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[
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u
ca
tio
n
al
s
u
cc
ess
,
th
o
u
g
h
m
o
r
e
lo
n
g
itu
d
in
al
an
d
ex
p
er
im
en
tal
r
esear
c
h
is
n
ec
ess
ar
y
to
u
n
d
er
s
tan
d
its
d
ev
elo
p
m
en
t [
4
]
.
T
ea
ch
er
s
wh
o
p
o
s
s
ess
a
s
tr
o
n
g
s
en
s
e
o
f
p
r
o
f
ess
io
n
al
co
n
f
id
en
ce
ar
e
m
o
r
e
lik
ely
t
o
i
m
p
lem
en
t
cr
ea
tiv
e
in
s
tr
u
ctio
n
al
m
eth
o
d
s
,
p
u
r
s
u
e
o
b
jectiv
es,
an
d
ad
ju
s
t
th
eir
ap
p
r
o
ac
h
es
wh
e
n
co
n
f
r
o
n
ted
with
ch
allen
g
es.
T
h
is
n
o
t
o
n
ly
r
e
d
u
ce
s
teac
h
er
b
u
r
n
o
u
t
b
u
t
also
i
m
p
r
o
v
es
s
tu
d
e
n
t
m
o
tiv
atio
n
a
n
d
ac
h
iev
e
m
en
t
[
4
]
.
C
o
n
f
id
en
ce
in
o
n
e
’
s
teac
h
in
g
ab
ilit
ies
p
lay
s
a
v
ital
r
o
le
in
ess
en
tial
asp
ec
ts
s
u
ch
as
m
ain
tain
in
g
class
r
o
o
m
o
r
d
er
,
m
o
tiv
atin
g
lear
n
er
s
,
a
n
d
ap
p
ly
i
n
g
ef
f
ec
tiv
e
teac
h
in
g
tech
n
iq
u
es.
R
esear
ch
s
h
o
ws
th
at
th
e
d
ev
el
o
p
m
en
t
o
f
ef
f
icac
y
in
t
h
ese
d
o
m
ai
n
s
f
o
llo
ws
a
p
h
ased
p
atter
n
,
with
class
r
o
o
m
m
an
ag
em
e
n
t
an
d
s
tu
d
en
t
e
n
g
ag
em
e
n
t
ef
f
icac
y
d
ev
el
o
p
in
g
ea
r
lier
th
a
n
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
ef
f
icac
y
[
8
]
.
Pr
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
itiativ
es
th
at
ar
e
in
teg
r
ated
in
to
teac
h
er
s
’
d
aily
wo
r
k
,
p
r
o
m
o
te
in
q
u
ir
y
-
b
ased
lear
n
in
g
,
an
d
en
co
u
r
ag
e
co
llab
o
r
atio
n
h
av
e
b
ee
n
f
o
u
n
d
to
en
h
an
ce
teac
h
e
r
ef
f
icac
y
in
v
ar
io
u
s
ar
ea
s
[
9
]
.
No
tab
ly
,
s
tu
d
en
t
en
g
ag
em
e
n
t
ef
f
icac
y
h
as
b
ee
n
f
o
u
n
d
to
s
ig
n
if
ican
tly
in
f
lu
en
ce
p
r
eser
v
ice
teac
h
er
s
’
in
s
tr
u
ctio
n
al
ef
f
ec
tiv
en
ess
[
1
0
]
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
f
o
cu
s
in
g
o
n
th
is
d
o
m
ain
i
n
teac
h
er
e
d
u
ca
tio
n
p
r
o
g
r
a
m
s
.
Similar
ly
,
jo
b
s
atis
f
ac
tio
n
is
a
k
ey
elem
en
t
th
at
af
f
ec
ts
b
o
t
h
teac
h
er
p
er
f
o
r
m
a
n
ce
an
d
th
eir
o
v
er
all
well
-
b
ein
g
.
Def
i
n
ed
as
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
o
n
e’
s
wo
r
k
,
jo
b
s
atis
f
ac
tio
n
f
o
s
te
r
s
co
n
f
id
e
n
ce
a
n
d
en
th
u
s
iasm
[
1
1
]
,
[
1
2
]
a
n
d
h
as
a
m
ajo
r
im
p
ac
t
in
o
r
g
an
izatio
n
al
d
e
v
elo
p
m
e
n
t,
teac
h
er
r
et
en
tio
n
,
a
n
d
s
tu
d
e
n
t
o
u
tco
m
es
[
1
3
]
.
T
h
eo
r
ies
lik
e
h
ier
ar
ch
y
o
f
n
ee
d
s
o
f
Ma
s
lo
w
an
d
two
-
f
ac
to
r
o
f
Her
zb
er
g
p
r
o
v
id
e
u
s
ef
u
l
m
o
d
els
f
o
r
e
x
am
in
in
g
jo
b
s
atis
f
ac
tio
n
,
esp
ec
ially
with
in
v
o
c
atio
n
al
co
lleg
e
s
ettin
g
s
[
1
1
]
.
T
ea
ch
er
s
atis
f
ac
tio
n
ca
n
b
e
ca
teg
o
r
ized
in
to
s
atis
f
ac
tio
n
with
th
e
teac
h
in
g
p
r
o
f
es
s
io
n
an
d
with
th
e
wo
r
k
p
lace
e
n
v
ir
o
n
m
en
t,
b
o
t
h
o
f
wh
ich
in
f
lu
en
ce
teac
h
er
p
er
f
o
r
m
an
ce
an
d
u
ltima
tely
s
tu
d
en
t
o
u
tco
m
es
[
1
4
]
,
[
1
5
]
.
R
ec
en
t
r
esear
ch
by
Kh
a
n
[
1
6
]
ex
p
lo
r
es
h
o
w
ap
p
r
o
ac
h
e
s
in
m
an
ag
in
g
p
er
s
o
n
n
el
s
ig
n
if
ican
tly
in
f
lu
en
ce
teac
h
er
s
’
s
atis
f
ac
tio
n
in
B
an
g
lad
esh
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
s
u
p
p
o
r
tiv
e
ad
m
in
is
tr
ativ
e
p
r
ac
tices.
Similar
ly
,
R
ajeswar
an
et
a
l
.
[
1
7
]
f
i
n
d
s
th
at
ef
f
ec
tiv
e
h
u
m
an
r
eso
u
r
ce
s
tr
ateg
ie
s
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
teac
h
er
s
atis
f
ac
tio
n
in
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
.
T
h
e
co
n
n
ec
tio
n
b
etwe
en
s
ch
o
o
l
en
v
ir
o
n
m
en
t
an
d
s
atis
f
ac
tio
n
in
th
eir
r
o
les
h
a
s
also
b
ee
n
ex
ten
s
iv
ely
s
tu
d
ied
,
with
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
cu
ltu
r
es
p
o
s
itiv
ely
in
f
lu
en
cin
g
jo
b
s
atis
f
ac
tio
n
b
y
f
o
s
ter
in
g
c
o
llab
o
r
atio
n
an
d
im
p
r
o
v
i
n
g
o
u
tco
m
es
[
1
8
]
.
