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Resea
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I
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l.
14
,
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b
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2
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.
34
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the
ro
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c
o
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u
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th
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s
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i
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re
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se
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d
s,
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n
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c
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b
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sc
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c
o
m
m
u
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ies
.
Ad
d
re
ss
in
g
th
e
se
c
h
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ll
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g
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re
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t
e
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ffe
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ti
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ss
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a
ims
t
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a
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o
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m
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LT
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p
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m
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d
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ly
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a
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m
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(
P
LS
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).
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d
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s
re
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d
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ifi
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n
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iate
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n
d
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is
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p
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id
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s
v
a
l
u
a
b
le
i
n
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h
ts
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p
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m
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n
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sc
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ra
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pr
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c
ti
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s,
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lt
ima
tely
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g
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n
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g
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LCs
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n
tatio
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i
n
M
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c
o
n
d
a
ry
sc
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u
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rm
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re
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th
e
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g
s
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n
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a
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ip
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t
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e
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h
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n
c
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P
LCs
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ffe
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ti
v
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ss
.
K
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w
o
r
d
s
:
Mid
d
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lead
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s
h
i
p
PLCs
PLS
-
SEM
Seco
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d
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e
CC B
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SA
li
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.
C
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s
p
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nd
ing
A
uth
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r
:
So
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B
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Sch
o
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f
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d
u
ca
tio
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,
Un
iv
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s
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ti Uta
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a
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Sin
to
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Dar
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s
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b
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.
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u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Pro
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
(
PLCs
)
p
r
o
m
o
te
in
s
ig
h
tf
u
l,
co
n
tin
u
o
u
s
,
an
d
c
o
o
p
er
ativ
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p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t a
m
o
n
g
teac
h
er
s
[
1
]
.
T
ea
ch
er
s
en
g
a
g
ed
in
PLCs
ar
e
ex
p
o
s
ed
to
in
n
o
v
ativ
e
id
ea
s
an
d
ar
e
m
o
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e
lik
el
y
to
im
p
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n
t
v
ar
io
u
s
teac
h
in
g
s
tr
ateg
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t
h
at
ad
d
r
ess
th
e
v
a
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n
ee
d
s
o
f
s
tu
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,
th
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b
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in
cr
ea
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in
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s
tu
d
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’
en
g
ag
em
en
t
an
d
m
o
tiv
atio
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i
n
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
PLCs
f
o
s
ter
p
r
o
f
ess
io
n
al
g
r
o
wth
with
teac
h
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s
wo
r
k
in
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to
g
eth
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r
co
n
s
tan
tly
to
e
n
h
an
ce
teac
h
i
n
g
s
tr
ateg
ies an
d
s
tu
d
e
n
t a
ch
ie
v
em
en
t
[
2
]
.
Acc
o
r
d
in
g
to
C
h
u
a
et
a
l.
[
3
]
,
im
p
lem
en
tatio
n
o
f
PLCs
f
ac
es
s
ev
er
al
ch
allen
g
es,
in
clu
d
in
g
p
ass
iv
e
attitu
d
es
am
o
n
g
teac
h
er
s
,
in
c
r
ea
s
ed
wo
r
k
l
o
ad
s
,
lim
ited
u
n
d
er
s
tan
d
in
g
o
f
th
e
PLCs
co
n
ce
p
t,
u
n
f
av
o
r
ab
le
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
,
a
n
d
i
n
ef
f
ec
tiv
e
ex
ec
u
tio
n
b
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s
ch
o
o
l
co
m
m
u
n
ities
.
Ad
d
r
ess
in
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th
ese
ch
allen
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r
e
q
u
ir
es
cr
ea
tin
g
a
s
u
p
p
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r
tiv
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o
r
g
a
n
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za
tio
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al
s
tr
u
ctu
r
e
th
at
f
o
s
ter
s
th
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estab
lis
h
m
en
t
o
f
co
n
d
u
civ
e
co
n
d
itio
n
s
f
o
r
PLCs
.
T
h
u
s
,
m
id
d
le
lead
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s
p
l
ay
a
p
iv
o
tal
r
o
le
in
f
ac
ilit
atin
g
ef
f
ec
tiv
e
PLCs
im
p
lem
en
tatio
n
.
As
f
o
r
m
alize
d
p
o
s
itio
n
s
ar
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s
itu
ated
b
etwe
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s
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r
lead
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s
h
ip
an
d
teac
h
er
s
,
m
id
d
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lead
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s
ac
t
as
a
b
r
id
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to
f
o
s
ter
r
elatio
n
s
h
ip
s
an
d
d
r
iv
e
s
h
a
r
ed
g
o
als
[
4
]
.
T
h
eir
r
esp
o
n
s
ib
ilit
ies
in
clu
d
e
p
r
o
m
o
tin
g
lead
e
r
s
h
ip
,
f
ac
ilit
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g
p
r
o
f
ess
io
n
al
g
r
o
w
th
,
an
d
m
en
to
r
i
n
g
teac
h
er
s
b
y
g
ath
er
in
g
f
ee
d
b
ac
k
to
in
f
o
r
m
s
ch
o
o
l
d
ec
is
io
n
-
m
ak
in
g
[
5
]
.
W
h
ile
m
i
d
d
le
lea
d
er
s
co
m
p
lem
en
t p
r
in
cip
als
i
n
s
u
p
p
o
r
tin
g
PLCs
,
th
eir
in
f
lu
e
n
ce
,
as d
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ed
b
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
2
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8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
34
6
1
-
34
6
8
3462
teac
h
er
s
,
is
p
er
ce
iv
ed
to
b
e
m
o
d
er
ately
im
p
ac
tf
u
l,
esp
ec
ially
in
p
r
o
m
o
tin
g
PL
Cs
[
6
]
.
Ad
d
itio
n
a
lly
,
co
llab
o
r
atio
n
b
etwe
en
m
id
d
le
lead
er
s
an
d
in
f
o
r
m
al
teac
h
er
lead
er
s
im
p
r
o
v
es
PLCs
b
y
cr
e
atin
g
o
p
p
o
r
t
u
n
ities
f
o
r
s
h
a
r
ed
lead
er
s
h
ip
an
d
c
o
n
t
in
u
o
u
s
im
p
r
o
v
em
en
t
[
7
]
.
