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i
c
p
e
r
f
o
r
m
a
n
c
e
o
f
t
h
e
s
tu
d
e
n
t
s
,
w
h
i
c
h
s
e
r
v
e
s
a
s
a
c
r
i
t
i
ca
l
i
n
d
i
c
a
t
o
r
o
f
t
ea
c
h
i
n
g
e
f
f
e
c
t
i
v
e
n
e
s
s
[
8
]
.
E
n
h
an
cin
g
teac
h
er
s
’
p
er
ce
p
tio
n
s
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
is
ess
en
tial
as
it
is
s
tr
o
n
g
ly
ass
o
ciate
d
with
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
th
e
s
u
p
er
v
is
io
n
p
r
o
ce
s
s
,
lear
n
in
g
an
d
s
er
v
es
as
a
p
r
ed
icto
r
o
f
teac
h
er
s
’
b
eh
av
io
r
.
I
n
m
an
y
ca
s
es,
p
r
in
cip
als
v
iew
th
eir
r
o
le
as
a
cr
u
cial
f
ac
to
r
in
i
m
p
r
o
v
i
n
g
teac
h
er
s
’
p
er
f
o
r
m
an
ce
.
C
o
n
v
er
s
ely
,
tea
ch
er
s
p
er
ce
i
v
e
s
u
p
e
r
v
is
io
n
s
u
ch
as
class
r
o
o
m
o
b
s
er
v
atio
n
a
s
an
ir
r
ele
v
an
t
f
o
r
ce
b
y
th
e
s
u
p
e
r
v
is
o
r
s
[
9
]
.
T
ea
c
h
er
s
f
ee
l
an
x
io
u
s
d
u
r
in
g
cla
s
s
r
o
o
m
o
b
s
er
v
atio
n
an
d
lac
k
th
e
co
n
f
id
e
n
ce
to
co
m
m
en
t
o
n
th
e
f
ee
d
b
ac
k
.
T
h
ese
p
er
ce
p
tio
n
s
h
av
e
b
ee
n
attr
ib
u
ted
to
s
u
p
er
v
is
o
r
s
’
in
a
d
eq
u
ate
s
k
ills
,
tr
ain
in
g
,
an
d
q
u
alif
icatio
n
s
r
eq
u
ir
e
d
f
o
r
s
u
p
er
v
is
io
n
an
d
m
is
tr
u
s
t a
m
o
n
g
th
e
s
u
p
e
r
v
is
o
r
s
an
d
in
s
tr
u
ct
o
r
s
[
1
0
]
.
Alth
o
u
g
h
th
is
r
esear
ch
p
r
im
a
r
ily
ex
am
in
e
d
teac
h
e
r
s
’
p
er
ce
p
tio
n
s
to
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le,
it
is
ess
en
tial
to
r
ec
o
g
n
ize
th
at
d
if
f
er
e
n
c
es
in
th
eir
ed
u
ca
tio
n
al
q
u
alif
i
ca
tio
n
s
im
p
ac
t
th
eir
p
er
ce
p
tio
n
s
.
T
ea
ch
e
r
s
’
ed
u
c
atio
n
al
b
ac
k
g
r
o
u
n
d
h
as
b
ee
n
ass
o
ciate
d
with
p
o
s
itiv
e
p
er
ce
p
tio
n
s
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
[
1
1
]
,
[
1
2
]
.
I
n
a
co
r
r
elatio
n
al
s
tu
d
y
o
n
th
e
in
f
l
u
en
ce
o
f
tea
ch
er
s
’
ed
u
ca
tio
n
al
q
u
alif
icatio
n
o
n
th
eir
attitu
d
e
to
war
d
s
s
u
p
er
v
is
io
n
,
th
e
f
in
d
in
g
s
r
ev
ea
le
d
th
at
teac
h
er
s
with
lo
wer
lev
els
o
f
ed
u
ca
tio
n
q
u
alif
icatio
n
e
m
b
r
ac
ed
s
u
p
er
v
is
io
n
as
a
m
ea
n
s
o
f
r
aisi
n
g
t
h
e
ca
lib
er
o
f
th
e
ir
in
s
tr
u
ctio
n
m
o
r
e
en
th
u
s
iast
ically
th
an
th
o
s
e
with
h
ig
h
er
le
v
els
o
f
q
u
alif
icatio
n
.
Su
p
er
v
is
o
r
y
s
u
p
p
o
r
t
was
m
o
r
e
im
p
o
r
tan
t
to
less
s
k
illed
teac
h
er
s
[
1
1
]
.
Ad
d
itio
n
ally
,
Sin
g
h
[
1
2
]
u
n
v
eiled
th
at
teac
h
er
s
with
p
o
s
tg
r
ad
u
ate
d
eg
r
ee
s
h
ad
m
o
r
e
f
av
o
r
a
b
le
p
er
ce
p
tio
n
s
o
f
in
s
t
r
u
ctio
n
al
p
r
ac
tices
co
m
p
ar
ed
to
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
with
o
n
ly
g
r
a
d
u
ate
d
eg
r
ee
s
.
Als
o
,
g
en
d
e
r
h
as
b
ee
n
ass
o
ciate
d
with
p
o
s
itiv
e
p
er
ce
p
tio
n
s
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
.
Acc
o
r
d
in
g
t
o
Yu
lis
k
u
r
n
iawa
ti
et
a
l.
[
1
3
]
,
g
e
n
d
er
r
e
f
er
s
to
t
h
e
d
is
tin
ct
ch
ar
ac
ter
is
tics
o
f
m
ales
an
d
f
em
ales,
en
co
m
p
ass
in
g
b
o
th
b
io
lo
g
ical
d
if
f
er
e
n
ce
s
an
d
s
o
cieta
l
r
es
p
o
n
s
ib
ilit
ies
ass
ig
n
ed
to
ea
ch
.
T
h
e
d
eb
ate
o
v
er
wh
ich
g
e
n
d
er
p
er
ce
iv
es
i
n
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
p
o
s
itiv
ely
h
as
b
ee
n
th
e
f
o
cu
s
o
f
v
ar
io
u
s
s
tu
d
ies
[
1
2
]
,
[
1
4
]
.
Sin
g
h
[
1
2
]
in
ass
ess
in
g
th
e
i
n
f
lu
en
ce
o
f
g
en
d
er
o
n
teac
h
e
r
s
'
v
iewp
o
in
t
to
war
d
s
in
s
tr
u
ct
io
n
al
p
r
ac
tices,
th
e
f
in
d
in
g
s
i
n
d
icate
d
a
s
u
b
s
tan
tia
l
lin
k
b
etwe
en
t
h
e
f
ac
t
o
r
s
.
Fe
m
ale
teac
h
er
s
d
is
p
lay
ed
a
p
o
s
itiv
e
attitu
d
e
t
o
war
d
in
s
tr
u
ctio
n
al
p
r
ac
tices.
Nev
er
th
eless
,
s
o
m
e
r
esear
ch
er
s
h
av
e
r
ep
o
r
ted
co
n
tr
ad
icto
r
y
r
es
u
lts
,
s
u
g
g
esti
n
g
n
o
s
ig
n
if
ican
t
g
e
n
d
er
d
if
f
e
r
en
ce
i
n
teac
h
er
s
’
p
er
ce
p
tio
n
[
1
5
]
.
R
eid
an
d
So
an
[
1
6
]
d
is
co
v
e
r
ed
th
at
i
n
s
tr
u
cto
r
s
in
Un
ited
Kin
g
d
o
m
h
ad
a
f
a
v
o
r
ab
le
v
iew
o
f
clin
ical
s
u
p
er
v
is
io
n
ir
r
esp
ec
tiv
e
o
f
th
ei
r
ag
e
an
d
g
en
d
er
,
r
ec
o
g
n
izin
g
its
r
o
le
in
f
o
s
ter
i
n
g
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
Giv
en
th
e
ab
o
v
e,
r
esea
r
ch
in
th
e
ar
ea
o
f
g
en
d
er
an
d
its
in
f
l
u
en
ce
o
n
teac
h
er
s
’
p
er
ce
p
tio
n
s
to
wa
r
d
s
p
r
in
cip
als’
i
n
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le
was
d
ee
m
ed
n
ec
ess
ar
y
.
A
s
tu
d
y
in
Ma
lay
s
ia
r
ev
ea
le
d
th
at
in
s
tr
u
cto
r
s
wer
e
d
is
s
at
is
f
ied
with
th
e
s
u
p
er
v
is
o
r
’
s
m
eth
o
d
s
o
f
s
u
p
er
v
is
io
n
.
B
o
th
m
ale
an
d
f
em
ale
teac
h
er
s
r
ep
o
r
ted
th
at
s
u
p
er
v
is
o
r
s
f
o
cu
s
ed
m
o
r
e
o
n
f
in
d
in
g
er
r
o
r
s
th
an
h
elp
in
g
t
h
em
g
r
o
w
p
r
o
f
ess
io
n
ally
.