No
o
r
i
[
1
9
]
co
m
p
ar
ativ
e
s
tu
d
y
o
f
teac
h
e
r
s
b
etwe
en
p
u
b
lic
an
d
p
r
i
v
ate
s
ch
o
o
l
o
f
f
er
s
f
u
r
t
h
er
i
n
s
ig
h
ts
in
to
h
o
w
in
s
titu
tio
n
al
co
n
tex
ts
af
f
ec
t
jo
b
s
atis
f
ac
tio
n
.
Ad
d
itio
n
ally
,
Gu
o
b
a
et
a
l
.
[
1
3
]
em
p
h
asize
th
e
co
m
p
lex
asp
ec
ts
o
f
j
o
b
s
atis
f
ac
tio
n
an
d
its
ce
n
tr
al
r
o
le
in
teac
h
er
well
-
b
ein
g
an
d
ef
f
icac
y
.
R
ec
en
t
s
tu
d
ies
h
av
e
s
p
ec
if
ic
ally
ex
am
in
e
d
h
o
w
b
o
th
ed
u
ca
tio
n
al
a
n
d
p
er
s
o
n
al
co
n
tex
ts
s
h
ap
e
ed
u
ca
to
r
s
’
co
n
f
id
en
ce
in
th
ei
r
teac
h
in
g
ca
p
ab
ilit
ies
an
d
th
eir
o
v
er
all
co
n
ten
tm
e
n
t
in
th
e
p
r
o
f
ess
io
n
ac
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
lev
els an
d
co
u
n
tr
ies.
A
p
r
o
f
ess
io
n
al
s
ch
o
o
l c
u
ltu
r
e,
c
h
ar
ac
ter
ized
b
y
c
o
llab
o
r
ativ
e
in
q
u
ir
y
an
d
k
n
o
wled
g
e
s
h
ar
in
g
,
ca
n
b
e
f
o
s
ter
ed
th
r
o
u
g
h
p
r
ac
tices
lik
e
less
o
n
s
tu
d
y
,
wh
ich
h
as
b
e
en
f
o
u
n
d
to
en
h
an
ce
teac
h
er
’
s
s
en
s
e
o
f
au
to
n
o
m
y
,
s
u
p
p
o
r
t,
an
d
ef
f
icac
y
[
2
0
]
.
Ad
d
itio
n
ally
,
a
s
ch
o
o
l
cu
ltu
r
e
th
at
p
r
o
m
o
tes
s
u
p
p
o
r
tiv
e
r
elatio
n
s
h
ip
s
am
o
n
g
teac
h
er
s
,
p
r
in
cip
als,
an
d
s
tu
d
en
ts
p
lay
s
a
cr
itical
r
o
le
in
en
h
an
cin
g
teac
h
er
s
’
ag
en
cy
in
cu
r
r
ic
u
lu
m
im
p
le
m
en
tatio
n
[
2
1
]
.
Saf
e
a
n
d
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
ar
e
clo
s
ely
co
n
n
ec
te
d
with
in
cr
ea
s
ed
teac
h
er
ef
f
icac
y
,
with
b
o
th
d
is
tr
ib
u
ted
an
d
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
lay
in
g
a
d
ir
ec
t
r
o
le
in
f
o
s
ter
in
g
th
ese
r
esu
lts
.
T
h
is
k
i
n
d
o
f
cu
ltu
r
e
an
d
th
is
ty
p
e
o
f
teac
h
er
r
elatio
n
s
h
ip
s
[
2
2
]
,
[
2
3
]
,
f
u
r
th
er
s
h
a
p
e
th
e
in
f
lu
en
ce
o
f
lead
er
s
h
ip
p
r
ac
tic
es.
A
h
ea
lth
y
s
ch
o
o
l
cu
ltu
r
e
is
a
cr
u
cial
elem
en
t
in
b
o
o
s
tin
g
teac
h
er
jo
b
s
atis
f
ac
tio
n
.
St
u
d
ies
h
av
e
d
em
o
n
s
tr
ated
t
h
at
s
u
ch
a
cu
ltu
r
e
n
o
t
o
n
ly
in
f
lu
e
n
ce
s
teac
h
er
s
atis
f
ac
tio
n
b
u
t
also
en
c
o
u
r
a
g
es
th
em
to
ac
tiv
el
y
p
ar
ticip
ate
in
p
r
o
f
ess
io
n
al
r
ela
tio
n
s
h
ip
s
[
2
4
]
.
L
iu
et
a
l
.
[
2
2
]
f
u
r
th
er
d
e
m
o
n
s
tr
ated
th
at
teac
h
er
s
jo
b
s
atis
f
ac
tio
n
b
en
ef
its
b
o
th
d
ir
ec
tly
an
d
in
d
ir
ec
tly
f
r
o
m
s
h
ar
ed
a
n
d
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
,
a
n
u
r
tu
r
in
g
s
ch
o
o
l
clim
ate,
an
d
co
o
p
er
ativ
e
e
n
g
ag
e
m
en
t
am
o
n
g
e
d
u
ca
to
r
s
.
A
b
d
u
lah
i
[
2
5
]
also
f
o
u
n
d
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
’
s
atis
f
ac
tio
n
an
d
s
ch
o
o
l
cu
ltu
r
e,
p
ar
ticu
la
r
ly
in
r
elat
io
n
to
p
r
o
f
ess
io
n
al
g
r
o
wth
an
d
s
h
ar
ed
lead
er
s
h
ip
p
r
ac
tices.
Mo
r
eo
v
er
,
Feb
r
ian
t
in
a
et
a
l
.
[
2
6
]
h
ig
h
lig
h
ted
th
a
t
a
p
o
s
itiv
e
cu
ltu
r
e
with
in
th
e
s
ch
o
o
l
in
f
lu
en
ce
s
teac
h
er
s
tr
ess
,
wh
ich
,
in
tu
r
n
,
s
ig
n
if
ican
tly
im
p
ac
ts
jo
b
s
ati
s
f
ac
tio
n
.
T
h
ese
s
tu
d
ies
co
llec
tiv
ely
s
u
g
g
est
th
at
p
r
o
m
o
tin
g
a
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
cu
ltu
r
e,
f
o
s
ter
in
g
co
llab
o
r
ativ
e
lead
er
s
h
ip
,
a
n
d
p
r
o
v
id
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
o
p
p
o
r
tu
n
ities
ar
e
ess
en
tial
f
o
r
im
p
r
o
v
in
g
teac
h
er
jo
b
s
atis
f
ac
tio
n
.
Ma
n
ag
in
g
teac
h
er
s
tr
ess
an
d
en
co
u
r
a
g
in
g
p
r
o
f
ess
io
n
al
n
etw
o
r
k
in
g
also
ap
p
ea
r
to
co
n
tr
ib
u
t
e
p
o
s
itiv
ely
to
jo
b
s
atis
f
ac
tio
n
.
