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20
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.
489
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So
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e
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ti
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A
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n
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s
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s
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p
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ti
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w
o
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d
s
:
C
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m
p
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Pro
f
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io
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al
d
ev
elo
p
m
en
t
So
cio
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em
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tio
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k
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an
d
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CC B
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C
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1.
I
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d
u
ca
tio
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ap
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u
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ter
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ab
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o
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tan
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th
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w
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ld
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m
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d
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s
,
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b
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m
e
ad
ap
tab
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in
life
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s
ch
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g
in
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itu
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s
.
T
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s
u
d
d
en
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C
OVI
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-
1
9
p
an
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ab
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p
tly
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if
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u
ca
tio
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ec
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m
ic,
an
d
s
o
cial
tr
a
n
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s
ac
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co
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tr
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a
n
d
co
m
m
u
n
it
ies.
T
h
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was
th
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p
h
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s
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d
is
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u
an
ce
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co
m
m
u
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q
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ar
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s
,
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etr
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ch
m
en
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s
,
tr
av
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s
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o
r
e.
T
h
e
g
lo
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u
ca
tio
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s
y
s
tem
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in
p
ar
ticu
la
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,
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as
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ee
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r
am
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b
y
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h
e
o
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tb
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ea
k
o
f
t
h
e
C
OVI
D
-
1
9
p
an
d
em
ic
[
1
]
.
T
h
e
u
s
u
al
f
ac
e
-
to
-
f
ac
e
class
es
wer
e
s
h
if
ted
to
o
n
lin
e
o
r
m
o
d
u
lar
lear
n
in
g
m
o
d
alities
.
T
ea
ch
er
s
an
d
s
tu
d
en
ts
s
tr
u
g
g
led
to
ad
ju
s
t to
th
e
n
ew
r
ea
liti
es o
f
teac
h
in
g
an
d
lear
n
in
g
.
T
h
e
d
ea
d
l
y
v
ir
u
s
h
as
a
f
f
ec
ted
n
o
t
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l
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p
h
y
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ical
asp
ec
t
o
f
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ea
lth
b
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th
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s
o
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tio
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al
welln
ess
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f
teac
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s
,
s
tu
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ts
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an
d
o
th
e
r
ed
u
ca
tio
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s
tak
eh
o
ld
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s
.
On
a
p
o
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itiv
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n
o
te,
s
o
m
e
s
tu
d
en
ts
an
d
tea
ch
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s
h
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wn
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esil
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ce
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en
h
an
cin
g
th
eir
s
k
il
ls
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d
m
ain
tain
in
g
t
h
eir
s
o
cio
-
em
o
tio
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well
-
b
ein
g
.
So
cio
-
em
o
tio
n
al
lear
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in
g
(
SEL
)
,
as
a
k
e
y
c
o
m
p
o
n
en
t
o
f
a
well
-
r
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n
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u
ca
tio
n
,
in
v
o
lv
es
th
e
m
in
d
s
ets,
s
k
ills
,
attitu
d
es,
an
d
f
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lin
g
s
th
at
h
elp
s
tu
d
en
ts
s
u
cc
ee
d
in
s
ch
o
o
ls
[
2
]
.
T
h
e
e
d
u
ca
tio
n
al
co
m
m
u
n
ity
is
in
cr
ea
s
in
g
ly
f
o
cu
s
ed
o
n
d
e
v
elo
p
in
g
s
tu
d
e
n
ts
’
SEL
co
m
p
eten
cies,
wh
ich
ar
e
lin
k
ed
to
im
p
r
o
v
e
d
lear
n
in
g
ac
h
iev
em
en
t
[
3
]
.
I
t
is
n
o
te
d
th
at
th
er
e
is
a
s
tr
o
n
g
lin
k
b
etwe
en
th
e
SEL
s
k
ills
an
d
life
o
u
tco
m
es
[
4
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
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&
R
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d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
489
-
499
490
Self
-
co
n
tr
o
l,
s
o
cial
co
m
p
eten
ce
,
an
d
p
eo
p
le
s
k
ills
h
ad
th
e
s
tr
o
n
g
est
im
p
ac
ts
o
n
d
esira
b
le
f
u
tu
r
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u
tco
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es.
E
d
u
ca
to
r
s
wh
o
p
r
o
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id
e
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af
e
an
d
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p
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r
tiv
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r
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m
e
n
t,
b
eliev
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in
th
eir
s
tu
d
en
ts
,
h
o
ld
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ig
h
ex
p
ec
tatio
n
s
,
an
d
p
r
o
v
id
e
au
th
en
tic
wo
r
k
[
3
]
,
[
5
]
n
u
r
tu
r
e
th
e
SEL
o
f
th
e
s
tu
d
en
ts
.
SEL
p
r
o
v
id
es
a
f
o
u
n
d
atio
n
f
o
r
s
af
e
an
d
p
o
s
itiv
e
lear
n
in
g
a
n
d
e
n
h
an
ce
s
s
tu
d
en
ts
’
ab
ilit
y
to
s
u
cc
ee
d
i
n
s
ch
o
o
l,
ca
r
ee
r
s
,
an
d
life
[
6
]
.
SEL
s
k
ills
in
clu
d
e
s
elf
-
awa
r
en
ess
,
s
elf
-
m
an
ag
em
en
t,
s
o
cial
awa
r
en
ess
,
an
d
r
elatio
n
s
h
ip
s
k
ills
[
7
]
.
Self
-
awa
r
en
ess
r
ef
er
s
to
th
e
a
b
ilit
y
to
r
ec
o
g
n
ize
a
n
d
u
n
d
e
r
s
tan
d
o
n
e
’
s
o
wn
em
o
tio
n
s
,
t
h
o
u
g
h
ts
,
an
d
v
alu
es,
an
d
h
o
w
th
e
y
in
f
lu
en
ce
b
e
h
av
io
r
,
wh
ich
in
clu
d
es
s
elf
-
co
n
f
id
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o
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al
awa
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ess
,
an
d
ac
c
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r
ate
s
elf
-
p
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p
tio
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[
8
]
.
An
o
th
er
ess
en
tial
s
k
ill
th
at
p
r
o
m
o
tes
p
er
s
o
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o
p
m
en
t
is
s
elf
-
m
an
ag
em
en
t.
I
t
is
th
e
ab
ilit
y
to
r
eg
u
late
em
o
tio
n
s
an
d
b
eh
av
io
r
s
ef
f
ec
tiv
ely
in
d
if
f
e
r
en
t
s
itu
atio
n
s
[
4
]
.
R
esear
ch
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
teac
h
er
s
to
d
ev
elo
p
s
o
cial
awa
r
en
ess
to
ef
f
ec
tiv
ely
u
n
d
e
r
s
tan
d
an
d
r
esp
o
n
d
to
s
tu
d
en
ts
’
em
o
tio
n
s
.
E
m
o
tio
n
ally
co
m
p
eten
t
teac
h
er
s
ar
e
b
etter
eq
u
ip
p
e
d
to
m
an
ag
e
cl
ass
r
o
o
m
d
y
n
am
ics,
f
o
s
ter
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
,
an
d
r
ed
u
ce
b
u
r
n
o
u
t
[
9
]
.
T
h
e
te
ac
h
er
s
’
ab
ilit
y
to
r
esp
o
n
d
em
p
ath
etica
lly
n
o
t
o
n
ly
s
u
p
p
o
r
ts
s
tu
d
en
ts
’
em
o
tio
n
al
r
eg
u
latio
n
b
u
t
also
im
p
r
o
v
es
th
eir
en
g
ag
em
e
n
t.
Fu
r
th
e
r
m
o
r
e,
teac
h
er
s
n
ee
d
t
o
n
u
r
tu
r
e
t
h
e
ess
en
tial
r
elatio
n
s
h
ip
s
k
ills
lik
e
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
,
team
wo
r
k
,
c
o
n
f
lict
r
eso
lu
tio
n
,
an
d
th
e
ab
ilit
y
to
s
ee
k
an
d
o
f
f
er
s
u
p
p
o
r
t
[
1
0
]
t
o
estab
lis
h
an
d
m
ain
tain
h
ea
lth
y
r
elatio
n
s
h
ip
s
with
th
e
s
tu
d
en
ts
,
s
tak
eh
o
ld
er
s
,
an
d
co
-
teac
h
e
r
s
.
T
h
e
Ph
ilip
p
in
e
ed
u
ca
tio
n
al
s
y
s
tem
h
as
r
ec
o
g
n
ized
th
e
n
ee
d
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
s
o
cio
-
em
o
tio
n
al
s
k
ills
am
o
n
g
s
tu
d
en
ts
.
I
n
2
0
0
9
,
SEL
was
m
er
g
e
d
i
n
to
E
d
u
ka
s
yo
n
g
P
a
g
p
a
p
a
ka
ta
o
(
c
h
ar
ac
ter
ed
u
ca
tio
n
)
to
d
ev
elo
p
s
tu
d
en
ts
’
s
elf
-
awa
r
e
n
ess
,
s
elf
-
m
an
ag
em
en
t,
s
o
cial
awa
r
en
ess
,
r
elatio
n
s
h
ip
s
k
il
ls
,
an
d
r
esp
o
n
s
ib
le
d
ec
is
io
n
m
ak
in
g
.
T
h
is
ad
d
r
e
s
s
es
th
e
em
o
tio
n
al
q
u
o
tien
t
(
E
Q)
o
f
s
tu
d
en
ts
s
o
th
ey
b
e
co
m
e
well
-
r
o
u
n
d
e
d
life
lo
n
g
lear
n
e
r
s
[
1
1
]
.
