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Olad
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Dep
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Un
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So
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Af
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m
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@
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1.
I
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RO
D
UCT
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N
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d
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ca
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s
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cr
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p
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liti
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tab
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[
1
]
.
Pre
v
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s
s
tu
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[
1
]
,
[
2
]
h
ig
h
li
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u
ca
tio
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as
an
in
s
tr
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m
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in
v
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h
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u
ca
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its
citizen
s
[
3
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.
Ho
w
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8
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I
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J
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Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
5
0
6
7
-
5
0
7
9
5068
o
f
its
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ca
to
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s
an
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lead
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4
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5
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d
ef
in
in
g
th
e
s
ch
o
o
l
m
is
s
io
n
(
DSM)
,
m
an
ag
in
g
t
h
e
in
s
tr
u
ctio
n
al
p
r
o
g
r
am
(
MI
P)
,
an
d
d
e
v
elo
p
in
g
a
p
o
s
itiv
e
lear
n
in
g
clim
ate
[
1
0
]
.
PIM
R
S
o
f
f
er
s
a
r
o
b
u
s
t
f
r
am
ew
o
r
k
f
o
r
ev
al
u
atin
g
an
d
en
h
a
n
cin
g
in
s
tr
u
ctio
n
a
l
lead
er
s
h
ip
.
W
h
ile
in
ter
n
atio
n
ally
r
ec
o
g
n
ized
as
a
to
o
l
f
o
r
f
o
s
ter
in
g
s
ch
o
o
l
r
ef
o
r
m
a
n
d
im
p
r
o
v
in
g
s
tu
d
e
n
t
p
er
f
o
r
m
a
n
ce
[
1
1
]
,
its
ap
p
licatio
n
in
Nig
er
ia
r
em
ai
n
s
lim
ited
.
T
h
is
g
ap
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
em
p
ir
ical
in
v
esti
g
atio
n
in
to
th
e
PIM
R
S
’
s
p
o
ten
tial
to
ad
d
r
ess
in
s
tr
u
ctio
n
al
ch
allen
g
es
in
N
ig
er
ian
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
p
a
r
ticu
lar
ly
in
t
h
e
er
a
o
f
r
ap
id
tech
n
o
lo
g
ical
ch
an
g
e
an
d
ed
u
ca
tio
n
al
r
ef
o
r
m
.
I
n
s
tr
u
ctio
n
al
lead
er
s
h
ip
,
th
o
u
g
h
m
u
ltifa
ce
ted
an
d
co
m
p
lex
,
is
ce
n
tr
al
t
o
th
e
r
ea
l
izatio
n
o
f
s
ch
o
o
l
m
is
s
io
n
s
,
th
e
m
an
ag
e
m
en
t
o
f
in
s
tr
u
ctio
n
a
l
p
r
o
g
r
am
s
,
a
n
d
t
h
e
cr
ea
tio
n
o
f
a
co
n
d
u
civ
e
lear
n
in
g
en
v
ir
o
n
m
en
t
[
1
2
]
,
[
1
3
]
.
I
n
ter
n
atio
n
al
s
tu
d
ies
co
n
s
is
ten
tly
d
em
o
n
s
tr
ate
its
p
o
s
itiv
e
im
p
ac
t
o
n
teac
h
er
p
er
f
o
r
m
an
ce
,
s
tu
d
e
n
t
lear
n
in
g
,
an
d
o
v
er
all
s
ch
o
o
l
ef
f
ec
t
iv
en
ess
[
1
4
]
–
[
1
6
]
.
Ho
wev
er
,
Af
r
ican
c
o
u
n
tr
ies
ar
e
g
r
ad
u
ally
ad
o
p
tin
g
th
is
lead
er
s
h
ip
m
o
d
el
to
ad
d
r
ess
p
r
ess
in
g
ed
u
ca
tio
n
al
ch
allen
g
es
[
1
7
]
.
T
h
is
s
tu
d
y
ex
p
lo
r
es
th
e
ad
o
p
tio
n
o
f
th
e
PI
MRS
as
a
to
o
l
f
o
r
e
n
h
an
ci
n
g
in
s
tr
u
ctio
n
al
d
eliv
e
r
y
in
Nig
er
ian
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
B
y
f
o
c
u
s
i
n
g
o
n
t
h
e
p
r
i
n
ci
p
a
l
’
s
r
o
l
e
i
n
i
n
s
t
r
u
ct
i
o
n
a
l
l
e
a
d
e
r
s
h
ip
,
i
t
a
i
m
s
t
o
b
r
i
d
g
e
t
h
e
g
a
p
b
e
tw
e
e
n
t
h
e
o
r
et
i
c
a
l
f
r
a
m
e
w
o
r
k
s
a
n
d
p
r
a
ct
i
c
al
a
p
p
lic
a
t
i
o
n
s
,
c
o
n
t
r
i
b
u
t
i
n
g
t
o
t
h
e
b
r
o
a
d
e
r
d
i
s
c
o
u
r
s
e
o
n
e
d
u
c
a
t
i
o
n
a
l
r
e
f
o
r
m
i
n
N
i
g
e
r
i
a.
T
h
e
p
r
im
ar
y
ai
m
o
f
th
is
s
tu
d
y
was
to
ex
am
in
e
a
n
d
v
a
lid
ate
th
e
PIM
R
S
in
s
tr
u
m
en
t
f
o
r
a
d
o
p
tio
n
with
i
n
th
e
Nig
e
r
ian
e
d
u
ca
tio
n
al
s
y
s
tem
.
T
o
ac
h
iev
e
th
is
aim
,
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
wer
e
an
s
wer
ed
:
i)
W
h
at
is
th
e
r
eliab
ilit
y
o
f
th
e
P
I
MRS
?
ii)
W
h
at
is
th
e
v
alid
ity
o
f
th
e
PI
MRS
?
iii)
W
h
at
ar
e
th
e
PIM
R
S
in
s
tr
u
m
en
t
’
s
co
n
s
tr
u
cts
an
d
d
im
en
s
io
n
s
in
th
e
Nig
er
ian
s
ettin
g
u
s
in
g
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
?
R
esear
ch
o
n
lea
d
er
s
h
ip
s
ty
l
es,
lik
e
th
e
tr
an
s
f
o
r
m
atio
n
al
,
d
is
tr
ib
u
tiv
e,
cu
r
r
icu
lu
m
an
d
teac
h
er
lead
er
s
h
ip
,
h
as
s
ig
n
if
ican
tly
e
n
h
an
ce
d
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
s
ch
o
o
l
ef
f
ec
tiv
en
ess
.
W
h
ile
s
ch
o
lar
s
co
n
tin
u
e
to
d
eb
ate
th
e
m
er
its
o
f
t
h
ese
ap
p
r
o
ac
h
es,
th
er
e
is
g
r
o
win
g
co
n
s
en
s
u
s
ab
o
u
t
th
e
ess
en
tial
r
o
le
o
f
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
in
d
r
iv
in
g
s
ch
o
o
l
i
m
p
r
o
v
e
m
en
t
[
1
8
]
.
I
n
s
tr
u
ctio
n
al
lead
er
s
h
ip
f
o
c
u
s
es
o
n
im
p
r
o
v
in
g
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
es,
m
ak
in
g
it
ess
en
tial
f
o
r
ac
h
iev
in
g
s
ch
o
o
l
ef
f
ec
tiv
en
ess
.
T
h
e
Nig
er
ian
e
d
u
ca
tio
n
al
c
o
n
tex
t
u
n
d
er
u
tili
ze
s
th
e
co
n
ce
p
t
o
f
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
,
d
esp
ite
p
r
in
cip
als
’
f
am
iliar
ity
wit
h
s
o
m
e
o
f
its
co
r
e
f
u
n
ctio
n
s
.
Hallin
g
er
a
n
d
W
an
g
[
1
3
]
d
ev
elo
p
ed
th
e
in
s
tr
u
cti
o
n
al
lead
er
s
h
i
p
m
o
d
el,
wid
el
y
r
ec
o
g
n
ized
f
o
r
its
ap
p
licab
ilit
y
in
ev
alu
atin
g
p
r
i
n
cip
als
’
lead
er
s
h
ip
p
r
ac
tices a
s
ad
o
p
ted
in
th
is
s
tu
d
y
.
T
h
e
PI
MRS
,
d
ev
elo
p
ed
b
y
Gan
o
n
-
Sh
ilo
n
a
n
d
Sch
ec
h
ter
[
1
9
]
,
s
er
v
es
as
a
r
o
b
u
s
t
f
r
am
ewo
r
k
f
o
r
ass
ess
in
g
p
r
in
cip
als
’
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
ac
r
o
s
s
th
r
ee
d
im
en
s
io
n
s
:
d
ef
in
in
g
s
ch
o
o
l’
s
m
is
s
io
n
,
m
an
ag
in
g
in
s
tr
u
cti
o
n
al
p
r
o
g
r
am
,
an
d
p
r
o
m
o
tin
g
p
o
s
itiv
e
s
ch
o
o
l c
lim
ate.
Desp
ite
ex
ten
s
iv
e
v
alid
atio
n
an
d
ap
p
licatio
n
in
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
ts
,
th
e
PIM
R
S
’
s
u
s
e
in
Nig
er
ia
r
em
ain
s
lim
ited
.
T
h
is
s
tu
d
y
s
ee
k
s
to
a
d
d
r
ess
th
is
g
a
p
b
y
test
in
g
an
d
v
ali
d
atin
g
th
e
PIM
R
S
f
o
r
u
s
e
in
Nig
er
ian
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
T
h
e
s
tu
d
y
u
s
es
th
e
wh
o
le
in
s
tr
u
m
en
t,
wh
ich
is
a
3
5
-
item
q
u
esti
o
n
n
air
e
th
a
t
co
v
er
s
all
th
r
ee
d
im
e
n
s
io
n
s
an
d
th
e
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
f
u
n
ctio
n
s
th
at
g
o
with
th
em
(
s
u
b
s
ca
les).
Valid
atio
n
is
b
ased
o
n
e
x
p
er
t
ev
alu
atio
n
s
to
en
s
u
r
e
its
ap
p
licab
ilit
y
an
d
r
eliab
ilit
y
in
th
e
Nig
er
ian
co
n
te
x
t.
T
h
e
s
tu
d
y
aim
s
to
im
p
r
o
v
e
p
r
in
cip
als
’
ab
ilit
y
to
s
u
p
p
o
r
t
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
b
y
a
d
ap
tin
g
th
e
PIM
R
S
to
th
e
Nig
er
ian
ed
u
ca
tio
n
al
s
y
s
tem
.
T
h
is
will lea
d
to
b
etter
teac
h
in
g
an
d
lear
n
in
g
o
u
tco
m
es.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
A
s
tu
d
y
b
y
Patti
et
a
l
.
[
2
0
]
s
tr
ess
es
th
e
s
ig
n
if
ican
t
in
f
lu
en
ce
o
f
p
r
in
ci
p
al
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
o
n
im
p
r
o
v
in
g
teac
h
in
g
an
d
lear
n
in
g
.
R
ec
en
t
r
esear
c
h
h
as
e
x
p
lo
r
ed
h
o
w
p
r
in
cip
als
’
i
n
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
p
o
s
itiv
ely
s
h
ap
es
teac
h
er
s
’
attitu
d
es
an
d
b
eh
av
io
r
s
,
u
ltima
tely
af
f
ec
tin
g
th
e
q
u
ality
o
f
teac
h
in
g
an
d
o
v
er
all
s
ch
o
o
l
im
p
r
o
v
em
e
n
t
[
2
1
]
.