T
ea
ch
e
r
s
f
elt
an
x
io
u
s
i
n
th
e
p
r
esen
ce
o
f
th
e
s
u
p
er
v
is
o
r
s
an
d
c
o
u
ld
n
o
t
teac
h
p
r
o
p
er
l
y
[
1
7
]
,
[
1
8
]
.
T
ea
ch
er
s
’
f
ailu
r
e
to
ac
k
n
o
wl
ed
g
e
s
u
p
er
v
is
io
n
as
a
m
ea
n
s
f
o
r
th
eir
ca
r
ee
r
p
r
o
g
r
ess
io
n
an
d
im
p
r
o
v
em
e
n
t
o
f
s
tu
d
en
t
p
er
f
o
r
m
an
ce
,
m
ak
es
th
e
id
ea
o
f
s
u
p
er
v
is
io
n
d
etr
im
en
tal
[
1
9
]
.
Fu
r
th
er
m
o
r
e
,
s
u
p
er
v
is
io
n
is
in
d
is
p
en
s
ab
le
to
th
e
teac
h
i
n
g
ca
r
ee
r
an
d
s
tu
d
en
t
p
er
f
o
r
m
an
ce
,
as
a
r
esu
lt,
it
ca
n
o
p
er
ate
as
a
two
-
s
id
ed
c
o
in
th
at
ca
n
en
co
u
r
ag
e
teac
h
er
s
k
ill
g
r
o
wth
o
r
ca
u
s
e
s
tr
ess
an
d
u
n
d
e
r
m
in
e
th
eir
s
elf
-
esteem
[
2
0
]
.
I
n
C
ap
e
C
o
ast,
Me
n
s
ah
et.
a
l.
[
2
1
]
f
o
u
n
d
th
at
m
an
y
teac
h
er
s
s
h
o
wed
r
esen
tm
en
t
to
wa
r
d
s
s
u
p
er
v
is
io
n
an
d
f
ea
r
ed
to
b
e
s
u
p
e
r
v
is
ed
b
e
ca
u
s
e
s
u
p
er
v
is
o
r
s
wer
e
p
er
ce
iv
ed
as
in
s
p
ec
to
r
s
o
n
a
f
au
lt
-
f
i
n
d
in
g
m
is
s
io
n
with
an
ag
en
d
a
o
f
ca
s
tin
g
b
lam
es.
T
ea
ch
er
s
v
iewe
d
s
u
p
er
v
is
io
n
as
an
ev
alu
atio
n
as
o
p
p
o
s
ed
to
a
co
llab
o
r
ativ
e
ap
p
r
o
ac
h
.
T
h
ey
p
e
r
ce
iv
ed
s
u
p
er
v
is
io
n
as
a
tire
s
o
m
e
en
g
ag
em
en
t
an
d
tim
e
-
wastin
g
b
ec
au
s
e
s
u
p
er
v
is
io
n
was
im
p
r
o
m
p
t
u
a
n
d
was
d
o
n
e
o
n
ly
wh
en
th
er
e
was
a
n
ee
d
.
I
n
a
d
d
itio
n
,
B
ar
ih
am
et
a
l.
[
2
2
]
ca
r
r
ied
o
u
t
r
esear
ch
i
n
Gh
an
a
an
d
estab
lis
h
ed
t
h
at
h
e
ad
teac
h
er
s
n
eg
lecte
d
th
e
s
u
p
er
v
is
o
r
y
d
u
ty
wh
ich
led
to
s
u
b
s
tan
d
ar
d
teac
h
i
n
g
an
d
in
s
u
f
f
icien
t
d
ed
icatio
n
am
o
n
g
teac
h
er
s
.
T
h
e
s
tu
d
y
r
ec
o
m
m
en
d
e
d
clo
s
er
f
ac
e
–
to
–
f
ac
e
an
d
r
e
g
u
lar
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
m
o
r
e
p
r
ef
er
a
b
ly
th
an
s
n
ap
p
y
,
u
n
p
la
n
n
ed
,
a
n
d
ir
r
eg
u
lar
s
u
p
er
v
is
io
n
.
T
ea
ch
er
s
p
o
r
tr
a
y
n
eg
ativ
e
atti
tu
d
es
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
d
u
e
to
th
e
au
th
o
r
it
ativ
e,
an
d
b
u
r
ea
u
c
r
atic
n
atu
r
e
o
f
th
e
s
u
p
er
v
is
o
r
s
[
2
3
]
.
I
n
T
an
za
n
ia,
teac
h
er
s
d
is
p
lay
ed
a
n
eg
ativ
e
attitu
d
e
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
p
er
c
eiv
in
g
it
as
a
f
au
lt
-
f
in
d
in
g
e
x
er
cise.
C
o
n
s
eq
u
en
tly
,
th
ey
t
en
d
ed
to
d
is
r
eg
ar
d
s
u
p
er
v
is
o
r
s
’
attem
p
ts
to
c
o
n
d
u
ct
class
r
o
o
m
o
b
s
er
v
atio
n
s
ai
m
ed
at
ev
alu
atin
g
th
e
ed
u
ca
ti
o
n
al
p
r
o
ce
s
s
[
2
4
]
.
I
n
ad
d
itio
n
,
Ng
o
le
a
n
d
Mk
u
lu
[
2
5
]
h
ig
h
lig
h
ts
th
at
s
u
p
er
v
is
io
n
co
n
tin
u
es
to
b
e
a
ch
a
llen
g
e
in
T
an
za
n
ia
ch
ar
ac
ter
ized
b
y
teac
h
er
s
’
n
e
g
ativ
e
p
er
ce
p
tio
n
to
war
d
s
s
u
p
er
v
is
io
n
.
Acc
o
r
d
in
g
to
Ng
o
l
e
an
d
Mk
u
lu
[
2
5
]
,
m
o
s
t
o
f
th
e
s
ch
o
o
l
h
ea
d
s
lack
ed
ex
p
er
ien
ce
,
a
d
eq
u
ate
k
n
o
wled
g
e,
a
n
d
tr
ai
n
in
g
i
n
s
u
p
er
v
is
io
n
an
d
wer
e
u
n
ab
le
to
i
d
en
tify
s
p
ec
if
ic
ch
allen
g
es
f
ac
ed
b
y
th
e
teac
h
er
s
.
As
a
r
esu
lt,
s
u
p
er
v
is
io
n
was
in
ef
f
ec
tiv
e
in
g
u
id
in
g
in
s
tr
u
cto
r
s
to
war
d
s
th
eir
in
s
tr
u
ctio
n
al
d
ev
el
o
p
m
e
n
t.
Ken
y
an
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
ls
r
eg
ar
d
in
s
tr
u
ctio
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s
u
p
e
r
v
is
io
n
as
th
e
p
r
im
ar
y
m
ea
n
s
to
en
h
a
n
ce
th
e
q
u
ality
o
f
teac
h
in
g
an
d
le
ar
n
in
g
.
T
o
ac
h
iev
e
th
is
g
o
al,
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
(
M
o
E
)
is
s
u
ed
a
L
eg
al
No
tice
C
ir
cu
lar
(
Mo
E
No
.
2
0
0
9
QSA/2
/1
A/VI
L
.
1
1
/8
6
)
d
esig
n
atin
g
p
r
in
cip
als
as
th
e
i
n
ter
n
al
in
s
tr
u
ctio
n
al
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
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&
R
es E
d
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c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
p
ercep
tio
n
s
to
w
a
r
d
s
p
r
in
cip
a
ls
’
in
s
tr
u
ctio
n
a
l su
p
ervis
o
r
y
r
o
le
in
…
(
B
ess
y
K
a
g
en
i
K
in
yu
a
)
3893
s
u
p
er
v
is
o
r
s
with
in
s
ch
o
o
ls
[
2
6
]
.
T
h
eir
r
o
le
in
clu
d
es
co
n
d
u
c
tin
g
class
r
o
o
m
v
is
its
an
d
o
b
s
e
r
v
atio
n
s
to
ev
alu
ate
teac
h
er
s
’
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
an
d
r
ev
iewin
g
p
r
o
f
e
s
s
io
n
al
d
o
cu
m
en
ts
to
en
s
u
r
e
th
at
ed
u
ca
tio
n
al
s
tan
d
ar
d
s
ar
e
m
ain
tain
ed
[
1
1
]
.
C
o
n
v
er
s
ely
,
m
an
y
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
Ken
y
a
co
n
tin
u
es
to
ex
p
er
ien
c
e
in
s
tan
ce
s
o
f
in
e
f
f
ec
tiv
e
i
n
s
tr
u
ctio
n
al
s
u
p
e
r
v
is
io
n
g
iv
en
th
at
teac
h
er
s
v
iew
in
s
tr
u
ctio
n
al
o
v
er
s
ig
h
t
as
a
n
attem
p
t
to
f
in
d
f
laws
[
2
7
]
.