I
n
2
0
1
6
,
th
e
lear
n
in
g
ac
tio
n
ce
ll
(
L
AC
)
,
a
s
ch
o
o
l
-
b
ased
c
o
n
ti
n
u
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
f
o
r
teac
h
e
r
s
,
was
in
s
titu
tio
n
alize
d
[
1
2
]
to
h
o
n
e,
am
o
n
g
o
th
er
s
,
th
e
teac
h
e
r
s
’
s
o
cio
-
em
o
tio
n
a
l
co
m
p
eten
cies.
Fu
r
th
e
r
m
o
r
e,
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
(
De
p
E
d
)
Me
m
o
r
an
d
u
m
No
.
5
0
,
s
.
2
0
2
0
,
em
p
h
asizes
th
at
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
p
r
io
r
ities
s
h
o
u
ld
alig
n
with
t
h
e
d
ep
ar
tm
e
n
t’
s
g
o
al
o
f
co
n
ti
n
u
o
u
s
ly
u
p
s
k
illi
n
g
an
d
r
esk
illi
n
g
teac
h
e
r
s
an
d
s
ch
o
o
l
lead
er
s
to
im
p
r
o
v
e
lea
r
n
in
g
o
u
tco
m
es
[
1
3
]
.
T
h
e
im
p
o
r
tan
ce
o
f
SEL
is
r
ef
lecte
d
in
th
e
Ph
ilip
p
in
e
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
f
o
r
teac
h
er
s
(
PP
ST)
.
T
h
r
ee
o
u
t
o
f
th
e
s
ev
en
d
o
m
ain
s
o
f
th
e
PP
ST
ar
e
f
o
cu
s
ed
o
n
e
q
u
ip
p
in
g
teac
h
e
r
s
with
SEL
co
m
p
eten
cies:
d
o
m
ain
2
(
lear
n
in
g
e
n
v
ir
o
n
m
en
t
)
;
d
o
m
ain
3
(
d
iv
er
s
ity
o
f
lear
n
er
s
)
;
an
d
d
o
m
ain
6
(
co
m
m
u
n
ity
lin
k
ag
es
an
d
p
r
o
f
ess
io
n
al
en
g
ag
em
en
t
)
[
1
4
]
.
I
t
is
th
er
ef
o
r
e
im
p
o
r
tan
t f
o
r
teac
h
e
r
s
to
d
ev
elo
p
th
eir
SEL
s
k
ills
t
o
ef
f
ec
tiv
ely
m
a
n
ag
e
class
r
o
o
m
s
,
s
u
p
p
o
r
t
s
tu
d
e
n
t
well
-
b
ein
g
,
an
d
m
ain
tain
t
h
eir
p
r
o
f
ess
io
n
al
r
esil
ien
ce
.
Var
io
u
s
s
tu
d
ies
in
th
e
f
ield
o
f
SEL
h
av
e
s
p
ec
if
ically
f
o
c
u
s
ed
o
n
s
tu
d
en
ts
.
H
o
wev
er
,
f
ew
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
h
o
w
teac
h
er
s
’
o
wn
SEL
s
k
ills
in
f
lu
en
ce
teac
h
er
s
’
in
s
tr
u
ctio
n
al
b
eh
a
v
io
r
s
,
class
r
o
o
m
clim
ate,
an
d
p
ed
a
g
o
g
ical
d
ec
is
io
n
-
m
a
k
in
g
[
1
5
]
–
[
1
7
]
.
T
h
is
s
tu
d
y
ex
p
lo
r
es
th
e
teac
h
er
s
’
SEL
s
k
ills
an
d
th
eir
teac
h
in
g
p
r
ac
tices.
T
h
is
r
esear
ch
u
n
d
er
tak
in
g
is
ess
en
tial
as
in
p
u
t
to
th
e
ex
is
tin
g
k
n
o
wled
g
e
o
n
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
teac
h
er
s
’
w
elf
ar
e.
I
ts
n
o
v
elty
lies
in
th
e
s
h
if
t
o
f
f
o
c
u
s
f
r
o
m
s
tu
d
en
ts
to
th
e
less
ex
p
lo
r
ed
ess
en
tial
d
im
en
s
io
n
o
f
teac
h
er
s
’
s
o
cio
-
em
o
tio
n
al
c
o
m
p
eten
c
ies.
Fin
d
in
g
s
o
f
t
h
e
s
tu
d
y
ca
n
s
h
ed
lig
h
t
o
n
way
s
o
f
s
u
p
p
o
r
tin
g
teac
h
er
s
’
em
o
tio
n
al
well
-
b
ein
g
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
s
ch
o
o
l
p
o
licies.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
r
elev
a
n
t
in
s
ig
h
ts
to
th
e
less
ex
p
lo
r
ed
to
p
ic
o
f
teac
h
e
r
s
’
SEL
,
a
s
co
m
p
ar
e
d
to
th
e
well
-
r
esear
ch
ed
s
tu
d
e
n
t
SEL
o
u
tco
m
es.
E
s
tab
lis
h
in
g
th
e
li
n
k
b
etwe
en
SEL
s
k
ills
an
d
a
ctu
al
in
s
tr
u
ctio
n
al
p
r
ac
tices
ac
r
o
s
s
a
n
atio
n
al
s
a
m
p
le
o
f
teac
h
er
s
f
r
o
m
d
if
f
er
e
n
t
lev
els
p
r
o
v
id
es
em
p
ir
ical
e
v
id
en
ce
t
h
at
wo
u
l
d
s
u
p
p
o
r
t th
e
i
n
teg
r
atio
n
o
f
SEL
in
teac
h
er
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t.
I
t a
d
d
r
ess
es a
n
im
p
o
r
ta
n
t r
esear
ch
g
a
p
b
y
f
o
cu
s
in
g
o
n
th
e
e
m
o
tio
n
al
a
n
d
in
s
tr
u
ctio
n
al
ca
p
ac
ities
o
f
t
ea
ch
er
s
,
p
ar
ticu
lar
ly
in
p
o
s
t
-
p
an
d
em
ic
teac
h
i
n
g
co
n
tex
ts
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
SEL
th
eo
r
y
is
g
r
o
u
n
d
ed
i
n
th
e
b
r
o
ad
e
r
f
r
am
ewo
r
k
o
f
e
m
o
tio
n
al
in
tellig
en
ce
o
f
Ga
r
d
n
er
.
T
h
e
elem
en
ts
o
f
em
o
tio
n
al
in
tellig
en
ce
–
s
elf
-
awa
r
en
ess
,
s
elf
-
r
eg
u
latio
n
,
in
ter
n
al
m
o
tiv
atio
n
,
em
p
ath
y
,
an
d
s
o
cial
s
k
ills
ar
e
p
ar
t o
f
SEL
[
1
8
]
.
As an
em
er
g
in
g
ed
u
ca
tio
n
al
m
o
d
el,
SEL
ap
p
r
o
ac
h
es st
u
d
en
t d
e
v
elo
p
m
en
t f
r
o
m
all
s
id
es
wh
ile
f
ac
to
r
in
g
in
th
e
i
n
f
lu
en
ce
o
f
ex
te
r
n
al
cir
cu
m
s
tan
ce
s
[
1
9
]
.
SEL
p
r
o
v
i
d
es
a
p
o
s
itiv
e
f
o
u
n
d
atio
n
u
p
o
n
wh
ic
h
s
tu
d
en
ts
lear
n
ab
o
u
t
th
em
s
elv
es
an
d
o
th
er
s
in
a
s
af
e,
n
u
r
tu
r
in
g
s
ch
o
o
l
en
v
i
r
o
n
m
en
t.
SEL
s
k
ills
h
elp
s
tu
d
e
n
ts
ac
h
iev
e
ca
r
ee
r
g
o
als
an
d
d
e
v
elo
p
b
etter
r
elat
io
n
s
h
ip
s
with
f
am
ily
a
n
d
f
r
ie
n
d
s
.
B
y
ce
n
tr
alizin
g
th
e
h
ap
p
in
ess
an
d
well
-
b
ein
g
o
f
s
tu
d
en
ts
,
SEL
o
f
f
er
s
an
ap
p
r
o
ac
h
to
ed
u
ca
tio
n
th
a
t
v
alu
es
lear
n
er
s
’
au
to
n
o
m
y
,
allo
win
g
th
em
to
b
ec
o
m
e
h
ea
lth
y
an
d
f
u
lf
illed
ad
u
lts
.
T
h
er
e
ar
e
m
an
y
way
s
b
y
wh
ich
a
teac
h
er
m
ay
in
teg
r
ate
SEL
in
clas
s
r
o
o
m
ac
tiv
ities
.
C
r
ea
tin
g
a
war
m
class
r
o
o
m
cu
ltu
r
e
,
f
o
cu
s
in
g
o
n
r
elatio
n
s
h
i
p
s
an
d
m
ak
in
g
d
is
cip
lin
e
m
o
r
e
in
cl
u
s
iv
e,
f
ac
ilit
ates
th
e
d
ev
elo
p
m
e
n
t
o
f
SEL
s
k
ills
[
2
0
]
.
Ad
d
itio
n
ally
,
th
e
f
o
llo
win
g
p
r
in
cip
les
[
2
1
]
r
elev
a
n
t
to
SEL
ca
n
b
e
ex
p
l
o
r
e
d
b
y
th
e
teac
h
er
s
:
i
)
m
o
d
el
o
p
tim
is
m
,
h
o
p
e,
k
i
n
d
n
ess
,
r
esil
ien
ce
,
an
d
o
th
er
p
o
s
itiv
e
em
o
tio
n
s
am
o
n
g
th
e
lear
n
er
s
;
ii
)
f
o
s
ter
co
llab
o
r
atio
n
th
r
o
u
g
h
in
n
o
v
ativ
e
an
d
h
i
g
h
ly
in
ter
ac
tiv
e
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
;
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
S
o
cio
-
emo
tio
n
a
l le
a
r
n
in
g
s
kills
a
n
d
tea
ch
i
n
g
p
r
a
ctice
s
o
f te
a
ch
ers
a
n
d
…
(
Mer
ce
d
es A
.
