tu
d
y
b
y
Go
et
a
l.
[
1
9
]
em
p
h
asizes
th
e
r
o
le
o
f
EI
an
d
p
r
o
b
lem
co
m
p
ar
tm
e
n
talizatio
n
as
k
ey
f
ac
to
r
s
in
s
u
s
tain
in
g
ef
f
ec
tiv
e
teac
h
in
g
p
e
r
f
o
r
m
an
c
e
d
esp
ite
p
er
s
o
n
al
ch
allen
g
e
s
.
C
o
n
d
u
cted
with
1
6
0
Fil
ip
in
o
p
u
b
lic
s
ch
o
o
l
te
ac
h
er
s
,
th
e
r
esear
ch
f
o
u
n
d
a
s
ig
n
if
ican
t
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
EI
,
th
e
ab
ilit
y
to
s
ep
ar
ate
p
e
r
s
o
n
al
is
s
u
es
f
r
o
m
p
r
o
f
ess
io
n
al
d
u
ties
,
an
d
o
v
er
all
teac
h
in
g
ef
f
ec
tiv
en
ess
.
T
h
e
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
in
te
g
r
atio
n
o
f
e
m
o
tio
n
al
r
eg
u
latio
n
an
d
co
m
p
ar
tm
en
talizatio
n
s
tr
ateg
ies
in
to
teac
h
er
tr
ain
i
n
g
p
r
o
g
r
a
m
s
to
en
h
a
n
ce
well
-
b
ei
n
g
an
d
p
r
o
f
ess
io
n
al
p
er
f
o
r
m
an
ce
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
u
s
ed
a
q
u
an
titat
iv
e
r
esear
ch
ap
p
r
o
ac
h
to
e
x
am
in
e
v
ar
iab
les
in
a
s
tr
u
c
tu
r
ed
an
d
m
ea
s
u
r
ab
le
way
.
T
h
e
d
esig
n
was
n
o
n
-
e
x
p
er
im
e
n
tal
an
d
c
o
r
r
elatio
n
al,
f
o
cu
s
in
g
o
n
id
e
n
tify
in
g
r
elatio
n
s
h
ip
s
r
ath
er
th
a
n
m
an
ip
u
latin
g
v
a
r
i
ab
les.
Sp
ec
if
ically
,
it
aim
e
d
t
o
ex
p
lo
r
e
th
e
ass
o
ciatio
n
b
et
wee
n
EI
,
teac
h
in
g
p
er
f
o
r
m
an
ce
,
a
n
d
I
C
in
b
asic e
d
u
ca
tio
n
teac
h
e
r
s
.
2
.
2
.
P
o
pu
la
t
io
n
a
nd
s
a
m
ple
T
h
e
p
o
p
u
latio
n
was
co
m
p
o
s
ed
o
f
5
0
0
teac
h
e
r
s
f
r
o
m
m
u
lti
p
le
p
u
b
lic
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
th
e
Ar
eq
u
ip
a
r
eg
io
n
.
A
r
ep
r
esen
tativ
e
s
am
p
le
o
f
1
4
5
teac
h
er
s
was
s
elec
ted
to
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
T
h
e
s
e
l
e
ct
i
o
n
w
as
c
a
r
r
i
e
d
o
u
t
t
h
r
o
u
g
h
s
i
m
p
l
e
r
an
d
o
m
s
am
p
lin
g
,
e
n
s
u
r
in
g
f
air
n
ess
an
d
th
e
a
b
s
en
ce
o
f
s
elec
tio
n
b
ias.
2
.
3
.
Va
ri
a
bles
s
t
ud
ied
T
h
is
s
tu
d
y
ex
am
in
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
EI
,
teac
h
in
g
p
er
f
o
r
m
an
c
e,
an
d
IC
with
in
th
e
ed
u
ca
tio
n
al
s
ettin
g
.
EI
is
a
n
aly
ze
d
th
r
o
u
g
h
k
ey
d
im
en
s
io
n
s
s
u
ch
as
s
elf
-
awa
r
en
es
s
,
s
elf
-
r
eg
u
latio
n
,
m
o
tiv
atio
n
,
e
m
p
ath
y
,
an
d
s
o
cial
s
k
ills
.
T
ea
ch
in
g
p
er
f
o
r
m
an
ce
is
ev
al
u
ated
b
ase
d
o
n
p
ed
a
g
o
g
ical
co
m
p
eten
cies,
wh
ile
IC
is
ass
e
s
s
ed
th
r
o
u
g
h
f
ac
to
r
s
lik
e
c
o
m
m
u
n
icatio
n
,
tr
u
s
t,
m
o
tiv
atio
n
,
an
d
p
ar
ticip
atio
n
.
2
.
4
.