N
u
m
er
o
u
s
s
tu
d
ies
h
av
e
ex
p
an
d
ed
k
n
o
wled
g
e
o
n
th
e
cr
itical
r
o
le
o
f
p
r
i
n
cip
als
’
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
ti
ce
s
[
2
2
]
,
[
2
3
]
,
h
ig
h
lig
h
tin
g
t
h
eir
im
p
o
r
ta
n
ce
in
ac
h
iev
in
g
e
d
u
ca
tio
n
al
g
o
als
an
d
f
o
s
ter
in
g
s
ch
o
o
l
r
e
f
o
r
m
.
Ov
er
d
ec
ad
es,
a
p
p
r
o
ac
h
es
to
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
h
av
e
ev
o
lv
ed
,
with
i
n
cr
ea
s
in
g
r
ec
o
g
n
itio
n
o
f
th
eir
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
t
lear
n
i
n
g
o
u
tco
m
es
[
2
4
]
,
[
2
5
]
.
Oth
m
an
an
d
B
u
s
ar
i
[
1
0
]
in
tr
o
d
u
ce
d
th
e
PIM
R
S
in
th
e
Un
ited
States
as
a
to
o
l f
o
r
d
ev
elo
p
in
g
a
n
d
im
p
r
o
v
in
g
teac
h
in
g
an
d
lear
n
i
n
g
wit
h
s
ig
n
if
ican
t
in
ter
ac
tio
n
s
ar
e
am
o
n
g
s
ch
o
lar
s
f
r
o
m
th
e
Un
ited
States
,
Un
ited
Kin
g
d
o
m
,
Au
s
tr
alia,
C
h
in
a,
an
d
C
an
ad
a.
T
h
is
m
o
d
el
em
p
h
asizes
s
ch
o
o
l
r
ef
o
r
m
b
y
lev
e
r
ag
i
n
g
th
e
co
llab
o
r
ativ
e
ef
f
o
r
ts
o
f
teac
h
er
s
,
s
tu
d
en
ts
,
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
A
d
o
p
tin
g
th
e
p
r
in
cip
a
l in
s
tr
u
ctio
n
a
l m
a
n
a
g
eme
n
t ra
tin
g
s
ca
l
e
fo
r
en
h
a
n
ci
n
g
…
(
H
a
fs
a
t A
liyu
B
a
d
a
)
5069
p
ar
en
ts
,
an
d
s
ch
o
o
l
m
an
ag
e
m
en
t
to
ac
h
iev
e
ed
u
ca
tio
n
al
o
b
jectiv
es.
T
h
e
f
r
am
ewo
r
k
c
o
n
s
is
ts
o
f
th
r
ee
k
ey
d
im
en
s
io
n
s
:
DSM
,
m
an
ag
in
g
in
s
tr
u
ctio
n
al
p
r
o
g
r
am
s
,
a
n
d
d
ev
elo
p
i
n
g
a
p
o
s
itiv
e
s
ch
o
o
l
lear
n
in
g
clim
ate
(
SLC)
,
s
u
p
p
o
r
ted
b
y
10
in
s
tr
u
ctio
n
al
f
u
n
ctio
n
s
an
d
c
o
r
r
esp
o
n
d
in
g
s
u
b
s
ca
les
[
2
6
]
.
No
tab
ly
,
wh
ile
th
e
f
r
am
ewo
r
k
id
en
tifie
s
p
r
in
cip
als
’
r
o
les
as
in
s
tr
u
ctio
n
al
lead
er
s
,
it
d
o
es
n
o
t
e
n
co
m
p
ass
th
eir
b
r
o
ad
e
r
r
esp
o
n
s
ib
ilit
ies b
ey
o
n
d
i
n
s
tr
u
c
tio
n
al
m
an
ag
em
e
n
t.
Prin
cip
als
ty
p
ically
ass
u
m
e
p
r
im
ar
y
r
esp
o
n
s
ib
ilit
y
f
o
r
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices,
wh
ich
th
e
y
o
f
ten
ac
h
iev
e
b
y
d
eleg
atin
g
au
th
o
r
ity
an
d
in
ter
p
r
etin
g
ed
u
ca
t
io
n
al
p
o
licies to
alig
n
with
tea
ch
in
g
an
d
lear
n
in
g
g
o
als.
I
n
s
tr
u
ctio
n
al
lead
e
r
s
f
o
s
ter
a
p
o
s
itiv
e
s
ch
o
o
l
cu
ltu
r
e
b
y
p
r
o
m
o
tin
g
s
elf
-
r
ef
lectio
n
a
m
o
n
g
teac
h
e
r
s
an
d
en
co
u
r
a
g
in
g
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
[
2
7
]
,
[
2
8
]
.
E
f
f
ec
tiv
e
in
s
tr
u
ctio
n
al
l
ea
d
er
s
h
ip
in
v
o
lv
es
co
n
s
is
ten
tly
ar
ticu
latin
g
an
d
r
ein
f
o
r
cin
g
th
e
s
ch
o
o
l
m
is
s
io
n
an
d
v
is
io
n
to
teac
h
er
s
,
p
ar
ticu
lar
ly
d
u
r
in
g
m
ee
tin
g
s
,
team
teac
h
in
g
s
ess
i
o
n
s
,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
ac
tiv
ities
.
Prin
cip
als
m
u
s
t
also
p
r
ep
ar
e
t
o
ad
d
r
ess
em
er
g
in
g
ch
allen
g
es,
s
u
ch
as
in
teg
r
atin
g
n
ew
tec
h
n
o
lo
g
ies,
to
f
ac
ilit
ate
s
ch
o
o
l
r
ef
o
r
m
.
Pre
v
io
u
s
s
tu
d
ies
[
2
9
]
,
[
3
0
]
h
ig
h
lig
h
ted
th
at
in
s
tr
u
ctio
n
al
lead
er
s
h
i
p
p
r
ac
tices
s
ig
n
if
ican
tly
i
n
f
lu
en
ce
s
ch
o
o
l
s
u
cc
ess
,
u
n
d
er
s
co
r
i
n
g
th
e
p
r
i
n
cip
al
’
s
r
o
le
as
a
k
e
y
d
r
iv
er
o
f
s
ch
o
o
l
i
m
p
r
o
v
e
m
en
t.
Au
t
h
o
r
s
in
p
r
e
v
i
o
u
s
s
tu
d
y
[
2
2
]
,
[
3
1
]
v
alid
ated
th
e
PIM
R
S
in
a
C
h
in
ese
co
n
tex
t,
co
n
f
i
r
m
in
g
its
ad
ap
tab
ilit
y
with
a
3
2
-
ite
m
s
ca
le
tailo
r
ed
to
r
ep
r
esen
t
C
h
in
ese
p
r
in
cip
als
’
i
n
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tic
es
in
s
ch
o
o
l
r
ef
o
r
m
s
.
Ad
d
itio
n
ally
,
cr
o
s
s
-
cu
ltu
r
al
s
tu
d
ies
in
v
ar
io
u
s
co
u
n
tr
ies
d
e
m
o
n
s
tr
ate
th
at
s
o
cial
n
o
r
m
s
a
n
d
c
u
ltu
r
al
h
e
r
itag
e
p
lay
a
cr
u
cial
r
o
le
in
s
h
ap
in
g
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
p
r
ac
tices
[
2
3
]
.
T
h
ese
r
e
s
u
lts
m
ak
e
it
clea
r
th
at
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
f
r
am
ewo
r
k
s
n
ee
d
t
o
b
e
ch
an
g
ed
to
f
it
d
if
f
er
e
n
t
cu
ltu
r
al
an
d
ed
u
ca
tio
n
al
s
ettin
g
s
in
o
r
d
er
to
b
e
m
o
r
e
u
s
ef
u
l
an
d
h
a
v
e
a
b
ig
g
er
im
p
ac
t.
2
.
1
.
P
rincipa
l
ins
t
r
uct
io
na
l le
a
dersh
ip ro
les f
o
r
s
cho
o
l e
f
f
ec
t
iv
eness
2
.
1
.
1
.
Def
ini
ng
s
cho
o
l m
is
s
io
n
A
s
ch
o
o
l
’
s
m
is
s
io
n
en
co
m
p
ass
es
th
e
p
r
in
cip
al
’
s
r
esp
o
n
s
ib
ilit
y
to
ar
ticu
late,
co
m
m
u
n
icate
,
an
d
tr
an
s
late
th
e
in
s
titu
tio
n
’
s
g
o
als
f
o
r
teac
h
in
g
an
d
lear
n
i
n
g
ac
h
iev
e
m
en
ts
[
3
2
]
.
T
h
is
in
v
o
lv
es
b
u
ild
in
g
a
s
u
b
s
tan
tiv
e
v
is
io
n
th
at
r
eso
n
ates
th
r
o
u
g
h
o
u
t
th
e
s
ch
o
o
l
co
m
m
u
n
ity
.
T
h
e
t
w
o
p
r
i
m
a
r
y
f
u
n
c
t
i
o
n
s
o
f
t
h
is
r
o
l
e
a
r
e
f
r
a
m
i
n
g
a
n
d
c
o
m
m
u
n
i
c
a
t
i
n
g
s
c
h
o
o
l
g
o
a
l
s
.
P
r
i
n
ci
p
a
l
s
m
u
s
t h
a
v
e
a
c
l
e
a
r
m
i
s
s
i
o
n
c
e
n
t
e
r
e
d
o
n
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
,
a
c
t
i
v
e
l
y
e
n
g
a
g
i
n
g
t
e
ac
h
e
r
s
i
n
t
h
is
m
is
s
i
o
n
t
o
e
n
s
u
r
e
t
h
a
t
th
e
s
ta
t
e
d
e
d
u
c
at
i
o
n
a
l
o
b
j
e
c
ti
v
e
s
a
r
e
m
e
t
.
As
t
h
e
f
o
u
n
d
a
t
i
o
n
f
o
r
s
t
u
d
e
n
t
s
u
c
c
es
s
,
t
h
i
s
m
is
s
i
o
n
e
s
t
a
b
l
is
h
e
s
a
c
o
h
es
i
v
e
a
n
d
s
h
a
r
e
d
d
i
r
ec
t
i
o
n
f
o
r
a
ll
s
t
a
k
e
h
o
l
d
e
r
s
[
1
3
]
.
2
.
1
.
2
.
F
ra
m
e
s
cho
o
l g
o
a
ls
T
h
e
p
r
in
cip
al,
as
th
e
lead
er
o
f
th
e
s
ch
o
o
l,
en
s
u
r
es
th
e
ef
f
ec
tiv
e
tr
an
s
latio
n
o
f
th
e
s
ch
o
o
l
m
i
s
s
io
n
in
to
ac
tio
n
ab
le
r
esp
o
n
s
ib
ilit
ies
f
o
r
teac
h
er
s
,
g
u
id
in
g
th
em
to
war
d
ac
h
iev
in
g
th
e
s
ch
o
o
l
’
s
ed
u
ca
t
io
n
al
g
o
als.
T
h
ese
g
o
als
s
h
o
u
ld
b
e
in
f
o
r
m
ed
b
y
b
o
th
p
ast
an
d
cu
r
r
en
t
s
ch
o
o
l
d
ata
o
n
s
tu
d
e
n
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
o
en
h
an
ce
clar
ity
a
n
d
ac
co
u
n
t
ab
ilit
y
,
g
o
als
m
u
s
t
b
e
ex
p
r
e
s
s
ed
in
m
ea
s
u
r
ab
le
ter
m
s
an
d
alig
n
ed
with
th
e
s
ch
o
o
l
’
s
o
b
jectiv
es
f
o
r
s
tu
d
e
n
t
lear
n
in
g
o
u
tco
m
es.
T
h
e
p
r
in
cip
al
p
lay
s
a
ce
n
tr
al
r
o
le
in
co
o
r
d
in
atin
g
th
ese
o
b
jectiv
es
with
s
tak
eh
o
ld
er
s
to
f
o
s
ter
a
s
h
ar
ed
u
n
d
er
s
tan
d
in
g
an
d
co
m
m
itm
en
t
[
1
3
]
,
[
3
2
]
.