Ma
ca
r
a
n
d
a
n
g
)
491
iii
)
cr
ea
te
an
d
s
u
s
tain
h
ea
lth
y
s
o
cial
in
ter
ac
tio
n
th
r
o
u
g
h
v
er
b
al
an
d
n
o
n
-
v
er
b
al
im
m
e
d
iacy
;
iv
)
p
r
aise
an
d
ac
k
n
o
wled
g
e
t
h
e
ef
f
o
r
ts
o
f
th
e
s
tu
d
en
ts
;
an
d
v
)
b
e
m
o
r
e
s
e
n
s
itiv
e
with
th
e
n
ee
d
s
o
f
th
e
l
ea
r
n
er
s
.
Mo
r
eo
v
er
,
th
er
e
ar
e
co
m
m
o
n
teac
h
i
n
g
p
r
ac
tices
th
at
p
r
o
m
o
te
SEL
in
th
e
class
r
o
o
m
s
.
T
h
ese
in
clu
d
e
s
tu
d
en
t
-
ce
n
ter
ed
d
is
cip
lin
e,
teac
h
er
lan
g
u
ag
e,
war
m
th
an
d
s
u
p
p
o
r
t,
co
o
p
er
ativ
e
lear
n
in
g
,
class
r
o
o
m
d
is
cu
s
s
io
n
s
,
s
elf
-
r
ef
lectio
n
,
s
elf
-
p
u
r
s
u
it,
co
m
p
eten
ce
b
u
ild
in
g
,
m
o
d
elin
g
,
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
,
an
d
c
o
ac
h
in
g
[
3
]
.
T
h
ese
ex
am
p
les
ca
n
b
e
m
o
d
if
ied
to
f
it
v
ar
io
u
s
g
r
ad
e
lev
els
an
d
co
n
ten
t
ar
ea
s
an
d
ca
n
g
en
er
ally
b
e
ap
p
lied
to
m
u
ltip
le
co
n
tex
ts
.
A
co
m
p
r
e
h
en
s
iv
e
m
eta
-
an
aly
s
is
o
f
4
2
4
s
tu
d
ies
in
v
o
lv
in
g
o
v
er
5
7
5
,
0
0
0
s
tu
d
e
n
ts
g
lo
b
all
y
r
ev
ea
le
d
th
at
u
n
iv
er
s
al
s
ch
o
o
l
-
b
ased
SEL
in
ter
v
en
tio
n
s
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
ts
’
s
o
cial
-
em
o
tio
n
al
s
k
ills
,
attitu
d
es,
b
eh
av
io
r
s
,
an
d
ac
ad
em
ic
ac
h
iev
em
en
t
[
2
2
]
.
An
o
t
h
er
m
eta
-
a
n
aly
s
is
s
tu
d
y
o
f
8
6
r
an
d
o
m
ized
SEL
p
r
o
g
r
a
m
s
in
C
h
in
a
with
8
,
7
3
6
s
tu
d
e
n
ts
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
in
s
o
cial
-
em
o
tio
n
al
co
m
p
eten
ce
,
wh
ich
in
clu
d
es
en
h
an
ce
d
SEL
s
k
ills
,
p
o
s
itiv
e
s
o
cial
b
e
h
av
io
r
,
a
n
d
r
ed
u
ce
d
em
o
tio
n
al
d
is
tr
ess
[
2
3
]
.
B
ased
o
n
th
ese
f
in
d
in
g
s
,
th
e
r
esear
ch
e
r
r
ec
o
m
m
en
d
ed
en
h
an
cin
g
s
o
cial
d
ev
el
o
p
m
en
t
to
p
r
o
m
o
te
s
o
cial
-
em
o
tio
n
al
s
k
ills
.
An
o
th
er
s
tu
d
y
co
n
d
u
cted
b
y
th
e
W
o
r
ld
B
an
k
Gr
o
u
p
ex
am
i
n
ed
wh
at
em
p
lo
y
er
s
ex
p
ec
t
f
r
o
m
th
eir
em
p
lo
y
ee
s
.
T
h
e
r
e
s
u
lts
s
h
o
wed
th
at
m
an
y
em
p
l
o
y
er
s
in
th
e
Ph
ilip
p
in
es
s
ee
k
n
o
t
o
n
ly
tech
n
ical
s
k
ills
b
u
t
al
s
o
g
o
o
d
wo
r
k
eth
ics,
co
m
m
itm
en
t,
an
d
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
s
k
ills
in
th
eir
em
p
lo
y
ee
s
[
2
4
]
.
Fu
r
th
er
m
o
r
e
,
k
e
y
f
in
d
in
g
s
p
o
in
ted
o
u
t
th
at
em
p
lo
y
er
s
f
o
u
n
d
d
if
f
icu
lty
i
n
lo
o
k
in
g
f
o
r
p
eo
p
le
with
s
o
cio
-
em
o
tio
n
al
s
k
ills
.
T
h
e
ed
u
ca
tio
n
s
ec
to
r
is
n
o
t
ab
le
to
p
r
o
d
u
ce
g
r
ad
u
ates
im
b
u
ed
with
s
u
ch
s
k
ills
.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
ta
n
ce
o
f
p
r
io
r
itizin
g
th
e
d
ev
el
o
p
m
en
t
o
f
SEL
in
s
ch
o
o
ls
.
T
h
e
s
tu
d
y
r
ec
o
m
m
e
n
d
ed
in
teg
r
atin
g
s
o
cio
-
em
o
tio
n
al
s
k
ills
in
to
th
e
K
to
1
2
cu
r
r
ic
u
lu
m
an
d
in
clu
d
i
n
g
SEL
in
teac
h
er
tr
ain
in
g
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t p
r
o
g
r
am
s
.
I
t
is
eq
u
ally
im
p
o
r
tan
t
f
o
r
teac
h
er
s
to
en
g
ag
e
in
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
h
o
n
e
th
eir
s
o
cio
-
em
o
tio
n
al
co
m
p
eten
cie
s
.
SEL
en
ab
les
teac
h
er
s
to
n
av
ig
ate
th
e
em
o
tio
n
al
d
em
an
d
s
o
f
th
e
teac
h
in
g
p
r
o
f
ess
io
n
.
T
ea
c
h
er
s
wh
o
ac
q
u
ir
ed
SEL
c
o
m
p
eten
cies
a
r
e
m
o
r
e
lik
ely
to
m
o
d
el
t
h
ese
b
e
h
av
io
r
s
in
th
eir
o
wn
class
r
o
o
m
s
,
co
n
tr
ib
u
tin
g
to
th
e
s
o
cial
an
d
em
o
tio
n
al
d
ev
elo
p
m
en
t
o
f
th
e
lear
n
er
s
.
M
o
r
eo
v
e
r
,
teac
h
er
s
’
em
o
tio
n
al
in
tellig
en
ce
s
ig
n
if
ican
tly
im
p
ac
ts
th
eir
in
s
tr
u
c
tio
n
al
p
r
ac
tices,
class
r
o
o
m
m
an
ag
em
en
t,
an
d
s
tu
d
en
ts
’
ac
ad
em
ic
an
d
b
eh
a
v
io
r
al
o
u
tco
m
es [
1
6
]
.
T
h
is
s
tu
d
y
aim
ed
to
ex
am
i
n
e
th
e
SEL
s
k
ills
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices
o
f
teac
h
er
s
in
s
u
p
p
o
r
t
to
th
e
d
ev
elo
p
m
e
n
t
o
f
a
r
esp
o
n
s
iv
e
,
r
elev
an
t,
an
d
s
u
s
tain
ab
le
in
s
tr
u
ctio
n
al
d
eliv
er
y
.
Sp
ec
if
i
ca
lly
,
it
s
o
u
g
h
t
to
:
i)
d
eter
m
in
e
th
e
lev
el
o
f
teac
h
er
s
’
SEL
s
k
ills
in
ter
m
s
o
f
:
s
elf
-
awa
r
en
ess
an
d
s
elf
-
m
an
ag
em
en
t
s
k
ills
an
d
s
o
cial
awa
r
en
ess
an
d
r
elatio
n
s
h
ip
s
k
ills
;
ii)
i
d
en
tify
th
e
in
s
tr
u
ctio
n
al
p
r
ac
tices
c
o
m
m
o
n
ly
im
p
lem
en
te
d
b
y
teac
h
er
s
an
d
ed
u
ca
t
o
r
s
in
th
e
class
r
o
o
m
;
an
d
iii)
a
n
a
ly
ze
th
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
’
SEL
co
m
p
eten
cies a
n
d
t
h
eir
in
s
tr
u
c
tio
n
al
p
r
ac
tices.
3.
M
E
T
H
O
D
3
.1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
d
escr
i
p
tiv
e
-
co
r
r
elatio
n
al
r
esear
ch
d
esig
n
to
estab
lis
h
th
e
in
f
lu
en
ce
o
f
SEL
s
k
ills
o
n
th
e
teac
h
in
g
p
r
ac
tices
o
f
ed
u
ca
to
r
s
.
T
h
e
d
escr
ip
tiv
e
m
eth
o
d
is
ap
p
r
o
p
r
iate
f
o
r
id
en
tify
in
g
th
e
cu
r
r
en
t
co
n
d
itio
n
s
an
d
p
atter
n
s
with
in
a
p
o
p
u
latio
n
[
2
5
]
.
On
th
e
o
th
er
h
an
d
,
th
e
co
r
r
elatio
n
al
d
esig
n
is
u
s
ed
to
d
eter
m
in
e
th
e
e
x
ten
t a
n
d
d
ir
ec
tio
n
o
f
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les [
2
6
]
.