Da
t
a
c
o
llect
io
n ins
t
rum
ent
s
T
o
m
ea
s
u
r
e
th
e
v
ar
iab
le
o
f
EI
,
a
s
tr
u
ct
u
r
ed
q
u
esti
o
n
n
air
e
ad
ap
ted
f
r
o
m
th
e
B
ar
-
On
em
o
tio
n
al
q
u
o
tien
t
in
v
e
n
to
r
y
(
EQ
-
i
)
m
et
h
o
d
d
e
v
elo
p
e
d
b
y
B
o
y
b
an
tin
g
an
d
T
an
tiad
o
[
2
0
]
was
u
s
ed
.
T
h
e
q
u
esti
o
n
n
ai
r
e
co
n
s
is
ts
o
f
5
0
item
s
o
r
g
an
ized
b
y
d
im
en
s
io
n
s
an
d
s
u
b
d
im
en
s
io
n
s
o
f
EI
.
R
esp
o
n
s
es
ar
e
s
co
r
ed
u
s
in
g
a
L
ik
er
t
-
ty
p
e
s
ca
le,
as d
etailed
in
T
ab
le
1
.
T
h
e
q
u
esti
o
n
n
air
e
u
s
ed
to
ass
ess
teac
h
er
s
’
p
er
ce
p
tio
n
o
f
th
e
I
C
was
an
ad
ap
tatio
n
o
f
th
e
in
s
tr
u
m
en
t
d
ev
elo
p
e
d
b
y
B
r
is
[
2
1
]
,
in
co
r
p
o
r
atin
g
th
e
d
im
e
n
s
io
n
s
o
f
c
o
m
m
u
n
icatio
n
,
m
o
tiv
atio
n
,
tr
u
s
t,
an
d
p
ar
ticip
atio
n
.
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
E
mo
tio
n
a
l in
tellig
en
ce
i
n
tea
c
h
in
g
:
a
ke
y
to
p
erfo
r
ma
n
ce
a
n
d
in
s
titu
tio
n
a
l
… (
B
e
n
ja
mín
Ma
r
a
z
a
-
Qu
is
p
e
)
5057
I
t
was
co
n
tex
tu
alize
d
to
f
it
th
e
ed
u
ca
tio
n
al
r
ea
liti
es
o
f
th
e
tar
g
et
p
o
p
u
latio
n
.
T
h
e
in
s
t
r
u
m
en
t
c
o
n
s
is
ts
o
f
a
L
ik
er
t scale
with
3
0
item
s
,
d
is
tr
ib
u
ted
ac
r
o
s
s
th
e
f
o
u
r
d
im
e
n
s
io
n
s
,
as d
etailed
in
T
ab
le
2
.
T
o
ev
alu
ate
teac
h
in
g
p
e
r
f
o
r
m
an
ce
,
a
s
u
p
er
v
is
io
n
an
d
m
o
n
it
o
r
in
g
f
o
r
m
d
ev
el
o
p
ed
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
[
2
2
]
was
ap
p
lied
.
T
h
is
in
s
tr
u
m
en
t
ass
es
s
es
two
k
ey
d
im
en
s
io
n
s
:
p
r
ep
ar
atio
n
f
o
r
teac
h
in
g
an
d
teac
h
in
g
f
o
r
s
tu
d
en
t le
ar
n
in
g
.
T
h
e
s
tr
u
ctu
r
e
a
n
d
in
d
icato
r
s
o
f
th
e
f
o
r
m
ar
e
d
etailed
in
T
ab
le
3
.
T
ab
le
1
.
Stru
ctu
r
e
o
f
th
e
test
to
m
ea
s
u
r
e
EI
V
a
r
i
a
b
l
e
D
i
me
n
si
o
n
s
I
n
d
i
c
a
t
o
r
s
I
t
e
ms
R
a
t
i
n
g
EI
P
e
r
so
n
a
l
sk
i
l
l
s
S
e
l
f
-
a
w
a
r
e
n
e
ss
1
-
10
5
-
v
e
r
y
h
i
g
h
4
-
h
i
g
h
3
-
r
e
g
u
l
a
r
2
-
l
o
w
1
-
v
e
r
y
l
o
w
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
11
-
23
M
o
t
i
v
a
t
i
o
n
24
-
30
S
o
c
i
a
l
sk
i
l
l
s
Emp
a
t
h
y
S
o
c
i
a
l
sk
i
l
l
s
31
-
42
43
-
50
T
ab
le
2
.