I
n
ter
m
s
o
f
p
er
s
o
n
al
co
n
tex
t,
r
esear
ch
h
as
s
h
o
wn
th
at
f
ac
to
r
s
s
u
ch
as
ag
e,
g
en
d
er
,
an
d
ac
ad
em
ic
r
an
k
ca
n
in
f
lu
en
ce
b
o
t
h
teac
h
er
ef
f
icac
y
an
d
s
atis
f
ac
tio
n
with
th
e
jo
b
.
Fo
r
ex
am
p
le,
Mg
aiwa
[
2
7
]
f
o
u
n
d
th
at
ag
e
an
d
ac
ad
em
ic
r
a
n
k
s
ig
n
if
ic
an
tly
im
p
ac
ted
jo
b
s
atis
f
ac
tio
n
am
o
n
g
u
n
iv
e
r
s
ity
ac
ad
e
m
ics
in
T
an
za
n
ia.
Similar
ly
,
in
Pak
is
tan
,
Ak
h
ta
r
[
2
8
]
r
ep
o
r
ted
th
at
g
en
d
e
r
,
ag
e,
an
d
t
h
e
n
atu
r
e
o
f
t
h
e
i
n
s
titu
tio
n
af
f
ec
ted
teac
h
er
s
’
jo
b
s
atis
f
ac
tio
n
.
Ho
wev
er
,
s
o
m
e
s
tu
d
ies
f
o
u
n
d
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
c
es
b
ased
o
n
t
h
ese
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
4
4
6
8
-
4
4
7
7
4470
d
em
o
g
r
a
p
h
ic
f
ac
t
o
r
s
,
s
u
g
g
esti
n
g
th
at
th
e
r
elatio
n
s
h
ip
b
etw
ee
n
p
er
s
o
n
al
c
o
n
tex
t
a
n
d
s
atis
f
ac
tio
n
m
ay
v
a
r
y
[
2
5
]
.
I
n
Ne
p
al,
C
h
ap
ag
ain
[
2
9
]
o
b
s
er
v
ed
th
at
i
n
s
titu
tio
n
al
s
ec
to
r
an
d
ac
ad
em
ic
q
u
alif
ica
tio
n
s
in
f
lu
en
ce
d
jo
b
s
atis
f
ac
tio
n
,
wh
ile
f
ac
to
r
s
lik
e
g
en
d
er
,
ag
e
,
an
d
teac
h
in
g
e
x
p
er
ien
ce
d
id
n
o
t.
I
n
Alb
a
n
ia,
Ku
m
e
[
3
0
]
f
o
u
n
d
th
at
teac
h
er
s
’
g
en
d
er
,
ag
e,
an
d
wo
r
k
ex
p
er
ien
ce
wer
e
s
ig
n
i
f
ican
t
f
ac
to
r
s
,
with
f
em
ale
g
r
o
u
p
r
ep
o
r
tin
g
h
i
g
h
er
s
atis
f
ac
tio
n
th
an
th
eir
co
u
n
ter
p
ar
ts
,
th
o
u
g
h
s
ch
o
o
l
o
wn
e
r
s
h
ip
(
p
u
b
lic
o
r
p
r
i
v
ate)
an
d
lo
ca
t
io
n
(
u
r
b
an
o
r
r
u
r
al)
d
id
n
o
t sig
n
i
f
ican
tly
im
p
ac
t jo
b
s
atis
f
ac
tio
n
.
R
eg
ar
d
in
g
T
SE
,
s
o
m
e
s
tu
d
i
es
h
av
e
r
ep
o
r
ted
an
y
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
b
ased
o
n
ag
e,
g
en
d
e
r
,
o
r
y
ea
r
s
o
f
ex
p
e
r
ien
ce
[
3
1
]
.
Ho
wev
er
,
Z
i
z
h
an
an
d
R
af
o
ls
[
3
2
]
r
ep
o
r
ted
th
at
y
o
u
n
g
er
teac
h
er
s
ten
d
to
ex
h
ib
it
h
ig
h
er
s
elf
-
ef
f
icac
y
b
elief
s
.
E
d
u
ca
tio
n
al
q
u
alif
icatio
n
s
an
d
t
h
e
g
r
ad
e
lev
el
tau
g
h
t w
er
e
also
f
o
u
n
d
to
in
f
lu
e
n
ce
s
elf
-
ef
f
icac
y
[
3
2
]
.
No
ta
b
ly
,
G
álv
ez
et
a
l
.
[
3
3
]
em
p
h
asized
t
h
at
p
r
o
f
ess
io
n
al
f
ac
to
r
s
,
s
u
ch
as
th
e
s
p
ec
if
ic
r
o
les
teac
h
er
s
u
n
d
er
tak
e,
wer
e
m
o
r
e
clo
s
ely
lin
k
ed
to
s
elf
-
ef
f
icac
y
th
an
d
em
o
g
r
ap
h
ic
tr
aits
o
r
in
s
titu
tio
n
al
co
n
tex
t.
T
h
ese
r
esu
lts
in
d
icate
th
at
w
h
ile
p
er
s
o
n
al
d
y
n
a
m
ics
lik
e
ag
e,
g
en
d
e
r
,
an
d
e
x
p
er
ien
ce
m
ay
s
h
ap
e
teac
h
er
ef
f
icac
y
an
d
s
atis
f
ac
tio
n
with
th
e
jo
b
,
p
r
o
f
ess
io
n
al
an
d
co
n
tex
tu
al
f
ac
to
r
s
ap
p
ea
r
to
h
av
e
a
m
o
r
e
s
u
b
s
tan
tial
in
f
lu
en
ce
.
T
h
u
s
,
th
ese
ed
u
ca
tio
n
al
an
d
p
er
s
o
n
al
co
n
tex
ts
war
r
an
t
f
u
r
th
e
r
ex
p
lo
r
atio
n
to
d
el
in
ea
te
th
eir
im
p
ac
t
o
n
teac
h
er
c
o
n
f
i
d
en
ce
in
t
h
eir
ef
f
ec
tiv
en
ess
an
d
o
v
er
all
s
atis
f
ac
tio
n
with
wo
r
k
.
T
h
is
s
tu
d
y
,
s
et
in
p
u
b
lic
ele
m
en
tar
y
s
ch
o
o
ls
in
a
r
u
r
al
ar
ea
in
th
e
Ph
ilip
p
in
es,
aim
s
to
d
is
s
ec
t
th
e
in
ter
r
elatio
n
s
b
etwe
en
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t
an
d
in
d
iv
i
d
u
al
teac
h
er
ch
ar
ac
ter
is
tics
,
ass
e
s
s
in
g
th
eir
co
llectiv
e
in
f
lu
en
ce
o
n
teac
h
er
e
f
f
icac
y
an
d
s
atis
f
ac
tio
n
with
th
e
jo
b
.