3
.2
.
Resea
rc
h
pa
rt
icipa
nts a
nd
s
a
m
pli
ng
pro
ce
du
re
T
h
e
r
esp
o
n
d
en
ts
o
f
th
e
s
tu
d
y
in
clu
d
ed
1
,
2
1
1
b
asic
ed
u
ca
tio
n
teac
h
e
r
s
an
d
co
lleg
e
ed
u
ca
to
r
s
h
an
d
lin
g
p
r
e
-
s
er
v
ice
teac
h
er
s
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
ac
r
o
s
s
th
e
Ph
ilip
p
in
es.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
em
p
lo
y
ed
to
id
en
tif
y
r
esp
o
n
d
en
ts
wh
o
ar
e
ac
tiv
ely
e
n
g
ag
e
d
in
in
s
tr
u
ctio
n
al
d
eliv
er
y
an
d
ar
e
in
p
o
s
itio
n
s
to
m
o
d
el
o
r
in
f
lu
e
n
ce
teac
h
in
g
p
r
ac
tices.
Of
th
e
to
tal
p
ar
ticip
an
ts
,
3
5
6
wer
e
m
ale
a
n
d
8
5
5
wer
e
f
em
ale,
with
r
ep
r
esen
tatio
n
f
r
o
m
all
1
6
ad
m
in
is
tr
ativ
e
r
eg
io
n
s
in
th
e
co
u
n
tr
y
.
3
.3
.
Resea
rc
h
i
ns
t
rum
ent
s
A
m
o
d
if
ied
v
er
s
io
n
o
f
th
e
s
ch
o
o
l
-
co
n
n
ec
t
teac
h
e
r
SEL
s
elf
-
ass
ess
m
en
t
s
u
r
v
ey
[
2
7
]
w
as
u
s
ed
to
co
llect
d
ata
o
n
teac
h
er
s
’
s
o
cial
-
em
o
tio
n
al
co
m
p
eten
cies
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices.
T
h
e
o
r
i
g
in
al
to
o
l,
d
esig
n
ed
to
m
ea
s
u
r
e
s
o
cial,
e
m
o
tio
n
al,
an
d
ac
ad
em
ic
co
m
p
eten
cies,
was
ad
ap
ted
to
f
it
th
e
co
n
tex
t
o
f
teac
h
er
s
elf
-
ass
es
s
m
en
t.
I
tem
s
wer
e
r
ev
iewe
d
an
d
r
ef
in
ed
f
o
r
clar
ity
an
d
co
n
tex
tu
al
r
elev
a
n
ce
b
e
f
o
r
e
d
ata
co
llectio
n
.
Mo
r
eo
v
er
,
th
e
4
-
p
o
in
t
L
ik
er
t
s
ca
le
was
u
tili
ze
d
to
m
ea
s
u
r
e
th
e
teac
h
er
s
’
SEL
s
k
ills
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices.
I
t
p
r
o
v
id
es
a
b
alan
ce
d
r
a
n
g
e
o
f
r
esp
o
n
s
e
o
p
tio
n
s
th
at
allo
w
r
esp
o
n
d
e
n
ts
to
e
x
p
r
ess
th
e
d
eg
r
ee
to
wh
ich
th
ey
ag
r
ee
o
r
id
e
n
tify
with
ea
ch
s
tatem
en
t:
4
(
s
tr
o
n
g
ly
ag
r
ee
)
;
3
(
ag
r
ee
)
;
2
(
d
is
ag
r
ee
)
,
an
d
1
(
s
tr
o
n
g
ly
d
is
a
g
r
ee
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
489
-
499
492
3
.4
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
o
f
t
he
ins
t
rum
ent
T
h
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
wer
e
en
s
u
r
ed
th
r
o
u
g
h
ex
p
e
r
t
v
alid
atio
n
an
d
p
ilo
t
test
in
g
.
T
h
e
co
n
ten
t
v
alid
atio
n
was
estab
lis
h
ed
th
r
o
u
g
h
co
n
ten
t
v
alid
atio
n
b
y
a
p
a
n
el
o
f
e
x
p
er
ts
in
ed
u
ca
tio
n
an
d
ed
u
ca
tio
n
al
lea
d
er
s
h
ip
.
B
ased
o
n
th
eir
f
ee
d
b
ac
k
,
n
ec
ess
ar
y
r
ev
is
io
n
s
wer
e
m
a
d
e.
T
h
e
in
s
tr
u
m
en
t
ac
h
iev
ed
a
c
o
n
ten
t
v
alid
ity
i
n
d
ex
(
C
VI
)
o
f
0
.
9
2
,
in
d
icatin
g
a
h
ig
h
lev
el
o
f
ag
r
ee
m
en
t
am
o
n
g
e
x
p
er
ts
an
d
s
tr
o
n
g
c
o
n
ten
t
v
alid
ity
.
R
eliab
ilit
y
was
co
n
f
ir
m
ed
th
r
o
u
g
h
a
p
ilo
t
test
in
v
o
lv
i
n
g
5
0
teac
h
er
s
n
o
t
in
clu
d
e
d
i
n
th
e
f
in
al
s
am
p
le.
T
h
e
i
n
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
in
s
tr
u
m
en
t
was
ev
alu
ated
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a,
with
th
e
f
o
llo
win
g
r
esu
lts
:
s
elf
-
awa
r
en
ess
an
d
s
elf
-
m
an
ag
em
en
t:
α
=0
.
8
6
;
s
o
cial
awa
r
en
ess
an
d
r
elatio
n
s
h
ip
s
k
ills
:
α
=0
.
8
8
;
an
d
i
n
s
tr
u
ctio
n
al
p
r
ac
tices: α
=0
.
9
0
.
3
.
5.
Da
t
a
a
na
ly
s
is
Descr
ip
tiv
e
s
tatis
t
ics
(
f
r
eq
u
e
n
cies,
m
ea
n
s
,
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
)
wer
e
u
s
ed
t
o
s
u
m
m
ar
ize
th
e
s
o
cio
-
em
o
tio
n
al
co
m
p
eten
cie
s
an
d
i
n
s
tr
u
ctio
n
al
p
r
ac
tices
o
f
th
e
r
esp
o
n
d
e
n
ts
.
T
o
ex
am
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
SEL
s
k
ills
an
d
teac
h
in
g
p
r
ac
tices,
Pear
s
o
n
’
s
co
r
r
el
atio
n
co
e
f
f
icien
t
(
r
)
was
ca
lcu
lated
.
T
h
is
m
eth
o
d
is
s
u
itab
le
f
o
r
m
ea
s
u
r
in
g
th
e
s
tr
en
g
th
a
n
d
d
i
r
ec
tio
n
o
f
lin
ea
r
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les
[
2
8
]
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.1
.
Self
-
a
wa
re
nes
s
a
nd
s
elf
-
m
a
na
g
e
m
ent
s
k
ills
o
f
t
e
a
cher
s
T
ab
le
1
p
r
esen
ts
th
e
d
ata
o
n
th
e
teac
h
er
s
’
SEL
in
ter
m
s
o
f
s
elf
-
awa
r
en
ess
an
d
s
elf
-
m
an
ag
em
en
t
s
k
ills
.
B
a
s
ed
o
n
th
e
f
in
d
in
g
s
,
it
is
r
ev
ea
led
th
at
teac
h
er
s
an
d
ed
u
ca
to
r
s
,
r
e
g
ar
d
less
o
f
g
en
d
e
r
,
lev
el
o
f
ed
u
ca
tio
n
,
ty
p
e
o
f
s
ch
o
o
l,
an
d
ty
p
e
o
f
h
ig
h
er
e
d
u
ca
tio
n
,
e
x
h
ib
ited
s
o
cial
-
em
o
tio
n
al
c
o
m
p
eten
ce
as
r
eg
ar
d
s
th
eir
s
elf
-
awa
r
en
ess
an
d
s
elf
-
m
an
ag
em
en
t
s
k
ills
.
Am
o
n
g
t
h
e
in
d
icato
r
s
,
th
e
r
esp
o
n
d
en
ts
a
ch
iev
ed
th
e
h
i
g
h
est
m
ea
n
o
n
th
e
n
ee
d
to
im
p
r
o
v
e
ce
r
tain
teac
h
in
g
p
r
ac
tices
f
o
r
th
em
to
g
r
o
w
p
r
o
f
ess
io
n
ally
.
T
ea
ch
in
g
is
a
ch
allen
g
in
g
en
d
ea
v
o
r
.
T
h
e
r
e
ar
e
a
lo
t
o
f
h
o
o
p
s
to
ju
m
p
an
d
cu
r
v
eb
alls
b
ein
g
p
itch
e
d
d
aily
.
So
m
eh
o
w,
teac
h
er
s
s
ee
m
to
k
ee
p
it
all
to
g
eth
er
a
n
d
m
ain
tain
th
e
f
o
cu
s
o
f
h
el
p
in
g
s
tu
d
en
ts
f
in
d
s
u
cc
e
s
s
.
I
n
co
n
s
id
er
atio
n
o
f
th
e
ty
p
e
o
f
lear
n
e
r
s
in
th
e
2
1
s
t
ce
n
tu
r
y
,
w
h
er
e
tech
n
o
l
o
g
y
is
at
th
e
f
o
r
e
f
r
o
n
t,
th
er
e
is
a
co
r
r
esp
o
n
d
in
g
ch
allen
g
e
am
o
n
g
th
e
teac
h
er
s
an
d
e
d
u
ca
to
r
s
to
e
n
s
u
r
e
th
at
in
s
tr
u
ctio
n
al
d
eliv
er
y
is
m
ad
e
r
ele
v
an
t
a
n
d
s
u
s
tain
ab
le.