Stu
d
ies
h
av
e
ex
h
ib
ited
th
at
PLCs
p
r
o
v
id
e
a
p
latf
o
r
m
f
o
r
d
ev
el
o
p
in
g
in
f
o
r
m
al
teac
h
er
lead
er
s
h
ip
,
o
f
ten
s
u
r
p
ass
in
g
th
e
in
f
lu
en
ce
o
f
p
r
in
cip
als
o
r
m
id
d
le
lead
er
s
h
ip
(
ML
T
)
alo
n
e
[
8
]
.
Ultim
ately
,
MLT
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
s
PLCs
b
y
ad
d
r
ess
in
g
th
e
d
iv
er
s
e
n
ee
d
s
o
f
teac
h
e
r
s
an
d
s
tu
d
en
ts
alik
e,
cr
ea
tin
g
s
u
p
p
o
r
tiv
e
c
o
n
d
itio
n
s
,
an
d
p
r
o
m
o
tin
g
s
h
ar
ed
a
u
th
o
r
ity
.
Fu
r
th
e
r
m
o
r
e,
Pin
h
eir
o
an
d
Alv
es
[
9
]
f
o
u
n
d
t
h
at
m
id
d
le
l
ea
d
er
s
s
ig
n
if
ican
tly
co
n
tr
ib
u
te
to
th
e
d
e
v
elo
p
m
e
n
t
o
f
lear
n
i
n
g
co
m
m
u
n
ities
b
y
f
o
s
ter
in
g
co
llab
o
r
ativ
e
en
v
ir
o
n
m
en
ts
.
Ho
wev
er
,
th
eir
in
f
lu
en
ce
o
n
d
ee
p
en
in
g
teac
h
er
le
ar
n
in
g
an
d
alter
in
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class
r
o
o
m
p
r
ac
tices n
ee
d
s
f
u
r
th
er
s
tr
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th
e
n
in
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T
ea
ch
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p
a
r
ticip
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i
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d
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is
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n
-
m
ak
in
g
(
T
M)
in
v
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lv
es
te
ac
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s
’
m
ea
n
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n
g
f
u
l
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a
g
em
e
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t
in
k
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d
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n
s
,
p
ar
ticu
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ly
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th
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d
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s
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tu
d
en
t
ass
es
s
m
en
t,
cu
r
r
icu
lu
m
p
lan
n
in
g
,
s
taf
f
d
ev
elo
p
m
en
t
(
SD)
,
an
d
s
ch
o
o
l
f
in
an
ce
s
[
1
0
]
.
T
h
is
p
ar
ticip
ativ
e
ap
p
r
o
ac
h
em
p
h
asizes
co
llectiv
e
r
esp
o
n
s
ib
ilit
y
,
a
s
h
ar
ed
m
i
s
s
io
n
,
an
d
d
em
o
cr
atic
m
a
n
ag
em
en
t,
f
o
s
ter
in
g
an
en
v
ir
o
n
m
en
t
wh
er
e
teac
h
e
r
s
f
ee
l
ap
p
r
ec
iated
,
em
p
o
wer
e
d
,
an
d
v
al
u
ed
.
R
esear
ch
h
i
g
h
lig
h
ts
th
at
w
h
en
teac
h
er
s
ar
e
ac
tiv
ely
e
n
g
ag
ed
in
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
es
,
th
ey
d
ev
elo
p
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
o
f
s
ch
o
o
l
g
o
als
an
d
a
r
e
lik
ely
to
ex
h
ib
it b
eh
av
io
r
s
t
h
at
alig
n
with
o
r
g
a
n
izatio
n
al
im
p
r
o
v
em
e
n
t
s
u
ch
as
in
PLCs
[
1
1
]
.
As
So
m
ec
h
[
1
0
]
s
tated
,
m
id
d
le
lead
er
s
f
o
s
ter
o
p
en
c
o
m
m
u
n
icatio
n
,
cr
ea
te
p
latf
o
r
m
s
f
o
r
co
lla
b
o
r
ativ
e
d
ec
is
io
n
-
m
ak
in
g
,
an
d
en
co
u
r
ag
e
tea
ch
e
r
in
p
u
t
in
s
ch
o
o
l
g
o
v
er
n
an
ce
.
T
h
r
o
u
g
h
p
ar
ticip
ativ
e
d
ec
is
io
n
-
m
ak
in
g
,
teac
h
er
s
ca
n
d
ev
el
o
p
a
s
en
s
e
o
f
o
b
li
g
atio
n
an
d
cr
ea
te
a
s
h
ar
ed
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
o
r
g
an
iz
atio
n
al
m
is
s
io
n
to
co
n
tr
ib
u
te
p
o
s
itiv
ely
to
PLCs
in
itiativ
es.
T
h
er
ef
o
r
e,
TM
ac
t
s
as
a
m
ed
iato
r
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
MLT
an
d
PLCs
.
T
h
is
m
ed
iatio
n
ef
f
ec
t
in
d
icate
s
th
at
wh
en
teac
h
er
s
ar
e
g
iv
en
ch
an
ce
s
to
p
ar
ti
cip
ate
in
d
ec
is
io
n
-
m
ak
in
g
,
th
e
in
f
lu
e
n
ce
o
f
MLT
o
n
th
e
s
u
cc
ess
o
f
PLCs
is
im
p
r
o
v
e
d
,
as
teac
h
er
s
a
r
e
m
o
r
e
m
o
tiv
ated
t
o
p
ar
ticip
ate
in
p
r
o
f
ess
io
n
al
g
r
o
wth
ac
tiv
ities
[
1
2
]
,
[
1
3
]
.
MLT
in
s
ch
o
o
ls
co
n
tin
u
es
to
attr
ac
t
in
ter
est
f
r
o
m
r
esear
ch
e
r
s
wo
r
ld
wid
e,
th
e
em
p
ir
ical
b
ase
r
em
ain
s
r
elativ
ely
lim
ited
[
1
4
]
.
T
h
is
g
ap
is
p
ar
ticu
lar
ly
e
v
id
en
t
in
th
e
co
n
tex
t
o
f
PLCs
,
wh
ich
ar
e
wid
ely
r
ec
o
g
n
ized
as
v
ital
f
o
r
f
o
s
ter
in
g
b
o
th
teac
h
er
an
d
s
tu
d
e
n
t
lear
n
in
g
.
Desp
ite
th
e
im
p
o
r
tan
ce
o
f
PLCs
,
th
er
e
is
in
s
u
f
f
icien
t
k
n
o
wled
g
e
o
f
lead
er
s
h
ip
p
r
ac
tices
an
d
th
e
n
atu
r
e
o
f
TM
t
h
at
f
ac
ilit
ate
lear
n
in
g
with
in
th
ese
co
m
m
u
n
ities
.