I
n
e
f
f
ec
tiv
e
in
s
tr
u
ctio
n
al
s
u
p
e
r
v
is
io
n
h
as b
ee
n
o
b
s
er
v
ed
in
Me
r
u
C
o
u
n
ty
,
lead
in
g
to
a
co
n
s
is
ten
t
d
ec
lin
e
in
teac
h
er
s
’
ef
f
ec
tiv
en
ess
,
th
eir
p
er
f
o
r
m
an
ce
in
i
n
s
tr
u
ctio
n
al
d
u
ties
,
an
d
a
d
r
o
p
in
s
tu
d
e
n
t
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
[
2
8
]
.
R
eg
r
ettab
ly
,
im
p
r
o
v
in
g
t
h
e
i
n
s
tr
u
ctio
n
al
p
r
o
ce
s
s
h
as
b
ee
n
r
e
v
ea
led
t
o
r
el
y
h
ea
v
ily
o
n
i
n
s
tr
u
cto
r
s
’
b
elief
s
,
p
er
ce
p
tio
n
s
,
an
d
attitu
d
es
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
[
2
7
]
.
T
h
er
e
f
o
r
e,
r
elev
an
t
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
ca
n
h
elp
r
eb
u
ild
teac
h
e
r
s
’
p
o
s
itiv
e
p
er
ce
p
tio
n
s
an
d
attitu
d
es
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
,
p
er
c
eiv
in
g
it a
s
a
to
o
l to
im
p
r
o
v
e
i
n
s
tr
u
ctio
n
al
q
u
ality
a
n
d
th
eir
teac
h
in
g
s
k
ills
.
As a
r
esu
lt,
th
e
r
esear
ch
e
r
d
ee
m
e
d
i
t
ess
en
tial
to
in
v
esti
g
ate
teac
h
er
s
’
p
er
ce
p
tio
n
s
to
war
d
s
p
r
in
c
ip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le
in
I
g
em
b
e
N
o
r
th
s
u
b
-
co
u
n
ty
,
Ken
y
a.
T
h
e
s
tu
d
y
also
s
o
u
g
h
t
to
an
s
wer
th
e
q
u
esti
o
n
:
h
o
w
d
o
teac
h
er
s
p
er
ce
iv
e
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
p
r
ac
tices,
an
d
wh
at
ef
f
ec
t d
o
th
ese
p
er
ce
p
tio
n
s
h
av
e
o
n
teac
h
er
d
ev
elo
p
m
en
t,
teac
h
in
g
ef
f
ec
tiv
en
ess
an
d
s
tu
d
e
n
t le
ar
n
in
g
o
u
tco
m
es?
T
h
ib
au
t
et
a
l.
[
2
9
]
em
p
h
asi
ze
d
th
at
b
o
th
in
d
iv
id
u
al
an
d
co
n
tex
t
u
al
f
ac
t
o
r
s
in
f
l
u
en
ce
teac
h
er
s
’
p
er
ce
p
tio
n
s
a
n
d
attitu
d
es.
T
h
e
s
tu
d
y
was
th
er
e
f
o
r
e
d
esig
n
ed
to
ac
h
iev
e
th
e
f
o
llo
win
g
o
b
jectiv
es
:
i)
ass
ess
teac
h
er
s
’
p
e
r
ce
p
tio
n
s
t
o
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
;
ii)
e
v
alu
ate
th
e
ef
f
ec
tiv
e
n
ess
o
f
class
r
o
o
m
o
b
s
er
v
atio
n
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
;
iii)
ex
p
lo
r
e
ch
all
en
g
es
ass
o
ciate
d
with
i
n
s
tr
u
c
tio
n
al
s
u
p
er
v
is
io
n
;
an
d
i
v
)
ex
am
i
n
e
th
e
in
f
lu
en
c
e
o
f
teac
h
er
d
em
o
g
r
ap
h
ic
f
a
cto
r
s
o
n
th
eir
p
er
ce
p
tio
n
s
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
.
T
h
is
r
esear
ch
wa
s
in
f
o
r
m
e
d
b
y
t
h
r
ee
r
esear
ch
h
y
p
o
th
eses
:
i)
T
h
er
e
is
n
o
s
ig
n
i
f
ican
t
d
if
f
er
en
ce
in
th
e
m
ea
n
p
er
ce
p
tio
n
s
o
f
teac
h
er
s
to
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le
wh
en
teac
h
er
s
ar
e
ca
teg
o
r
ized
b
y
g
en
d
er
;
ii)
T
h
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
th
e
m
ea
n
p
er
ce
p
tio
n
s
o
f
teac
h
er
s
to
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
e
r
v
is
o
r
y
r
o
le
wh
e
n
teac
h
er
s
ar
e
ca
teg
o
r
ized
b
y
ag
e
;
an
d
iii)
T
h
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
m
ea
n
p
er
ce
p
tio
n
o
f
teac
h
er
s
to
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le
wh
en
ed
u
ca
tio
n
q
u
alif
icatio
n
s
ca
teg
o
r
ize
teac
h
er
s
.
Un
lik
e
p
r
ev
io
u
s
s
tu
d
ies
th
at
f
o
cu
s
s
o
lely
o
n
eith
er
th
e
b
en
ef
its
o
r
d
r
awb
ac
k
s
o
f
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
[
1
8
]
,
[
3
0
]
,
th
is
s
t
u
d
y
p
r
o
v
id
es
a
n
u
a
n
ce
d
p
er
s
p
ec
tiv
e
b
y
id
e
n
tify
in
g
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
p
er
ce
p
tio
n
s
.
W
h
ile
m
an
y
te
ac
h
er
s
ap
p
r
ec
iate
s
u
p
er
v
is
io
n
f
o
r
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t,
o
th
er
s
ex
p
r
ess
co
n
ce
r
n
s
ab
o
u
t
an
x
iety
an
d
h
ier
ar
ch
ical
en
f
o
r
ce
m
en
t.
T
h
is
d
u
al
p
er
s
p
ec
tiv
e
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
a
b
alan
ce
d
an
d
teac
h
e
r
-
f
r
ie
n
d
l
y
ap
p
r
o
ac
h
to
s
u
p
er
v
is
io
n
.
T
h
e
s
tu
d
y
ch
allen
g
es
ex
is
tin
g
ass
u
m
p
tio
n
s
th
at
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
s
u
ch
as
g
en
d
er
,
ag
e,
an
d
ed
u
ca
tio
n
a
l
q
u
alif
icatio
n
s
s
ig
n
if
ican
tly
in
f
lu
en
ce
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
.
T
h
e
s
tu
d
y
r
ev
ea
l
th
at
p
er
ce
p
tio
n
s
r
em
ain
co
n
s
is
ten
t
ac
r
o
s
s
d
if
f
er
en
t
teac
h
er
g
r
o
u
p
s
(
p
>0
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0
5
)
,
r
ein
f
o
r
cin
g
th
e
id
e
a
th
at
i
n
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
s
h
o
u
l
d
p
r
io
r
itize
in
s
tr
u
ctio
n
al
q
u
ality
an
d
p
r
o
f
ess
io
n
al
d
e
v
e
lo
p
m
en
t
r
at
h
er
th
a
n
b
ei
n
g
tai
lo
r
ed
b
ased
o
n
d
em
o
g
r
ap
h
ic
d
if
f
er
en
ce
s
.
W
h
ile
p
r
io
r
r
esear
ch
h
as n
o
ted
g
e
n
d
e
r
-
b
ased
d
if
f
e
r
en
ce
s
in
ed
u
ca
ti
o
n
al
lead
er
s
h
ip
,
th
is
s
tu
d
y
ad
d
s
a
f
r
esh
d
im
en
s
io
n
b
y
s
h
o
win
g
th
at
g
e
n
d
er
im
b
al
an
ce
s
in
s
u
p
er
v
is
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n
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atin
g
s
ar
is
e
p
r
im
ar
ily
wh
en
f
em
ale
lea
d
er
s
ar
e
ass
ess
ed
b
y
teac
h
er
s
o
f
a
d
i
f
f
er
en
t
g
en
d
e
r
.
T
h
is
f
in
d
in
g
co
n
tr
ib
u
tes
to
th
e
d
is
co
u
r
s
e
o
n
g
en
d
er
eq
u
ity
in
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
a
n
d
lead
er
s
h
ip
.
T
h
e
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
t
en
s
io
n
b
etwe
en
au
th
o
r
itativ
e
an
d
d
e
v
elo
p
m
e
n
tal
s
u
p
er
v
is
io
n
m
o
d
els.
T
h
e
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
s
ch
o
o
l
p
r
in
ci
p
als
to
tr
an
s
itio
n
to
war
d
s
a
m
o
r
e
s
u
p
p
o
r
tiv
e
an
d
n
o
n
-
ju
d
g
m
en
tal
s
u
p
er
v
is
io
n
a
p
p
r
o
ac
h
,
i
n
co
r
p
o
r
atin
g
p
ee
r
o
b
s
er
v
atio
n
s
an
d
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
to
allev
iate
teac
h
er
s
’
an
x
iety
an
d
im
p
r
o
v
e
en
g
ag
e
m
en
t.