I
n
s
tr
u
ctio
n
al
lead
er
s
h
ip
en
er
g
izes
s
taf
f
b
y
en
co
u
r
ag
in
g
in
n
o
v
ativ
e
id
e
as,
im
p
r
o
v
in
g
s
ch
o
o
l
r
eso
u
r
ce
s
,
an
d
en
h
an
cin
g
teac
h
er
s
’
p
r
o
f
ess
io
n
al
ca
p
ab
ili
ties
.
T
h
is
en
ab
les
m
ea
n
in
g
f
u
l d
is
cu
s
s
io
n
s
o
n
s
ch
o
o
l
g
o
als
a
n
d
allian
ce
with
th
e
s
ch
o
o
l’
s
m
is
s
io
n
[
3
3
]
,
[
3
4
]
.
Go
als
s
h
o
u
ld
b
e
co
llab
o
r
ativ
ely
s
et
b
y
th
e
p
r
in
ci
p
al
an
d
teac
h
er
s
wh
ile
in
co
r
p
o
r
atin
g
ac
ad
em
ic
p
r
io
r
i
ties
in
to
d
aily
p
r
ac
tices
to
en
s
u
r
e
th
e
ac
h
iev
em
en
t
o
f
lear
n
in
g
o
u
tco
m
es
[
3
5
]
.
Fu
r
th
er
m
o
r
e
,
in
s
tr
u
ctio
n
al
lea
d
er
s
ar
e
s
ad
d
led
with
th
e
task
o
f
eq
u
ip
p
in
g
teac
h
er
s
with
th
e
n
ec
ess
ar
y
to
o
ls
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
o
p
p
o
r
t
u
n
ities
to
en
h
an
ce
th
eir
ef
f
ec
tiv
en
ess
an
d
u
p
h
o
ld
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
.
Su
ch
ef
f
o
r
ts
s
ig
n
if
ican
tly
c
o
r
r
elate
with
im
p
r
o
v
ed
s
tu
d
en
t
ac
h
iev
em
en
t,
r
ei
n
f
o
r
ci
n
g
th
e
im
p
o
r
tan
ce
o
f
g
o
al
s
ettin
g
as a
co
llab
o
r
ativ
e
an
d
s
tr
ateg
ic
p
r
o
ce
s
s
.
2
.
1
.
3
.
Co
mm
un
ica
t
ing
s
cho
o
l g
o
a
ls
C
o
m
m
u
n
icatin
g
s
ch
o
o
l
g
o
als
is
a
cr
itical
f
u
n
ctio
n
o
f
p
r
i
n
cip
al
lead
er
s
h
ip
,
f
o
cu
s
in
g
o
n
ef
f
ec
tiv
ely
co
n
v
ey
i
n
g
t
h
e
s
ch
o
o
l
’
s
v
ital
o
b
jectiv
es
to
all
s
tak
eh
o
ld
er
s
.
T
h
e
p
r
in
cip
al
en
s
u
r
es
t
h
at
th
e
g
o
als
ar
e
clea
r
l
y
ar
ticu
lated
an
d
r
eg
u
lar
ly
d
is
cu
s
s
ed
with
teac
h
er
s
,
alig
n
in
g
th
em
with
in
s
tr
u
ctio
n
al
p
r
ac
tices,
cu
r
r
icu
lu
m
d
esig
n
,
an
d
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
es
to
en
h
a
n
ce
lear
n
i
n
g
o
u
tc
o
m
es
[
1
3
]
.
T
h
e
c
o
m
m
u
n
icatio
n
o
f
s
ch
o
o
l
g
o
als
ca
n
o
cc
u
r
th
r
o
u
g
h
b
o
th
f
o
r
m
al
a
n
d
in
f
o
r
m
al
c
h
an
n
el
s
.
Fo
r
m
al
m
eth
o
d
s
in
cl
u
d
e
g
o
al
s
tatem
en
ts
,
s
taf
f
b
u
lletin
s
,
an
d
ass
em
b
lies
,
wh
i
le
in
f
o
r
m
al
ap
p
r
o
ac
h
es
m
a
y
i
n
v
o
lv
e
p
ar
en
t
m
ee
tin
g
s
,
teac
h
er
d
is
cu
s
s
io
n
s
,
an
d
cu
r
r
icu
lu
m
c
o
n
f
er
e
n
ce
s
.
T
h
ese
av
en
u
es
s
er
v
e
as
p
latf
o
r
m
s
f
o
r
f
o
s
ter
in
g
a
s
h
ar
e
d
u
n
d
er
s
tan
d
in
g
o
f
s
ch
o
o
l
’
s
v
is
io
n
an
d
f
ac
ilit
atin
g
c
o
llab
o
r
ativ
e
ef
f
o
r
ts
to
war
d
ac
h
ie
v
in
g
ac
ad
em
ic
ex
ce
llen
ce
[
3
5
]
.
T
o
s
u
p
p
o
r
t
th
e
ef
f
ec
tiv
e
im
p
lem
e
n
tatio
n
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
,
p
r
in
ci
p
als
m
u
s
t
en
s
u
r
e
t
h
e
av
ailab
ilit
y
o
f
ap
p
r
o
p
r
iate
m
ater
ials
an
d
r
eso
u
r
ce
s
.
Ob
s
er
v
in
g
teac
h
er
s
in
th
e
class
r
o
o
m
is
also
a
cr
u
cial
asp
ec
t
o
f
th
is
r
o
le,
as
it
en
ab
les
p
r
in
cip
als
to
p
r
o
v
id
e
f
ee
d
b
ac
k
an
d
g
u
id
an
ce
,
th
er
e
b
y
p
r
o
m
o
tin
g
th
e
alig
n
m
en
t
o
f
in
s
tr
u
cti
o
n
al
p
r
ac
tices
with
th
e
s
ch
o
o
l
’
s
g
o
als [
3
6
]
.
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
:
5
0
6
7
-
5
0
7
9
5070
2
.
1
.
4
.
M
a
na
g
ing
ins
t
ruct
io
na
l p
ro
g
ra
m
Ma
n
ag
in
g
in
s
tr
u
ctio
n
al
p
r
o
g
r
a
m
s
en
tails
th
e
p
r
in
cip
al
’
s
s
tr
at
eg
ic
ac
tio
n
s
,
o
f
ten
in
co
llab
o
r
atio
n
with
v
ice
p
r
in
cip
als,
to
en
s
u
r
e
th
e
ef
f
ec
tiv
e
d
eliv
er
y
o
f
th
e
cu
r
r
i
cu
lu
m
an
d
th
e
ac
h
iev
em
e
n
t
o
f
ed
u
ca
tio
n
al
g
o
als.
T
h
is
r
esp
o
n
s
ib
ilit
y
in
clu
d
es
cu
r
r
icu
lu
m
co
o
r
d
in
atio
n
,
d
eleg
atin
g
an
d
f
o
s
ter
in
g
c
o
llab
o
r
atio
n
am
o
n
g
s
taf
f
,
ev
alu
atin
g
in
s
tr
u
ctio
n
al
tim
e,
an
d
m
o
n
ito
r
in
g
th
e
q
u
ality
a
n
d
p
r
o
g
r
ess
o
f
teac
h
in
g
an
d
l
ea
r
n
in
g
[
1
3
]
,
[
3
6
]
.
T
h
e
p
r
in
cip
al
’
s
p
r
im
ar
y
f
o
cu
s
s
h
o
u
ld
b
e
o
n
co
r
e
ar
ea
s
o
f
th
e
ed
u
ca
tio
n
al
c
u
r
r
icu
lu
m
t
o
s
u
s
tain
ef
f
ec
tiv
e
teac
h
in
g
an
d
lear
n
i
n
g
,
u
ltima
tely
s
u
p
p
o
r
ti
n
g
th
e
attain
m
en
t
o
f
s
ch
o
o
l
g
o
als.
Prin
ci
p
als
m
u
s
t
co
n
s
is
ten
tly
ac
tu
alize
an
d
t
r
an
s
late
th
e
s
ch
o
o
l
’
s
v
is
io
n
a
n
d
o
b
jectiv
es
in
t
o
class
r
o
o
m
p
r
ac
tices
at
all
le
v
els.
T
h
is
in
v
o
l
v
es
alig
n
in
g
teac
h
er
s
’
in
s
tr
u
ctio
n
al
o
b
jectiv
es
with
th
e
b
r
o
ad
e
r
s
ch
o
o
l
m
is
s
io
n
an
d
s
y
s
tem
atica
lly
ev
alu
atin
g
class
r
o
o
m
p
r
ac
tices
to
m
ai
n
tain
h
ig
h
s
tan
d
ar
d
s
o
f
teac
h
i
n
g
an
d
lea
r
n
in
g
[
3
7
]
.
B
y
ac
tiv
e
ly
m
an
ag
i
n
g
th
ese
co
m
p
o
n
en
ts
,
th
e
p
r
i
n
cip
al
s
er
v
es
as
a
f
o
ca
l
lead
er
in
f
o
s
ter
in
g
an
en
v
ir
o
n
m
e
n
t
th
at
s
u
p
p
o
r
ts
ac
ad
em
ic
ex
ce
llen
ce
an
d
c
o
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t
[
3
8
]
.
2
.
1
.
5
.
Co
o
rdina
t
ing
t
he
cu
rr
iculu
m
T
h
e
ef
f
ec
tiv
en
ess
o
f
a
s
ch
o
o
l
’
s
in
s
tr
u
ctio
n
al
p
r
o
g
r
am
is
c
lo
s
ely
tied
to
th
e
d
e
g
r
ee
o
f
c
u
r
r
icu
lu
m
co
o
r
d
in
atio
n
.
A
well
-
co
o
r
d
in
ated
cu
r
r
icu
lu
m
en
s
u
r
es
th
at
th
e
co
n
ten
t
tau
g
h
t
in
class
r
o
o
m
s
alig
n
s
with
th
e
s
ch
o
o
l’
s
o
b
jectiv
es,
f
ac
ilit
ati
n
g
th
e
ac
h
iev
em
en
t
o
f
ed
u
c
atio
n
al
g
o
als
ac
r
o
s
s
all
lev
els
o
f
lear
n
in
g
[
1
3
]
.
E
f
f
ec
tiv
e
c
u
r
r
icu
lu
m
c
o
o
r
d
i
n
atio
n
is
s
u
p
p
o
r
ted
b
y
teac
h
e
r
co
llab
o
r
atio
n
a
n
d
ac
tiv
e
i
n
ter
ac
tio
n
at
all
lev
els
r
eg
ar
d
in
g
in
s
tr
u
ctio
n
al
m
atte
r
s
[
3
9
]
,
[
4
0
]
.
On
e
o
f
t
h
e
k
e
y
r
esp
o
n
s
ib
ilit
ies
o
f
th
e
s
ch
o
o
l
p
r
in
cip
al
as
a
n
in
s
tr
u
ctio
n
al
lead
er
is
to
m
a
in
tain
an
d
p
r
o
m
o
te
th
e
p
r
o
p
er
in
ter
p
r
etatio
n
o
f
th
e
c
u
r
r
i
cu
lu
m
with
in
th
e
class
r
o
o
m
.
T
h
is
in
v
o
lv
es
en
s
u
r
in
g
th
at
ed
u
ca
tio
n
al
o
b
jectiv
e
s
ar
e
clea
r
an
d
ac
tio
n
ab
le,
an
s
wer
in
g
th
e
cr
itical
q
u
esti
o
n
s
o
f
wh
at
s
tu
d
en
ts
n
e
ed
to
lear
n
,
w
h
y
it
is
ess
en
tial,
h
o
w
it
s
h
o
u
ld
b
e
ta
u
g
h
t,
an
d
wh
en
it
s
h
o
u
ld
b
e
im
p
lem
en
ted
[
3
8
]
.