T
h
e
in
ter
s
ec
tio
n
o
f
MLT
a
n
d
r
o
le
in
s
h
ap
in
g
ef
f
ec
t
iv
e
PLCs
th
u
s
r
ep
r
esen
ts
a
cr
iti
ca
l
ar
ea
f
o
r
f
u
r
th
er
em
p
ir
ical
r
esear
ch
.
T
h
er
ef
o
r
e
,
th
e
s
tu
d
y
aim
s
to
in
v
esti
g
at
e
th
e
ef
f
ec
t
o
f
ML
T
o
n
PLC
s
am
o
n
g
s
ec
o
n
d
a
r
y
s
ch
o
o
l
teac
h
er
s
in
Pen
an
g
.
Sp
ec
if
ically
,
TM
m
ed
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
MLT
an
d
PLCs
.
Fig
u
r
e
1
d
is
p
lay
s
th
e
r
esear
ch
m
o
d
el
o
f
th
e
s
tu
d
y
.
T
h
u
s
,
t
h
is
s
tu
d
y
ai
m
s
to
ad
d
r
ess
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
−
I
s
th
er
e
an
y
s
ig
n
i
f
ican
t e
f
f
ec
t
o
f
MLT
o
n
PLCs
?
−
Do
es
TM
m
ed
iate
th
e
r
elatio
n
s
h
ip
b
etwe
en
MLT
an
d
PLCs
?
T
h
is
s
tu
d
y
o
f
f
e
r
s
a
n
o
v
el
co
n
tr
ib
u
tio
n
b
y
s
h
if
tin
g
th
e
f
o
c
u
s
f
r
o
m
s
en
io
r
lead
er
s
h
ip
to
ML
T
,
an
o
f
te
n
o
v
er
lo
o
k
ed
b
u
t
cr
u
cial
la
y
er
th
at
d
i
r
ec
tly
in
f
lu
en
ce
s
teac
h
er
co
llab
o
r
atio
n
an
d
p
r
o
f
ess
io
n
al
g
r
o
wth
[
1
5
]
.
Un
lik
e
p
r
ev
io
u
s
r
esear
ch
th
at
p
r
im
ar
ily
em
p
h
asizes
to
p
-
d
o
wn
lead
er
s
h
ip
ap
p
r
o
ac
h
es,
th
is
s
t
u
d
y
ex
p
lo
r
es
h
o
w
T
M
m
ed
iates
th
e
r
elatio
n
s
h
i
p
b
etwe
en
ML
T
a
n
d
PLCs
ef
f
ec
tiv
en
ess
,
r
ein
f
o
r
cin
g
t
h
e
s
ig
n
if
ican
ce
o
f
lead
er
s
h
ip
with
in
PLCs
[
1
6
]
.
Me
th
o
d
o
lo
g
ically
,
th
is
s
tu
d
y
ad
v
an
ce
s
th
e
f
ield
b
y
em
p
lo
y
in
g
PLS
-
SEM
an
aly
s
is
,
a
r
o
b
u
s
t
s
tatis
tical
tech
n
iq
u
e
th
at
allo
ws
f
o
r
a
m
o
r
e
c
o
m
p
r
eh
en
s
iv
e
e
x
am
i
n
atio
n
o
f
co
m
p
lex
r
elatio
n
s
h
ip
s
b
ey
o
n
d
tr
a
d
itio
n
al
co
r
r
elatio
n
-
b
ased
s
tu
d
ies
[
1
7
]
.
Fig
u
r
e
1
.
R
esear
ch
m
o
d
el
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
u
s
ed
a
q
u
an
titativ
e
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
,
tar
g
etin
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
in
Pen
an
g
.
A
co
n
v
en
ie
n
ce
s
am
p
lin
g
m
eth
o
d
was
u
tili
ze
d
to
g
ath
er
th
e
d
ata,
in
v
o
lv
i
n
g
th
e
s
elec
tio
n
o
f
p
ar
ticip
an
ts
wh
o
wer
e
ea
s
ily
a
cc
ess
ib
le,
g
eo
g
r
ap
h
ically
p
r
o
x
im
ate,
an
d
willin
g
to
tak
e
p
ar
t
in
th
e
s
tu
d
y
[
1
8
]
.
Ap
p
r
o
x
im
ately
3
0
0
o
n
lin
e
q
u
esti
o
n
n
air
es
wer
e
s
en
t
v
ia
em
ail
to
th
e
tar
g
eted
p
o
p
u
latio
n
,
an
d
2
8
4
r
esp
o
n
s
es
wer
e
o
b
tain
ed
,
y
ield
in
g
a
h
ig
h
p
ar
ticip
atio
n
r
ate
o
f
9
4
.
7
%.
M
id
d
le
lea
d
e
rsh
ip
(M
L
T
)
Te
a
c
h
e
r p
a
rtic
ip
a
tio
n
i
n
d
e
c
isio
n
-
m
a
k
i
n
g
(
TM
)
P
ro
fe
ss
io
n
a
l
lea
rn
in
g
c
o
m
m
u
n
it
ies
(P
L
Cs)
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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o
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r
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r
n
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co
mmu
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:
th
e
r
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le
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mid
d
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ip
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ab
le
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s
h
o
ws
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at
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e
m
ajo
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ity
o
f
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r
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o
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m
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ile
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R
eg
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f
r
esp
o
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d
en
ts
h
ad
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ad
11
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r
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a
d
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iv
e
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ea
r
s
o
r
less
,
an
d
6
.
3
% h
ad
s
ix
to
ten
y
ea
r
s
o
f
ex
p
e
r
ien
ce
.
T
ab
le
1
.
Par
ticip
an
ts
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em
o
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r
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r
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ile
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(
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(
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e
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a
l
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60
2
1
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e
mal
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2
2
4
7
8
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g
e
21
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3
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a
r
s
33
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1
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31
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r
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3
1
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a
r
s
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2
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4
2
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e
a
r
s
42
1
4
.
8
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
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y
e
a
r
s
a
n
d
b
e
l
o
w
53
1
8
.
7
6
–
1
0
y
e
a
r
s
18
6
.
3
11
–
1
5
y
e
a
r
s
63
2
2
.
2
16
–
2
0
y
e
a
r
s
71
2
5
.