Stru
ctu
r
e
o
f
th
e
test
to
m
ea
s
u
r
e
IC
V
a
r
i
a
b
l
e
D
i
me
n
si
o
n
s
I
n
d
i
c
a
t
o
r
s
I
t
e
ms
R
a
t
i
n
g
IC
C
o
mm
u
n
i
c
a
t
i
o
n
C
o
mm
u
n
i
c
a
t
i
o
n
/
i
n
f
o
r
m
a
t
i
o
n
s
h
a
r
i
n
g
1
-
2
5
=
v
e
r
y
h
i
g
h
4
=
h
i
g
h
3
=
r
e
g
u
l
a
r
2
=
l
o
w
1
=
v
e
r
y
l
o
w
S
p
e
e
d
/
a
g
i
l
i
t
y
3
-
4
R
e
s
p
e
c
t
5
A
c
c
e
p
t
a
n
c
e
6
S
p
a
c
e
s
a
n
d
s
c
h
e
d
u
l
e
s
7
C
o
n
c
e
a
l
i
n
g
i
n
f
o
r
m
a
t
i
o
n
8
M
o
t
i
v
a
t
i
o
n
S
a
t
i
sf
a
c
t
i
o
n
9
-
10
R
e
c
o
g
n
i
t
i
o
n
11
P
r
e
st
i
g
e
12
A
u
t
o
n
o
m
y
13
Tr
u
st
Tr
u
st
14
-
16
S
i
n
c
e
r
i
t
y
17
-
18
P
a
r
t
i
c
i
p
a
t
i
o
n
Te
a
c
h
e
r
s fo
s
t
e
r
p
a
r
t
i
c
i
p
a
t
i
o
n
19
-
23
Te
a
ms
a
n
d
w
o
r
k
m
e
e
t
i
n
g
s
24
-
26
F
o
r
mal
a
n
d
i
n
f
o
r
m
a
l
g
r
o
u
p
s
27
-
29
C
o
o
r
d
i
n
a
t
i
o
n
30
T
ab
le
3
.
Su
p
e
r
v
is
io
n
an
d
m
o
n
ito
r
in
g
f
o
r
m
to
m
ea
s
u
r
e
teac
h
i
n
g
p
er
f
o
r
m
a
n
ce
in
th
e
class
r
o
o
m
V
a
r
i
a
b
l
e
D
i
me
n
si
o
n
s
I
n
d
i
c
a
t
o
r
s
I
t
e
ms
R
a
t
i
n
g
Te
a
c
h
i
n
g
p
e
r
f
o
r
ma
n
c
e
i
n
t
h
e
c
l
a
ssr
o
o
m
P
r
e
p
a
r
a
t
i
o
n
f
o
r
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
Lo
n
g
a
n
d
sh
o
r
t
-
t
e
r
m
p
l
a
n
n
i
n
g
1
-
3
1
=
u
n
s
a
t
i
sf
a
c
t
o
r
y
2
=
i
n
p
r
o
g
r
e
ss
3
=
s
a
t
i
sf
a
c
t
o
r
y
4
=
o
u
t
st
a
n
d
i
n
g
S
e
t
t
i
n
g
l
e
a
r
n
i
n
g
o
b
j
e
c
t
i
v
e
s
4
-
6
D
a
i
l
y
p
l
a
n
n
i
n
g
c
o
m
p
o
n
e
n
t
s
7
-
9
Ev
a
l
u
a
t
i
o
n
o
f
p
l
a
n
n
i
n
g
o
u
t
c
o
m
e
s
10
-
12
Te
a
c
h
i
n
g
f
o
r
st
u
d
e
n
t
l
e
a
r
n
i
n
g
A
c
t
i
v
e
l
y
i
n
v
o
l
v
e
s s
t
u
d
e
n
t
s i
n
l
e
a
r
n
i
n
g
1
1
=
u
n
s
a
t
i
sf
a
c
t
o
r
y
2
=
i
n
p
r
o
g
r
e
ss
3
=
s
a
t
i
sf
a
c
t
o
r
y
4
=
o
u
t
st
a
n
d
i
n
g
P
r
o
mo
t
e
s r
e
a
s
o
n
i
n
g
,
c
r
e
a
t
i
v
i
t
y
,
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
2
Ev
a
l
u
a
t
e
s
l
e
a
r
n
i
n
g
p
r
o
g
r
e
ss f
o
r
f
e
e
d
b
a
c
k
3
F
o
st
e
r
s res
p
e
c
t
a
n
d
c
l
o
se
n
e
s
s
4
P
o
si
t
i
v
e
l
y
r
e
g
u
l
a
t
e
s s
t
u
d
e
n
t
b
e
h
a
v
i
o
r
5
2
.
4
.
1
.
Da
t
a
co
llect
io
n pro
ce
du
re
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
r
ig
o
r
o
u
s
d
ata
co
llectio
n
p
r
o
ce
s
s
to
en
s
u
r
e
v
alid
ity
,
r
eliab
ilit
y
,
an
d
co
n
f
id
en
tiality
.