B
y
in
v
esti
g
atin
g
th
ese
asp
ec
ts
with
in
a
s
p
ec
if
ic
ed
u
ca
tio
n
al
s
ettin
g
,
th
e
r
esea
r
ch
in
te
n
d
s
to
en
r
ic
h
th
e
ex
i
s
tin
g
liter
atu
r
e,
p
r
o
v
id
in
g
n
u
an
ce
d
in
s
ig
h
ts
an
d
p
r
ac
tical
r
ec
o
m
m
en
d
atio
n
s
to
en
h
a
n
ce
e
d
u
ca
tio
n
al
q
u
ality
an
d
teac
h
e
r
s
atis
f
ac
tio
n
.
T
h
r
o
u
g
h
th
is
en
d
ea
v
o
r
,
th
e
s
tu
d
y
asp
ir
es
to
d
ev
elo
p
ef
f
ec
tiv
e
s
tr
ateg
ies
th
at
b
o
ls
ter
teac
h
er
ef
f
icac
y
a
n
d
jo
b
s
atis
f
ac
tio
n
,
elev
atin
g
s
tu
d
en
t
ed
u
ca
tio
n
al
o
u
tco
m
e
s
.
I
t
aim
s
to
ex
am
in
e
th
e
d
eter
m
in
an
ts
o
f
teac
h
er
s
’
s
elf
-
ef
f
icac
y
a
n
d
jo
b
s
atis
f
ac
tio
n
.
I
t
ex
am
in
e
s
if
e
d
u
ca
tio
n
al
co
n
tex
t
s
p
ec
if
ically
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
cu
ltu
r
e,
an
d
p
er
s
o
n
al
co
n
tex
ts
s
u
ch
as
ag
e,
g
en
d
er
,
an
d
ac
a
d
em
ic
r
an
k
,
a
f
f
ec
t
th
e
s
elf
-
ef
f
icac
y
as
well
as
jo
b
s
atis
f
ac
tio
n
o
f
elem
en
tar
y
s
ch
o
o
l
teac
h
er
s
.
Dr
awin
g
o
n
p
r
ev
i
o
u
s
s
tu
d
ies,
th
e
f
o
ll
o
win
g
h
y
p
o
th
eses
ar
e
p
r
o
p
o
s
ed
:
i)
t
ea
ch
er
s
’
s
elf
-
ef
f
icac
y
s
ig
n
if
ican
tly
d
if
f
er
b
ased
o
n
teac
h
er
s
’
a
g
e,
g
e
n
d
er
,
an
d
ac
ad
em
ic
r
an
k
(
H1
)
;
ii)
t
ea
ch
er
s
’
jo
b
s
atis
f
ac
tio
n
s
ig
n
if
ican
tly
d
if
f
er
b
ased
o
n
teac
h
er
s
’
ag
e,
g
e
n
d
er
,
an
d
ca
r
ee
r
s
tag
e
(
H2
)
;
iii)
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
cu
ltu
r
e
s
ig
n
if
ican
tly
af
f
ec
t
tea
ch
er
s
’
s
elf
-
ef
f
icac
y
(
H3
)
;
an
d
iv
)
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
c
u
ltu
r
e
s
ig
n
if
ican
tly
af
f
ec
t
teac
h
er
s
’
jo
b
s
atis
f
ac
tio
n
(
H4
)
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
r
elati
o
n
s
h
ip
b
etwe
en
v
ar
io
u
s
in
d
e
p
en
d
en
t
an
d
d
ep
en
d
en
t
v
ar
ia
b
les
in
th
e
s
tu
d
y
.
T
h
is
f
r
am
ewo
r
k
ex
p
l
o
r
es
h
o
w
ed
u
ca
tio
n
al
a
n
d
p
er
s
o
n
al
co
n
tex
ts
in
f
lu
en
ce
te
ac
h
er
ef
f
icac
y
an
d
s
atis
f
ac
tio
n
.
I
t
s
u
g
g
ests
th
at
th
e
cu
ltu
r
e
o
f
a
s
ch
o
o
l
an
d
teac
h
er
s
’
p
er
s
o
n
al
attr
i
b
u
tes
(
ag
e,
g
en
d
er
,
an
d
ca
r
ee
r
s
tag
e
)
in
f
lu
en
ce
th
ei
r
s
elf
-
ef
f
icac
y
an
d
s
atis
f
ac
tio
n
to
war
d
s
th
eir
jo
b
.
B
y
in
v
esti
g
atin
g
th
ese
r
elatio
n
s
h
ip
s
,
th
e
s
tu
d
y
aim
s
to
o
f
f
er
in
s
ig
h
ts
in
to
h
o
w
d
if
f
er
en
t c
o
n
tex
ts
im
p
r
o
v
e
teac
h
er
ef
f
ec
tiv
en
ess
an
d
s
atis
f
ac
tio
n
.
Fig
u
r
e
1
.
T
h
e
co
n
ce
p
tu
al
r
ese
ar
ch
f
r
am
ew
o
r
k
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
’
s
ca
u
s
al
-
co
m
p
ar
ati
v
e
r
esear
ch
d
esig
n
is
p
a
r
ticu
lar
ly
s
u
ited
to
in
v
esti
g
atin
g
t
h
e
ef
f
ec
t
o
f
ed
u
ca
tio
n
al
a
n
d
p
er
s
o
n
al
c
o
n
tex
ts
o
n
teac
h
er
s
’
ef
f
icac
y
an
d
wo
r
k
s
atis
f
ac
tio
n
.
T
h
e
ca
u
s
al
ap
p
r
o
ac
h
is
ap
p
r
o
p
r
iate
f
o
r
id
e
n
tify
in
g
p
atter
n
s
an
d
r
elatio
n
s
h
ip
s
b
et
wee
n
v
ar
iab
les,
s
u
c
h
as
th
e
ef
f
ec
t
o
f
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
cu
ltu
r
e
o
n
teac
h
e
r
ef
f
ic
ac
y
an
d
s
atis
f
ac
tio
n
.
Ad
d
itio
n
ally
,
th
e
co
m
p
ar
ativ
e
d
esig
n
a
llo
ws
f
o
r
an
aly
zin
g
d
if
f
er
en
ce
s
b
etwe
en
g
r
o
u
p
s
—
s
u
ch
as
ag
e,
g
en
d
er
,
a
n
d
ca
r
e
er
s
tag
e
—
with
o
u
t
m
an
i
p
u
latin
g
an
y
co
n
d
itio
n
s
,
m
ak
in
g
it
a
p
r
ac
tical
an
d
eth
ical
ch
o
ice
f
o
r
s
tu
d
y
in
g
r
ea
l
-
wo
r
ld
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
is
d
esig
n
p
r
o
v
id
es
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
I
n
flu
en
ce
s
o
f e
d
u
ca
tio
n
a
l a
n
d
p
ers
o
n
a
l c
o
n
texts o
n
s
elf
-
effica
cy
a
n
d
jo
b
…
(
E
lla
in
e
Jo
y
G.