0
2
1
y
e
a
r
s
a
n
d
a
b
o
v
e
79
2
7
.
8
2
.
2
.
I
ns
t
rum
ent
a
t
io
n
W
e
o
p
er
atio
n
alize
d
t
h
e
r
o
le
o
f
MLT
u
s
in
g
De
No
b
ile
et
a
l.
[
1
9
]
s
ca
le
with
s
ev
en
d
i
m
en
s
io
n
s
:
ad
m
in
is
tr
atio
n
(
AN)
,
lead
in
g
lear
n
in
g
an
d
ch
a
n
g
e
(
L
C
)
,
m
an
ag
in
g
cu
r
r
icu
lu
m
(
MC)
,
m
an
ag
in
g
s
tu
d
en
ts
(
MS)
,
o
r
g
an
izin
g
p
eo
p
le
(
OP)
,
SD
,
an
d
s
taf
f
s
u
p
er
v
is
io
n
(
SS
)
.
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
th
ese
s
ev
en
d
im
en
s
io
n
s
r
an
g
ed
b
etwe
en
0
.
8
8
6
to
0
.
9
5
0
.
W
ith
r
esp
ec
t
to
PLCs
,
we
u
s
ed
th
e
f
o
u
r
d
im
en
s
io
n
s
b
y
Ho
et
a
l.
[
2
0
]
.
T
h
e
d
im
en
s
io
n
s
in
clu
d
e
d
d
e
-
p
r
i
v
a
tized
p
r
ac
tices
(
DP)
,
o
r
g
a
n
izatio
n
al
lear
n
in
g
(
OL
)
,
r
ef
lect
iv
e
d
ialo
g
u
e
(
R
D)
,
an
d
s
h
ar
e
d
r
esp
o
n
s
ib
ilit
y
(
S
R
)
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
o
f
th
ese
f
o
u
r
d
im
en
s
io
n
s
r
an
g
e
d
b
etwe
en
0
.
8
7
7
t
o
0
.
9
0
1
.
I
n
a
d
d
itio
n
,
we
u
s
ed
th
e
s
ix
-
item
s
ca
le
b
y
L
eith
wo
o
d
an
d
J
an
tzi
[
2
1
]
to
m
ea
s
u
r
e
TM
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
was
0
.
9
4
9
.
All
v
ar
iab
le
s
wer
e
r
ated
o
n
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
l
y
ag
r
ee
)
.
2
.
3
.
Da
t
a
c
o
llect
io
n a
nd
da
t
a
a
na
ly
s
is
pro
ce
du
re
s
T
h
e
s
tu
d
y
o
b
tain
e
d
a
p
p
r
o
v
al
f
o
r
d
ata
co
llectio
n
f
r
o
m
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia
an
d
th
e
Dep
ar
tm
en
t
o
f
State
E
d
u
ca
tio
n
.
On
lin
e
q
u
esti
o
n
n
air
es
wer
e
d
is
tr
ib
u
ted
u
s
in
g
Go
o
g
le
Fo
r
m
s
.
T
h
e
s
u
r
v
ey
was
co
n
d
u
cte
d
o
n
a
f
u
lly
v
o
lu
n
tar
y
an
d
co
n
f
id
e
n
tial
b
asis
,
as
in
d
icate
d
o
n
th
e
q
u
esti
o
n
n
air
e'
s
co
v
er
p
a
g
e.
I
n
th
is
s
tu
d
y
,
p
a
r
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
was
u
s
ed
to
a
n
a
ly
ze
th
e
d
ata
with
Sm
ar
tPLS
4
.
0
s
o
f
twar
e
[
2
2
]
.
PLS
-
SEM
o
f
f
er
s
s
ig
n
if
ica
n
t
ad
v
an
tag
es
f
o
r
an
aly
zin
g
d
ir
ec
t
an
d
in
d
ir
ec
t
r
elatio
n
s
h
ip
s
am
o
n
g
v
ar
io
u
s
v
ar
iab
les
with
in
a
s
tr
u
ctu
r
al
m
o
d
el
[
1
7
]
.
Fu
r
t
h
er
m
o
r
e,
it
is
wel
l
-
s
u
ited
f
o
r
ex
am
in
in
g
s
ec
o
n
d
-
o
r
d
er
c
o
n
s
tr
u
cts
with
in
s
tr
u
ctu
r
al
m
o
d
e
ls
.
T
h
e
a
n
aly
s
is
f
o
llo
wed
a
two
-
s
tag
e
p
r
o
ce
s
s
,
co
m
p
r
is
in
g
a
n
ass
ess
m
en
t o
f
th
e
m
ea
s
u
r
em
en
t a
n
d
s
tr
u
ctu
r
al
m
o
d
els
[
1
7
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
P
re
li
m
ina
ry
a
na
l
y
s
is
T
o
m
itig
ate
th
e
p
o
ten
tial
is
s
u
e
o
f
co
m
m
o
n
m
eth
o
d
b
ias
(
C
MB)
ass
o
ciate
d
wit
h
s
e
lf
-
r
ep
o
r
t m
ea
s
u
r
es,
as
h
ig
h
lig
h
ted
b
y
Po
d
s
ak
o
f
f
et
a
l.
[
2
3
]
,
a
f
u
ll
co
llin
ea
r
ity
ass
ess
m
en
t
was
p
er
f
o
r
m
e
d
b
y
th
e
g
u
id
elin
es
p
r
o
p
o
s
ed
b
y
Ko
c
k
[
2
4
]
with
in
th
e
f
r
am
ewo
r
k
o
f
PLS
-
SEM
.
Ko
ck
[
2
4
]
s
u
g
g
ests
t
h
at
f
u
ll
c
o
llin
ea
r
ity
v
a
r
ian
ce
in
f
latio
n
f
ac
to
r
s
(
VI
Fs
)
b
elo
w
3
.
3
in
d
icate
an
ab
s
en
ce
o
f
s
ig
n
if
ican
t
C
MB
co
n
ce
r
n
s
.
T
ab
le
2
d
is
p
lay
s
all
th
e
o
b
s
er
v
ed
VI
F
v
alu
es we
r
e
1
.
0
0
0
,
co
n
f
ir
m
in
g
th
at
C
MB wa
s
n
o
t a
p
r
o
b
lem
in
th
is
s
tu
d
y
.
3
.
2
.