T
ea
c
h
er
s
p
ar
ti
cip
ated
v
o
lu
n
tar
ily
an
d
an
o
n
y
m
o
u
s
ly
,
co
m
p
letin
g
q
u
esti
o
n
n
air
es in
a
co
n
tr
o
lled
s
ettin
g
.
T
h
e
d
ata
wer
e
th
en
d
ig
itized
,
co
d
ed
in
t
o
a
d
atab
as
e,
an
d
an
aly
ze
d
u
s
in
g
s
tatis
tical
to
o
ls
,
in
clu
d
in
g
Pear
s
o
n
’
s
co
r
r
elatio
n
co
ef
f
ic
ien
t,
s
ca
tter
p
lo
ts
,
an
d
d
esc
r
ip
tiv
e
s
tatis
tic
s
to
ev
alu
ate
an
d
in
ter
p
r
et
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
ia
b
les.
3.
RE
SU
L
T
S
3
.
1
.
Descript
iv
e
a
na
ly
s
is
:
f
o
r
t
he
em
o
t
i
o
na
l int
ellig
ence
v
a
ria
ble
As
s
h
o
wn
in
T
ab
le
4
,
th
e
r
esu
lts
in
d
icate
th
at
m
o
s
t
teac
h
er
s
d
em
o
n
s
tr
ate
h
ig
h
o
r
r
eg
u
lar
le
v
els
o
f
EI
ac
r
o
s
s
all
f
iv
e
d
im
en
s
io
n
s
:
s
elf
-
awa
r
en
ess
,
s
elf
-
r
eg
u
latio
n
,
m
o
tiv
atio
n
,
em
p
ath
y
,
an
d
s
o
cial
s
k
ills
.
Self
-
awa
r
en
ess
(
5
3
.
8
%)
a
n
d
s
elf
-
r
eg
u
latio
n
(
5
9
.
3
%)
s
h
o
w
t
h
e
h
ig
h
est
p
r
o
p
o
r
tio
n
s
at
a
h
i
g
h
lev
el,
r
ef
lectin
g
s
tr
o
n
g
em
o
tio
n
al
m
a
n
ag
em
e
n
t.
Ho
wev
er
,
m
o
tiv
atio
n
is
p
r
im
ar
ily
r
ated
as
r
eg
u
lar
(
5
2
.
4
%),
s
u
g
g
esti
n
g
a
n
ee
d
f
o
r
im
p
r
o
v
em
en
t.
I
n
ter
m
s
o
f
s
o
cial
ap
titu
d
es,
e
m
p
ath
y
(
4
4
.
8
%)
an
d
s
o
cial
s
k
ills
(
4
6
.
8
%)
ar
e
m
o
s
tly
h
ig
h
,
y
et
5
.
5
%
o
f
teac
h
er
s
s
co
r
ed
l
o
w
in
em
p
ath
y
,
e
m
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
tar
g
eted
s
tr
ateg
ies
to
en
h
an
ce
th
is
cr
itical
co
m
p
eten
ce
in
th
e
ed
u
ca
tio
n
al
s
ettin
g
.
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
.
6
,
Dec
em
b
er
20
25
:
5
0
5
4
-
5
0
6
6
5058
T
ab
le
4
.
R
esu
lts
b
y
d
im
en
s
io
n
s
an
d
s
u
b
d
im
en
s
io
n
s
o
f
EI
R
a
t
i
n
g
D
i
me
n
si
o
n
s
P
e
r
so
n
a
l
a
p
t
i
t
u
d
e
s
S
o
c
i
a
l
a
p
t
i
t
u
d
e
s
S
e
l
f
-
a
w
a
r
e
n
e
ss
S
e
l
f
-
r
e
g
u
l
a
t
i
o
n
M
o
t
i
v
a
t
i
o
n
Emp
a
t
h
y
S
o
c
i
a
l
sk
i
l
l
s
F
%
F
%
F
%
F
%
F
%
V
e
r
y
h
i
g
h
H
i
g
h
R
e
g
u
l
a
r
Lo
w
12
8
.
3
10
6
.
8
26
1
7
.
9
10
6
.
8
7
4
.
8
78
5
3
.
8
86
5
9
.
3
38
2
6
.
2
65
4
4
.
8
68
4
6
.
8
48
3
3
.
1
45
3
1
.
1
76
5
2
.
4
62
4
2
.
7
64
4
4
.
2
7
4
.
8
4
2
.
7
5
3
.
4
8
5
.
5
6
4
.
1
To
t
a
l
1
4
5
1
0
0
.
0
1
4
5
1
0
0
.
0
1
4
5
1
0
0
.