B
y
f
o
s
ter
in
g
a
co
h
esiv
e
ap
p
r
o
ac
h
to
cu
r
r
icu
lu
m
d
eliv
er
y
,
th
e
p
r
in
cip
al
lay
s
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
ef
f
ec
tiv
e
teac
h
i
n
g
an
d
lear
n
in
g
,
u
ltima
tely
d
r
i
v
in
g
th
e
s
ch
o
o
l to
war
d
its
ac
ad
em
ic
g
o
als.
2
.
1
.
6
.
Su
perv
is
e
a
nd
ev
a
lua
t
e
ins
t
ruct
io
n
Su
p
er
v
is
io
n
a
n
d
e
v
alu
atio
n
i
n
v
o
lv
e
p
r
o
v
id
in
g
in
s
tr
u
ctio
n
a
l
s
u
p
p
o
r
t
to
teac
h
er
s
th
r
o
u
g
h
s
tr
u
ctu
r
ed
m
o
n
ito
r
in
g
o
f
class
r
o
o
m
ac
t
iv
ities
.
T
h
is
p
r
o
ce
s
s
m
ay
in
clu
d
e
f
o
r
m
al
o
r
in
f
o
r
m
al
v
i
s
its
to
cla
s
s
r
o
o
m
s
co
n
d
u
cte
d
b
y
th
e
s
ch
o
o
l
p
r
in
cip
al
o
r
d
eleg
ated
t
o
s
u
b
o
r
d
i
n
ates,
allo
win
g
f
o
r
o
b
s
er
v
atio
n
o
f
b
o
th
teac
h
er
s
’
an
d
s
tu
d
en
ts
’
in
ter
ac
tio
n
s
an
d
ac
tiv
ities
[
4
1
]
–
[
4
3
]
.
E
f
f
ec
tiv
e
s
u
p
er
v
is
io
n
f
o
s
ter
s
th
e
d
ev
el
o
p
m
en
t
o
f
teac
h
e
r
s
’
in
s
tr
u
ctio
n
al
ca
p
ac
ity
,
en
s
u
r
i
n
g
th
at
th
eir
teac
h
in
g
p
r
ac
tic
es
alig
n
with
q
u
ality
s
tan
d
a
r
d
s
an
d
ed
u
ca
tio
n
al
g
o
als.
Prin
cip
als
p
lay
a
f
u
n
d
am
en
tal
r
o
le
in
en
h
an
cin
g
th
is
ca
p
ac
ity
b
y
p
r
o
v
i
d
in
g
tar
g
eted
f
ee
d
b
ac
k
,
p
r
o
f
ess
io
n
al
g
u
id
an
ce
,
an
d
s
u
p
p
o
r
t
th
at
im
p
r
o
v
es
th
e
o
v
er
a
ll
q
u
ality
o
f
i
n
s
tr
u
ctio
n
[
4
4
]
.
T
h
r
o
u
g
h
co
n
s
is
ten
t
s
u
p
er
v
is
io
n
an
d
th
o
r
o
u
g
h
e
v
alu
atio
n
,
i
n
s
tr
u
ctio
n
al
lead
e
r
s
h
elp
id
e
n
tify
ar
ea
s
f
o
r
i
m
p
r
o
v
e
m
en
t
wh
il
e
r
ein
f
o
r
cin
g
s
tr
en
g
th
s
,
u
ltima
tely
f
o
s
ter
in
g
a
cu
ltu
r
e
o
f
co
n
ti
n
u
o
u
s
p
r
o
f
ess
io
n
al
g
r
o
wth
a
n
d
elev
atin
g
teac
h
in
g
q
u
ality
to
p
o
s
itiv
ely
im
p
ac
t stu
d
en
t le
ar
n
i
n
g
o
u
tco
m
es
[
4
5
]
.
2
.
1
.
7
.
M
o
nito
r
s
t
ud
ent
pro
g
re
s
s
Prin
cip
al
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
is
cr
u
cial
i
n
m
o
n
ito
r
in
g
s
tu
d
en
ts
’
p
r
o
g
r
ess
to
in
f
o
r
m
in
s
tr
u
ctio
n
al
d
ec
is
io
n
s
an
d
p
r
o
v
id
e
f
ee
d
b
ac
k
th
at
en
h
a
n
ce
s
lear
n
in
g
a
n
d
s
u
p
p
o
r
ts
th
e
attain
m
e
n
t
o
f
e
d
u
ca
tio
n
al
o
b
jectiv
es.
T
h
is
is
o
f
ten
ac
h
iev
ed
th
r
o
u
g
h
s
tan
d
ar
d
ized
m
ea
s
u
r
es
s
u
ch
as
test
s
an
d
ass
ess
m
en
ts
[
3
2
]
.
Prin
cip
als
ar
e
r
esp
o
n
s
ib
le
f
o
r
s
h
ar
in
g
r
elev
an
t
ass
ess
m
en
t
r
esu
lts
with
t
ea
ch
er
s
an
d
p
ar
e
n
ts
p
r
o
m
p
tly
,
en
s
u
r
i
n
g
a
clea
r
u
n
d
er
s
tan
d
i
n
g
o
f
s
tu
d
en
ts
’
p
e
r
f
o
r
m
a
n
ce
.
T
h
ey
f
ac
ilit
ate
d
is
cu
s
s
io
n
s
with
teac
h
er
s
to
an
al
y
ze
test
r
esu
lts
an
d
p
r
o
v
id
e
d
etailed
in
ter
p
r
etatio
n
s
,
h
elp
in
g
to
id
e
n
tify
ar
ea
s
r
e
q
u
ir
in
g
im
p
r
o
v
em
en
t.
T
h
ese
co
llab
o
r
ativ
e
ef
f
o
r
ts
en
ab
le
teac
h
er
s
to
a
d
ju
s
t
th
eir
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
to
b
etter
s
u
p
p
o
r
t
s
tu
d
e
n
ts
’
p
r
o
g
r
e
s
s
[
4
6
]
.
Mo
r
e
o
v
er
,
p
r
in
cip
als
en
g
ag
e
in
co
n
tin
u
o
u
s
co
m
m
u
n
icatio
n
with
s
tak
eh
o
ld
er
s
,
em
p
h
asizin
g
a
d
ata
-
d
r
iv
en
ap
p
r
o
ac
h
to
en
h
an
cin
g
lear
n
er
o
u
tco
m
es [
1
1
]
.
2
.
1
.
8
.
Dev
elo
p po
s
it
iv
e
s
cho
o
l le
a
rning
clim
a
t
e
C
r
ea
tin
g
a
p
o
s
itiv
e
SLC
is
a
c
r
itical
f
u
n
ctio
n
o
f
th
e
p
r
in
ci
p
a
l
’
s
r
o
le
in
f
o
s
ter
in
g
an
en
v
ir
o
n
m
en
t
th
at
m
o
tiv
ates
an
d
s
u
p
p
o
r
ts
b
o
th
teac
h
er
s
an
d
s
tu
d
e
n
ts
.
T
h
is
e
n
v
ir
o
n
m
e
n
t
s
h
o
u
ld
e
n
ab
le
ac
tiv
e
en
g
ag
em
e
n
t
an
d
p
r
o
d
u
ctiv
ity
,
u
ltima
tely
d
r
iv
i
n
g
teac
h
in
g
,
lea
r
n
in
g
,
an
d
s
c
h
o
o
l
im
p
r
o
v
em
e
n
t.
T
h
e
p
r
i
n
c
ip
al
p
lay
s
a
p
iv
o
tal
r
o
le
in
estab
lis
h
in
g
h
ig
h
ex
p
ec
tatio
n
s
f
o
r
tr
an
s
latin
g
cu
r
r
i
cu
lu
m
o
b
jectiv
es
in
to
a
v
ib
r
an
t
s
ch
o
o
l
lear
n
in
g
cu
ltu
r
e,
em
p
h
asizin
g
c
o
llab
o
r
ativ
e
teac
h
er
in
v
o
lv
em
e
n
t.
T
h
ese
ef
f
o
r
ts
alig
n
with
Hallin
g
er
an
d
Mu
r
p
h
y
[
9
]
f
r
am
ewo
r
k
,
wh
ich
em
p
h
asizes
th
at
s
tu
d
en
t
lear
n
in
g
,
m
u
s
t
r
em
ain
th
e
ce
n
tr
al
f
o
cu
s
o
f
a
ll
s
ch
o
o
l
ac
tiv
ities
.
Prin
cip
als
ar
e
task
ed
with
s
h
ap
in
g
a
b
r
o
ad
e
r
v
is
io
n
th
at
n
o
t
o
n
ly
p
r
i
o
r
itizes
s
tu
d
en
t
o
u
tco
m
es
b
u
t
also
ac
tiv
ely
p
r
o
m
o
tes
teac
h
e
r
s
’
p
r
o
f
ess
io
n
alis
m
an
d
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t.
B
y
cu
ltiv
atin
g
a
s
u
p
p
o
r
tiv
e
a
n
d
i
n
clu
s
iv
e
clim
ate,
th
e
p
r
in
cip
al
en
s
u
r
es
th
at
b
o
th
s
taf
f
an
d
s
tu
d
en
ts
th
r
iv
e
in
an
e
n
v
ir
o
n
m
en
t
co
n
d
u
ci
v
e
to
ac
h
ie
v
in
g
th
e
s
ch
o
o
l’
s
ed
u
c
atio
n
al
g
o
als.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
d
o
p
tin
g
th
e
p
r
in
cip
a
l in
s
tr
u
ctio
n
a
l m
a
n
a
g
eme
n
t ra
tin
g
s
ca
l
e
fo
r
en
h
a
n
ci
n
g
…
(
H
a
fs
a
t A
liyu
B
a
d
a
)
5071
2
.
1
.
9
.
P
ro
t
ec
t
ins
t
ruct
io
na
l t
im
e
T
h
e
p
r
in
cip
al,
as
an
in
s
tr
u
ctio
n
al
lead
er
,
p
lay
s
a
cr
u
cial
r
o
le
in
s
h
ap
in
g
s
ch
o
o
l
-
wid
e
p
o
lici
es
th
r
o
u
g
h
th
e
d
ev
elo
p
m
en
t
an
d
en
f
o
r
ce
m
en
t
o
f
g
u
id
elin
es
th
at
in
ter
p
r
et
an
d
en
h
a
n
ce
s
tu
d
en
t
lear
n
in
g
at
all
g
r
ad
e
lev
els
[
1
3
]
.
On
e
o
f
th
e
p
r
i
n
cip
al
’
s
k
ey
r
esp
o
n
s
ib
ilit
ies
is
p
r
o
tectin
g
in
s
tr
u
ctio
n
al
tim
e,
wh
ic
h
i
n
v
o
lv
es
o
p
tim
izin
g
th
e
tim
e
allo
ca
ted
f
o
r
in
s
tr
u
ct
io
n
,
ass
ess
m
en
ts
,
an
d
r
elate
d
s
tu
d
en
t
ac
tiv
ities
.
T
h
is
ca
n
b
e
ac
h
iev
ed
th
r
o
u
g
h
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
a
n
d
s
u
p
er
v
is
io
n
b
etwe
en
s
tu
d
en
t
s
an
d
teac
h
er
s
.
T
h
e
p
r
in
cip
al
’
s
g
u
id
a
n
ce
en
s
u
r
es
th
at
th
e
allo
ca
tio
n
o
f
in
s
tr
u
c
tio
n
al
tim
e
is
ca
r
e
f
u
lly
s
tr
u
c
tu
r
ed
,
with
clea
r
e
x
p
ec
tatio
n
s
f
o
r
i
n
s
tr
u
ctio
n
a
l
p
r
o
ce
s
s
,
to
m
ee
t
th
e
s
ch
o
o
l’
s
o
b
jectiv
es
a
n
d
im
p
r
o
v
e
s
tu
d
en
t
o
u
tc
o
m
es
[
4
1
]
.