Ass
ess
m
ent
o
f
m
e
a
s
urem
en
t
mo
del (
f
irst
-
o
rder
co
ns
t
ruct
)
T
h
e
ass
ess
m
en
t
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
f
o
r
th
e
1
2
f
i
r
s
t
-
o
r
d
er
co
n
s
tr
u
cts,
as
s
u
m
m
ar
ized
in
T
ab
le
2
,
r
e
v
ea
ls
th
at
m
o
s
t
in
d
icato
r
lo
a
d
in
g
s
ex
ce
e
d
ed
t
h
e
cu
t
-
o
f
f
v
alu
e
o
f
0
.
7
0
,
ex
ce
p
t
f
o
r
item
SD3
.
Ho
wev
er
,
th
e
co
m
p
o
s
ite
r
elia
b
ilit
y
(
C
R
)
an
d
av
er
ag
e
v
ar
ia
n
ce
ex
tr
ac
ted
(
AVE
)
f
o
r
th
is
item
wer
e
ab
o
v
e
th
e
ac
ce
p
tab
le
cu
t
-
o
f
f
v
alu
e
o
f
0
.
7
0
an
d
0
.
5
0
,
r
esp
ec
tiv
ely
,
lea
d
in
g
to
its
r
eten
tio
n
in
t
h
e
m
o
d
el.
Similar
ly
,
th
e
o
th
er
1
1
f
ir
s
t
-
o
r
d
e
r
c
o
n
s
tr
u
cts ac
h
iev
ed
l
o
ad
in
g
v
al
u
es,
C
R
,
an
d
AV
E
t
h
at
m
et
o
r
s
u
r
p
ass
ed
th
e
cu
t
-
o
f
f
v
alu
es
o
f
0
.
7
0
,
0
.
7
0
,
an
d
0
.
5
0
,
r
esp
ec
tiv
ely
.
T
h
ese
f
in
d
in
g
s
estab
lis
h
th
e
co
n
s
tr
u
cts
'
c
o
n
v
er
g
en
t
v
alid
ity
.
Fu
r
th
er
m
o
r
e
,
T
ab
le
3
d
em
o
n
s
tr
ates
th
at
all
h
eter
o
tr
ait
-
m
o
n
o
tr
ait
(
HT
MT
)
r
atio
v
al
u
es
wer
e
b
elo
w
th
e
r
ec
o
m
m
en
d
ed
m
a
x
im
u
m
o
f
0
.
9
0
[
2
5
]
,
c
o
n
f
ir
m
i
n
g
th
e
d
is
cr
im
in
an
t v
alid
ity
o
f
th
e
f
ir
s
t
-
o
r
d
er
co
n
s
tr
u
cts.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
34
6
1
-
34
6
8
3464
T
ab
le
2
.
Me
asu
r
em
e
n
t m
o
d
el
o
f
f
ir
s
t
-
o
r
d
er
co
n
s
tr
u
cts
C
o
n
st
r
u
c
t
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n
d
i
t
e
m
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a
d
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n
g
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l
p
h
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3
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4
0
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8
8
0
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5
0
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8
8
7
TM
6
0
.
8
8
9
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
mp
o
w
erin
g
p
r
o
fess
io
n
a
l le
a
r
n
in
g
co
mmu
n
ities
:
th
e
r
o
le
o
f
mid
d
le
lea
d
ers
h
ip
a
n
d
… (
S
o
ck
B
ee
i Yea
p
)
3465
T
ab
le
3
.
Dis
cr
im
in
an
t v
ali
d
ity
(
HT
MT
)
f
o
r
f
ir
s
t
-
o
r
d
er
co
n
s
tr
u
cts
AN
DP
LC
MC
MS
OL
OP
RD
SD
SR
SS
TM
AN
DP
0
.
5
7
2
LC
0
.
6
8
8
0
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6
9
3
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0
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6
9
1
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6
1
1
0
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7
8
6
MS
0
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5
9
4
0
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5
9
3
0
.
7
1
8
0
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7
1
1
OL
0
.
5
5
9
0
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7
9
6
0
.
6
5
8
0
.
6
1
9
0
.
6
0
2
OP
0
.
6
4
3
0
.
6
0
4
0
.
8
5
7
0
.
7
1
1
0
.
6
5
3
0
.
6
0
0
RD
0
.
5
3
5
0
.
8
8
4
0
.
6
4
2
0
.
6
2
6
0
.
6
0
0
0
.
8
4
6
0
.
5
7
6
SD
0
.
5
8
8
0
.
6
4
1
0
.
7
8
1
0
.
7
7
1
0
.
8
4
1
0
.
6
2
0
0
.
6
4
0
0
.
6
2
4
SR
0
.
5
5
8
0
.
8
7
0
0
.
6
5
5
0
.
5
8
2
0
.
5
7
5
0
.
9
3
6
0
.
5
9
8
0
.
8
8
9
0
.
5
8
6
SS
0
.
6
3
5
0
.
5
8
2
0
.
8
4
4
0
.
7
2
6
0
.
6
3
9
0
.
6
0
7
0
.
7
4
9
0
.
5
5
7
0
.
7
2
3
0
.
5
8
0
TM
0
.
5
7
3
0
.
6
6
0
0
.
7
4
7
0
.
7
2
8
0
.
7
2
5
0
.
6
3
0
0
.
6
7
7
0
.
6
4
1
0
.
7
6
9
0
.
6
0
8
0
.
6
6
5
3
.
3
.
Ass
ess
m
ent
o
f
m
e
a
s
urem
ent
mo
del (
s
ec
o
nd
-
o
rder
co
ns
t
ruct
)
As
p
r
esen
ted
in
T
ab
le
4
,
t
h
e
l
o
ad
in
g
s
o
f
th
e
f
ir
s
t
-
o
r
d
er
co
n
s
tr
u
cts
co
r
r
esp
o
n
d
i
n
g
to
th
eir
r
esp
ec
tiv
e
s
ec
o
n
d
-
o
r
d
er
c
o
n
s
tr
u
cts
ex
ce
ed
ed
th
e
c
u
t
-
o
f
f
v
al
u
e
o
f
0
.
7
0
.
Ad
d
itio
n
all
y
,
th
e
AVE
an
d
C
R
v
alu
es
f
o
r
t
h
e
s
ec
o
n
d
-
o
r
d
er
co
n
s
tr
u
cts
—
MLT
an
d
PLCs
wer
e
ab
o
v
e
th
e
ac
ce
p
tab
le
t
h
r
esh
o
ld
s
o
f
0
.
5
0
an
d
0
.