0
1
4
5
1
0
0
1
4
5
1
0
0
Fig
u
r
e
1
s
h
o
ws
th
at
m
o
s
t
p
ar
ticip
an
ts
h
av
e
a
h
ig
h
lev
el
o
f
EI
ac
r
o
s
s
all
s
u
b
d
im
en
s
io
n
s
.
Mo
tiv
atio
n
h
as
th
e
h
ig
h
est
p
r
o
p
o
r
tio
n
in
v
er
y
h
ig
h
b
u
t
also
s
h
o
ws
v
ar
i
ab
ilit
y
with
m
an
y
r
atin
g
s
in
r
e
g
u
lar
.
E
m
p
ath
y
an
d
s
o
cial
s
k
ills
ar
e
m
o
s
tly
r
ate
d
as
r
eg
u
lar
,
i
n
d
icatin
g
a
n
ee
d
f
o
r
im
p
r
o
v
em
en
t
i
n
in
ter
p
e
r
s
o
n
al
co
n
n
ec
tio
n
s
.
Self
-
awa
r
en
ess
an
d
s
elf
-
r
eg
u
l
atio
n
ar
e
s
tr
o
n
g
in
h
ig
h
,
th
o
u
g
h
s
o
m
e
in
d
iv
id
u
als
s
co
r
e
d
l
o
w,
s
u
g
g
esti
n
g
th
e
n
ee
d
f
o
r
ad
d
itio
n
al
s
u
p
p
o
r
t.
T
h
ese
f
in
d
in
g
s
em
p
h
asize
th
e
im
p
o
r
ta
n
ce
o
f
tar
g
eted
t
r
ain
in
g
p
r
o
g
r
am
s
t
o
en
h
an
ce
em
o
tio
n
al
co
m
p
eten
c
ies,
esp
ec
ially
in
in
ter
p
er
s
o
n
al
in
ter
ac
tio
n
s
an
d
e
m
o
tio
n
al
r
e
g
u
latio
n
.
Fig
u
r
e
1
.
R
esu
lts
b
y
d
im
en
s
io
n
s
an
d
s
u
b
d
im
e
n
s
io
n
s
o
f
EI
3
.
2
.
Descript
iv
e
a
na
ly
s
is
:
f
o
r
t
ea
ching
perf
o
rma
nce
in t
he
cla
s
s
ro
o
m
v
a
ria
ble
As
s
h
o
wn
in
T
ab
le
5
,
th
e
r
esu
lts
in
d
icate
th
at
m
o
s
t
teac
h
er
s
d
em
o
n
s
tr
ate
s
atis
f
ac
to
r
y
o
r
o
u
ts
tan
d
in
g
p
er
f
o
r
m
an
ce
in
b
o
th
p
r
ep
a
r
atio
n
f
o
r
teac
h
in
g
an
d
lear
n
in
g
a
n
d
teac
h
in
g
f
o
r
s
tu
d
en
t
lear
n
in
g
,
with
5
2
.
4
%
an
d
6
4
.
8
%
r
ated
as
s
atis
f
ac
to
r
y
,
r
esp
ec
tiv
ely
.
On
ly
a
s
m
all
p
er
ce
n
tag
e
wer
e
class
if
ied
as
“
in
p
r
o
g
r
ess
”
(
5
.
5
%
in
p
r
ep
ar
atio
n
an
d
1
0
.
3
%
in
teac
h
in
g
)
,
h
ig
h
lig
h
tin
g
s
p
ec
if
ic
ar
ea
s
f
o
r
im
p
r
o
v
em
en
t.
Un
s
atis
f
ac
to
r
y
r
atin
g
s
wer
e
m
in
im
al
(
2
.
0
%
in
p
r
e
p
ar
atio
n
an
d
4
.
2
%
in
teac
h
in
g
)
,
s
u
g
g
esti
n
g
th
at
th
e
m
ajo
r
ity
o
f
teac
h
er
s
m
ee
t
th
e
ex
p
ec
ted
s
tan
d
ar
d
s
.
O
v
er
all,
th
e
f
in
d
in
g
s
r
e
f
lect
a
p
o
s
itiv
e
tr
en
d
in
teac
h
in
g
p
e
r
f
o
r
m
a
n
ce
,
th
o
u
g
h
th
e
r
e
r
em
ain
s
a
n
ee
d
t
o
s
tr
en
g
th
e
n
i
n
s
tr
u
ctio
n
al
s
tr
ateg
ies to
en
h
a
n
ce
teac
h
in
g
e
f
f
ec
tiv
en
ess
.
Fig
u
r
e
2
c
o
m
p
ar
es
p
r
ep
a
r
atio
n
f
o
r
teac
h
in
g
an
d
teac
h
in
g
f
o
r
s
tu
d
en
t
lear
n
in
g
ac
r
o
s
s
f
o
u
r
p
er
f
o
r
m
an
ce
ca
teg
o
r
ies.