T
h
e
s
tu
d
y
o
f
f
er
s
ac
tio
n
ab
le
r
ec
o
m
m
en
d
atio
n
s
f
o
r
p
o
licy
m
ak
er
s
,
ad
v
o
ca
tin
g
f
o
r
th
e
s
tr
e
n
g
th
en
in
g
o
f
m
en
t
o
r
s
h
ip
p
r
o
g
r
am
s
an
d
eq
u
itab
le
s
u
p
er
v
is
io
n
p
r
ac
tices.
Un
lik
e
p
r
ev
io
u
s
s
tu
d
ies
th
at
m
er
ely
id
en
tify
is
s
u
es,
th
is
r
esear
ch
s
u
g
g
ests
co
n
cr
ete
s
tep
s
f
o
r
cr
ea
tin
g
a
m
o
r
e
in
c
lu
s
iv
e
an
d
e
f
f
ec
tiv
e
i
n
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
f
r
am
ewo
r
k
.
Ov
er
all,
th
is
s
tu
d
y
p
r
o
v
id
es
a
f
r
esh
p
er
s
p
ec
tiv
e
b
y
i
n
teg
r
atin
g
d
iv
e
r
s
e
v
iew
p
o
in
ts
,
ch
allen
g
in
g
t
r
ad
itio
n
a
l
ass
u
m
p
tio
n
s
,
an
d
o
f
f
er
in
g
p
r
ac
tical
s
tr
ateg
ies
f
o
r
en
h
an
cin
g
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
i
n
a
way
th
at
is
b
o
th
ef
f
ec
tiv
e
an
d
teac
h
er
-
f
r
ien
d
ly
.
2.
T
H
E
O
R
E
T
I
CA
L
UND
E
RP
I
NNING
T
h
e
in
q
u
ir
y
was
g
r
o
u
n
d
ed
in
th
e
ad
m
in
is
tr
ativ
e
th
eo
r
y
o
f
s
u
p
er
v
is
io
n
b
y
Plan
tu
r
o
o
t
.
T
h
e
th
eo
r
y
lik
en
s
th
e
s
ch
o
o
l
to
an
o
r
g
an
i
za
tio
n
co
m
p
o
s
ed
o
f
a
g
r
o
u
p
o
f
in
d
iv
id
u
als,
with
o
n
e
p
er
s
o
n
ap
p
o
in
ted
as
th
e
s
u
p
er
v
is
o
r
o
v
er
s
ee
in
g
th
e
ac
t
iv
ities
o
f
th
e
e
n
tire
o
r
g
an
izat
io
n
.
T
h
e
th
eo
r
y
p
o
s
tu
lates
th
at
f
o
r
a
n
ef
f
ec
tiv
e
o
r
g
an
izatio
n
,
an
in
d
iv
id
u
al
with
in
th
e
o
r
g
an
izatio
n
s
h
o
u
ld
s
u
p
er
v
is
e
th
e
tr
an
s
itio
n
p
r
o
ce
s
s
es.
I
n
a
s
ch
o
o
l
s
ettin
g
,
th
e
p
r
i
n
cip
al
is
th
e
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
d
esig
n
a
ted
b
y
th
e
teac
h
e
r
s
s
er
v
ice
co
m
m
is
s
io
n
(
T
SC
)
to
o
v
er
s
ee
th
e
ed
u
ca
tio
n
p
r
o
ce
s
s
es.
Plan
tu
r
o
o
t
p
o
s
tu
lates
th
at
g
u
id
ed
b
y
th
e
p
h
ilo
s
o
p
h
ies
o
f
ess
en
tialis
m
,
ex
p
er
im
en
ta
lis
m
,
an
d
ex
is
ten
tialis
m
,
th
e
p
r
in
cip
al
is
r
esp
o
n
s
ib
le
f
o
r
f
o
s
ter
in
g
s
ch
o
o
l
d
ev
el
o
p
m
en
t
an
d
en
h
an
cin
g
class
r
o
o
m
in
s
tr
u
ctio
n
.
T
h
e
p
r
in
cip
al
is
th
e
in
s
tr
u
ctio
n
al
o
v
er
s
ee
r
wh
o
u
tili
ze
s
th
e
ess
en
tialis
t
p
h
il
o
s
o
p
h
y
t
o
s
u
p
p
o
r
t
in
d
iv
id
u
al
teac
h
e
r
s
in
ad
v
a
n
ci
n
g
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices
.
Prin
cip
als
wh
o
em
b
r
ac
e
ess
en
tialis
t
p
h
ilo
s
o
p
h
y
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
:
3
8
9
1
-
3903
3894
ten
d
to
b
e
au
th
o
r
itativ
e,
wh
ich
lead
s
to
teac
h
er
s
h
ar
b
o
r
in
g
n
eg
ativ
e
p
er
ce
p
tio
n
s
to
war
d
s
s
u
p
er
v
is
io
n
.
T
h
e
p
r
in
cip
al
u
tili
ze
s
th
e
p
h
ilo
s
o
p
h
y
o
f
e
x
p
er
im
e
n
talis
m
in
s
u
p
er
v
is
io
n
b
y
e
n
g
ag
in
g
teac
h
er
s
in
th
e
d
esig
n
an
d
im
p
lem
en
tatio
n
o
f
s
u
p
er
v
is
o
r
y
s
tr
ateg
ies.
C
o
n
s
eq
u
en
tly
,
s
u
p
er
v
is
io
n
b
ec
o
m
es
d
ev
elo
p
m
en
tal
as
it
en
g
ag
es
teac
h
er
s
in
c
o
llectiv
e
ac
tio
n
.
T
h
is
en
c
o
u
r
a
g
es
a
c
o
lleg
ial
ap
p
r
o
ac
h
to
s
u
p
er
v
is
io
n
,
p
r
o
m
o
tin
g
team
wo
r
k
b
etwe
en
th
e
p
r
in
cip
al
a
n
d
t
h
e
teac
h
er
s
to
ex
p
lo
r
e
th
e
ess
en
tial
in
s
tr
u
ctio
n
al
p
r
ac
tices
to
g
eth
er
.
T
h
is
en
co
u
r
a
g
es
p
o
s
itiv
e
p
er
ce
p
ti
o
n
s
am
o
n
g
teac
h
er
s
b
ec
au
s
e
th
ey
v
iew
s
u
p
er
v
is
o
r
s
as
th
eir
p
ar
tn
er
s
in
th
e
s
u
p
er
v
is
io
n
p
r
o
ce
s
s
r
ath
er
th
a
n
in
s
p
ec
to
r
s
.
E
x
is
ten
tialis
ts
ar
g
u
e
th
at
h
u
m
an
s
p
o
s
s
ess
in
h
er
en
t f
r
ee
d
o
m
an
d
ar
e
n
o
t
in
f
lu
e
n
ce
d
b
y
e
x
ter
n
al
f
o
r
ce
s
.
Prin
cip
als
wh
o
ad
o
p
t
th
e
ex
is
ten
tialis
t
p
h
ilo
s
o
p
h
y
cr
ea
te
an
en
v
i
r
o
n
m
e
n
t
th
at
en
co
u
r
ag
es tea
ch
er
s
to
d
is
co
v
er
an
d
d
e
v
elo
p
th
eir
ab
ilit
i
es,
as
s
u
ch
,
teac
h
er
s
’
ex
h
ib
it p
o
s
itiv
e
p
er
ce
p
tio
n
s
to
war
d
s
s
u
p
er
v
is
io
n
.
T
h
e
th
e
o
r
y
is
r
elev
a
n
t
to
th
is
in
q
u
ir
y
b
ec
au
s
e
th
e
p
r
in
cip
al
s
er
v
es
as
th
e
s
ch
o
o
l’
s
in
ter
n
al
in
s
tr
u
ctio
n
al
s
u
p
er
v
i
s
o
r
an
d
o
v
er
s
ee
s
teac
h
er
s
’
p
er
f
o
r
m
an
ce
s
in
th
e
s
ch
o
o
l.
Ad
d
itio
n
ally
,
th
e
o
r
g
an
izatio
n
is
co
m
p
a
r
ed
to
t
h
e
s
ch
o
o
l
th
at
co
n
s
is
ts
o
f
teac
h
in
g
s
taf
f
,
n
o
n
-
teac
h
in
g
s
taf
f
,
an
d
ad
m
in
is
tr
ato
r
s
wh
o
co
llab
o
r
ate
as
d
is
tin
ct
s
y
s
tem
s
to
ac
h
iev
e
th
e
s
ch
o
o
ls
’
o
b
jectiv
es.
T
h
e
p
r
in
cip
al
o
r
ch
e
s
tr
ates
th
e
s
ch
o
o
l’
s
ac
tiv
ities
th
r
o
u
g
h
th
e
in
s
tr
u
ctio
n
al
p
r
ac
tices,
o
v
er
s
ee
in
g
th
e
p
r
o
ce
s
s
es
th
at
d
r
iv
e
p
r
o
g
r
ess
with
in
th
e
in
s
titu
tio
n
.