7
0
,
r
esp
ec
tiv
ely
.
T
h
ese
r
esu
lts
co
n
f
ir
m
th
at
th
e
c
o
n
v
er
g
en
t
v
ali
d
ity
o
f
th
e
two
s
ec
o
n
d
-
o
r
d
er
co
n
s
tr
u
cts
was
s
u
cc
ess
f
u
lly
estab
lis
h
ed
.
Mo
r
eo
v
er
,
T
a
b
le
5
in
d
icate
s
th
at
th
e
HT
MT
r
atio
v
alu
es
wer
e
b
elo
w
th
e
r
ec
o
m
m
en
d
ed
lim
it o
f
0
.
9
0
[
2
5
]
,
co
n
f
ir
m
in
g
th
e
d
i
s
cr
im
in
a
n
t v
alid
ity
o
f
th
e
s
ec
o
n
d
-
o
r
d
e
r
co
n
s
tr
u
cts.
T
ab
le
4
.
Me
asu
r
em
e
n
t m
o
d
el
o
f
s
ec
o
n
d
-
o
r
d
e
r
co
n
s
tr
u
cts
C
o
n
st
r
u
c
t
a
n
d
i
t
e
m
Lo
a
d
i
n
g
A
l
p
h
a
CR
AVE
M
LT
0
.
9
3
1
0
.
9
4
5
0
.
7
0
9
SD
0
.
8
6
2
MS
0
.
8
3
1
AN
0
.
7
4
9
OP
0
.
8
2
8
MC
0
.
8
5
1
SS
0
.
8
5
1
LC
0
.
9
1
6
P
LC
s
0
.
9
3
4
0
.
9
5
3
0
.
8
3
5
OL
0
.
9
0
8
SR
0
.
9
3
5
RD
0
.
9
1
5
DP
0
.
8
9
7
N
o
t
e
:
A
l
l
t
h
e
f
i
r
s
t
-
o
r
d
e
r
c
o
n
s
t
r
u
c
t
s w
e
r
e
c
o
n
v
e
r
t
e
d
t
o
l
a
t
e
n
t
v
a
r
i
a
b
l
e
s
c
o
r
e
s.
T
ab
le
5
.
Dis
cr
im
in
an
t v
ali
d
ity
(
HT
MT
.
9
0
)
f
o
r
s
ec
o
n
d
-
o
r
d
e
r
co
n
s
tr
u
cts
M
LT
P
LC
s
TM
M
LT
P
LC
s
0
.
7
6
4
TM
0
.
8
2
7
0
.
6
8
1
3
.
4
.
Ass
ess
m
ent
o
f
s
t
ruct
ura
l m
o
del
Fig
u
r
e
2
s
h
o
ws
th
e
ass
ess
m
e
n
t
o
f
s
tr
u
ctu
r
al
m
o
d
el.
I
n
ad
d
itio
n
,
T
ab
le
6
s
h
o
ws
th
e
d
i
r
e
ct
ef
f
ec
t
o
f
MLT
o
n
PLCs
.
Fin
d
in
g
s
s
h
o
wed
th
at
it
was
s
ig
n
if
ican
t
(
β
=0
.
5
4
4
,
p
=0
.
0
0
0
)
.
T
h
u
s
,
H1
was
s
u
p
p
o
r
ted
.
Ad
d
itio
n
ally
,
TM
was
a
s
ig
n
if
ican
t
m
ed
iato
r
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
MLT
an
d
PLCs
(
β
=0
.
1
6
9
,
p
=
0
.
0
0
9
)
.
T
h
er
ef
o
r
e,
H2
was
s
u
p
p
o
r
ted
.
Fig
u
r
e
2
illu
s
tr
ates
th
at
MLT
an
d
TM
h
av
e
co
n
tr
ib
u
ted
ab
o
u
t
5
2
.
7
%
o
f
th
e
v
ar
ian
ce
ex
p
lain
ed
o
n
PLCs
.
B
ased
o
n
th
e
g
u
i
d
elin
es
[
1
7
]
,
R
2
v
alu
es o
f
0
.
5
2
7
ca
n
b
e
co
n
s
id
er
ed
m
o
d
er
ate.
T
h
e
f
in
d
i
n
g
s
p
r
esen
ted
th
at
M
L
T
h
as
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
PLCs
.
T
h
e
r
esu
lts
co
r
r
o
b
o
r
ate
d
with
th
e
p
r
ev
io
u
s
s
tu
d
y
[
2
6
]
,
[
2
7
]
,
wh
ich
em
p
h
asized
th
at
m
id
d
le
l
ea
d
er
s
s
tr
en
g
th
e
n
PLCs
b
y
m
en
to
r
in
g
teac
h
e
r
s
,
f
o
s
ter
in
g
s
h
ar
ed
lead
e
r
s
h
ip
,
a
n
d
u
s
in
g
teac
h
er
f
ee
d
b
ac
k
to
g
u
id
e
d
ec
is
io
n
s
.
Fu
r
th
er
m
o
r
e,
m
id
d
le
lead
er
s
h
av
e
a
v
ital
im
p
ac
t
in
b
u
ild
in
g
tr
u
s
t
an
d
p
r
o
m
o
tin
g
team
w
o
r
k
,
wh
ich
is
cr
itical
f
o
r
t
h
e
ac
h
i
ev
em
en
t
o
f
PLCs
.
Mid
d
le
lead
er
s
ar
e
ess
en
tial
to
cr
ea
tin
g
ad
ap
tab
le,
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
co
m
m
u
n
it
ies
b
y
f
ac
ilit
atin
g
co
llab
o
r
atio
n
a
n
d
tr
u
s
t
[
2
8
]
.
I
n
ad
d
itio
n
,
T
M
m
ed
iated
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
ML
T
a
n
d
PLCs
.
M
id
d
le
lead
er
s
f
o
s
ter
a
s
en
s
e
o
f
s
h
ar
ed
in
f
lu
en
ce
an
d
c
o
llab
o
r
atio
n
b
y
in
v
o
l
v
in
g
teac
h
er
s
in
k
ey
d
ec
is
io
n
s
[
2
9
]
.
T
h
is
in
d
ir
ec
tly
m
ak
es
teac
h
er
s
f
ee
l
v
alu
ed
an
d
ap
p
r
ec
iated
,
wh
ich
en
h
a
n
ce
s
th
eir
co
m
m
itm
en
t
to
s
ch
o
o
l
g
o
als
an
d
m
o
tiv
ates
th
e
m
to
en
g
ag
e
in
p
o
s
itiv
e
b
eh
av
io
r
s
s
u
ch
as
PLC
s
[
1
1
]
.