T
h
e
teac
h
er
s
u
n
c
ea
s
in
g
ly
f
in
d
way
s
n
o
t
ju
s
t
to
u
p
g
r
ad
e
an
d
u
p
s
k
ill
th
em
s
elv
es
with
th
e
cu
r
r
e
n
t
tr
en
d
s
an
d
s
tr
ateg
ies
in
teac
h
i
n
g
.
T
h
is
s
ce
n
ar
io
is
r
ef
lectiv
e
o
f
th
e
s
elf
-
awa
r
en
ess
an
d
s
elf
-
m
an
ag
em
e
n
t
s
k
ills
o
f
th
e
teac
h
er
s
an
d
ed
u
ca
to
r
s
.
Self
-
awa
r
en
ess
in
v
o
lv
es
p
ay
in
g
atten
tio
n
to
o
n
eself
an
d
co
n
s
cio
u
s
ly
k
n
o
win
g
one
’
s
attitu
d
es
an
d
d
is
p
o
s
itio
n
s
[
2
9
]
.
I
t
also
in
v
o
lv
es
u
n
d
er
s
t
an
d
in
g
o
n
e
’
s
o
wn
em
o
tio
n
s
,
p
er
s
o
n
al
g
o
als,
a
n
d
v
alu
es,
in
clu
d
i
n
g
ca
r
ef
u
l
ass
ess
m
en
t
o
f
o
n
e
’
s
s
tr
en
g
th
s
an
d
lim
itatio
n
s
,
h
a
v
in
g
p
o
s
it
iv
e
m
in
d
s
ets,
an
d
p
o
s
s
ess
in
g
a
well
-
g
r
o
u
n
d
ed
s
e
n
s
e
o
f
s
elf
-
ef
f
icac
y
an
d
o
p
tim
is
m
[
3
0
]
.
T
h
ese
attr
ib
u
tes
d
en
o
te
th
at
h
ig
h
lev
els
o
f
s
elf
-
awa
r
en
ess
r
eq
u
ir
e
th
e
ab
ilit
y
to
r
ec
o
g
n
ize
h
o
w
th
o
u
g
h
ts
,
f
ee
lin
g
s
,
an
d
ac
tio
n
s
ar
e
in
ter
co
n
n
ec
ted
.
As
teac
h
er
s
an
d
ed
u
ca
to
r
s
p
a
v
e
th
e
way
to
war
d
s
a
s
u
cc
ess
f
u
l
d
ay
-
to
-
d
a
y
teac
h
in
g
an
d
l
ea
r
n
in
g
,
th
e
s
k
ill
o
f
s
elf
-
awa
r
en
ess
is
p
ar
am
o
u
n
t.
T
ab
le
1
.
Self
-
awa
r
e
n
ess
an
d
s
elf
-
m
an
ag
em
e
n
t sk
ills
S
t
a
t
e
me
n
t
s
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
I
n
t
e
r
p
r
e
t
a
t
i
o
n
I
a
m
a
w
a
r
e
o
f
i
n
st
r
u
c
t
i
o
n
a
l
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s
t
h
a
t
I
n
e
e
d
t
o
i
m
p
r
o
v
e
t
o
g
r
o
w
p
r
o
f
e
ss
i
o
n
a
l
l
y
3
.
4
3
0
.
7
3
A
g
r
e
e
I
u
n
d
e
r
s
t
a
n
d
h
o
w
s
t
u
d
e
n
t
r
e
s
p
o
n
s
e
s
(
p
o
s
i
t
i
v
e
a
n
d
n
e
g
a
t
i
v
e
)
a
f
f
e
c
t
m
y
e
mo
t
i
o
n
s
a
n
d
b
e
h
a
v
i
o
r
s
…
3
.
3
0
0
.
7
5
A
g
r
e
e
I
e
f
f
e
c
t
i
v
e
l
y
u
se
m
u
l
t
i
p
l
e
s
t
r
a
t
e
g
i
e
s
(
e
.
g
.
,
b
r
e
a
t
h
i
n
g
t
e
c
h
n
i
q
u
e
s
a
n
d
m
i
n
d
f
u
l
n
e
ss)
w
h
e
n
I
h
a
v
e
st
r
o
n
g
…
3
.
2
4
0
.
7
3
A
g
r
e
e
Th
r
o
u
g
h
t
h
e
e
f
f
e
c
t
i
v
e
ma
n
a
g
e
me
n
t
o
f
my
e
m
o
t
i
o
n
s
(
e
.
g
.
,
u
se
o
f
st
r
e
ss
r
e
d
u
c
t
i
o
n
t
e
c
h
n
i
q
u
e
s)
.
I
a
m
b
e
t
t
e
r
…
3
.
3
4
0
.
7
4
A
g
r
e
e
To
e
f
f
e
c
t
i
v
e
l
y
i
m
p
l
e
me
n
t
p
o
si
t
i
v
e
i
n
st
r
u
c
t
i
o
n
a
l
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s
,
I
u
su
a
l
l
y
u
n
d
e
r
s
t
a
n
d
t
h
e
v
a
l
u
e
of
s
e
l
f
-
a
w
a
r
e
n
e
s
s i
n
r
e
c
o
g
n
i
z
i
n
g
….
3
.
4
0
0
.
7
1
A
g
r
e
e
O
v
e
r
a
l
l
m
e
a
n
3
.
3
4
A
g
r
e
e
Le
g
e
n
d
:
1
–
1
.
5
0
(
st
r
o
n
g
l
y
d
i
sa
g
r
e
e
)
,
1
.
5
1
–
2
.
5
0
(
d
i
sa
g
r
e
e
)
,
2
.
5
1
–
3
.
5
0
(
a
g
r
e
e
)
,
3
.
5
1
–
4
.
0
0
(
st
r
o
n
g
l
y
a
g
r
e
e
)
I
n
th
e
s
am
e
v
ein
,
teac
h
er
s
a
n
d
ed
u
ca
to
r
s
tak
e
co
g
n
izan
ce
o
f
h
o
w
s
elf
-
m
a
n
ag
em
e
n
t
s
k
ills
in
f
lu
en
ce
th
eir
s
o
cial
-
em
o
tio
n
al
co
m
p
eten
ce
.
Self
-
m
an
ag
em
e
n
t,
wh
ich
is
also
r
ef
er
r
ed
to
as
“self
-
co
n
tr
o
l”
o
r
“self
-
r
eg
u
latio
n
”
,
is
th
e
ab
ilit
y
to
r
eg
u
late
o
n
e’
s
em
o
tio
n
s
,
th
o
u
g
h
ts
,
an
d
b
e
h
av
io
r
s
e
f
f
e
ctiv
ely
in
d
if
f
er
e
n
t
s
itu
atio
n
s
.
T
h
is
in
clu
d
es
m
a
n
a
g
in
g
s
tr
ess
,
d
elay
in
g
g
r
atif
icatio
n
,
m
o
tiv
atin
g
o
n
eself
,
a
n
d
s
ettin
g
an
d
wo
r
k
i
n
g
to
war
d
p
e
r
s
o
n
al
a
n
d
ac
a
d
em
ic
g
o
als
[
2
1
]
.
I
n
th
is
u
n
p
r
e
ce
d
en
ted
tim
e,
it
is
ev
i
d
en
t
th
at
teac
h
er
s
an
d
ed
u
ca
to
r
s
,
as
f
r
o
n
tlin
er
s
in
th
e
ac
ad
em
e,
p
o
s
s
ess
s
elf
-
m
a
n
ag
em
en
t
s
k
ills
.
I
t
co
n
n
o
tes
th
at
wh
en
o
n
e
is
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
S
o
cio
-
emo
tio
n
a
l le
a
r
n
in
g
s
kills
a
n
d
tea
ch
i
n
g
p
r
a
ctice
s
o
f te
a
ch
ers
a
n
d
…
(
Mer
ce
d
es A
.
Ma
ca
r
a
n
d
a
n
g
)
493
eq
u
ip
p
e
d
with
s
tr
o
n
g
s
elf
-
m
a
n
ag
em
en
t
s
k
ills
,
th
e
y
ten
d
to
b
e
m
o
r
e
s
u
cc
ess
f
u
l
at
w
o
r
k
an
d
t
h
r
iv
e
i
n
an
y
u
n
an
ticip
ated
s
itu
atio
n
s
.
B
as
ed
o
n
th
e
f
in
d
in
g
s
,
it
r
ev
ea
led
th
at
th
e
r
esp
o
n
d
en
ts
f
ar
e
well
in
th
eir
s
elf
-
m
an
ag
em
en
t
s
k
ills
.
T
h
is
m
ea
n
s
th
at
ev
e
n
d
u
r
in
g
t
h
e
p
an
d
em
ic,
th
ey
ca
n
co
p
e
w
ith
th
e
ch
allen
g
i
n
g
s
itu
atio
n
s
in
th
e
way
th
ey
m
an
ag
e
th
eir
th
o
u
g
h
ts
a
n
d
e
m
o
tio
n
s
in
t
h
e
s
am
e
way
th
ey
ca
n
m
a
n
ag
e
th
eir
ac
ad
em
ic
r
esp
o
n
s
ib
ilit
ies.
T
h
ey
ca
n
f
o
llo
w
th
r
o
u
g
h
o
n
t
h
e
task
s
an
d
r
esp
o
n
s
ib
ilit
ies
ass
ig
n
ed
to
th
em
with
well
-
r
eg
u
lated
an
d
well
-
co
n
tr
o
lled
em
o
tio
n
s
.
T
h
e
af
o
r
em
en
tio
n
ed
i
n
ter
p
r
etatio
n
s
an
d
im
p
licatio
n
s
o
f
th
e
f
in
d
in
g
s
s
u
p
p
o
r
t
th
at
teac
h
er
s
’
s
o
cial
-
em
o
tio
n
al
co
m
p
eten
ce
i
s
n
ec
ess
ar
y
in
p
r
o
m
o
tin
g
a
p
o
s
itiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
a
n
d
b
u
ild
i
n
g
p
o
s
itiv
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
[
3
1
]
.