T
h
e
th
e
o
r
y
a
d
v
o
c
ates
f
o
r
co
o
r
d
in
atin
g
th
e
s
ch
o
o
l
s
y
s
tem
s
th
r
o
u
g
h
in
s
tr
u
cti
o
n
al
s
u
p
er
v
is
io
n
to
ac
h
iev
e
estab
lis
h
ed
g
o
als.
3.
M
E
T
H
O
D
3
.
1
.
P
a
rt
icipa
nts a
nd
pro
ce
du
re
T
h
e
in
q
u
ir
y
u
tili
ze
d
a
co
n
cu
r
r
en
t
tr
ian
g
u
latio
n
,
a
m
ix
ed
m
et
h
o
d
s
ap
p
r
o
ac
h
th
at
co
m
b
in
es
n
u
m
er
ical
an
d
n
o
n
-
n
u
m
er
ical
d
ata
to
p
r
o
v
id
e
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
esear
ch
p
r
o
b
lem
i
n
a
s
in
g
le
s
tu
d
y
[
3
1
]
.
T
h
e
ap
p
r
o
ac
h
u
s
ed
a
c
r
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
an
d
p
h
en
o
m
en
o
lo
g
y
to
en
h
a
n
ce
s
im
u
ltan
e
o
u
s
d
ata
co
llectio
n
an
d
a
n
aly
s
is
to
co
r
r
o
b
o
r
ate
th
e
s
tu
d
y
f
in
d
i
n
g
s
by
E
s
ia
-
Do
n
k
o
h
a
n
d
B
af
f
o
e
[
3
2
]
.
T
h
e
q
u
an
t
itativ
e
r
esu
lts
wer
e
tr
ian
g
u
lated
with
t
h
e
q
u
alitativ
e
f
in
d
in
g
s
to
co
n
f
ir
m
t
h
e
co
n
v
e
r
g
en
ce
o
f
t
h
e
o
u
tco
m
es.
T
r
ian
g
u
latio
n
co
m
b
in
ed
th
e
r
esp
o
n
s
es o
f
th
e
p
r
in
cip
als an
d
th
e
o
p
in
io
n
s
o
f
th
e
ed
u
ca
to
r
s
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
4
2
7
teac
h
er
s
an
d
3
1
p
r
in
cip
als
f
r
o
m
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
I
g
em
b
e
No
r
th
s
u
b
-
co
u
n
ty
.
Acc
o
r
d
in
g
to
Per
n
eg
er
et
a
l.
[
3
3
]
,
a
s
am
p
le
s
ize
o
f
3
0
%
o
f
t
h
e
p
o
p
u
la
tio
n
is
s
u
f
f
icien
t
if
th
e
p
o
p
u
latio
n
is
h
o
m
o
g
en
o
u
s
.
As
a
r
esu
lt,
3
0
%
o
f
th
e
4
2
7
teac
h
er
s
,
eq
u
atin
g
to
a
s
am
p
le
o
f
1
2
8
teac
h
er
s
,
was
s
elec
ted
u
s
in
g
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
.
A
s
am
p
le
o
f
1
0
p
r
in
cip
als
was
o
b
tain
ed
f
r
o
m
a
p
o
p
u
latio
n
o
f
3
1
p
r
in
cip
als
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
tech
n
iq
u
e.
Par
ticip
an
ts
wer
e
g
u
ar
an
teed
th
e
co
n
f
id
en
tiality
o
f
th
eir
in
f
o
r
m
atio
n
,
an
d
th
eir
co
n
s
en
t
was o
b
tain
ed
b
e
f
o
r
e
p
ar
ticip
a
tin
g
in
th
e
r
esear
c
h
.
3
.
2
.
I
ns
t
rum
ent
s
T
h
e
in
s
tr
u
m
en
ts
u
s
ed
in
th
is
s
tu
d
y
wer
e
a
teac
h
er
s
’
q
u
esti
o
n
n
air
e
an
d
p
r
in
cip
als’
in
ter
v
iew
g
u
id
e.
A
q
u
esti
o
n
n
air
e
c
o
n
s
is
tin
g
o
f
teac
h
er
s
’
d
em
o
g
r
ap
h
ic
d
ata
an
d
2
1
L
ik
er
t
-
s
ca
le
s
tatem
en
t
s
was
d
esig
n
ed
to
ass
es
s
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
th
eir
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le.
E
ac
h
item
was
ev
alu
ated
u
s
in
g
a
f
iv
e
-
p
o
in
t
r
esp
o
n
s
e
s
ca
le
r
an
g
in
g
5
=stro
n
g
ly
ag
r
ee
,
4
=
ag
r
ee
,
3
=u
n
d
ec
id
e
d
,
2
=d
is
ag
r
ee
an
d
1
=stro
n
g
ly
d
is
ag
r
ee
.
T
h
e
item
s
wer
e
ch
o
s
en
b
ased
o
n
r
ev
iew
o
f
th
e
ex
is
tin
g
liter
atu
r
e.
T
h
e
q
u
alitativ
e
d
ata
wer
e
g
ath
er
e
d
th
r
o
u
g
h
in
-
d
ep
th
in
ter
v
iews
to
o
b
tain
in
-
d
ep
th
i
n
s
ig
h
ts
f
r
o
m
th
e
p
r
in
cip
als
co
n
ce
r
n
in
g
t
ea
ch
er
s
’
p
er
ce
p
tio
n
s
.
T
h
e
r
esear
ch
er
u
s
ed
a
s
et
o
f
s
i
x
q
u
esti
o
n
s
to
g
ath
er
in
s
ig
h
ts
f
r
o
m
th
e
p
r
in
cip
als.
T
h
r
ee
s
u
b
ject
m
atter
ex
p
er
ts
v
ig
o
r
o
u
s
ly
ex
a
m
in
ed
th
e
r
esear
ch
to
o
ls
to
ascer
tain
th
e
f
ac
e
an
d
co
n
ten
t
v
alid
ity
.
T
h
e
r
e
s
ea
r
ch
er
s
ex
am
in
e
d
th
e
r
eliab
ilit
y
c
o
ef
f
icien
t
o
f
th
e
q
u
esti
o
n
n
ai
r
e
u
s
in
g
C
r
o
n
b
ac
h
alp
h
a
v
ia
a
p
il
o
t
s
tu
d
y
.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
a
r
eliab
ilit
y
co
ef
f
icien
t
o
f
0
.
8
4
in
d
icatin
g
th
at
th
e
s
tu
d
y
’
s
q
u
esti
o
n
n
air
es
wer
e
d
ee
m
ed
d
ep
en
d
a
b
le
f
o
r
th
e
f
ield
wo
r
k
[
3
4
]
.
T
o
g
u
ar
a
n
tee
th
e
c
r
ed
ib
ilit
y
a
n
d
d
ep
e
n
d
ab
ilit
y
o
f
t
h
e
in
ter
v
iew
g
u
id
es,
th
e
s
u
b
ject
m
atte
r
ex
p
er
ts
an
d
th
e
s
u
p
er
v
is
o
r
s
ev
alu
ated
th
e
q
u
esti
o
n
s
b
ased
o
n
lu
cid
ity
,
wo
r
d
in
g
,
am
b
ig
u
ity
,
an
d
r
elev
an
ce
.
T
wo
q
u
esti
o
n
s
wer
e
ex
cl
u
d
ed
b
ased
o
n
th
e
e
v
alu
atio
n
o
f
t
h
e
ex
p
er
ts
an
d
th
e
s
u
p
er
v
is
o
r
s
.
T
h
e
in
s
tr
u
m
en
ts
wer
e
r
ev
is
ed
f
o
r
en
h
a
n
ce
m
en
t
an
d
th
en
s
u
b
m
itted
to
th
e
s
u
p
e
r
v
is
o
r
s
f
o
r
v
alid
atio
n
.
3
.
3
.
Da
t
a
a
na
ly
s
is
T
h
e
q
u
an
titativ
e
d
ata
wer
e
co
d
ed
an
d
an
aly
ze
d
u
s
in
g
SP
SS
v
er
s
io
n
2
5
s
o
f
twar
e,
wh
er
e
p
e
r
ce
n
tag
es,
f
r
eq
u
e
n
cies,
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
co
ef
f
icien
t
o
f
v
ar
iatio
n
s
(
C
V)
,
t
-
test
an
d
o
n
e
-
way
an
aly
s
is
o
f
v
ar
ian
ce
(
ANOV
A)
wer
e
co
m
p
u
ted
.
R
eg
ar
d
in
g
teac
h
e
r
s
’
p
er
ce
p
tio
n
s
,
p
er
ce
n
tag
es
an
d
m
ea
n
s
wer
e
d
eter
m
in
ed
f
o
r
ea
ch
r
esp
o
n
s
e,
th
at
is
,
5
=stro
n
g
ly
ag
r
ee
,
4
=
ag
r
ee
,
3
=u
n
d
ec
id
e
d
,
2
=d
is
ag
r
ee
,
an
d
1
=stro
n
g
ly
d
is
ag
r
ee
.