Fu
r
th
er
m
o
r
e,
Su
n
g
an
d
Kim
[
3
0
]
ex
p
o
u
n
d
ed
th
at
g
r
an
tin
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
34
6
1
-
34
6
8
3466
teac
h
er
s
d
ec
is
io
n
-
m
ak
i
n
g
a
u
t
h
o
r
ity
e
n
h
an
ce
s
th
ei
r
co
n
f
id
e
n
c
e,
eq
u
ip
s
th
em
t
o
tack
le
c
h
allen
g
es
p
r
o
ac
tiv
ely
,
an
d
f
o
s
ter
s
in
n
o
v
ativ
e
th
in
k
in
g
as
it
is
th
e
ess
en
tial
tr
ait
f
o
r
th
e
ef
f
ec
tiv
e
n
ess
o
f
PLCs
.
B
y
f
o
s
ter
in
g
a
cu
ltu
r
e
o
f
c
o
llectiv
e
r
esp
o
n
s
ib
ilit
y
,
p
r
o
f
ess
io
n
al
g
r
o
wth
,
a
n
d
s
h
ar
ed
m
is
s
io
n
,
m
id
d
le
lead
e
r
s
ef
f
ec
t
iv
ely
lev
er
a
g
e
T
M
to
en
h
an
ce
th
e
s
u
s
tain
ab
ilit
y
a
n
d
im
p
ac
t
o
f
PLCs
[
1
2
]
.
Fig
u
r
e
2
.
Stru
ctu
r
al
m
o
d
el
T
ab
le
6
.
R
esu
lts
o
f
h
y
p
o
th
esis
test
in
g
H
y
p
o
t
h
e
s
i
s
B
e
t
a
SD
t
v
a
l
u
e
p
v
a
l
u
e
s
LL
UL
D
e
c
i
s
i
o
n
H
1
:
M
L
T
→
P
LC
s
0
.
5
4
4
0
.
0
8
0
6
.
8
2
5
0
.
0
0
0
0
.
3
8
6
0
.
6
9
5
S
u
p
p
o
r
t
e
d
H
2
:
M
L
T→T
M
→P
L
C
s
0
.
1
6
9
0
.
0
6
5
2
.
6
0
9
0
.
0
0
9
0
.
0
4
0
0
.
2
9
2
S
u
p
p
o
r
t
e
d
M
LT
=
mi
d
d
l
e
l
e
a
d
e
r
sh
i
p
,
P
L
C
s
=
p
r
o
f
e
ssi
o
n
a
l
l
e
a
r
n
i
n
g
c
o
mm
u
n
i
t
i
e
s
,
T
M
=
t
e
a
c
h
e
r
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
d
e
c
i
s
i
o
n
-
ma
k
i
n
g
,
S
D
=
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
,
L
L=
l
o
w
e
r
l
i
m
i
t
,
U
L=
u
p
p
e
r
l
i
m
i
t
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
k
n
o
wled
g
e
o
f
MLT
a
n
d
PLCs
,
p
ar
ticu
lar
ly
in
a
ce
n
tr
alize
d
ed
u
ca
tio
n
s
y
s
tem
lik
e
Ma
lay
s
ia.
B
y
in
v
o
lv
in
g
teac
h
er
s
in
d
ec
is
io
n
-
m
ak
in
g
,
m
id
d
le
lead
er
s
ca
n
en
h
an
ce
e
n
g
ag
em
e
n
t
an
d
c
o
m
m
itm
en
t,
lead
in
g
to
m
o
r
e
e
f
f
ec
tiv
e
a
n
d
s
u
s
tain
ab
le
PLC
s
.
T
h
e
f
in
d
in
g
s
o
f
f
er
v
alu
ab
le
in
s
ig
h
ts
f
o
r
p
o
licy
m
ak
er
s
an
d
s
ch
o
o
l a
d
m
i
n
is
tr
ato
r
s
to
d
esig
n
lead
er
s
h
ip
tr
ain
in
g
p
r
o
g
r
am
s
th
at
eq
u
ip
m
id
d
le
lead
er
s
with
s
tr
ateg
ies
to
f
o
s
ter
teac
h
er
in
v
o
lv
em
en
t
an
d
tr
u
s
t.
Ad
d
itio
n
ally
,
th
is
s
tu
d
y
en
r
ic
h
es
lead
er
s
h
ip
an
d
or
g
an
izatio
n
al
b
eh
a
v
io
r
liter
atu
r
e
b
y
u
n
c
o
v
er
i
n
g
h
o
w
m
id
d
le
lead
er
s
s
tr
en
g
th
en
P
L
C
s
in
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
Pra
ctica
lly
,
it h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
m
id
d
le
lead
er
s
to
em
p
o
wer
teac
h
e
r
s
b
y
alig
n
in
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th
ei
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en
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ag
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t
with
s
ch
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wh
ile
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ak
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s
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t p
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.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
am
in
es
th
e
ef
f
ec
t
o
f
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PLCs
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
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teac
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e
r
s
an
d
th
e
m
ed
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g
ef
f
ec
t
o
f
TM
b
etwe
en
MLT
an
d
PLCs
.
Ho
wev
er
,
th
e
s
tu
d
y
’
s
d
ep
en
d
e
n
ce
o
n
s
elf
-
r
ep
o
r
ted
d
ata
an
d
a
cr
o
s
s
-
s
ec
tio
n
al
ap
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ac
h
r
estricts
its
ca
p
ac
ity
to
d
eter
m
i
n
e
ca
u
s
ality
.
Fu
tu
r
e
r
esear
ch
c
o
u
ld
ad
d
r
ess
th
is
b
y
ad
o
p
tin
g
a
lo
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d
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s
u
ch
as
p
r
im
ar
y
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ter
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y
in
s
titu
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Ad
d
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i
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p
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q
u
alitativ
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f
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th
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a
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cin
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t
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s
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eo
r
etica
l a
n
d
p
r
ac
tical
co
n
t
r
ib
u
tio
n
s
.
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6
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0
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s
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State
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.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
s
u
p
p
o
r
tin
g
th
is
s
tu
d
y
’
s
f
in
d
in
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s
ca
n
b
e
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b
tain
ed
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
in
g
a
u
th
o
r
[
SB
Y]
,
u
p
o
n
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
K
.