E
u
s
eb
io
)
4471
v
alu
ab
le
in
s
ig
h
ts
in
to
h
o
w
d
em
o
g
r
ap
h
ic
an
d
en
v
ir
o
n
m
en
t
al
f
ac
to
r
s
co
n
t
r
ib
u
te
to
teac
h
er
well
-
b
ein
g
an
d
ef
f
ec
tiv
en
ess
,
h
elp
in
g
in
f
o
r
m
t
ar
g
eted
in
ter
v
en
tio
n
s
in
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
.
2
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
ples
o
f
t
he
s
t
ud
y
T
h
e
s
tu
d
y
e
n
co
m
p
ass
es
1
3
elem
en
tar
y
s
ch
o
o
ls
in
a
r
u
r
al
ar
ea
in
th
e
Ph
ilip
p
i
n
es,
wh
ich
c
o
llectiv
ely
em
p
lo
y
1
2
8
teac
h
er
s
.
T
h
e
n
u
m
b
er
o
f
teac
h
er
s
at
ea
ch
s
ch
o
o
l
r
an
g
es
f
r
o
m
7
to
2
6
,
r
ef
lect
in
g
d
if
f
e
r
en
t
s
ch
o
o
l
s
izes
an
d
p
o
te
n
tially
d
iv
e
r
s
e
s
ch
o
o
l
c
u
ltu
r
es
an
d
d
y
n
am
ics.
Usi
n
g
th
e
R
ao
s
o
f
t
s
am
p
le
s
ize
ca
lcu
lato
r
,
with
9
5
%
co
n
f
id
en
ce
lev
el
a
n
d
+/
-
5
%
m
ar
g
in
o
f
er
r
o
r
,
th
e
s
am
p
le
s
ize
d
er
iv
ed
f
o
r
th
is
s
tu
d
y
was
9
7
.
Stra
tifie
d
r
an
d
o
m
s
am
p
lin
g
w
as
u
tili
ze
d
to
g
et
th
e
n
u
m
b
er
o
f
th
e
r
esp
o
n
d
en
ts
.
T
h
e
r
esear
ch
er
s
u
s
ed
a
r
an
d
o
m
n
u
m
b
er
g
en
er
ato
r
to
d
ef
i
n
e
th
e
r
esp
o
n
d
en
ts
.
A
b
u
f
f
er
lis
t
was
p
r
o
v
id
ed
in
ca
s
e
th
er
e
was a
n
ab
s
en
ce
f
r
o
m
th
e
r
esp
o
n
d
en
ts
wh
e
n
th
e
q
u
esti
o
n
n
air
es wa
s
ad
m
in
is
ter
ed
.
2
.
3
.
Resea
rc
h
ins
t
ru
m
ent
T
h
e
q
u
esti
o
n
n
air
e
f
o
r
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
cu
ltu
r
e
,
co
n
s
is
tin
g
o
f
1
0
s
elf
-
d
ev
elo
p
ed
item
s
,
was
s
p
ec
if
ically
d
esig
n
ed
f
o
r
th
is
s
tu
d
y
,
d
r
awin
g
o
n
th
e
wo
r
k
s
o
f
Mi
n
[
2
1
]
a
n
d
L
iu
et
a
l
.
[
2
2
]
to
d
e
v
elo
p
th
e
q
u
esti
o
n
s
an
d
in
d
icato
r
s
.
M
ea
n
wh
ile,
th
e
in
d
icato
r
s
f
o
r
th
e
teac
h
er
ef
f
icac
y
d
im
e
n
s
io
n
s
—
in
class
r
o
o
m
m
an
ag
em
en
t
(
9
item
s
)
,
in
in
s
tr
u
ctio
n
(
1
0
item
s
)
,
an
d
in
s
t
u
d
en
t
en
g
ag
em
en
t
(
9
item
s
)
—
as
well
a
s
th
e
jo
b
s
atis
f
ac
tio
n
co
m
p
o
n
en
ts
—
s
atis
f
ac
tio
n
with
th
e
cu
r
r
e
n
t
wo
r
k
en
v
ir
o
n
m
en
t
(
4
item
s
)
an
d
s
atis
f
ac
tio
n
with
th
e
p
r
o
f
ess
io
n
(
7
item
s
)
—
wer
e
d
ev
elo
p
ed
b
ased
o
n
th
e
s
u
g
g
ested
in
d
icato
r
s
o
f
th
e
Or
g
an
is
atio
n
f
o
r
E
co
n
o
m
i
c
Co
-
o
p
er
atio
n
an
d
Dev
elo
p
m
en
t
(
OE
C
D
)
[
3
4
]
,
with
m
o
d
if
icatio
n
s
to
alig
n
with
th
e
s
tu
d
y
’
s
o
b
jectiv
es.
A
4
-
p
o
in
t
L
ik
e
r
t
s
ca
le
r
an
g
in
g
f
r
o
m
4
=
s
tr
o
n
g
ly
ag
r
ee
to
1
=
s
tr
o
n
g
ly
d
is
ag
r
ee
was
em
p
lo
y
ed
f
o
r
all
item
s
.
T
o
en
s
u
r
e
th
e
v
alid
ity
o
f
t
h
e
r
esear
ch
in
s
tr
u
m
e
n
t,
th
e
q
u
esti
o
n
n
air
e
was
r
ev
iewe
d
b
y
th
r
ee
ex
p
er
ts
:
a
d
ep
ar
tm
e
n
t
o
f
ed
u
ca
tio
n
(
Dep
E
d
)
d
is
tr
ict
s
u
p
er
v
is
o
r
,
a
m
aster
teac
h
er
,
an
d
a
lan
g
u
ag
e
ex
p
er
t.
T
h
eir
f
ee
d
b
ac
k
a
n
d
s
u
g
g
esti
o
n
s
wer
e
in
co
r
p
o
r
ated
in
t
o
th
e
f
in
al
v
er
s
io
n
o
f
th
e
q
u
esti
o
n
n
air
e.
T
h
e
r
esear
ch
er
s
co
n
d
u
cted
a
p
r
e
-
test
with
2
0
teac
h
er
s
f
o
r
r
eliab
ilit
y
test
in
g
,
u
s
in
g
C
r
o
n
b
ac
h
’
s
a
lp
h
a
to
ass
es
s
f
ac
to
r
r
eliab
ilit
y
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
all
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
wer
e
ab
o
v
e
0
.
7
0
wh
ich
in
d
icate
s
ac
ce
p
tab
le
r
eliab
ilit
y
.
T
h
e
teac
h
er
s
wh
o
p
ar
ticip
a
ted
in
th
e
p
r
e
-
test
wer
e
n
o
t
in
clu
d
ed
in
th
e
ac
tu
al
s
tu
d
y
s
am
p
le.