Pre
p
ar
atio
n
h
as
a
h
ig
h
er
p
er
ce
n
ta
g
e
o
f
o
u
ts
tan
d
in
g
r
atin
g
s
(
4
0
%
v
s
.
2
0
.
6
%),
wh
ile
teac
h
in
g
is
m
o
r
e
f
r
eq
u
en
tly
r
ated
as
s
atis
f
ac
to
r
y
(
6
4
.
8
%
v
s
.
5
2
.
4
%)
an
d
h
as
m
o
r
e
ev
alu
atio
n
s
in
lo
wer
ca
teg
o
r
ies.
T
h
is
s
u
g
g
ests
th
at
teac
h
er
s
ar
e
well
-
p
r
ep
ar
e
d
th
eo
r
etica
lly
b
u
t
f
a
ce
ch
al
len
g
es
in
ap
p
ly
in
g
ef
f
ec
tiv
e
teac
h
in
g
s
tr
ateg
ies.
T
o
b
r
id
g
e
th
is
g
ap
,
p
r
ac
tic
al
tr
ain
in
g
an
d
co
n
tin
u
o
u
s
f
ee
d
b
ac
k
s
h
o
u
ld
b
e
p
r
io
r
itized
to
im
p
r
o
v
e
class
r
o
o
m
ex
ec
u
tio
n
an
d
in
cr
ea
s
e
o
u
ts
tan
d
in
g
teac
h
in
g
p
er
f
o
r
m
a
n
c
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
mo
tio
n
a
l in
tellig
en
ce
i
n
tea
c
h
in
g
:
a
ke
y
to
p
erfo
r
ma
n
ce
a
n
d
in
s
titu
tio
n
a
l
… (
B
e
n
ja
mín
Ma
r
a
z
a
-
Qu
is
p
e
)
5059
T
ab
le
5
.
R
esu
lts
b
y
d
im
en
s
io
n
s
o
f
teac
h
in
g
p
er
f
o
r
m
an
ce
i
n
t
h
e
class
r
o
o
m
R
a
t
i
n
g
D
i
me
n
si
o
n
s
P
r
e
p
a
r
a
t
i
o
n
f
o
r
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
Te
a
c
h
i
n
g
f
o
r
st
u
d
e
n
t
l
e
a
r
n
i
n
g
F
%
F
%
O
u
t
s
t
a
n
d
i
n
g
58
4
0
.
0
30
2
0
.
6
S
a
t
i
sf
a
c
t
o
r
y
76
5
2
.
4
94
6
4
.
8
I
n
p
r
o
g
r
e
ss
8
5
.
5
15
1
0
.
3
U
n
sat
i
sf
a
c
t
o
r
y
3
2
.
0
6
4
.
2
To
t
a
l
1
4
5
1
0
0
.
0
1
4
5
1
0
0
.
0
Fig
u
r
e
2
.
R
esu
lts
b
y
d
im
en
s
io
n
s
o
f
teac
h
in
g
p
er
f
o
r
m
a
n
ce
in
th
e
class
r
o
o
m
3
.
3
.
I
ns
t
it
utio
na
l
clim
a
t
e
v
a
ria
ble
T
h
e
r
esu
lts
in
T
ab
le
6
s
h
o
w
t
h
at
th
e
f
o
u
r
e
v
alu
ated
d
im
en
s
io
n
s
p
r
esen
t
s
ig
n
if
ican
t
c
h
alle
n
g
es,
with
a
p
r
ed
o
m
in
a
n
ce
o
f
r
atin
g
s
in
th
e
r
eg
u
lar
ca
teg
o
r
y
(
b
etwe
en
4
4
.
1
%
an
d
5
7
.
9
%)
an
d
s
ig
n
if
i
ca
n
t
p
r
o
p
o
r
tio
n
s
in
lo
wer
ca
teg
o
r
ies
(
p
o
o
r
an
d
v
er
y
p
o
o
r
)
,
esp
ec
ially
in
c
o
m
m
u
n
icatio
n
(
2
4
.
1
%)
an
d
t
r
u
s
t
(
2
2
%).
Alth
o
u
g
h
m
o
tiv
atio
n
an
d
p
ar
ticip
atio
n
h
av
e
h
ig
h
er
p
r
o
p
o
r
tio
n
s
in
h
ig
h
er
ca
teg
o
r
ies (
v
er
y
g
o
o
d
a
n
d
g
o
o
d
,
with
3
3
% a
n
d
2
2
.
7
%,
r
esp
ec
tiv
ely
)
,
ar
ea
s
f
o
r
im
p
r
o
v
e
m
en
t
ar
e
also
ev
id
e
n
t.