T
h
e
a
v
er
ag
e
r
atin
g
was
th
r
ee
d
eter
m
in
ed
b
y
s
u
m
m
atio
n
o
f
th
e
n
o
m
in
al
v
alu
es
o
f
th
e
s
ca
le
an
d
d
iv
id
in
g
b
y
t
h
e
ag
g
r
eg
ate
n
u
m
b
er
o
f
ca
s
es.
C
o
n
s
eq
u
en
tly
,
av
er
ag
e
s
co
r
es
b
elo
w
t
h
r
ee
s
ig
n
if
ied
n
e
g
ativ
e
p
er
ce
p
tio
n
s
wh
ile
m
ea
n
s
s
co
r
es
ab
o
v
e
th
r
ee
r
e
f
lecte
d
p
o
s
it
iv
e
p
er
ce
p
tio
n
s
.
T
h
em
atic
an
aly
s
is
was
u
s
ed
to
an
aly
ze
q
u
alitativ
e
d
ata,
f
ac
ilit
atin
g
th
e
id
en
tific
atio
n
o
f
th
e
m
es,
an
d
th
e
r
esu
lts
wer
e
p
r
es
en
ted
th
r
o
u
g
h
d
ir
ec
t
q
u
o
tatio
n
s
.
ANOV
A
an
d
t
-
test
wer
e
u
tili
ze
d
to
test
th
e
h
y
p
o
t
h
esis
at
p
-
v
alu
e
˂0
.
0
5
.
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
Tea
ch
ers
’
p
ercep
tio
n
s
to
w
a
r
d
s
p
r
in
cip
a
ls
’
in
s
tr
u
ctio
n
a
l su
p
ervis
o
r
y
r
o
le
in
…
(
B
ess
y
K
a
g
en
i
K
in
yu
a
)
3895
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
4
.
1
.
Dem
o
g
ra
ph
ic
f
ea
t
ures o
f
t
he
t
ea
cher
s
T
a
b
le
1
p
r
ese
n
ts
a
c
o
m
p
r
e
h
en
s
i
v
e
s
u
m
m
a
r
y
o
f
th
e
s
tu
d
y
'
s
q
u
an
tit
ati
v
e
d
esc
r
i
p
t
io
n
s
o
f
t
ea
c
h
er
p
a
r
ti
ci
p
a
n
ts
.
T
h
e
r
es
u
l
ts
i
n
T
a
b
le
1
p
o
r
t
r
ay
t
h
at
m
o
s
t
o
f
t
h
e
t
ea
c
h
er
s
w
er
e
m
al
e
5
9
%
w
h
i
le
4
1
%
c
o
m
p
r
is
e
d
f
e
m
al
e
t
ea
ch
e
r
s
.
T
h
e
s
t
u
d
y
f
i
n
d
i
n
g
s
c
o
n
f
ir
m
e
d
t
h
e
f
i
n
d
i
n
g
s
o
f
M
witi
et
a
l.
[
3
5
]
w
h
i
ch
es
ta
b
lis
h
ed
t
h
a
t i
n
p
u
b
li
c
s
ec
o
n
d
ar
y
s
ch
o
o
ls
i
n
I
g
e
m
b
e
No
r
t
h
s
u
b
-
c
o
u
n
t
y
,
m
a
le
tea
c
h
e
r
s
(
5
6
%
)
o
u
tn
u
m
b
e
r
e
d
f
e
m
al
e
tea
ch
er
s
(
4
4
%)
.
T
h
e
s
tu
d
y
als
o
s
o
u
g
h
t
t
o
as
ce
r
ta
in
t
h
e
ag
e
d
is
t
r
i
b
u
ti
o
n
o
f
t
h
e
s
a
m
p
le
d
te
ac
h
e
r
s
,
ca
te
g
o
r
i
ze
d
i
n
a
g
e
b
r
ac
k
ets.
T
h
e
m
aj
o
r
it
y
o
f
t
h
e
tea
c
h
e
r
s
3
5
%
wer
e
b
etw
ee
n
t
h
e
a
g
e
b
r
a
ck
ets
2
6
-
3
0
y
ea
r
s
f
o
ll
o
w
e
d
b
y
3
4
%
o
f
th
e
te
ac
h
e
r
s
a
g
e
d
b
et
we
en
3
1
-
3
5
y
e
ar
s
.
A
d
d
iti
o
n
al
ly
,
t
h
e
s
t
u
d
y
r
es
u
lts
s
h
o
w
t
h
at
1
3
%
o
f
th
e
t
ea
c
h
er
s
we
r
e
ag
ed
b
etwe
e
n
2
0
-
2
5
y
e
ar
s
,
8
%
b
e
twe
en
3
6
-
4
0
y
ea
r
s
,
a
n
d
1
0
%
a
g
e
d
a
b
o
v
e
4
1
y
e
ar
s
,
r
es
p
e
cti
v
e
ly
.
T
h
e
s
t
u
d
y
r
e
s
u
lts
a
r
e
c
o
n
s
is
te
n
t
wit
h
M
witi
e
t
a
l
.
[
3
5
]
t
h
a
t
m
o
s
t
o
f
t
h
e
t
ea
c
h
er
s
we
r
e
b
e
twe
en
th
e
a
g
es
o
f
3
1
an
d
3
6
y
ea
r
s
.
A
lar
g
e
p
er
ce
n
ta
g
e
(
8
3
%)
o
f
th
e
teac
h
er
s
p
o
s
s
ess
ed
a
b
ac
h
elo
r
o
f
ed
u
c
atio
n
d
eg
r
e
e
.
T
ea
ch
er
p
ar
ticip
an
ts
with
a
d
i
p
lo
m
a
d
eg
r
ee
co
n
s
titu
ted
7
%,
an
d
h
o
l
d
er
s
o
f
p
o
s
tg
r
a
d
u
ate
d
eg
r
ee
(
PGDE
o
r
Po
s
tg
r
ad
u
ate
Dip
lo
m
a
in
E
d
u
ca
tio
n
)
co
n
s
titu
ted
6
%.
Par
ticip
an
ts
wh
o
h
ad
a
m
aster
'
s
d
e
g
r
ee
wer
e
f
ew
4
%.
T
h
e
s
tu
d
y
f
in
d
i
n
g
s
r
e
v
ea
led
t
h
at
teac
h
er
s
wer
e
elig
ib
le
to
t
ea
ch
in
p
u
b
lic
s
ec
o
n
d
ar
y
s
ch
o
o
ls
an
d
ca
p
ab
le
o
f
ac
cu
r
ately
co
m
p
letin
g
th
e
q
u
esti
o
n
n
air
es.
A
d
ip
lo
m
a
f
r
o
m
an
ac
cr
ed
ited
in
s
titu
ti
o
n
is
th
e
m
in
im
al
q
u
alif
icatio
n
n
ee
d
ed
to
teac
h
i
n
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
u
n
d
er
T
SC
n
o
r
m
s
[
3
6
]
.
T
ab
le
1
.
T
ea
c
h
er
s
’
d
em
o
g
r
a
p
h
ic
ch
ar
ac
ter
is
tics
,
N=
1
0
0
V
a
r
i
a
b
l
e
s
D
e
scri
p
t
i
o
n
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
59
F
e
mal
e
41
A
g
e
20
-
2
5
y
e
a
r
s
13
26
-
3
0
y
e
a
r
s
35
31
-
3
5
y
e
a
r
s
34
36
-
4
0
y
e
a
r
s
8
A
b
o
v
e
4
1
y
e
a
r
s
10
Ed
u
c
a
t
i
o
n
q
u
a
l
i
f
i
c
a
t
i
o
n
D
i
p
l
o
m
a
7
B
.
E
d
83
P
G
D
E
6
M
.
E
d
2
O
t
h
e
r
s
2
4
.
2
.
T
ea
cher
s
’
perc
ept
io
n
s
t
o
wa
rds
princ
ipa
ls
’
in
s
t
ruct
io
na
l s
up
er
v
is
o
ry
ro
le
T
h
e
s
t
u
d
y
s
o
u
g
h
t
to
ass
ess
t
e
ac
h
e
r
s
’
p
e
r
ce
p
t
io
n
s
t
o
wa
r
d
s
p
r
i
n
ci
p
als’
i
n
s
t
r
u
cti
o
n
a
l
s
u
p
e
r
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e
;
A
:
a
g
r
e
e
;
N
:
n
e
u
t
r
a
l
;
D
:
d
i
sa
g
r
e
e
;
S
D
:
st
r
o
n
g
l
y
d
i
sa
g
r
e
e
;
S
t
.
D
:
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
;
C
V
:
c
o
e
f
f
i
c
i
e
n
t
o
f
v
a
r
i
a
t
i
o
n
T
ab
le
2
p
o
r
tr
ay
s
th
at
a
s
ig
n
if
ic
an
t
m
ajo
r
ity
o
f
teac
h
e
r
s
ag
r
ee
d
th
at
th
ey
alwa
y
s
p
r
e
p
ar
ed
le
s
s
o
n
n
o
tes
(
8
9
%,
M=
4
.