T
h
is
is
in
d
ee
d
a
k
e
y
to
b
o
th
teac
h
er
s
’
o
cc
u
p
atio
n
al
well
-
b
ein
g
an
d
u
ltima
tely
to
p
o
s
itiv
e
s
tu
d
en
t
d
ev
elo
p
m
e
n
t.
T
ea
ch
er
s
wh
o
a
r
e
em
o
tio
n
ally
s
tab
le
an
d
r
esil
ien
t
ten
d
to
r
em
ain
in
th
e
p
r
o
f
ess
io
n
.
T
o
f
u
r
t
h
er
p
r
o
m
o
te
l
o
n
g
te
r
m
teac
h
er
ef
f
ec
tiv
en
ess
an
d
teac
h
er
well
-
b
ein
g
,
p
o
licies
f
o
r
s
tr
u
ctu
r
ed
tr
ain
in
g
,
co
ac
h
in
g
a
n
d
h
ea
lth
s
u
p
p
o
r
t
ca
n
b
e
ag
g
r
e
s
s
iv
ely
p
u
r
s
u
ed
b
y
ed
u
ca
ti
o
n
p
o
licy
m
ak
er
s
.
4
.2
.
So
cia
l
a
wa
re
nes
s
a
nd
re
la
t
io
ns
hip
s
k
ill
s
o
f
t
ea
cher
s
T
ab
le
2
d
is
p
lay
s
th
e
s
tati
s
tica
l
d
ata
in
d
icatin
g
teac
h
er
s
’
s
o
cial
-
em
o
tio
n
al
co
m
p
eten
cies
in
ter
m
s
o
f
s
o
cial
awa
r
en
ess
an
d
r
elatio
n
s
h
ip
s
k
ills
.
So
cial
awa
r
en
ess
is
th
e
ab
ilit
y
to
ac
cu
r
ately
r
e
co
g
n
ize
o
n
e’
s
o
w
n
em
o
tio
n
s
,
th
o
u
g
h
ts
,
an
d
v
alu
e
s
an
d
h
o
w
th
ey
in
f
lu
e
n
ce
b
eh
av
io
r
.
On
t
h
e
o
th
er
h
an
d
,
r
ela
tio
n
s
h
ip
s
k
ills
r
ef
er
to
th
e
ab
ilit
y
to
estab
lis
h
an
d
m
ain
tain
h
ea
lth
y
a
n
d
r
ewa
r
d
in
g
r
elatio
n
s
h
i
p
s
with
d
iv
er
s
e
in
d
iv
id
u
als
an
d
g
r
o
u
p
s
.
T
h
e
f
in
d
in
g
s
s
h
o
w
th
at
th
e
o
v
er
all
m
ea
n
is
3
.
3
1
,
with
th
e
i
n
ter
p
r
etatio
n
o
f
ag
r
ee
.
T
h
is
in
d
icate
s
th
at
m
o
s
t
o
f
th
e
teac
h
er
s
e
x
h
ib
it
th
ese
co
m
p
eten
cies
in
d
ea
lin
g
with
t
h
eir
lear
n
er
s
.
I
t
r
e
v
e
als
th
at
th
e
teac
h
er
r
esp
o
n
d
en
ts
b
eliev
ed
th
at
th
e
y
h
av
e
in
th
em
s
elv
es
th
e
n
ee
d
ed
awa
r
e
n
ess
to
u
n
d
er
s
tan
d
an
d
em
p
ath
ize
with
th
e
v
iewp
o
in
ts
a
n
d
f
ee
lin
g
s
o
f
th
eir
s
tu
d
en
ts
,
an
d
to
cr
ea
te
an
d
m
ain
tain
a
h
ea
lth
y
r
el
atio
n
s
h
ip
with
th
eir
s
tu
d
en
ts
.
T
ab
le
2
.
So
cial
awa
r
en
ess
an
d
r
elatio
n
s
h
ip
s
k
ills
S
t
a
t
e
me
n
t
s
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
V
e
r
b
a
l
i
n
t
e
r
p
r
e
t
a
t
i
o
n
I
a
m
u
su
a
l
l
y
a
w
a
r
e
o
f
h
o
w
m
a
n
y
e
mo
t
i
o
n
s
,
c
u
l
t
u
r
a
l
l
y
g
r
o
u
n
d
e
d
b
e
l
i
e
f
s,
a
n
d
b
a
c
k
g
r
o
u
n
d
s
a
r
e
p
r
e
c
u
r
so
r
s
t
o
…
3
.
3
7
0
.
7
5
A
g
r
e
e
I
t
r
y
t
o
u
n
d
e
r
s
t
a
n
d
w
h
y
m
y
s
t
u
d
e
n
t
s
a
r
e
o
r
a
r
e
n
o
t
a
c
t
i
v
e
l
y
p
a
r
t
i
c
i
p
a
t
i
n
g
…
3
.
2
8
0
.
7
2
A
g
r
e
e
I
c
l
e
a
r
l
y
c
o
mm
u
n
i
c
a
t
e
b
e
h
a
v
i
o
r
a
l
a
n
d
a
c
a
d
e
mi
c
e
x
p
e
c
t
a
t
i
o
n
s
i
n
a
m
a
n
n
e
r
t
h
a
t
a
d
d
r
e
sses
st
u
d
e
n
t
s
’
i
n
d
i
v
i
d
u
a
l
n
e
e
d
s a
n
d
…
3
.
3
1
0
.
7
2
A
g
r
e
e
I
u
sed
t
h
e
i
n
s
t
r
u
c
t
i
o
n
a
l
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s
t
o
h
e
l
p
f
o
r
m
me
a
n
i
n
g
f
u
l
r
e
l
a
t
i
o
n
sh
i
p
s
w
i
t
h
m
y
st
u
d
e
n
t
s
a
n
d
c
u
l
t
i
v
a
t
e
t
h
e
i
r
S
EL
…
3
.
3
2
0
.
7
0
A
g
r
e
e
I
u
sed
t
h
e
i
n
s
t
r
u
c
t
i
o
n
a
l
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s
t
o
h
e
l
p
c
u
l
t
i
v
a
t
e
m
y
s
t
u
d
e
n
t
s
’
S
E
L
sk
i
l
l
s
.
.
.
3
.
2
5
0
.
7
0
A
g
r
e
e
O
v
e
r
a
l
l
m
e
a
n
3
.
3
1
A
g
r
e
e
Le
g
e
n
d
:
1
–
1
.
5
0
(
st
r
o
n
g
l
y
d
i
sa
g
r
e
e
)
,
1
.
5
1
–
2
.
5
0
(
d
i
sa
g
r
e
e
)
,
2
.
5
1
–
3
.
5
0
(
a
g
r
e
e
)
,
3
.
5
1
–
4
.
0
0
(
st
r
o
n
g
l
y
a
g
r
e
e
)
T
ab
le
2
also
s
h
o
ws
th
at
teac
h
er
s
ar
e
u
s
u
ally
awa
r
e
o
f
h
o
w
m
an
y
em
o
tio
n
s
,
cu
ltu
r
ally
g
r
o
u
n
d
ed
b
elief
s
,
an
d
b
ac
k
g
r
o
u
n
d
s
ar
e
p
r
ec
u
r
s
o
r
s
to
s
u
cc
ess
f
u
l
lear
n
i
n
g
.
T
h
is
h
as
a
weig
h
te
d
m
ea
n
o
f
3
.
3
7
,
in
ter
p
r
eted
as
a
g
r
ee
.
Fo
r
SEL
to
f
lo
u
r
is
h
,
th
e
teac
h
er
o
u
g
h
t
to
m
ain
tain
a
h
ap
p
y
class
r
o
o
m
atm
o
s
p
h
er
e,
wh
ich
,
h
o
p
e
f
u
lly
,
ca
s
ca
d
es
f
r
o
m
a
h
ap
p
y
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t.
Acc
o
r
d
in
g
to
th
e
n
atio
n
al
ass
o
ciatio
n
o
f
s
c
h
o
o
l
p
s
y
ch
o
lo
g
is
ts
,
a
s
ch
o
o
l
’
s
en
v
ir
o
n
m
e
n
t
p
lay
s
a
cr
u
cial
r
o
le
in
s
tu
d
en
ts
’
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
m
en
tal
well
-
b
ein
g
,
an
d
o
v
er
all
s
u
cc
ess
.
W
h
en
s
tu
d
en
t
s
f
ee
l
a
s
tr
o
n
g
s
en
s
e
o
f
c
o
n
n
e
ctio
n
,
ac
ce
p
tan
ce
,
an
d
r
esp
ec
t
with
in
th
eir
s
ch
o
o
l
co
m
m
u
n
ity
,
th
ey
a
r
e
m
o
r
e
lik
ely
to
th
r
iv
e
b
o
th
ac
a
d
em
icall
y
an
d
e
m
o
tio
n
ally
[
3
2
]
.
T
ea
ch
er
s
in
t
h
e
class
r
o
o
m
p
l
ay
a
c
r
u
cial
r
o
le
in
th
e
d
ev
el
o
p
m
en
t
o
f
lear
n
er
s
’
i
n
tellectu
al,
s
o
cial,
an
d
em
o
tio
n
al
d
o
m
ain
s
o
f
th
eir
b
ein
g
s
.
T
h
ey
s
h
o
u
ld
d
ev
elo
p
in
th
em
s
elv
es
s
o
cial
an
d
em
o
tio
n
al
co
m
p
eten
cies
an
d
tr
an
s
late
th
em
in
to
teac
h
in
g
p
r
ac
tices
th
at
ar
e
b
en
ef
icial
to
lear
n
er
s
.