T
h
ese
r
esu
lts
in
d
icate
th
e
n
ee
d
f
o
r
s
tr
ateg
ies
f
o
cu
s
ed
o
n
s
tr
en
g
th
e
n
in
g
co
m
m
u
n
icatio
n
,
f
o
s
ter
in
g
tr
u
s
t
-
b
ased
r
elatio
n
s
h
ip
s
,
in
cr
ea
s
in
g
b
o
th
i
n
tr
in
s
ic
an
d
ex
tr
in
s
ic
m
o
tiv
atio
n
,
a
n
d
p
r
o
m
o
tin
g
m
o
r
e
ac
tiv
e
a
n
d
m
ea
n
in
g
f
u
l
p
ar
ticip
atio
n
in
th
e
ev
al
u
ated
p
r
o
ce
s
s
es.
Fig
u
r
e
3
illu
s
tr
ates
th
e
d
is
tr
ib
u
tio
n
o
f
IC
r
atin
g
s
ac
r
o
s
s
f
o
u
r
d
im
en
s
io
n
s
:
co
m
m
u
n
icatio
n
,
m
o
tiv
atio
n
,
co
n
f
id
en
ce
,
an
d
p
ar
ticip
atio
n
.
T
h
e
r
eg
u
lar
c
ateg
o
r
y
p
r
ed
o
m
in
ates,
esp
ec
ially
in
p
ar
ticip
atio
n
(
5
7
.
9
%)
a
n
d
co
n
f
id
en
ce
(
5
4
.
4
%),
in
d
icatin
g
av
er
a
g
e
p
er
ce
p
tio
n
s
.
Mo
tiv
atio
n
h
as
th
e
h
i
g
h
est
p
r
o
p
o
r
tio
n
o
f
p
o
s
itiv
e
r
atin
g
s
(
3
3
%
in
v
er
y
g
o
o
d
/g
o
o
d
)
,
wh
ile
co
m
m
u
n
ic
atio
n
an
d
co
n
f
id
en
ce
s
h
o
w
m
o
r
e
n
eg
ativ
e
r
atin
g
s
(
2
4
.
1
%
an
d
2
2
%
in
b
ad
/v
e
r
y
b
ad
,
r
esp
ec
tiv
ely
)
,
h
ig
h
lig
h
t
in
g
k
ey
a
r
ea
s
f
o
r
im
p
r
o
v
e
m
e
n
t.
Ov
er
all,
wh
ile
m
o
tiv
atio
n
is
r
elativ
ely
s
tr
o
n
g
,
co
m
m
u
n
icatio
n
an
d
co
n
f
id
en
ce
r
eq
u
ir
e
atten
tio
n
to
e
n
h
an
ce
IC
p
er
ce
p
tio
n
s
.
T
ab
le
6
.
R
esu
lts
b
y
d
im
en
s
io
n
s
o
f
IC
R
a
t
i
n
g
D
i
me
n
si
o
n
s
C
o
mm
u
n
i
c
a
t
i
o
n
M
o
t
i
v
a
t
i
o
n
Tr
u
st
P
a
r
t
i
c
i
p
a
t
i
o
n
F
%
F
%
F
%
F
%
V
e
r
y
g
o
o
d
4
2
.
7
8
5
.
5
4
2
.
7
7
4
.
8
G
o
o
d
28
1
9
.
3
40
2
7
.
5
30
2
0
.
7
26
1
7
.
9
R
e
g
u
l
a
r
78
5
3
.
7
64
4
4
.
1
79
5
4
.
4
84
5
7
.
9
P
o
o
r
34
2
3
.
4
29
2
0
.
0
28
1
9
.
3
24
1
6
.
5
V
e
r
y
p
o
o
r
1
0
.
7
4
2
.
7
4
2
.
7
4
2
.
7
To
t
a
l
1
4
5
1
0
0
.
0
1
4
5
1
0
0
.
0
1
4
5
1
0
0
.
0
1
4
5
1
0
0
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
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14
,
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6
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Dec
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20
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em
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DIS
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two
d
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to
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ctio
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al
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f
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en
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to
th
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o
f
a
m
o
r
e
co
llab
o
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ativ
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,
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u
s
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d
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o
tiv
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s
ch
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en
v
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o
n
m
en
t.
T
h
is
alig
n
s
with
Gh
r
ay
e
b
[
2
3
]
ex
p
an
d
ed
m
o
d
el
o
f
EI
,
wh
ich
i
d
en
tifie
s
1
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k
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r
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u
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elf
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m
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ag
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t,
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o
cial
awa
r
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d
r
elatio
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s
h
ip
m
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em
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t
d
im
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s
io
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ess
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tial f
o
r
h
ig
h
-
p
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f
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m
an
ce
teac
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in
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.