T
h
e
r
esear
ch
er
s
o
b
tain
ed
p
er
m
is
s
io
n
to
co
n
d
u
ct
th
e
r
esear
ch
f
r
o
m
th
e
o
f
f
ice
o
f
th
e
s
ch
o
o
l
d
iv
is
io
n
s
u
p
er
in
ten
d
en
t,
th
e
d
is
tr
ict
s
u
p
er
v
is
o
r
,
an
d
th
e
p
r
i
n
cip
als
o
f
th
e
1
3
elem
en
tar
y
s
ch
o
o
ls
.
W
h
en
th
e
p
er
m
is
s
io
n
was secu
r
ed
,
th
e
q
u
esti
o
n
n
air
es we
r
e
d
is
tr
ib
u
ted
to
th
e
r
esp
o
n
d
en
ts
.
2
.
4
.
Da
t
a
pro
ce
s
s
ing
a
nd
a
na
ly
s
is
J
am
o
v
i so
f
twar
e
an
d
SP
SS
wer
e
u
s
ed
to
an
aly
ze
t
h
e
g
ath
er
e
d
d
ata.
T
o
d
eter
m
in
e
th
e
a
g
e,
g
en
d
er
a
n
d
ca
r
ee
r
s
tag
e
o
f
th
e
r
esp
o
n
d
en
t
s
,
f
r
eq
u
en
c
y
an
d
p
e
r
ce
n
tag
e
w
er
e
u
s
ed
.
T
o
d
eter
m
i
n
e
th
e
lev
els
o
f
th
e
v
ar
iab
les
in
th
is
s
tu
d
y
,
m
ea
n
was
u
s
ed
.
T
o
test
th
e
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
in
ef
f
icac
y
an
d
s
atis
f
ac
tio
n
wh
en
g
r
o
u
p
e
d
ac
co
r
d
in
g
to
teac
h
er
’
s
p
r
o
f
ile,
T
-
test
an
d
a
n
aly
s
is
o
f
v
ar
ian
ce
o
r
ANOV
A
wer
e
u
s
ed
.
Fi
n
ally
,
to
d
eter
m
in
e
th
e
in
f
lu
en
ce
o
f
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
cu
ltu
r
e
o
n
teac
h
er
s
’
ef
f
icac
y
an
d
teac
h
er
s
’
s
atis
f
ac
tio
n
,
a
m
u
ltiv
a
r
iate
an
aly
s
is
was u
s
ed
.
T
ab
le
1
s
h
o
ws th
e
d
em
o
g
r
a
p
h
ic
p
r
o
f
ile
o
f
th
e
r
esp
o
n
d
en
ts
.
T
h
e
r
esp
o
n
d
en
ts
’
p
r
o
f
ile
r
ef
l
ec
ts
a
m
atu
r
e
an
d
ex
p
er
ien
c
ed
g
r
o
u
p
,
p
r
ed
o
m
in
an
tly
c
o
m
p
o
s
ed
o
f
in
d
iv
id
u
als
ag
ed
4
1
–
5
0
,
in
d
icatin
g
a
wo
r
k
f
o
r
ce
in
its
p
ea
k
p
r
o
f
ess
io
n
al
y
ea
r
s
with
est
ab
lis
h
ed
ex
p
er
tis
e.
T
h
e
lim
ited
p
r
esen
ce
o
f
y
o
u
n
g
er
p
ar
ticip
a
n
ts
s
u
g
g
ests
f
e
wer
ea
r
ly
-
ca
r
ee
r
in
d
i
v
id
u
als
en
g
ag
e
in
th
e
f
ield
.
At
th
e
s
am
e
tim
e,
th
e
s
tr
o
n
g
f
em
ale
m
ajo
r
ity
p
o
in
ts
to
a
g
e
n
d
er
im
b
alan
ce
th
at
m
ay
s
h
ap
e
p
er
s
p
ec
tiv
es
an
d
ex
p
er
ien
ce
s
with
in
th
e
s
tu
d
y
c
o
n
tex
t.
M
o
s
t
r
esp
o
n
d
en
ts
id
e
n
tify
in
g
as
p
r
o
f
icien
t
r
ath
er
th
a
n
h
ig
h
ly
p
r
o
f
icien
t
im
p
ly
co
n
f
id
e
n
ce
in
th
eir
s
k
ills
an
d
r
ec
o
g
n
itio
n
o
f
o
p
p
o
r
tu
n
ities
f
o
r
f
u
r
t
h
er
g
r
o
wth
.
Ov
er
all,
th
e
p
r
o
f
ile
p
o
r
tr
ay
s
a
s
tab
le,
s
ea
s
o
n
ed
,
an
d
lar
g
ely
f
em
ale
g
r
o
u
p
th
at
co
m
b
in
es
p
r
ac
tical
ex
p
er
ie
n
c
e
with
a
co
n
tin
u
in
g
co
m
m
itm
en
t to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
T
ab
le
1
.
R
esp
o
n
d
e
n
ts
’
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
p
r
o
f
ile
D
e
mo
g
r
a
p
h
i
c
p
r
o
f
i
l
e
C
o
u
n
t
%
o
f
t
o
t
a
l
A
g
e
25
-
30
16
1
6
.
5
31
-
40
24
2
4
.
7
41
-
50
39
4
0
.
2
5
0
a
n
d
a
b
o
v
e
18
1
8
.
6
To
t
a
l
97
1
0
0
.
0
G
e
n
d
e
r
M
a
l
e
13
1
3
.
4
F
e
mal
e
84
8
6
.
6
To
t
a
l
97
1
0
0
.
0
C
a
r
e
e
r
st
a
g
e
P
r
o
f
i
c
i
e
n
t
86
8
8
.
7
H
i
g
h
l
y
p
r
o
f
i
c
i
e
n
t
11
1
1
.
3
To
t
a
l
97
1
0
0
.
0
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
:
4
4
6
8
-
4
4
7
7
4472
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Sig
nifica
nt
diff
er
ence
in
t
ea
cher
s
’
ef
f
ica
cy
a
nd
s
a
t
is
f
a
ct
io
n
when
g
ro
up
e
d
a
cc
o
rdin
g
t
o
t
ea
cher
s
’
pro
f
ile
T
ab
le
2
p
r
esen
ts
th
e
lev
el
o
f
teac
h
er
ef
f
icac
y
a
n
d
s
atis
f
ac
tio
n
ac
r
o
s
s
d
if
f
er
en
t
ag
e
g
r
o
u
p
s
,
in
clu
d
in
g
m
ea
n
v
alu
es,
s
tan
d
ar
d
d
e
v
iatio
n
s
,
an
d
t
h
e
r
esu
lts
o
f
test
f
o
r
n
o
r
m
ality
.