E
m
p
lo
y
in
g
th
ese
co
m
p
eten
cies,
teac
h
er
s
ar
e
tea
ch
in
g
with
co
m
p
ass
io
n
an
d
ca
r
e
an
d
h
elp
i
n
g
ch
ild
r
e
n
d
ev
el
o
p
th
ese
s
o
cial
an
d
r
elatio
n
s
h
ip
s
k
ills
to
b
ec
o
m
e
co
n
f
id
en
t
lear
n
e
r
s
an
d
ev
e
n
tu
ally
b
ec
o
m
e
well
-
ad
ju
s
te
d
ad
u
lts
.
Similar
ly
,
p
er
f
o
r
m
in
g
class
r
o
o
m
f
u
n
ctio
n
s
with
th
ese
co
m
p
eten
cies
p
r
o
v
id
es
lear
n
er
s
o
p
p
o
r
tu
n
i
ties
to
wo
r
k
h
ar
d
ac
ad
em
ically
an
d
to
d
ev
el
o
p
co
n
f
id
en
ce
in
ac
h
iev
in
g
th
eir
ac
ad
em
ic
g
o
als.
Ho
wev
er
,
wh
en
teac
h
er
s
p
o
o
r
ly
m
an
ag
e
th
e
s
o
cial
a
n
d
em
o
tio
n
al
d
em
a
n
d
s
o
f
teac
h
in
g
,
s
t
u
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
e
n
t
an
d
b
e
h
av
io
r
b
o
th
s
u
f
f
er
[
1
5
]
.
As
an
im
p
licatio
n
f
o
r
p
r
ac
tice,
teac
h
e
r
s
m
u
s
t
b
e
well
s
u
p
p
o
r
ted
in
th
eir
wo
r
k
p
l
ac
es
to
co
n
tin
u
ally
ac
q
u
ir
e
s
o
cial
awa
r
en
ess
s
k
ills
an
d
m
an
ag
e
class
r
o
o
m
ch
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[
3
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4
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p
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k
n
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will
b
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ab
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d
o
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n
f
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m
in
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s
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in
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ta
r
g
ets
at
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s
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o
f
an
y
ac
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ity
is
a
m
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s
t
f
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teac
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ir
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jo
u
r
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with
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k
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th
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.
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an
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m
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h
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also
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g
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m
m
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n
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s
k
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,
s
elf
-
awa
r
en
ess
,
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d
co
n
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id
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ce
.
Stu
d
en
ts
’
awa
r
en
ess
o
f
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lear
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o
b
jectiv
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o
r
th
e
d
ay
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n
in
s
p
ir
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th
e
m
an
d
p
r
o
m
o
te
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r
ea
ter
e
n
g
ag
em
en
t.
T
ab
le
3
also
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h
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th
at
th
e
t
ea
ch
er
r
esp
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n
d
en
ts
p
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o
v
id
e
t
h
eir
s
tu
d
en
ts
with
s
tr
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to
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aly
ze
th
eir
wo
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k
with
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s
e
o
f
ass
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m
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t
to
o
ls
lik
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f
o
r
m
a
n
c
e
r
u
b
r
ics
an
d
p
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r
r
ev
iews.
T
h
is
h
as
a
weig
h
ted
m
ea
n
o
f
3
.
4
3
,
in
ter
p
r
eted
as
b
ein
g
p
r
ac
ticed
r
ea
s
o
n
ab
l
y
wel
l.
T
h
e
u
s
e
o
f
s
elf
-
ass
ess
m
en
t
to
o
ls
en
h
an
ce
s
th
e
d
ev
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p
m
e
n
t
o
f
s
tu
d
en
ts
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n
al
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.
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n
g
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in
s
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-
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s
m
en
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ter
s
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d
s
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s
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ed
ac
ad
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b
e
n
ef
its
o
v
e
r
tim
e
[
35
]
.
Ad
d
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ally
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is
also
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co
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es
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etac
o
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m
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t
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in
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s
k
ills
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th
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o
r
m
in
d
ep
en
d
en
tly
.
T
h
i
s
h
as
a
weig
h
ted
m
ea
n
o
f
3
.
3
9
,
wh
ich
m
ea
n
s
th
at
th
is
is
im
p
lem
en
ted
r
ea
s
o
n
ab
l
y
well.
Mo
d
elin
g
is
an
in
s
tr
u
c
tio
n
al
ap
p
r
o
ac
h
in
wh
ich
a
m
en
to
r
d
em
o
n
s
tr
ates
h
o
w
to
p
er
f
o
r
m
a
task
o
r
co
m
p
lete
an
ass
ig
n
m
en
t
b
ef
o
r
e
m
en
tees
attem
p
t
it
th
em
s
elv
es.
T
h
is
g
u
id
an
ce
h
elp
s
m
en
tees
b
u
ild
co
n
f
id
e
n
ce
an
d
d
ev
elo
p
ess
en
tial
s
k
ills
th
r
o
u
g
h
o
b
s
er
v
atio
n
an
d
p
r
ac
tic
e.
T
h
is
is
al
s
o
an
ex
ce
llen
t
class
r
o
o
m
m
an
ag
e
m
en
t
tech
n
iq
u
e.
T
h
r
o
u
g
h
e
x
p
licit
m
o
d
ellin
g
,
th
e
teac
h
er
p
r
o
v
id
es
a
clea
r
ex
am
p
le
o
f
a
m
o
d
el
o
r
s
tr
ate
g
y
,
an
d
t
h
is
s
h
o
u
ld
h
ap
p
en
at
ev
er
y
g
r
a
d
e
lev
el
an
d
in
e
v
e
r
y
s
u
b
ject
ar
ea
.
Fo
r
m
o
d
ellin
g
to
b
e
s
u
cc
ess
f
u
l,
th
e
teac
h
er
s
n
ee
d
to
p
lan
th
e
m
o
d
ellin
g
ca
r
ef
u
lly
.
T
h
is
t
ec
h
n
iq
u
e
p
r
o
v
i
d
es
a
h
ig
h
lev
el
o
f
teac
h
er
-
s
tu
d
e
n
t
in
ter
ac
tio
n
,
th
u
s
m
a
k
in
g
th
e
s
tu
d
en
ts
f
ee
l
m
o
r
e
c
o
n
f
id
e
n
t
in
d
e
m
o
n
s
tr
atin
g
wh
at
th
ey
lear
n
with
o
u
t f
ea
r
o
f
b
ein
g
b
u
llied
o
r
th
e
o
b
ject
o
f
lau
g
h
ter
in
class
.
4
.4
.
Rela
t
io
ns
hip
bet
wee
n t
h
e
t
ea
che
rs’
s
o
cio
-
emo
t
io
na
l l
ea
rning
co
m
pet
encies a
nd
t
ea
ching
pra
ct
ices
T
ab
le
4
s
h
o
ws
th
at
teac
h
er
s
’
s
o
cial
-
em
o
tio
n
al
co
m
p
eten
cie
s
an
d
th
e
teac
h
in
g
p
r
ac
tices
f
ac
to
r
s
h
av
e
a
p
-
v
alu
e
o
f
0
.
0
0
1
,
wh
ich
is
le
s
s
th
an
th
e
lev
el
o
f
s
ig
n
if
ica
n
c
e
0
.
0
5
.
T
h
e
r
ef
o
r
e,
th
e
n
u
ll h
y
p
o
th
esis
is
r
ejec
ted
.
T
h
is
m
ea
n
s
th
at
teac
h
er
s
’
s
o
cial
-
em
o
tio
n
al
co
m
p
eten
cies
an
d
teac
h
i
n
g
p
r
ac
tices
ar
e
m
o
d
er
ately
c
o
r
r
elate
d
with
a
Pear
s
o
n
co
ef
f
icien
t
v
alu
e
o
f
0
.
3
7
0
6
.
T
h
is
also
m
ea
n
s
th
at
th
e
h
ig
h
e
r
th
e
ir
s
o
cial
-
em
o
tio
n
al
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
S
o
cio
-
emo
tio
n
a
l le
a
r
n
in
g
s
kills
a
n
d
tea
ch
i
n
g
p
r
a
ctice
s
o
f te
a
ch
ers
a
n
d
…
(
Mer
ce
d
es A
.
Ma
ca
r
a
n
d
a
n
g
)
495
co
m
p
eten
cies,
th
e
h
ig
h
e
r
th
ei
r
teac
h
in
g
co
m
p
eten
ce
.
T
h
es
e
f
in
d
in
g
s
h
ig
h
li
g
h
t
th
e
im
p
o
r
tan
ce
o
f
d
o
m
in
an
t
th
eo
r
etica
l
b
elief
s
an
d
p
r
ac
tic
es
in
s
h
ap
in
g
teac
h
e
r
s
’
p
er
s
p
ec
tiv
es
d
u
r
in
g
liter
ac
y
in
s
tr
u
c
tio
n
f
o
r
n
o
n
-
n
ativ
e
E
n
g
lis
h
s
p
ea
k
er
s
[
36
]
.
T
h
is
f
u
r
th
er
s
u
g
g
ests
th
e
n
ee
d
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
th
at
in
teg
r
ate
SEL
tr
ain
in
g
,
as
teac
h
er
s
with
s
tr
o
n
g
SEL
s
k
ills
ca
n
cr
ea
te
s
u
p
p
o
r
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
th
at
en
h
an
ce
s
tu
d
en
t e
n
g
ag
e
m
en
t a
n
d
ac
ad
e
m
ic
s
u
cc
ess
[
37
]
.