B
y
en
s
u
r
in
g
th
at
ap
p
r
o
p
r
iate
in
s
tr
u
ctio
n
al
tim
e
is
s
et
f
o
r
b
o
th
teac
h
er
s
a
n
d
lear
n
er
s
,
th
e
p
r
in
cip
al
h
elp
s
estab
lis
h
clea
r
s
tar
t
an
d
en
d
tim
es
f
o
r
class
es
wh
ile
al
s
o
ad
v
is
in
g
p
ar
en
ts
o
n
th
e
im
p
o
r
tan
ce
o
f
r
eg
u
lar
atten
d
an
ce
.
Ad
d
iti
o
n
ally
,
th
e
p
r
in
ci
p
al
co
o
r
d
in
ates
s
taf
f
m
ee
tin
g
s
t
o
d
is
cu
s
s
an
d
o
p
tim
ize
th
e
allo
ca
tio
n
o
f
in
s
tr
u
ctio
n
al
ti
m
e,
r
ein
f
o
r
cin
g
its
im
p
o
r
tan
ce
in
th
e
s
ch
o
o
l’
s
b
r
o
ad
er
ed
u
ca
tio
n
al
g
o
als.
2
.
1
.
1
0
.
P
ro
v
ide
incent
iv
es f
o
r
t
ea
ching
a
nd
lea
rning
T
o
a
c
h
i
e
v
e
t
h
e
o
r
g
a
n
i
z
a
ti
o
n
’
s
g
o
a
l
s
a
n
d
o
b
je
c
t
i
v
es
,
e
f
f
ec
t
iv
e
h
u
m
a
n
r
e
s
o
u
r
c
e
m
a
n
a
g
e
m
e
n
t
p
l
a
y
s
a
c
r
u
c
i
a
l
r
o
l
e
t
h
r
o
u
g
h
r
e
g
u
l
a
r
a
p
p
r
a
i
s
a
ls
a
n
d
r
ew
a
r
d
s
f
o
r
e
m
p
l
o
y
e
e
s
[
4
7
]
,
[
4
8
]
.
I
n
t
h
e
c
o
n
t
e
x
t
o
f
t
h
e
s
c
h
o
o
l
s
y
s
t
e
m
,
p
r
i
n
c
i
p
a
l
s
s
h
o
u
l
d
a
c
t
i
v
el
y
m
o
ti
v
a
t
e
t
e
ac
h
e
r
s
b
y
r
e
c
o
g
n
i
z
i
n
g
a
n
d
r
e
w
a
r
d
i
n
g
t
h
e
i
r
h
a
r
d
w
o
r
k
,
b
o
t
h
f
o
r
m
a
l
l
y
a
n
d
i
n
f
o
r
m
a
l
l
y
.
T
h
e
s
e
i
n
c
e
n
t
i
v
es
ca
n
i
n
c
l
u
d
e
m
o
n
e
t
a
r
y
r
e
w
a
r
d
s
as
w
el
l
a
s
n
o
n
-
m
o
n
e
t
a
r
y
r
e
c
o
g
n
i
t
i
o
n
s
u
c
h
as
p
r
a
is
e
an
d
ac
k
n
o
wled
g
em
en
t
o
f
th
ei
r
ef
f
ec
tiv
en
ess
an
d
co
m
m
itm
en
t
to
th
e
j
o
b
.
Pro
v
id
in
g
s
u
c
h
in
ce
n
tiv
es
f
o
s
ter
s
a
p
o
s
itiv
e
wo
r
k
e
n
v
ir
o
n
m
en
t a
n
d
r
ein
f
o
r
ce
s
teac
h
er
s
’
d
ed
icat
io
n
to
ac
h
ie
v
in
g
e
d
u
ca
tio
n
al
o
u
tco
m
es
.
2
.
1
.
1
1
.
M
a
inta
ins
hig
h v
is
ibi
l
it
y
T
h
e
p
r
i
n
c
ip
al
s
h
o
u
l
d
m
ai
n
ta
i
n
a
s
t
r
o
n
g
p
h
y
s
ic
al
p
r
ese
n
c
e
t
h
r
o
u
g
h
o
u
t
a
ll
as
p
e
cts
o
f
t
h
e
s
c
h
o
o
l
en
v
i
r
o
n
m
e
n
t
.
T
h
e
p
r
in
ci
p
al
’
s
v
is
i
b
i
lit
y
p
l
a
y
s
a
cr
u
cia
l
r
o
le
i
n
f
o
s
te
r
i
n
g
p
o
s
i
ti
v
e
i
n
te
r
a
cti
o
n
s
wit
h
b
o
th
t
ea
c
h
er
s
an
d
s
t
u
d
e
n
ts
[
4
9
]
.
B
y
d
e
d
ic
at
in
g
a
s
i
g
n
if
i
ca
n
t
p
o
r
ti
o
n
o
f
t
h
eir
ti
m
e
to
b
ei
n
g
ac
ti
v
el
y
p
r
e
s
en
t
i
n
c
lass
r
o
o
m
s
,
p
r
in
ci
p
a
ls
ca
n
e
n
g
a
g
e
d
ir
ec
tl
y
wit
h
t
h
e
te
ac
h
i
n
g
a
n
d
l
ea
r
n
i
n
g
p
r
o
ce
s
s
.
T
h
is
v
is
i
b
le
l
e
ad
er
s
h
i
p
e
n
h
a
n
c
es
co
m
m
u
n
i
ca
ti
o
n
a
n
d
b
u
il
d
s
r
a
p
p
o
r
t
,
w
h
ic
h
,
i
n
t
u
r
n
,
p
o
s
it
iv
el
y
a
f
f
ec
ts
s
t
u
d
e
n
t
b
e
h
a
v
i
o
r
,
a
ca
d
em
i
c
p
e
r
f
o
r
m
a
n
c
e,
an
d
o
v
e
r
al
l
c
lass
r
o
o
m
i
n
s
t
r
u
ct
i
o
n
[
1
3
]
,
[
5
0
]
.
T
h
e
p
r
i
n
ci
p
al
’
s
p
r
ese
n
c
e
p
r
o
m
o
tes
a
c
u
lt
u
r
e
o
f
ac
c
o
u
n
ta
b
i
lit
y
an
d
s
u
p
p
o
r
t,
r
ei
n
f
o
r
ci
n
g
t
h
e
ir
l
ea
d
e
r
s
h
ip
r
o
le
i
n
s
h
a
p
i
n
g
a
p
r
o
d
u
ct
iv
e
a
n
d
m
o
ti
v
ati
n
g
l
ea
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
.
2
.
1
.
1
2
.
P
ro
m
o
t
es
pro
f
ess
io
na
l dev
elo
pm
ent
An
ef
f
ec
tiv
e
s
ch
o
o
l
p
r
in
cip
al
p
lay
s
a
cr
u
cial
r
o
le
in
f
o
s
ter
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
b
y
r
ec
o
m
m
en
d
in
g
a
n
d
f
ac
ilit
atin
g
tr
ain
in
g
p
r
o
g
r
am
s
th
at
en
h
a
n
ce
teac
h
er
s
’
in
s
tr
u
ctio
n
al
an
d
p
ed
a
g
o
g
ical
s
k
ills
,
u
ltima
tely
lead
in
g
to
im
p
r
o
v
e
d
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
[
1
1
]
.
Prin
cip
als
s
u
p
p
o
r
t
teac
h
e
r
s
in
v
ar
io
u
s
way
s
b
y
p
r
o
v
id
in
g
o
p
p
o
r
tu
n
ities
f
o
r
s
taf
f
d
ev
elo
p
m
en
t
th
at
alig
n
with
s
ch
o
o
l
g
o
als
an
d
c
o
n
tr
i
b
u
te
to
th
e
o
v
er
all
im
p
r
o
v
em
e
n
t
o
f
teac
h
in
g
an
d
lear
n
in
g
[
1
3
]
.
B
y
ac
tiv
ely
lead
in
g
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
in
itiativ
es,
an
ef
f
ec
tiv
e
p
r
i
n
cip
al
o
r
g
an
izes
an
d
d
i
r
ec
ts
k
ey
s
taf
f
tr
ai
n
in
g
ac
tiv
ities
s
u
ch
as
co
n
f
er
en
ce
s
,
wo
r
k
s
h
o
p
s
,
s
y
m
p
o
s
iu
m
s
,
o
b
s
er
v
atio
n
s
,
a
n
d
s
u
p
e
r
v
is
o
r
y
p
r
o
ce
s
s
es
[
3
8
]
,
[
4
3
]
.
Fu
r
th
e
r
m
o
r
e,
th
e
y
d
e
m
o
n
s
tr
ate
a
s
tr
o
n
g
co
m
m
itm
en
t
to
im
p
r
o
v
in
g
cl
ass
r
o
o
m
p
r
ac
tice
th
r
o
u
g
h
r
e
g
u
lar
class
r
o
o
m
v
is
its
an
d
ac
ti
v
e
in
v
o
l
v
em
en
t
in
teac
h
in
g
an
d
lear
n
in
g
with
th
e
ass
i
s
tan
ce
o
f
teac
h
er
s
[
4
4
]
,
[
4
5
]
.
W
ith
th
e
r
ev
iewe
d
f
ac
to
r
s
with
r
ef
er
en
ce
to
p
r
in
cip
al
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
r
o
les
f
o
r
s
ch
o
o
l
ef
f
ec
tiv
e
n
ess
,
th
is
s
tu
d
y
d
escr
ib
ed
th
e
P
I
MRS
in
s
tr
u
m
en
t
’
s
co
n
s
tr
u
cts
an
d
d
im
e
n
s
io
n
s
.
It
em
p
lo
y
ed
t
h
e
ex
p
l
o
r
ato
r
y
f
ac
t
o
r
an
aly
s
is
to
ch
ec
k
its
r
eliab
i
lity
an
d
v
alid
ity
in
th
e
Nig
er
ian
s
ettin
g
.
3.
M
E
T
H
O
D
3
.
1
.
Desig
n
T
h
is
s
tu
d
y
ad
o
p
ted
th
e
n
o
n
-
ex
p
er
im
e
n
tal
d
escr
ip
tiv
e
ca
s
e
s
tu
d
y
d
esig
n
with
in
a
q
u
an
titativ
e
p
ar
ad
ig
m
[
4
5
]
.
T
h
e
d
esig
n
w
as
ad
ju
d
g
e
d
ap
p
r
o
p
r
iate
f
o
r
e
x
am
in
in
g
th
e
c
o
n
s
tr
u
ct
o
f
in
s
tr
u
ctio
n
al
d
eliv
e
r
y
ef
f
ec
tiv
en
ess
an
d
th
e
d
im
en
s
i
o
n
o
f
th
e
PIM
R
S
in
s
tr
u
m
en
t
t
h
r
o
u
g
h
t
h
e
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
with
in
th
e
Nig
er
ian
co
n
tex
t.
3
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
pli
ng
T
h
e
p
o
p
u
latio
n
f
o
r
th
is
s
tu
d
y
wer
e
Nig
er
ian
teac
h
er
s
,
w
h
ile
th
e
tar
g
et
p
o
p
u
latio
n
wer
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
.
T
h
e
s
am
p
le
f
o
r
th
is
s
tu
d
y
co
m
p
r
is
es
10
s
ec
o
n
d
ar
y
s
ch
o
o
ls
f
r
o
m
u
r
b
a
n
an
d
r
u
r
al
ar
ea
s
o
f
Kwa
r
a
State,
Nig
er
ia.