T
ea
ch
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,
u
n
d
e
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s
to
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co
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,
class
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m
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ag
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a
n
d
th
e
ab
ilit
y
to
f
o
s
ter
s
tu
d
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m
o
tiv
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[
7
]
,
h
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s
h
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wn
to
im
p
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f
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.
A
s
n
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ted
b
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G
o
lem
an
[
8
]
,
e
m
o
tio
n
ally
in
tellig
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t
teac
h
e
r
s
ca
n
b
etter
h
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ter
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licts
,
m
an
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class
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o
o
m
d
y
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am
ics,
an
d
m
ain
tain
s
tu
d
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n
g
ag
em
e
n
t.
S
im
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ly
,
th
e
n
o
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o
f
IC
,
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s
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ar
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p
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k
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[
9
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,
h
as
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s
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l
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ass
o
ciate
d
with
teac
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atis
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p
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f
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r
m
an
ce
.
Stu
d
y
by
L
u
q
m
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et
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l.
[
2
4
]
co
n
f
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m
th
at
a
p
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s
itiv
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o
r
g
an
izatio
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al
clim
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ter
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.
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r
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,
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y
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B
r
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et
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l.
[
1
3
]
d
ev
elo
p
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d
an
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v
alid
ated
th
e
PEC,
a
r
o
b
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s
t
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s
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f
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co
r
e
em
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tio
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T
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o
l
d
em
o
n
s
tr
ated
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r
k
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I
n
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d
if
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t
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tex
t,
Am
i
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et
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l.
[
1
4
]
ex
a
m
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E
I
lev
els
in
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ased
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r
a
m
s
.
Mo
r
eo
v
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r
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Ak
h
tar
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Ma
li
[
1
5
]
e
x
p
lo
r
ed
th
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co
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n
ec
tio
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b
etwe
en
s
p
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f
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tly
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p
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,
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ar
ticu
lar
ly
wh
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en
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.
T
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f
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s
tu
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y
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m
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[
1
6
]
,
wh
o
s
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wed
th
at
E
I
is
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tr
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g
ly
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ltu
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ac
to
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s
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f
o
r
cin
g
th
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em
o
tio
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k
ills
ca
n
b
e
d
ev
elo
p
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d
th
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o
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g
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n
tio
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tr
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in
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in
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.
Fro
m
a
lead
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s
h
ip
p
e
r
s
p
ec
tiv
e,
s
tu
d
y
b
y
Al
Sh
eh
h
i
et
a
l.
[
1
7
]
f
o
u
n
d
th
at
lo
w
E
I
a
m
o
n
g
s
ch
o
o
l
p
r
in
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n
eg
ativ
ely
a
f
f
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ts
SC
an
d
lead
er
s
h
ip
ef
f
ec
tiv
en
e
s
s
.
T
h
is
s
u
p
p
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ts
o
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r
ar
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m
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t
f
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elo
p
m
e
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t
n
o
t
o
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ly
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p
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p
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tio
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lead
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s
h
ip
p
r
o
g
r
am
s
.
I
r
am
r
esear
c
h
[
1
8
]
,
wh
ich
d
em
o
n
s
tr
ated
h
o
w
v
ar
io
u
s
co
m
p
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f
E
I
in
f
lu
en
ce
d
if
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er
en
t
asp
ec
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o
f
th
e
in
s
titu
tio
n
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en
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ir
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n
m
en
t,
f
u
r
t
h
er
v
alid
ate
s
o
u
r
f
in
d
i
n
g
s
.
Ad
d
itio
n
ally
,
Go
et
a
l
.
[
1
9
]
em
p
h
asized
th
at
th
e
a
b
ilit
y
to
co
m
p
ar
tm
en
talize
p
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s
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ch
allen
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clo
s
ely
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to
E
I
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is
k
ey
to
s
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s
tain
in
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co
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s
is
ten
t
an
d
ef
f
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h
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tices.
Fu
r
t
h
er
s
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p
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t
f
o
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th
is
r
elatio
n
s
h
ip
co
m
es
f
r
o
m
th
e
s
tu
d
y
by
Mu
k
h
tar
an
d
Fo
o
k
[
2
5
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[
2
6
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h
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ted
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m
ed
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Stu
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Saav
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a
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a
l.
[
2
7
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d
em
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tr
ate
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co
r
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[
2
8
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h
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etwe
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I
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2
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m
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im
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L
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Kam
el
et
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l.
[
3
0
]
p
r
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in
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ly
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ciate
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in
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th
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IC
an
d
o
v
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all
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u
ca
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tco
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es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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5063
5.
CO
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Evaluation Warning : The document was created with Spire.PDF for Python.