Ad
d
itio
n
ally
,
SEL
co
m
p
eten
cies m
ay
p
lay
a
r
o
le
in
cu
ltu
r
ally
r
esp
o
n
s
iv
e
teac
h
in
g
,
h
elp
in
g
ed
u
ca
to
r
s
ad
d
r
ess
th
e
d
iv
er
s
e
n
ee
d
s
o
f
s
tu
d
e
n
ts
m
o
r
e
ef
f
e
ctiv
ely
.
E
x
p
lo
r
in
g
s
p
ec
if
ic
SEL
s
tr
ateg
ies
th
at
c
o
n
tr
ib
u
te
m
o
s
t
to
teac
h
in
g
ef
f
ec
tiv
en
ess
co
u
ld
f
u
r
th
e
r
in
f
o
r
m
b
est
p
r
ac
tices
in
ed
u
ca
tio
n
.
R
esear
ch
er
s
f
r
o
m
th
e
Am
er
ica
n
I
n
s
titu
tes
f
o
r
R
esear
ch
(
AI
R
)
r
e
v
iewe
d
e
x
is
tin
g
liter
atu
r
e
o
n
ev
id
en
ce
-
b
ased
SEL
p
r
o
g
r
am
s
th
at
f
o
cu
s
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
p
ec
if
ic
in
s
tr
u
ctio
n
al
p
r
ac
tices,
p
o
s
itiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
a
n
d
s
t
u
d
en
t
s
o
cial
an
d
em
o
tio
n
al
c
o
m
p
eten
cies
an
d
wer
e
a
b
le
t
o
id
en
tify
teac
h
in
g
p
r
ac
tices
m
o
s
t
f
r
eq
u
en
tly
r
e
f
e
r
en
ce
d
ac
r
o
s
s
th
e
SEL
p
r
o
g
r
a
m
s
[
3
]
.
Sev
er
al
p
o
licy
im
p
licatio
n
s
ca
n
b
e
cu
lled
f
r
o
m
th
is
f
in
d
in
g
.
E
d
u
ca
tio
n
al
p
o
licies
s
h
o
u
ld
s
u
p
p
o
r
t
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
s
th
at
f
ac
ilit
ate
ex
p
licit
teac
h
in
g
an
d
p
r
ac
tice
o
f
SEL
to
e
n
h
an
ce
en
g
ag
em
e
n
t
an
d
ac
ad
em
ic
o
u
tc
o
m
es
[
38
]
.
Sch
o
o
l
lead
er
s
h
ip
an
d
g
o
v
e
r
n
an
ce
p
o
licies
n
ee
d
to
p
r
o
v
id
e
an
en
a
b
lin
g
e
n
v
ir
o
n
m
en
t
t
h
at
s
u
p
p
o
r
ts
S
E
L
im
p
lem
e
n
tatio
n
in
clu
d
in
g
allo
ca
tin
g
r
eso
u
r
ce
s
an
d
cr
ea
tin
g
p
ed
a
g
o
g
ical
f
r
a
m
ewo
r
k
s
f
o
r
teac
h
er
s
to
ef
f
e
ctiv
ely
in
co
r
p
o
r
ate
SEL
in
to
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices.
T
ab
le
4
.
Sig
n
if
ica
n
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
teac
h
e
r
s
’
SEL
co
m
p
eten
cies a
n
d
teac
h
in
g
p
r
ac
tices
V
a
r
i
a
b
l
e
s
R
-
v
a
l
u
e
p
-
v
a
l
u
e
I
n
t
e
r
p
r
e
t
a
t
i
o
n
D
e
c
i
s
i
o
n
S
o
c
i
a
l
-
e
mo
t
i
o
n
a
l
c
o
m
p
e
t
e
n
c
i
e
s
a
n
d
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s
0
.
3
7
0
6
*
0
.
0
0
1
S
i
g
n
i
f
i
c
a
n
t
D
o
n
o
t
a
c
c
e
p
t
Ho
N
o
t
e
.
*
=
si
g
n
i
f
i
c
a
n
t
a
t
p
<
0
.
0
1
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
alig
n
with
p
r
io
r
r
esear
ch
s
h
o
win
g
t
h
e
im
p
o
r
tan
ce
o
f
teac
h
er
s
’
SEL
s
k
ills
in
en
h
an
cin
g
in
s
tr
u
ctio
n
al
q
u
ali
ty
an
d
s
tu
d
en
t
en
g
ag
em
e
n
t.
Fo
r
in
s
tan
ce
,
a
s
tu
d
y
by
Sc
h
o
n
er
t
-
R
eich
l
[
1
5
]
em
p
h
asized
th
at
ed
u
ca
to
r
s
with
s
tr
o
n
g
SEL
co
m
p
eten
cies
cr
ea
te
m
o
r
e
em
o
tio
n
ally
s
u
p
p
o
r
tiv
e
class
r
o
o
m
s
.
T
ea
ch
er
s
with
h
ig
h
em
o
tio
n
a
l
awa
r
en
ess
ar
e
b
etter
ab
le
t
o
m
an
ag
e
class
r
o
o
m
d
y
n
am
i
cs.
Similar
ly
,
SEL
p
r
o
g
r
a
m
s
s
ig
n
if
ican
tly
im
p
r
o
v
e
b
o
th
teac
h
er
b
eh
av
io
r
an
d
s
tu
d
en
t
o
u
tco
m
es
[
3
1
]
.
I
n
th
e
Ph
ilip
p
in
e
co
n
tex
t,
s
ev
er
al
s
tu
d
ies
[
1
]
,
[
2
8
]
also
h
ig
h
lig
h
ted
h
o
w
teac
h
er
r
esil
ien
ce
an
d
em
o
tio
n
al
m
an
ag
e
m
e
n
t
b
ec
am
e
ess
en
tial
d
u
r
in
g
t
h
e
s
h
if
t
to
f
lex
ib
le
lea
r
n
in
g
m
o
d
alities
.
A
s
tu
d
y
by
Aco
s
ta
et
a
l.
[
2
4
]
also
s
tr
ess
e
d
th
at
s
o
f
t
s
k
ills
—
o
f
ten
tied
to
SEL
—
ar
e
cr
u
cia
l
f
o
r
em
p
lo
y
ab
ilit
y
an
d
t
h
at
SEL
is
a
f
o
u
n
d
atio
n
f
o
r
teac
h
er
co
m
p
ete
n
ce
[
3
]
.
T
h
is
s
u
p
p
o
r
ts
th
e
s
tu
d
y
’
s
f
in
d
i
n
g
s
o
n
lo
n
g
-
ter
m
i
n
s
tr
u
ctio
n
al
im
p
ac
t
an
d
th
at
t
h
e
in
teg
r
atio
n
o
f
SEL
im
p
r
o
v
es
s
ch
o
o
l
clim
ate
a
n
d
ac
ad
em
ic
ac
h
iev
em
en
t
[
2
1
]
.
M
o
r
eo
v
er
,
th
e
f
in
d
in
g
s
also
s
u
p
p
o
r
t
th
e
s
tu
d
ies
[
6
]
,
[
2
1
]
SEL
f
r
am
ewo
r
k
s
b
y
em
p
ir
ically
v
alid
atin
g
th
e
lin
k
b
etwe
en
teac
h
er
s
’
SEL
co
m
p
eten
cies
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices.
T
h
ese
f
in
d
in
g
s
co
ll
ec
tiv
ely
r
ein
f
o
r
ce
th
e
p
r
esen
t
s
tu
d
y
’
s
co
n
cl
u
s
io
n
th
at
f
o
s
ter
in
g
teac
h
er
s
’
SEL
co
m
p
eten
cies is n
o
t o
n
ly
tim
el
y
b
u
t e
s
s
en
tial.
Alth
o
u
g
h
th
e
s
tu
d
y
is
lim
ited
b
y
its
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
a
n
d
r
elian
ce
o
n
s
elf
-
r
ep
o
r
te
d
d
ata,
wh
ich
m
ay
af
f
ec
t
th
e
ac
c
u
r
ac
y
a
n
d
ca
u
s
ality
o
f
f
in
d
i
n
g
s
,
it
s
till
p
r
o
v
i
d
es
in
s
ig
h
ts
u
s
ef
u
l
f
o
r
s
ch
o
o
l
lead
er
s
an
d
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ly
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also
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im
en
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th
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allo
win
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r
an
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ly
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r
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o
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ess
io
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ev
elo
p
m
e
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t p
r
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g
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am
s
.
5.
CO
NCLU
SI
O
N
T
h
e
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lts
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th
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d
y
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ca
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k
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s
elf
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elf
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m
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ag
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t,
s
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en
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an
d
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s
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ip
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k
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A
s
ig
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if
ican
t
r
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ip
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etwe
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’
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k
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estab
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ltu
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r
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elief
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ac
k
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ar
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r
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cc
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l
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T
h
is
im
p
lies
th
at
ed
u
ca
to
r
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o
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ess
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tr
o
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g
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k
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e
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iv
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ee
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s
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As
teac
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d
lear
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co
n
t
in
u
e
to
tr
a
n
s
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o
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m
,
th
e
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e
m
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co
m
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s
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o
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l
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n
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d
am
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g
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ca
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ca
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in
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estab
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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t
J
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&
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Vo
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15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
489
-
499
496
m
an
ag
in
g
s
tr
ess
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d
class
r
o
o
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ch
allen
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es.
Po
licies
h
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ile
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co
r
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m
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ip
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m
ay
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ed
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s
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ip
.
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t
also
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id
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d
i
n
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ts
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w
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m
p
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ev
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o
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o
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ter
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h
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h
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s
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n
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to
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ig
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Aut
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Nelia
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Fil
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tan
d
ar
d
s
f
o
r
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h
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m
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ts
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tr
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at
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aly
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is
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ce
s
s
.
No
p
er
s
o
n
ally
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le
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o
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m
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n
was
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is
clo
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ed
in
a
n
y
p
a
r
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th
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tu
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y
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s
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