T
h
e
f
in
d
in
g
s
in
d
ica
te
th
at
s
elf
-
ef
f
icac
y
an
d
jo
b
s
atis
f
ac
tio
n
ten
d
to
d
ec
r
ea
s
e
s
lig
h
tly
with
ag
e,
wi
th
t
h
e
h
ig
h
est m
ea
n
v
alu
es o
b
s
er
v
ed
am
o
n
g
teac
h
er
s
ag
ed
2
5
-
3
0
y
ea
r
s
a
n
d
t
h
e
lo
we
s
t
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h
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a
p
ir
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g
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est
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at
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ata
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d
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ican
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p
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p
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T
h
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ig
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h
t
p
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ten
tial
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if
f
er
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ce
s
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p
er
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ti
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ag
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p
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th
er
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o
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p
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r
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etr
ic
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tatis
t
ical
test
s
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T
ab
le
2
.
L
e
v
el
o
f
T
SE
a
n
d
jo
b
s
atis
f
ac
tio
n
ac
r
o
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p
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t
a
t
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mea
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A
g
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v
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0
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0
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4
0
.
0
7
7
T
ab
le
3
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ic
an
t
d
if
f
e
r
en
ce
s
in
teac
h
er
ef
f
i
ca
cy
an
d
s
atis
f
ac
tio
n
ac
r
o
s
s
v
ar
io
u
s
ag
e
g
r
o
u
p
s
.
Sin
ce
th
e
d
ata
d
is
tr
ib
u
tio
n
was
n
o
t
n
o
r
m
al,
as
in
d
i
ca
ted
b
y
th
e
n
o
r
m
ality
test
r
esu
lt,
th
e
Kr
u
s
k
al
-
W
alli
s
test
was
u
s
ed
to
co
m
p
ar
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th
e
d
if
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ce
s
am
o
n
g
ag
e
g
r
o
u
p
s
.
B
ased
o
n
t
h
e
r
esu
lt
s
f
o
r
s
elf
-
ef
f
icac
y
,
th
er
e
is
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
am
o
n
g
t
h
e
ag
e
g
r
o
u
p
s
,
as
th
e
p
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v
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ce
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s
th
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ig
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ce
th
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esh
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ld
o
f
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er
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ize
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ε²
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f
0
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1
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icate
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a
s
m
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ec
t
o
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th
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g
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ar
ia
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le
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n
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elf
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ef
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icac
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T
h
is
r
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lt
alig
n
s
with
th
e
f
in
d
in
g
s
o
f
M
ah
m
o
o
d
e
t
a
l
.
[
3
1
]
.
T
h
e
r
e
s
u
lts
,
alth
o
u
g
h
n
o
t
s
ig
n
if
ican
t,
s
h
o
ws
th
at
y
o
u
n
g
er
em
p
lo
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s
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o
w
h
ig
h
e
r
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elf
-
ef
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icac
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as
co
m
p
a
r
ed
to
th
e
o
ld
er
o
n
es,
wh
ich
also
alig
n
s
with
th
e
f
in
d
in
g
s
o
f
Z
i
z
h
an
a
n
d
R
af
o
ls
[
3
2
]
.
Simi
lar
ly
,
f
o
r
jo
b
s
atis
f
ac
tio
n
,
th
e
Kr
u
s
k
al
-
W
allis
te
s
t
p
r
o
d
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ce
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a
C
h
i
-
s
q
u
ar
e
v
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o
f
2
.
9
2
with
3
d
eg
r
ee
s
o
f
f
r
e
ed
o
m
,
lead
in
g
to
a
p
-
v
alu
e
o
f
0
.
4
1
.
Ag
ain
,
th
is
s
u
g
g
ests
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
jo
b
s
atis
f
ac
tio
n
am
o
n
g
th
e
g
r
o
u
p
s
,
as
th
e
p
-
v
al
u
e
i
s
g
r
ea
ter
th
an
0
.
0
5
.
T
h
e
ef
f
ec
t
s
iz
e
(
ε²
)
o
f
0
.
0
3
0
in
d
icate
s
a
s
m
all
ef
f
ec
t
o
f
th
e
g
r
o
u
p
in
g
v
ar
iab
le
o
n
jo
b
s
atis
f
ac
tio
n
.
T
h
e
r
esu
lt
is
co
n
s
is
ten
t w
ith
th
e
f
in
d
in
g
s
of
Mg
aiw
a
[
2
7
]
a
n
d
C
h
a
p
a
g
a
in
[
2
9
]
,
b
u
t c
o
n
tr
ad
icts
Ak
h
tar
r
es
u
lts
[
2
8
]
.
T
ab
le
3
.
Kr
u
s
k
al
-
W
allis
tes
t r
esu
lts
ac
r
o
s
s
ag
e
g
r
o
u
p
s
V
a
r
i
a
b
l
e
s
χ²
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p
ε²
S
e
l
f
-
e
f
f
i
c
a
c
y
4
.
8
5
3
0
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8
0
.
0
5
1
Jo
b
s
a
t
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sf
a
c
t
i
o
n
2
.
9
2
3
0
.
4
1
0
.
0
3
0
T
ab
le
4
p
r
esen
ts
th
e
lev
el
o
f
ef
f
icac
y
an
d
s
atis
f
ac
tio
n
a
m
o
n
g
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h
er
s
b
ased
o
n
th
e
ir
g
en
d
e
r
.
Me
an
wh
ile,
T
ab
le
5
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
T
SE
an
d
jo
b
s
atis
f
ac
tio
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b
etwe
en
m
ales
an
d
f
em
ales.
Sin
ce
th
e
d
ata
d
is
tr
ib
u
tio
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was
n
o
t
n
o
r
m
al,
as
in
d
ic
ated
b
y
th
e
Sh
ap
i
r
o
-
W
ilk
test
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Ma
n
n
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W
h
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test
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les t
-
test
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m
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er
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if
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er
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ce
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B
ased
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r
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h
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g
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elf
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6
8
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3
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1
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o
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m
ale
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h
er
s
(
M
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4
3
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SD
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4
4
3
)
.
I
t
was
also
f
o
u
n
d
t
h
at
th
e
d
if
f
er
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ce
was
s
ig
n
if
ican
t
(
p
=
0
.
0
4
)
,
as
th
e
p
-
v
alu
e
is
lo
wer
th
an
0
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0
5
.
Me
a
n
wh
ile,
f
o
r
jo
b
s
atis
f
ac
tio
n
,
it
was
f
o
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n
d
th
at
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em
ales
(
M
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3
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4
4
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o
r
e
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at
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f
ied
th
an
m
ales
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M
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3
3
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SD
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4
2
1
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.
Ho
wev
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e
d
if
f
er
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ce
was
n
o
t
s
ig
n
if
i
ca
n
t
(
p
=0
.
0
6
)
.
T
h
e
r
esu
lts
co
r
r
o
b
o
r
ate
to
th
e
f
in
d
in
g
s
o
f
C
h
ap
ag
ain
[
2
9
]
an
d
co
n
tr
ad
icts
th
e
f
in
d
in
g
s
o
f
Ak
h
tar
[
2
8
]
an
d
Ku
m
e
[
3
0
]
.
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L
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ab
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5
.
Ma
n
n
-
W
h
itn
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test
r
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lts
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o
r
d
if
f
e
r
en
ce
s
in
s
elf
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ef
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d
jo
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if
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ased
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ig
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4
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2
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o
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n
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at
th
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n
ce
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o
t
s
ig
n
if
ican
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p
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.