A
to
tal
o
f
1
0
0
teac
h
er
s
p
a
r
ticip
ated
in
r
esp
o
n
d
in
g
to
th
e
s
u
r
v
ey
q
u
e
s
tio
n
,
o
u
t
o
f
wh
ich
6
3
(
6
3
%)
wer
e
f
em
ale
a
n
d
3
7
(
3
7
%)
wer
e
m
ale;
th
e
y
we
r
e
co
n
f
id
en
tly
s
elec
ted
f
r
o
m
u
r
b
an
an
d
r
u
r
al
ar
ea
s
.
Data
wer
e
co
llected
in
J
u
ly
2
0
2
3
with
in
2
wee
k
s
.
E
ac
h
v
ic
e
p
r
in
cip
al
ac
ad
em
ic
in
all
p
ar
ticip
atin
g
s
ch
o
o
ls
r
ec
eiv
ed
a
co
p
y
o
f
th
e
q
u
esti
o
n
n
air
es
f
o
r
r
ec
o
r
d
p
u
r
p
o
s
es.
Par
ticip
an
ts
wer
e
ass
u
r
ed
o
f
th
e
co
n
f
i
d
en
tiality
o
f
th
eir
r
esp
o
n
s
es to
en
s
u
r
e
th
at
t
h
e
s
tu
d
y
ad
h
er
ed
to
th
e
r
esear
ch
eth
ics s
tan
d
ar
d
s
.
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
:
5
0
6
7
-
5
0
7
9
5072
3
.
3
.
I
ns
t
rum
ent
a
t
io
n
T
h
is
s
tu
d
y
u
tili
ze
s
c
lo
s
ed
-
en
d
ed
s
u
r
v
ey
q
u
esti
o
n
n
ai
r
es
as
th
e
r
esear
ch
in
s
tr
u
m
en
t.
T
h
e
in
s
tr
u
m
en
t
o
f
PIM
R
S wa
s
em
p
lo
y
ed
f
o
r
th
e
s
tu
d
y
.
T
h
e
3
5
-
item
v
er
s
io
n
wa
s
v
alid
ated
b
ased
o
n
an
ex
p
e
r
t a
cc
o
u
n
t; th
e
s
tu
d
y
an
aly
ze
d
t
h
e
d
ata
o
b
tain
e
d
f
r
o
m
PIM
R
S
at
th
e
f
u
ll
s
ca
le
a
n
d
th
e
3
-
d
im
en
s
io
n
lev
els
[
1
3
]
.
T
h
e
d
em
o
g
r
a
p
h
ic
p
ar
t
o
f
th
e
s
u
r
v
ey
e
x
p
licitly
s
tates
teac
h
er
s
’
g
en
d
er
q
u
alif
icatio
n
s
,
y
ea
r
o
f
e
x
p
er
ien
ce
,
an
d
s
u
b
ject
ta
u
g
h
t.
All
item
h
ea
d
in
g
s
ar
e
s
y
n
o
n
y
m
o
u
s
:
“
T
o
wh
at
ex
ten
t
d
o
es
th
e
p
r
in
cip
al
in
y
o
u
r
s
ch
o
o
l
p
r
ac
tice
th
e
f
o
llo
win
g
…”
Sam
p
le
item
s
in
clu
d
ed
“
f
r
am
es
th
e
s
ch
o
o
l
g
o
als
in
o
r
d
er
f
o
r
s
taf
f
to
m
ee
t
th
em
”
,
“
d
is
cu
s
s
s
ch
o
o
l
ac
ad
em
ic
g
o
als
with
teac
h
er
s
”
,
an
d
“
e
n
s
u
r
e
th
at
th
e
s
ch
o
o
l
ac
h
iev
es
th
e
s
c
h
o
o
l’
s
cu
r
r
icu
lu
m
o
b
jectiv
es
”
.
T
h
e
item
ca
teg
o
r
ies
r
an
g
e
f
r
o
m
1
(
alm
o
s
t
n
ev
er
)
to
5
(
alm
o
s
t
alwa
y
s
)
.
T
h
er
e
wer
e
35
item
s
ad
o
p
ted
f
r
o
m
PIM
R
S
b
y
Hall
in
g
er
an
d
Mu
r
p
h
y
[
9
]
with
th
r
ee
d
im
en
s
io
n
s
:
i
)
t
o
d
ef
in
e
s
ch
o
o
l
m
is
s
io
n
with
eig
h
t item
s
;
ii
)
MI
P
with
n
in
e
item
s
; a
n
d
iii
)
t
o
d
ev
elo
p
a
p
o
s
itiv
e
SLC
.
T
h
e
1
5
item
s
wer
e
u
s
ed
a
f
ter
ex
p
er
t
v
alid
atio
n
in
Nig
er
ia.
T
h
e
in
s
tr
u
m
e
n
t
PIM
R
S
was
b
ar
ely
u
s
ed
in
a
Nig
er
ian
co
n
tex
t;
h
en
ce
,
th
e
s
tu
d
y
co
n
s
id
er
ed
it
m
o
s
t
es
s
en
tial
to
ex
p
lo
r
e
th
e
co
n
ten
t
an
d
f
ac
e
v
alid
ity
o
f
th
e
in
s
tr
u
m
en
t
q
u
esti
o
n
n
air
es
.
T
h
e
p
an
el
o
f
two
e
d
u
ca
tio
n
al
p
lan
n
er
s
in
a
Nig
e
r
ian
u
n
iv
er
s
ity
an
d
two
ex
p
er
ien
ce
d
s
ch
o
o
l
p
r
in
cip
als
’
n
o
t
in
clu
d
ed
in
th
e
s
am
p
le
v
alid
ates
th
e
co
n
ten
ts
o
f
th
e
m
ea
s
u
r
in
g
in
s
tr
u
m
en
t
if
th
ey
wer
e
s
u
itab
le
an
d
ap
p
l
icab
le
to
th
e
r
esear
ch
p
u
r
p
o
s
es
in
a
Nig
e
r
ian
c
o
n
tex
t.
Ho
we
v
er
,
item
s
th
at
ar
e
n
o
t
s
u
itab
le
to
th
e
Nig
er
ian
c
o
n
tex
t
wer
e
d
r
o
p
p
e
d
an
d
r
ep
h
r
ased
to
s
u
it
th
e
Nig
er
ian
ed
u
ca
tio
n
al
s
y
s
tem
an
d
p
r
ac
tice
b
y
th
e
ed
u
ca
to
r
,
wh
ich
d
o
es
n
o
t
alter
th
e
o
r
ig
in
al
m
ea
n
in
g
o
f
th
e
item
s
.
T
h
e
co
n
ten
t
v
alid
ity
r
ep
licates
wh
eth
er
th
e
co
n
ten
t
s
ar
e
with
in
th
e
b
r
o
ad
r
an
g
e
o
f
q
u
ality
u
n
d
er
s
tu
d
y
,
wh
ich
is
u
s
u
ally
ca
r
r
ied
o
u
t
b
y
ex
p
e
r
ts
in
th
e
f
ield
[
3
1
]
.
Sch
o
lar
s
h
av
e
p
r
o
v
ed
t
h
e
PI
MRS
co
n
ce
p
tu
al
f
r
am
ewo
r
k
b
ey
o
n
d
r
ea
s
o
n
a
b
le
th
o
u
g
h
t
as
a
co
m
p
r
eh
e
n
s
iv
e
an
d
s
atis
f
ac
to
r
y
m
ea
s
u
r
e
in
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
r
ese
ar
ch
in
r
elatio
n
to
p
r
in
cip
als’
lead
er
s
h
ip
p
r
ac
tice
s
in
s
ch
o
o
ls
ar
o
u
n
d
th
e
g
lo
b
e
[
5
1
]
,
[
5
2
]
.
T
h
e
f
itn
ess
o
f
PIM
R
S
item
s
,
h
o
wev
er
,
ca
n
b
e
s
u
itab
le
f
o
r
t
h
e
Nig
er
ian
ed
u
ca
tio
n
al
s
y
s
tem
,
as
well
as
s
ch
o
o
l
p
r
in
cip
als
in
Nig
er
ia
ar
e
f
am
iliar
with
th
o
s
e
item
s
,
as
it
is
th
eir
u
s
u
al
p
r
ac
tice,
an
d
it
is
co
n
tain
ed
in
th
e
p
o
licy
o
f
e
d
u
ca
tio
n
.
I
tem
s
s
u
ch
as
tr
an
s
latin
g
th
e
cu
r
r
icu
l
u
m
to
th
e
teac
h
er
s
an
d
s
tu
d
en
t
s
,
s
u
p
er
v
is
in
g
an
d
elev
atin
g
s
tu
d
en
ts
’
wo
r
k
,
an
d
p
r
o
v
is
io
n
o
f
SLC
as
it
was
ca
p
tu
r
ed
in
PIM
R
S
item
s
.
Face
v
alid
ity
was
co
n
d
u
cte
d
with
t
h
e
ass
is
tan
ce
o
f
f
i
v
e
teac
h
e
r
s
wh
o
ar
e
n
o
t
in
clu
d
ed
in
t
h
e
s
am
p
led
s
ch
o
o
ls
to
ass
ess
th
e
f
ac
e
v
alid
ity
o
f
th
e
PIM
R
S
item
s
f
o
r
th
e
p
r
esen
t
s
tu
d
y
.
T
h
e
in
s
tr
u
m
en
t
is
o
p
en
t
o
all
b
ases
,
r
an
g
in
g
f
r
o
m
lan
g
u
ag
e
ed
itin
g
,
f
o
r
m
attin
g
,
an
d
r
ep
h
r
asin
g
to
s
ty
lin
g
th
e
q
u
esti
o
n
n
air
es
to
s
u
it
th
e
Nig
er
ian
co
n
tex
t
with
o
u
t
lo
s
in
g
th
e
o
r
ig
in
al
m
ea
n
in
g
o
f
th
e
PIM
R
S item
s
.
3
.
4
.
Da
t
a
a
na
ly
s
is
SP
SS
s
o
f
twar
e
v
er
s
io
n
2
5
was
u
s
ed
to
test
th
e
f
ac
to
r
an
aly
s
is
o
f
th
e
co
n
s
tr
u
ct
v
alid
ity
,
an
d
f
o
r
r
eliab
ilit
y
ass
es
s
m
en
t,
an
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
test
was
u
s
ed
.
T
o
test
th
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
th
e
in
s
tr
u
m
en
t,
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
ex
p
lo
ited
p
r
in
ci
p
al
co
m
p
o
n
en
t
an
aly
s
is
(
PC
A)
[
4
9
]
u
s
in
g
th
e
s
am
e
in
s
tr
u
m
en
t
o
f
s
tu
d
y
in
d
i
f
f
e
r
en
t
co
n
te
x
ts
[
4
3
]
,
[
5
3
]
.
T
h
e
p
r
esen
t
s
tu
d
y
em
p
l
o
y
ed
PC
A
b
ec
au
s
e
it
is
a
p
s
y
ch
o
m
etr
ically
s
o
u
n
d
p
r
o
c
ed
u
r
e
an
d
co
n
ce
p
tu
ally
less
co
m
p
lex
[
5
4
]
.
T
h
e
s
tu
d
y
also
u
s
ed
o
b
liq
u
e
r
o
tatio
n
tech
n
iq
u
es si
n
ce
th
e
PIM
R
S is
a
m
u
lti
-
d
im
en
s
io
n
al
c
o
n
s
tr
u
ct
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
o
en
s
u
r
e
r
eliab
ilit
y
an
d
th
e
v
alid
ity
o
f
th
e
PMI
R
S
in
s
t
r
u
m
en
t,
a
r
eliab
ilit
y
an
aly
s
is
test
wa
s
co
n
d
u
cte
d
.