4
6
)
.
T
h
e
s
tu
d
y
f
in
d
in
g
s
ar
e
in
tan
d
em
with
Mo
iin
v
az
ir
i a
n
d
Sh
ater
y
[
1
4
]
th
at
I
r
an
ian
teac
h
er
s
h
ad
p
o
s
itiv
e
attitu
d
es
to
war
d
th
e
p
r
ep
a
r
atio
n
o
f
less
o
n
p
lan
s
an
d
less
o
n
n
o
tes.
I
n
a
n
in
t
er
v
iew
,
o
n
e
o
f
th
e
p
r
in
cip
als p
o
in
te
d
o
u
t:
“
I
ch
ec
k
tea
ch
er
p
r
o
fess
io
n
a
l
d
o
cu
men
ts
s
u
ch
a
s
th
e
s
ch
e
me
o
f
w
o
r
k,
r
ec
o
r
d
o
f
w
o
r
k,
less
o
n
p
la
n
s
,
a
n
d
cla
s
s
r
o
o
m
o
b
s
erva
tio
n
a
s
a
r
eq
u
ir
eme
n
t
o
f
Tea
ch
er
P
erfo
r
ma
n
ce
A
p
p
r
a
is
a
l
a
n
d
Dev
elo
p
men
t (
TPA
D)
,
b
u
t I
e
mp
h
a
s
iz
e
mo
s
tly
o
n
tea
ch
er less
o
n
n
o
tes
.
”
(
DS/M/8
/1
0
)
I
n
an
o
t
h
er
in
ter
v
iew,
an
o
th
e
r
p
r
in
cip
al
h
ig
h
lig
h
ted
:
“
I
ch
ec
k
t
h
e
imp
leme
n
ta
tio
n
o
f
th
e
cu
r
r
icu
lu
m,
ch
ec
k
s
ylla
b
u
s
co
ve
r
a
g
e
ev
ery
w
ee
k
o
n
r
e
co
r
d
o
f
w
o
r
k,
less
o
n
p
la
n
s
,
less
o
n
n
o
t
es
to
kn
o
w
th
e
ex
ten
t
th
ey
a
r
e
d
o
n
e,
I
c
h
ec
k
s
ch
eme
o
f
w
o
r
k
d
o
n
e
a
t
th
e
b
e
g
in
n
in
g
o
f
th
e
ter
m,
a
n
d
I
c
o
n
d
u
ct
cla
s
s
r
o
o
m
o
b
s
erva
tio
n
s
a
cc
o
r
d
i
n
g
to
TPA
D.
”
(
DS/M/O7
/1
0
)
Ho
wev
er
,
th
e
s
tu
d
y
also
h
ig
h
lig
h
ts
ce
r
tain
ar
ea
s
o
f
c
o
n
c
er
n
.
No
tab
ly
,
a
s
ig
n
if
ican
t
n
u
m
b
er
o
f
teac
h
er
s
r
ep
o
r
ted
f
ee
lin
g
a
n
x
io
u
s
d
u
r
in
g
class
r
o
o
m
o
b
s
er
v
atio
n
s
(
M=
2
.
6
8
)
wh
ic
h
in
f
l
u
en
ce
d
th
eir
p
er
f
o
r
m
an
ce
a
n
d
willin
g
n
ess
to
en
g
a
g
e.
I
n
a
d
d
itio
n
,
r
esu
lts
p
o
r
tr
ay
t
h
at
teac
h
er
d
is
lik
ed
class
r
o
o
m
o
b
s
er
v
atio
n
(
M=
2
.
6
3
)
wh
ic
h
c
u
ltiv
ated
a
n
e
g
ativ
e
p
er
ce
p
tio
n
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
.
I
n
s
u
p
p
o
r
t
o
f
th
is
,
o
n
e
in
ter
v
iewe
e
s
aid
:
“
Tea
ch
ers
d
o
n
o
t
like
t
o
b
e
s
u
p
ervis
ed
,
th
e
tea
ch
er
mig
h
t
c
h
o
o
s
e
n
o
t
to
co
me
to
cla
s
s
.
Yo
u
n
o
tice
th
e
tea
ch
er is
n
o
t h
a
p
p
y.
”
(
DS/M/0
6
/1
0
)
T
h
e
f
in
d
in
g
s
ag
r
ee
with
M
b
awa
la
an
d
Her
m
a
n
to
[
2
4
]
,
w
h
o
f
o
u
n
d
th
at
teac
h
er
s
d
is
r
e
g
ar
d
ed
s
u
p
er
v
is
o
r
s
’
attem
p
ts
to
co
n
d
u
ct
class
r
o
o
m
o
b
s
er
v
atio
n
s
aim
ed
at
e
v
alu
atin
g
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
p
er
ce
iv
in
g
it
as
a
f
au
lt
-
f
in
d
in
g
ex
e
r
cise.
T
ab
le
2
also
s
h
o
ws
th
at
th
e
te
ac
h
er
s
f
elt
th
at
s
u
p
er
v
is
io
n
was
m
o
r
e
o
f
f
au
lt
-
f
in
d
i
n
g
(
M=
2
.
8
5
)
.
T
h
ese
p
er
ce
p
tio
n
s
s
u
g
g
est
th
at
wh
ile
th
e
in
ten
t
b
eh
in
d
s
u
p
er
v
is
io
n
m
ay
b
e
p
o
s
itiv
e,
its
ex
ec
u
tio
n
m
ay
n
o
t
alwa
y
s
alig
n
with
teac
h
er
s
’
n
ee
d
s
f
o
r
s
u
p
p
o
r
t
an
d
co
llab
o
r
atio
n
.
T
h
e
p
er
ce
p
tio
n
o
f
s
u
p
er
v
is
io
n
is
m
o
r
e
au
t
h
o
r
itativ
e
th
an
d
em
o
cr
atic
(
M=
3
.
0
8
)
f
u
r
th
er
u
n
d
er
lin
es
a
s
en
s
e
o
f
h
ier
ar
ch
y
t
h
at
m
ay
h
in
d
er
o
p
en
co
m
m
u
n
icatio
n
b
etwe
en
p
r
in
cip
als
an
d
teac
h
er
s
.
Mo
r
eo
v
e
r
,
th
e
f
i
n
d
in
g
s
r
ev
ea
l
th
at
s
u
p
er
v
is
io
n
d
esp
ite
b
ein
g
lar
g
el
y
p
er
ce
iv
ed
as b
en
ef
icial
f
o
r
tea
ch
er
d
ev
elo
p
m
en
t,
teac
h
er
s
f
el
t th
at
clas
s
r
o
o
m
v
is
its
wer
e
u
n
p
lan
n
ed
(
M=
2
.
7
3
)
.
T
h
is
im
p
lies
lack
o
f
clea
r
s
tr
u
ctu
r
e
in
th
e
s
u
p
er
v
is
o
r
y
p
r
o
ce
s
s
co
n
tr
ib
u
te
to
f
ee
lin
g
s
o
f
u
n
ce
r
tai
n
ty
an
d
d
is
co
m
f
o
r
t.
Ad
d
itio
n
ally
,
wh
ile
a
m
ajo
r
ity
ag
r
ee
d
th
at
s
u
p
er
v
is
io
n
p
lay
s
a
r
o
le
in
en
h
an
ci
n
g
s
tu
d
en
t
lear
n
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
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&
R
es E
d
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c
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SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
p
ercep
tio
n
s
to
w
a
r
d
s
p
r
in
cip
a
ls
’
in
s
tr
u
ctio
n
a
l su
p
ervis
o
r
y
r
o
le
in
…
(
B
ess
y
K
a
g
en
i
K
in
yu
a
)
3897
(
M=
3
.
8
5
)
an
d
s
ch
o
o
l
p
e
r
f
o
r
m
an
ce
(
M=
4
.
0
6
)
,
a
s
m
aller
p
er
ce
n
tag
e
ex
p
r
ess
ed
co
n
f
i
d
e
n
ce
th
at
s
u
p
er
v
is
io
n
h
elp
s
th
em
lear
n
n
ew
teac
h
i
n
g
tech
n
iq
u
es
(
M=
3
.
5
2
)
,
p
o
i
n
tin
g
a
p
o
ten
tial
g
ap
b
etwe
en
o
b
s
er
v
atio
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d
ac
tio
n
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le
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ee
d
b
ac
k
.
T
h
e
o
v
er
all
r
atin
g
o
f
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
p
r
ac
ti
ce
s
in
th
e
s
elec
ted
s
ec
o
n
d
ar
y
s
ch
o
o
ls
was
(
M=
3
.
6
8
)
,
in
d
icatin
g
th
at
teac
h
er
s
g
en
er
ally
p
er
ce
iv
ed
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
as
a
p
o
s
itiv
e
f
o
r
ce
,
h
o
wev
e
r
,
th
e
way
in
wh
ich
it
is
ca
r
r
ied
o
u
t
co
u
ld
b
e
r
ef
in
e
d
.