P
l
a
n
k
,
K
.
L.
S
a
n
z
o
,
a
n
d
J.
P
.
S
c
r
i
b
n
e
r
,
“
D
i
f
f
e
r
e
n
c
e
s
i
n
l
e
a
d
i
n
g
a
n
d
l
e
a
r
n
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g
p
r
o
f
e
ssi
o
n
a
l
l
e
a
r
n
i
n
g
c
o
mm
u
n
i
t
i
e
s
,
”
J
o
u
rn
a
l
o
f
Wo
r
k
p
l
a
c
e
L
e
a
rn
i
n
g
,
v
o
l
.
3
6
,
n
o
.
5
,
p
p
.
3
3
5
–
3
4
7
,
Ju
n
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
0
8
/
J
W
L
-
02
-
2
0
2
4
-
0
0
2
2
.
[
2
]
C
.
L
o
n
g
,
C
.
Li
,
G
.
H
u
a
n
g
,
a
n
d
J.
F
u
,
“
H
o
w
t
o
b
e
t
t
e
r
p
r
o
mo
t
e
t
e
a
c
h
i
n
g
?
u
n
v
e
i
l
i
n
g
t
h
e
l
i
n
k
s
b
e
t
w
e
e
n
p
r
o
f
e
ssi
o
n
a
l
l
e
a
r
n
i
n
g
c
o
mm
u
n
i
t
i
e
s
a
n
d
i
n
t
r
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n
s
i
c
m
o
t
i
v
a
t
i
o
n
a
m
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n
g
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
t
e
a
c
h
e
r
s,”
H
e
l
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y
o
n
,
v
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l
.
1
0
,
n
o
.
1
6
,
p
.
e
3
6
0
1
1
,
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u
g
.
2
0
2
4
,
d
o
i
:
1
0
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1
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1
6
/
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.
h
e
l
i
y
o
n
.
2
0
2
4
.
e
3
6
0
1
1
.
[
3
]
W
.
C
.
C
h
u
a
,
L
.
M
.
T
h
i
e
n
,
S
.
Y
.
Li
m
,
C
.
S
.
Ta
n
,
a
n
d
T.
E.
G
u
a
n
,
“
U
n
v
e
i
l
i
n
g
t
h
e
p
r
a
c
t
i
c
e
s
a
n
d
c
h
a
l
l
e
n
g
e
s
o
f
p
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o
f
e
ssi
o
n
a
l
l
e
a
r
n
i
ng
c
o
mm
u
n
i
t
y
i
n
a
M
a
l
a
y
si
a
n
C
h
i
n
e
s
e
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
,
”
S
AG
E
O
p
e
n
,
v
o
l
.
1
0
,
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o
.
2
,
A
p
r
.
2
0
2
0
,
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o
i
:
1
0
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1
1
7
7
/
2
1
5
8
2
4
4
0
2
0
9
2
5
5
1
6
.
[
4
]
J.
W
i
l
l
i
s,
P
.
C
h
u
r
c
h
w
a
r
d
,
L
.
C
r
o
ssw
e
l
l
,
R
.
S
p
o
o
n
e
r
-
La
n
e
,
J.
W
i
s
e
,
a
n
d
S
.
Je
ssen
,
“
R
e
c
o
g
n
i
s
i
n
g
t
h
e
i
m
p
a
c
t
o
f
h
i
g
h
l
y
a
c
c
o
mp
l
i
s
h
e
d
a
n
d
l
e
a
d
t
e
a
c
h
e
r
s,
”
T
h
e
Au
s
t
r
a
l
i
a
n
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
r
c
h
e
r
,
v
o
l
.
4
9
,
n
o
.
4
,
p
p
.
6
9
1
–
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0
9
,
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
3
3
8
4
-
0
2
1
-
0
0
4
5
3
-
9.
[
5
]
K
.
Li
p
s
c
o
m
b
e
,
S
.
T
i
n
d
a
l
l
-
F
o
r
d
,
a
n
d
P
.
G
r
o
o
t
e
n
b
o
e
r
,
“
M
i
d
d
l
e
l
e
a
d
i
n
g
a
n
d
i
n
f
l
u
e
n
c
e
i
n
t
w
o
A
u
st
r
a
l
i
a
n
s
c
h
o
o
l
s
,
”
Ed
u
c
a
t
i
o
n
a
l
Ma
n
a
g
e
m
e
n
t
Ad
m
i
n
i
st
r
a
t
i
o
n
& Le
a
d
e
rsh
i
p
,
v
o
l
.
4
8
,
n
o
.
6
,
p
p
.
1
0
6
3
–
1
0
7
9
,
N
o
v
.
2
0
2
0
,
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o
i
:
1
0
.
1
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7
7
/
1
7
4
1
1
4
3
2
1
9
8
8
0
3
2
4
.
[
6
]
J.
B
.
H
u
f
f
ma
n
,
D
.
F
.
O
l
i
v
i
e
r
,
T
.
W
a
n
g
,
P
.
C
h
e
n
,
S
.
H
a
i
r
o
n
,
a
n
d
N
.
P
a
n
g
,
“
G
l
o
b
a
l
c
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
o
f
t
h
e
p
r
o
f
e
ssi
o
n
a
l
l
e
a
r
n
i
n
g
c
o
mm
u
n
i
t
y
p
r
o
c
e
ss:
t
r
a
n
si
t
i
o
n
i
n
g
f
r
o
m
c
o
u
n
t
r
y
p
e
r
s
p
e
c
t
i
v
e
s
t
o
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n
t
e
r
n
a
t
i
o
n
a
l
c
o
m
mo
n
a
l
i
t
i
e
s,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
L
e
a
d
e
rsh
i
p
i
n
Ed
u
c
a
t
i
o
n
,
v
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l
.
1
9
,
n
o
.
3
,
p
p
.
3
2
7
–
3
5
1
,
M
a
y
2
0
1
6
,
d
o
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:
1
0
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1
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1
3
6
0
3
1
2
4
.
2
0
1
5
.
1
0
2
0
3
4
3
.
[
7
]
A
.
H
a
r
r
i
s
a
n
d
M
.
J
o
n
e
s,
“
M
i
d
d
l
e
l
e
a
d
e
r
s
ma
t
t
e
r
:
r
e
f
l
e
c
t
i
o
n
s,
r
e
c
o
g
n
i
t
i
o
n
,
a
n
d
r
e
n
a
i
ss
a
n
c
e
,
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