T
h
e
r
eliab
ilit
y
o
f
t
h
e
in
s
tr
u
m
en
t w
as d
o
n
e
th
r
o
u
g
h
co
n
s
tr
u
ct
v
alid
ity
an
d
r
elia
b
ilit
y
[
5
5
]
,
[
5
6
]
.
T
h
e
v
alid
ity
o
f
an
in
s
tr
u
m
en
t
is
th
e
ab
ilit
y
to
m
ea
s
u
r
e
wh
at
is
ex
p
ec
ted
to
m
ea
s
u
r
e
in
a
co
n
s
tr
u
ct
[
5
7
]
.
W
h
ile
r
eliab
ilit
y
o
f
an
in
s
tr
u
m
en
t
is
th
e
e
x
ten
t
t
o
wh
ich
th
e
in
s
tr
u
m
en
t
m
ea
s
u
r
es
th
e
s
am
e
v
a
r
iab
les
o
r
c
o
n
s
tr
u
cts
o
v
er
a
p
er
io
d
o
f
tim
e
[
5
7
]
.
Facto
r
an
aly
s
is
s
er
v
es
as
th
e
p
r
im
ar
y
s
tatis
tical
test
f
o
r
ass
es
s
in
g
co
n
s
tr
u
ct
v
alid
ity
,
wh
ile
in
ter
n
al
co
n
s
is
ten
cy
s
er
v
es
as
th
e
m
ea
s
u
r
e
o
f
r
eliab
ilit
y
.
T
h
e
in
te
r
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
test
r
ef
er
s
to
a
p
r
o
ce
s
s
f
o
r
ass
ess
in
g
th
e
r
eliab
ilit
y
o
f
s
co
r
es
u
s
in
g
o
n
ly
o
n
e
d
ir
ec
tio
n
o
f
th
e
in
s
tr
u
m
en
t
[
5
8
]
.
I
ts
p
u
r
p
o
s
e
is
to
d
eter
m
in
e
th
e
d
eg
r
ee
to
wh
ich
th
e
in
d
icato
r
s
th
at
m
ak
e
u
p
a
s
ca
le
ar
e
co
n
s
is
ten
t
[
5
9
]
.
C
r
o
n
b
ac
h
’
s
alp
h
a
is
c
o
m
m
o
n
ly
u
s
ed
to
m
ea
s
u
r
e
s
ca
le
r
eliab
ilit
y
with
a
co
e
f
f
icien
t
o
f
a
b
o
v
e
0
.
7
0
c
o
n
s
id
er
ed
ad
eq
u
ate,
wh
ich
s
u
g
g
ests
th
a
t
all
o
f
th
e
item
s
a
r
e
r
eliab
le
an
d
th
e
en
tire
test
is
in
ter
n
a
lly
co
n
s
is
ten
t
[
5
4
]
.
A
C
r
o
n
b
ac
h
’
s
al
p
h
a
c
o
ef
f
icie
n
t
o
f
a
b
o
v
e
0
.
7
0
s
u
g
g
ests
th
at
all
o
f
th
e
item
s
ar
e
r
elia
b
le,
a
n
d
th
e
en
tire
test
is
in
ter
n
ally
co
n
s
is
ten
t.
T
h
is
s
tat
is
tic
wa
s
also
u
s
ed
in
th
is
p
r
e
s
en
t
s
tu
d
y
to
ca
lcu
late
th
e
r
eliab
ilit
y
o
f
PIM
R
S;
th
e
r
esu
lts
ar
e
g
iv
en
i
n
T
ab
le
1
.
Ho
wev
er
,
all
f
u
n
ctio
n
s
o
f
lead
er
s
h
ip
test
ed
wer
e
f
o
u
n
d
r
eliab
le
an
d
h
i
g
h
e
r
th
an
v
alu
es
ab
o
v
e
8
0
,
wh
ich
a
r
e
s
atis
f
ac
to
r
y
[
5
3
]
.
Sin
ce
th
e
m
ain
o
b
jectiv
e
was
to
d
ev
elo
p
an
o
v
er
all
r
eliab
le
PIM
R
S,
in
ter
n
al
r
eliab
ilit
y
was c
alcu
lated
with
3
5
item
s
o
f
t
h
e
in
s
tr
u
m
en
t.
Fu
r
th
er
m
o
r
e
,
th
e
r
eliab
ilit
y
a
n
aly
s
is
o
f
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
s
ca
le,
as
s
h
o
wn
in
T
ab
le
2
,
s
h
o
ws
a
r
elativ
ely
h
ig
h
lev
el
o
f
o
v
e
r
all
C
r
o
n
b
ac
h
’
s
alp
h
a
r
eliab
il
ity
(
α
=0
.
9
5
)
an
d
0
.
7
4
f
o
r
f
r
a
m
in
g
s
ch
o
o
l
g
o
als
s
u
b
s
ca
le
with
4
item
s
,
0
.
7
3
f
o
r
co
m
m
u
n
icatin
g
th
e
s
ch
o
o
l
g
o
als
s
u
b
s
ca
le
with
4
item
s
,
0
.
6
8
f
o
r
c
o
o
r
d
in
atin
g
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J
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8
8
2
2
A
d
o
p
tin
g
th
e
p
r
in
cip
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l in
s
tr
u
ctio
n
a
l m
a
n
a
g
eme
n
t ra
tin
g
s
ca
l
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fo
r
en
h
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n
ci
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(
H
a
fs
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t A
liyu
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a
d
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5073
th
e
cu
r
r
icu
lu
m
s
u
b
s
ca
le
with
3
item
s
,
0
.
7
1
f
o
r
s
u
p
er
v
is
in
g
an
d
e
v
alu
atin
g
in
s
tr
u
ctio
n
s
u
b
s
ca
le
with
3
item
s
,
0
.
7
7
f
o
r
m
o
n
ito
r
in
g
s
tu
d
e
n
t
p
r
o
g
r
ess
s
u
b
s
ca
le
with
3
item
s
,
0
.
6
5
f
o
r
p
r
o
tectin
g
in
s
tr
u
ctio
n
tim
e
s
u
b
s
ca
le
with
3
item
s
,
0
.
5
1
f
o
r
m
ai
n
tain
in
g
h
ig
h
v
is
ib
ilit
y
s
u
b
s
ca
le
with
2
item
s
,
0
.
6
6
f
o
r
in
ce
n
tiv
e
f
o
r
teac
h
er
s
s
u
b
s
ca
le
with
2
item
s
,
0
.
8
5
f
o
r
p
r
o
m
o
ti
n
g
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
s
u
b
s
ca
le
with
5
item
s
,
an
d
0
.
7
5
2
f
o
r
in
ce
n
ti
v
e
f
o
r
lear
n
er
s
s
u
b
s
ca
le
with
3
item
s
.
C
r
o
n
b
ac
h
’
s
alp
h
a
s
tatis
tical
t
ec
h
n
iq
u
e
was
u
s
ed
to
ass
es
s
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
3
5
-
item
q
u
esti
o
n
n
air
e,
as
s
h
o
wn
in
T
a
b
le
2
.
T
h
e
an
aly
s
is
o
f
th
e
s
u
b
-
s
ca
les,
wh
ich
was
b
ased
o
n
t
h
e
s
am
p
le
s
ize
o
f
1
0
0
teac
h
er
s
,
r
ev
ea
le
d
a
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
e
o
f
0
.
9
7
6
f
o
r
th
e
o
v
er
all
s
ca
le,
in
d
icatin
g
ex
ce
llen
t
in
ter
n
al
co
n
s
is
ten
cy
am
o
n
g
th
e
item
s
.
T
h
is
s
u
g
g
ests
th
at
all
item
s
o
n
th
e
q
u
esti
o
n
n
air
e
a
r
e
r
elia
b
le
m
ea
s
u
r
es
o
f
th
e
co
n
s
tr
u
cts.
T
ab
le
1
.
R
eliab
ilit
y
test
in
g
f
o
r
th
e
th
r
ee
m
ain
d
im
en
s
io
n
s
o
f
PIM
R
S (
N=
1
0
0
)
I
n
st
r
u
c
t
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
c
o
n
st
r
u
c
t
N
o
o
f
i
t
e
ms
C
r
o
n
b
a
c
h
a
l
p
h
a
(
α)
D
e
f
i
n
e
s sc
h
o
o
l
m
i
ssi
o
n
8
0
.
8
3
M
a
n
a
g
i
n
g
i
n
s
t
r
u
c
t
i
o
n
a
l
p
r
o
g
r
a
m
9
0
.
8
7
D
e
v
e
l
o
p
i
n
g
a
p
o
s
i
t
i
v
e
S
L
C
18
0
.
9
1
O
v
e
r
a
l
l
t
o
t
a
l
35
0
.
9
5
T
ab
le
2
.
R
eliab
ilit
y
an
aly
s
is
o
f
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
s
ca
le
(
N=
1
0
0
s
am
p
le
)
item
wis
e
F
a
c
t
o
r
s
N
o
o
f
i
t
e
ms
C
r
o
n
b
a
c
h
a
l
p
h
a
(
α)
F
r
a
me
sc
h
o
o
l
g
o
a
l
4
0
.
7
4
C
o
mm
u
n
i
c
a
t
e
s
t
h
e
s
c
h
o
o
l
g
o
a
l
4
0
.
7
3
C
o
o
r
d
i
n
a
t
e
t
h
e
c
u
r
r
i
c
u
l
u
m
3
0
.
6
8
S
u
p
e
r
v
i
se
a
n
d
e
v
a
l
u
a
t
e
i
n
st
r
u
c
t
i
o
n
3
0
.
7
1
M
o
n
i
t
o
r
st
u
d
e
n
t
p
r
o
g
r
e
ss
3
0
.
7
7
P
r
o
t
e
c
t
i
n
st
r
u
c
t
i
o
n
t
i
me
3
0
.
6
5
M
a
i
n
t
a
i
n
h
i
g
h
v
i
si
b
i
l
i
t
y
2
0
.
5
1
I
n
c
e
n
t
i
v
e
f
o
r
t
e
a
c
h
e
r
s
2
0
.
6
6
P
r
o
mo
t
e
p
r
o
f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
me
n
t
5
0
.
8
5
I
n
c
e
n
t
i
v
e
f
o
r
l
e
a
r
n
e
r
s
3
0
.
7
2
To
t
a
l
32
0
.
9
5
As
s
h
o
wn
in
T
ab
le
3
,
th
e
co
n
s
tr
u
ct
v
alid
ity
f
o
r
th
e
d
im
en
s
io
n
was
ev
alu
ated
th
r
o
u
g
h
f
ac
to
r
an
aly
s
is
.
Ass
es
s
in
g
ce
r
tain
m
ea
s
u
r
es
i
s
n
ec
ess
ar
y
to
d
eter
m
in
e
th
e
r
esp
o
n
d
en
t
d
ata
’
s
f
itn
ess
f
o
r
f
ac
to
r
an
aly
s
is
.
T
h
e
m
ea
s
u
r
es
ar
e
th
e
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
m
ea
s
u
r
e
o
f
s
am
p
lin
g
a
d
eq
u
ac
y
[
6
0
]
–
[
6
2
]
an
d
B
ar
tlett
’
s
t
est
o
f
s
p
h
er
icity
[
6
3
]
.
T
h
e
v
alu
e
o
f
KM
O
r
an
g
es
f
r
o
m
0
to
1
,
with
v
alu
es
o
f
at
least
0
.
0
5
to
c
o
n
s
id
er
th
e
f
ac
to
r
a
n
aly
s
is
s
u
itab
le
[
5
7
]
.
T
h
e
co
n
tr
ac
ts
o
f
PIM
R
S
d
im
en
s
io
n
s
p
r
o
d
u
ce
d
KM
O
v
alu
es
r
an
g
i
n
g
f
r
o
m
0
.
5
0
0
to
0
.
8
4
1
,
as
r
ev
ea
led
in
T
ab
le
2
.