6
0
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,
wh
ich
d
is
ag
r
ee
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with
Gálv
ez
et
a
l
.
[
3
3
]
f
in
d
in
g
s
.
Me
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wh
ile,
f
o
r
jo
b
s
atis
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ac
ti
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4
3
8
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o
r
e
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if
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elf
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ef
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ap
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p
tio
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cr
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d
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a
s
ig
n
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t
g
en
d
er
d
is
p
ar
ity
ex
is
ts
,
with
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em
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co
m
p
r
is
in
g
th
e
m
ajo
r
i
ty
,
u
n
d
er
s
co
r
in
g
th
e
n
ee
d
f
o
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in
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g
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s
in
to
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en
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d
y
n
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ics
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th
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s
s
io
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ar
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s
tag
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b
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ea
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h
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p
r
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in
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f
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r
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u
ca
to
r
s
,
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ig
h
lig
h
tin
g
th
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b
len
d
o
f
ex
p
er
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ce
lev
els
with
in
th
e
wo
r
k
f
o
r
ce
.
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ite
h
i
g
h
le
v
els
o
f
ef
f
icac
y
an
d
s
atis
f
ac
tio
n
,
th
er
e
is
r
o
o
m
f
o
r
im
p
r
o
v
em
en
t
in
h
an
d
lin
g
d
is
r
u
p
tiv
e
b
eh
a
v
io
r
an
d
en
r
ich
in
g
ex
tr
ac
u
r
r
icu
lar
o
f
f
er
in
g
s
.
Su
r
p
r
is
in
g
ly
,
ag
e
g
r
o
u
p
s
s
h
o
w
ed
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
ef
f
icac
y
o
r
s
atis
f
ac
tio
n
,
s
u
g
g
esti
n
g
ag
e
alo
n
e
m
ay
n
o
t
d
ictate
th
ese
asp
ec
ts
o
f
teac
h
er
well
-
b
ei
n
g
.
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wev
e
r
,
g
en
d
e
r
d
if
f
er
e
n
ce
s
ar
e
ev
id
e
n
t,
with
f
em
ale
teac
h
e
r
s
r
ep
o
r
tin
g
s
ig
n
if
ican
tly
h
ig
h
e
r
s
elf
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ef
f
icac
y
.
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o
u
g
h
n
o
t
s
tatis
tically
s
ig
n
if
ican
t,
t
h
ey
also
ex
p
r
ess
s
lig
h
tly
h
ig
h
er
jo
b
s
atis
f
ac
tio
n
.
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ly
,
ca
r
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s
tag
es
d
o
n
o
t
s
tr
o
n
g
ly
in
f
lu
e
n
ce
s
elf
-
ef
f
icac
y
o
r
jo
b
s
atis
f
ac
tio
n
.
3
.
2
.
Su
pp
o
rt
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e
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cho
o
l c
ulture
’
s
ef
f
ec
t
o
n t
e
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cher
s
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s
elf
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f
ica
cy
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nd
t
ea
cher
s
’
j
o
b sa
t
is
f
a
c
t
io
n
T
ab
le
8
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
m
u
ltiv
ar
iate
an
aly
s
is
o
f
v
ar
ian
ce
o
r
MA
NOVA
,
wh
ich
was
u
s
ed
to
ex
am
in
e
th
e
im
p
ac
t
o
f
a
s
u
p
p
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r
tiv
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s
ch
o
o
l
cu
ltu
r
e
o
n
T
S
E
an
d
jo
b
s
atis
f
ac
tio
n
.
MA
N
OVA
was
ch
o
s
en
as
it
allo
ws
th
e
an
aly
s
is
o
f
m
u
ltip
le
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ep
en
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e
n
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ar
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u
ltan
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u
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ly
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k
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h
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cu
ltu
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in
f
l
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s
b
o
th
o
u
t
co
m
es
wh
ile
co
n
tr
o
llin
g
f
o
r
p
o
ten
tial
co
r
r
elatio
n
s
b
etwe
en
th
em
.
MA
NOVA
r
ev
ea
ls
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
tu
d
ied
v
ar
iab
les.
Su
p
p
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e
s
ch
o
o
l
cu
ltu
r
e
was
f
o
u
n
d
to
h
a
v
e
a
s
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ican
t
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f
e
ct
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n
b
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h
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(
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d
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f
icac
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4
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7
6
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,
p
<
0
.
0
0
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)
.
T
h
e
p
ar
tial
eta
s
q
u
ar
e
d
v
alu
es
wer
e
.
4
8
5
f
o
r
jo
b
s
atis
f
ac
tio
n
an
d
0
.
6
7
8
f
o
r
ef
f
icac
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,
in
d
icatin
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a
lar
g
e
ef
f
ec
t
s
ize
f
o
r
b
o
th
v
ar
ia
b
les.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
a
s
u
p
p
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r
tiv
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s
ch
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o
l
Evaluation Warning : The document was created with Spire.PDF for Python.
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8
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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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4
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cu
ltu
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a
cr
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f
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s
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Sp
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e
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[
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2
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[
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2
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th
at
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l
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ltu
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o
s
itiv
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h
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er
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er
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teac
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ACK
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WL
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DG
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Dep
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Sch
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Prin
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Ph
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AUTHO
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RE
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NC
E
S
[
1
]
J.
E
.
M
a
d
d
u
x
a
n
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M
.
K
l
e
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m
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n
,
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Psy
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y
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A
.
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.
W
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d
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Jo
h
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so
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,
E
d
s.
,
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h
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,
U
K
:
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1
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7
.
c
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7
.
[
2
]
L.
E.
M
a
r
t
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n
a
n
d
T.
M
.
M
u
l
v
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h
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,
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V
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.
[
3
]
D
.
B
.
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.
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[
4
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R
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5
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.
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Fro
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[
6
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A
.
W
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i
,
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AL
-
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[
7
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D
.
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B
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RAP
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Ell
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se
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io
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c
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p
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tate
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s.
S
h
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c
a
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c
o
n
tac
ted
a
t
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m
a
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:
e
u
se
b
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ll
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e
d
u
.
p
h
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Ph
il
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R.
Ba
l
d
e
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a
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a
n
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ss
o
c
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p
ro
fe
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o
r
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a
t
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m
b
lo
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t
a
te
Un
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a
n
d
th
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c
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t
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a
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ra
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a
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ti
o
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a
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d
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ro
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a
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t
u
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s.
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rn
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h
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o
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p
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d
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ti
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l
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k
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a
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m
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Dr.
Ba
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c
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c
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tac
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p
b
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ra
0
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c
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C.
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7
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a
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h
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c
a
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c
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c
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a
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G
a
n
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a
n
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str
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c
to
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b
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g
li
s
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s
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lan
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it
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p
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g
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y
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S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
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:
jac
e
lale
sh
a
@g
m
a
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