T
h
is
s
h
o
ws
th
at
th
e
r
esp
o
n
d
en
t
d
ata
(
N=
1
0
0
)
ac
q
u
ir
ed
f
o
r
th
is
p
r
esen
t
s
tu
d
y
is
s
u
f
f
icien
t.
Me
an
wh
ile,
B
ar
tlett
’
s
test
o
f
s
p
h
er
icity
s
h
o
u
ld
b
e
s
ig
n
if
ican
t
at
p
<0
.
0
5
f
o
r
f
ac
to
r
an
aly
s
is
to
b
e
s
u
itab
le
[
6
4
]
.
All
co
n
s
tr
u
cts
d
em
o
n
s
tr
ate
p
-
v
alu
es
f
o
r
all
v
ar
iab
les
b
elo
w
0
.
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9
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[
6
5
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.
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4
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ate
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ates
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th
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ata
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r
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g
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ass
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Acc
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Stev
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[
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ize
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g
to
b
e
tter
s
tu
d
en
t
ac
h
iev
em
e
n
t
an
d
p
r
o
g
r
ess
to
war
d
ed
u
ca
tio
n
al
g
o
als.
T
o
e
n
s
u
r
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
,
f
u
tu
r
e
r
esear
c
h
s
h
o
u
ld
f
o
c
u
s
o
n
ad
ap
tin
g
th
e
in
s
tr
u
m
en
t to
ad
d
r
ess
th
e
id
en
tifie
d
wea
k
n
ess
es in
s
p
ec
if
ic
s
u
b
-
s
ca
le.
Mo
r
eo
v
er
,
ca
p
ac
ity
-
b
u
ild
in
g
wo
r
k
s
h
o
p
s
an
d
tr
ai
n
in
g
p
r
o
g
r
am
s
s
h
o
u
l
d
b
e
o
r
g
an
ized
f
o
r
p
r
in
cip
al
s
to
f
am
iliar
ize
th
em
with
t
h
e
PIM
R
S
an
d
its
ap
p
licatio
n
in
en
h
a
n
cin
g
in
s
tr
u
ctio
n
al
d
eli
v
er
y
[
4
5
]
.
B
y
e
m
b
ed
d
in
g
th
e
PIM
R
S
in
to
Nig
er
ia’
s
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
,
s
tak
eh
o
ld
er
s
ca
n
s
ig
n
if
ican
tly
ad
v
an
ce
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices
,
an
d
co
n
s
eq
u
en
tly
,
o
v
er
all
s
ch
o
o
l e
f
f
ec
tiv
en
ess
.
5.
RE
CO
M
M
E
NDA
T
I
O
N
B
ased
o
n
th
e
f
in
d
i
n
g
s
,
th
e
f
o
l
lo
win
g
r
ec
o
m
m
en
d
atio
n
s
v
is
-
a
-
v
is
im
p
licatio
n
s
f
o
r
p
r
ac
tice
ar
e
m
ad
e.
T
h
e
s
u
b
-
s
ca
les
MH
V
an
d
I
FT
u
n
d
er
t
h
e
SLC
d
im
en
s
io
n
s
h
o
u
ld
b
e
f
u
r
th
er
r
ef
in
ed
t
o
en
h
a
n
ce
its
r
eliab
ilit
y
to
m
ak
e
it
a
b
etter
to
o
l
f
o
r
ju
d
g
i
n
g
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
an
d
g
iv
in
g
ac
cu
r
ate
in
f
o
r
m
atio
n
o
n
h
o
w
to
im
p
r
o
v
e
th
e
d
eliv
er
y
o
f
in
s
tr
u
ctio
n
.
T
h
e
Nig
er
ian
Min
is
tr
y
o
f
E
d
u
ca
t
io
n
s
h
o
u
l
d
o
r
g
an
ize
ca
p
ac
ity
-
b
u
ild
in
g
wo
r
k
s
h
o
p
s
f
o
r
s
ec
o
n
d
a
r
y
s
ch
o
o
l
p
r
in
cip
a
ls
in
co
llab
o
r
atio
n
with
lo
ca
l
ed
u
ca
tio
n
b
o
ar
d
s
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
r
g
an
izatio
n
s
to
eq
u
ip
p
r
in
cip
als
with
th
e
k
n
o
wled
g
e
an
d
s
k
ills
to
ef
f
ec
tiv
ely
im
p
lem
en
t
th
e
PIM
R
S
in
th
eir
s
ch
o
o
ls
,
lead
in
g
to
i
m
p
r
o
v
ed
teac
h
in
g
p
r
ac
tices
an
d
b
etter
l
ea
r
n
in
g
o
u
tco
m
es
f
o
r
s
tu
d
en
ts
.
T
ea
ch
er
tr
ain
i
n
g
co
lleg
es
an
d
ed
u
ca
tio
n
m
a
n
ag
em
en
t
in
s
titu
tes
s
h
o
u
ld
in
clu
d
e
th
e
PIM
R
S
as
a
co
r
e
co
m
p
o
n
en
t
o
f
ed
u
ca
tio
n
al
lead
er
s
h
ip
tr
ain
in
g
p
r
o
g
r
am
s
to
cr
ea
te
a
cu
ltu
r
e
o
f
c
o
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t
in
in
s
tr
u
ctio
n
al
d
eliv
er
y
,
f
o
s
ter
in
g
a
co
n
s
is
ten
t
f
o
cu
s
o
n
s
tu
d
en
t
ac
h
iev
e
m
en
t
ac
r
o
s
s
th
e
ed
u
ca
tio
n
s
y
s
tem
.
E
d
u
ca
ti
o
n
p
o
licy
m
ak
er
s
at
th
e
f
ed
e
r
al
an
d
s
tate
lev
els
a
r
e
en
co
u
r
ag
e
d
to
ad
o
p
t
t
h
e
P
I
MRS
as
a
s
tan
d
ar
d
ized
to
o
l
f
o
r
e
v
alu
atin
g
an
d
m
o
n
ito
r
in
g
in
s
tr
u
ctio
n
al
lea
d
er
s
h
ip
p
r
ac
tices
in
Nig
er
ia
n
s
ch
o
o
ls
to
d
r
iv
e
s
y
s
tem
ic
im
p
r
o
v
em
e
n
ts
in
in
s
tr
u
ctio
n
al
d
eliv
er
y
an
d
ac
c
o
u
n
tab
ilit
y
ac
r
o
s
s
s
ch
o
o
ls
,
th
er
eb
y
b
r
id
g
in
g
r
eg
i
o
n
al
an
d
co
n
tex
tu
al
d
is
p
ar
ities
.
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
:
5
0
6
7
-
5
0
7
9
5076
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
v
alid
ates
th
e
PI
MRS
a
s
a
r
eliab
le
an
d
co
n
tex
tu
ally
r
elev
an
t
to
o
l
f
o
r
ev
alu
atin
g
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
ti
ce
s
in
Nig
er
ian
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
.
T
h
e
in
s
tr
u
m
e
n
t
d
em
o
n
s
tr
ates
r
o
b
u
s
t
co
n
te
n
t
an
d
c
o
n
s
tr
u
ct
v
alid
ity
,
with
ac
ce
p
tab
le
r
eliab
ilit
y
ac
r
o
s
s
its
th
r
ee
p
r
im
ar
y
d
im
e
n
s
io
n
s
—
DS
M,
MI
P,
an
d
SLC.
W
h
ile
s
p
ec
if
ic
s
u
b
-
s
ca
les
u
n
d
er
th
e
SLC
d
im
en
s
io
n
r
e
q
u
i
r
e
r
ef
in
em
e
n
t,
th
e
o
v
er
all
r
el
iab
ilit
y
o
f
th
e
to
o
l
s
u
p
p
o
r
ts
its
b
r
o
ad
er
a
p
p
licatio
n
.
T
h
e
ad
o
p
tio
n
o
f
th
e
PIM
R
S
o
f
f
er
s
Nig
er
ian
s
ch
o
o
l
p
r
in
ci
p
als
a
s
tan
d
ar
d
ized
ap
p
r
o
ac
h
to
en
h
an
cin
g
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
,
f
o
s
ter
in
g
s
ch
o
o
l
r
ef
o
r
m
s
,
an
d
im
p
r
o
v
in
g
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
es.
Stak
eh
o
ld
er
s
ca
n
b
u
ild
a
s
tr
o
n
g
f
o
u
n
d
atio
n
f
o
r
i
n
s
tr
u
ctio
n
al
lead
er
s
h
i
p
b
y
in
t
eg
r
atin
g
t
h
e
PIM
R
S
in
to
Nig
er
ia
’
s
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
.
T
h
is
will
h
elp
ac
h
iev
e
ed
u
ca
tio
n
al
g
o
als
an
d
m
ak
e
s
ch
o
o
ls
m
o
r
e
ef
f
ec
tiv
e
o
v
e
r
all.
C
o
llab
o
r
atio
n
am
o
n
g
k
ey
s
tak
eh
o
ld
er
s
s
u
ch
as
p
r
in
cip
a
ls
,
teac
h
er
s
,
ed
u
ca
tio
n
ad
m
in
is
tr
ato
r
s
,
p
ar
en
ts
,
an
d
p
o
licy
m
ak
er
s
ar
e
ess
en
tial
f
o
r
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
th
e
PIM
R
S.
R
eg
u
lar
s
tak
eh
o
ld
er
m
ee
tin
g
s
,
co
m
m
u
n
ity
en
g
ag
e
m
en
t
s
ess
io
n
s
,
an
d
co
llab
o
r
ativ
e
p
lan
n
in
g
wo
r
k
s
h
o
p
s
ca
n
h
elp
b
u
ild
co
n
s
en
s
u
s
o
n
th
e
to
o
l
’
s
u
s
e
an
d
its
r
o
le
in
im
p
r
o
v
i
n
g
in
s
tr
u
ctio
n
al
d
eliv
er
y
.
E
n
c
o
u
r
a
g
in
g
teac
h
er
s
t
o
p
r
o
v
id
e
f
ee
d
b
ac
k
o
n
in
s
tr
u
ctio
n
al
p
r
ac
tices
an
d
in
v
o
lv
i
n
g
p
ar
en
ts
in
u
n
d
er
s
tan
d
in
g
s
ch
o
o
l
lea
d
er
s
h
ip
p
r
a
ctice
s
ca
n
f
o
s
ter
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
e
n
t
f
o
r
im
p
lem
en
tin
g
th
e
PIM
R
S.
Su
ch
co
llab
o
r
atio
n
m
ig
h
t
e
n
h
an
ce
b
u
y
-
in
a
n
d
co
m
m
itm
en
t
f
r
o
m
all
s
tak
e
h
o
ld
er
s
,
en
s
u
r
in
g
th
e
t
o
o
l
is
ef
f
e
ctiv
ely
u
s
ed
to
im
p
r
o
v
e
s
ch
o
o
l
p
er
f
o
r
m
an
ce
a
n
d
s
tu
d
en
t o
u
tco
m
es.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
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M
E
N
T
T
h
is
jo
u
r
n
al
u
s
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th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
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o
m
y
(
C
R
ed
iT)
to
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ec
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g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
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co
llab
o
r
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.
Na
m
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o
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Aut
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r
C
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P
Fu
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u
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Hab
ib
at
Ab
u
b
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s
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f
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J
u
m
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k
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y
a
b
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Olad
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Peter
B
ab
ajid
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Olo
b
a
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C
:
C
o
n
c
e
p
t
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a
l
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t
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M
:
M
e
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h
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So
f
t
w
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Va
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Va
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Fo
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DATA AV
AI
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AB
I
L
I
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Y
T
h
e
d
ata
th
at
s
u
p
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th
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[
J
I
O]
.
T
h
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d
ata,
wh
ich
co
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tain
s
in
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o
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