R
esear
ch
b
y
Gitih
a
et
a
l.
[
3
8
]
estab
lis
h
ed
th
at
a
m
ea
n
b
ey
o
n
d
3
.
0
o
n
a
L
ik
er
t
s
ca
le
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ig
n
if
ies
a
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
th
e
s
u
b
ject
b
ein
g
s
tu
d
ied
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wh
er
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s
a
m
ea
n
b
elo
w
3
.
0
s
ig
n
if
ies a
n
e
g
ativ
e
p
er
c
ep
tio
n
.
T
h
e
r
esear
ch
e
r
s
co
m
p
u
ted
a
s
t
an
d
ar
d
d
e
v
iatio
n
to
estab
lis
h
t
h
e
d
is
p
er
s
io
n
o
f
th
e
d
ata
ab
o
u
t
th
e
m
ea
n
r
esp
o
n
s
es
an
d
th
e
lin
k
with
th
e
r
est
o
f
th
e
d
ata.
T
o
c
o
m
p
r
e
h
en
s
iv
ely
in
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icate
th
e
d
is
p
er
s
io
n
o
f
th
e
m
ea
n
,
th
e
r
esear
ch
er
co
m
p
u
ted
a
C
V.
Hig
h
C
V
v
alu
e
in
d
icate
d
a
g
r
e
ater
d
is
p
ar
ity
in
r
esp
o
n
s
es
wh
ile
lo
w
C
V
v
alu
es
in
d
icate
d
m
o
r
e
u
n
if
o
r
m
ity
a
r
o
u
n
d
m
ea
n
r
esp
o
n
s
e.
T
ab
le
2
p
o
r
tr
ay
s
th
e
r
an
g
e
o
f
C
V
v
alu
es
b
etwe
en
0
.
0
0
an
d
0
.
6
1
,
i
n
d
icatin
g
th
e
u
n
if
o
r
m
i
ty
am
id
th
e
d
ata
s
et.
T
h
e
h
i
g
h
est
C
V
v
alu
e
o
f
0
.
6
1
in
d
i
ca
tes
co
n
s
id
er
ab
le
v
ar
iab
ilit
y
o
f
th
e
d
ata
o
n
th
e
v
ar
iab
le
‘
I
d
is
lik
e
less
o
n
o
b
s
er
v
atio
n
’
ab
o
u
t
t
h
e
m
ea
n
.
I
t
im
p
lies
a
lack
o
f
co
n
s
en
s
u
s
am
o
n
g
th
e
s
elec
ted
teac
h
er
s
o
n
th
e
v
ar
iab
le
u
n
d
er
s
tu
d
y
.
T
h
e
lo
west
C
V
v
a
lu
e
o
f
0
.
0
0
o
n
th
e
v
ar
iab
le
‘
s
u
p
e
r
v
is
io
n
lead
to
im
p
r
o
v
em
en
t
in
m
y
teac
h
i
n
g
’
s
h
o
ws
u
n
if
o
r
m
ity
ab
o
u
t
th
e
m
ea
n
an
d
th
e
co
n
s
en
s
u
s
o
f
th
e
d
ata
am
o
n
g
t
h
e
s
elec
ted
teac
h
er
s
in
th
e
s
tu
d
y
.
4
.
3
.
Dif
f
er
ence
s
in m
ea
n per
ce
pti
o
n when
t
ea
cher
s
a
re
ca
t
eg
o
rize
d by
g
ender
An
in
d
ep
e
n
d
en
t
s
am
p
le
t
-
test
was
co
n
d
u
cted
to
ex
p
lo
r
e
te
ac
h
er
s
’
p
er
ce
p
tio
n
s
to
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le
in
r
elatio
n
to
th
eir
g
en
d
er
.
Fr
o
m
th
e
f
in
d
in
g
s
p
r
esen
ted
in
T
ab
le
3
,
th
e
m
ea
n
r
atin
g
o
f
m
ale
teac
h
er
s
o
n
s
u
p
er
v
is
io
n
is
h
ig
h
er
(
3
.
7
5
3
8
)
co
m
p
ar
ed
to
th
e
m
ea
n
r
atin
g
o
f
f
em
ale
teac
h
er
s
(
3
.
5
7
2
6
)
.
Giv
en
th
at
th
e
m
ea
n
r
atin
g
f
o
r
s
u
p
er
v
is
io
n
is
h
i
g
h
er
am
o
n
g
m
ale
teac
h
e
r
s
c
o
m
p
ar
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f
em
ale
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s
,
th
is
in
d
icate
s
th
at
t
h
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m
ajo
r
ity
m
ale
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atin
g
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ig
h
er
th
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em
ale
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atin
g
.
Alth
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g
h
th
e
m
ale
teac
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s
h
ad
a
h
ig
h
er
m
ea
n
r
atin
g
th
an
f
em
ale
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s
,
th
e
d
if
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er
en
ce
is
n
o
t
s
tatis
t
icall
y
s
ig
n
if
ican
t
at
th
e
0
.
0
5
le
v
el.
T
ab
le
4
s
h
o
ws
t
h
e
t
-
v
alu
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(
1
.
4
6
8
)
,
wh
ich
m
ea
s
u
r
es
th
e
s
tan
d
ar
d
ized
d
if
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er
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b
etwe
en
t
h
e
m
ea
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v
alu
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elativ
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w,
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g
g
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er
.
B
ased
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th
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f
in
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g
s
p
r
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ted
in
T
ab
le
4
r
eg
ar
d
i
n
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te
ac
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tio
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n
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ctio
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it
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s
er
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e
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tically
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ig
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d
if
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th
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ale
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iv
en
th
at
th
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lev
el
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f
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ig
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(
p
=
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1
4
5
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ter
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0
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0
5
.
As
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lt,
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tu
d
y
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ll
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p
o
th
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co
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th
at
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tatis
tically
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ig
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t
d
if
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th
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ea
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o
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m
ale
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d
f
e
m
a
le
teac
h
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s
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ar
d
in
g
p
r
in
ci
p
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
les.
T
h
e
f
in
d
i
n
g
s
s
h
o
wed
th
at
g
en
d
er
was
n
o
t
a
s
ig
n
if
ican
t
d
eter
m
in
an
t
o
f
te
ac
h
er
s
’
p
er
ce
p
tio
n
to
war
d
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le
in
I
g
em
b
e
No
r
th
s
u
b
-
co
u
n
ty
.
T
h
e
s
tu
d
y
f
in
d
in
g
s
ag
r
ee
with
I
m
r
an
et
a
l.
[
1
5
]
w
h
o
s
e
f
i
n
d
in
g
s
s
h
o
we
d
th
at
wh
ile
c
er
tain
asp
ec
ts
o
f
teac
h
in
g
,
s
u
ch
as
class
r
o
o
m
m
an
ag
em
en
t
e
x
h
ib
ited
g
en
d
er
d
if
f
er
en
ce
s
,
m
a
n
y
p
er
c
ep
tio
n
s
an
d
i
n
s
tr
u
ctio
n
al
p
r
ac
tices
wer
e
n
o
t
s
ig
n
if
ican
tly
in
f
lu
en
c
ed
b
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e
teac
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er
’
s
g
en
d
er
.
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co
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tr
a
r
y
,
t
h
e
f
in
d
in
g
s
d
if
f
er
ed
f
r
o
m
th
o
s
e
o
f
Sin
g
h
[
1
2
]
wh
o
r
e
v
ea
led
th
at
teac
h
e
r
s
’
g
en
d
e
r
p
lay
ed
a
s
ig
n
if
ican
t
r
o
le
in
in
f
lu
en
cin
g
th
eir
p
er
ce
p
tio
n
o
f
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
p
r
ac
tices,
f
em
ale
teac
h
er
s
p
er
ce
iv
ed
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
p
o
s
itiv
ely
co
m
p
ar
ed
to
m
ale
teac
h
er
s
.
T
h
e
f
in
d
in
g
s
d
is
ag
r
ee
with
B
ad
a
et
a
l
.
[
3
0
]
wh
o
f
o
u
n
d
th
at
th
e
m
ea
n
s
co
r
e
o
f
f
em
ale
teac
h
er
s
f
o
r
ea
c
h
in
s
tr
u
ctio
n
al
l
ea
d
er
s
h
ip
item
was
m
o
r
e
th
an
t
h
at
o
f
m
ale
teac
h
er
s
.
L
ik
ewise,
B
ad
a
et
a
l.
[
3
0
]
id
e
n
tifie
d
a
s
ig
n
if
ican
t
g
en
d
er
d
is
p
ar
ity
in
teac
h
er
s
’
p
er
ce
p
tio
n
o
f
p
r
in
ci
p
als
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
p
r
ac
tices.
T
h
e
s
tu
d
y
r
e
v
ea
led
t
h
at
f
em
ale
teac
h
er
s
f
ee
l
m
o
r
e
em
p
o
wer
ed
wh
en
wo
r
k
in
g
u
n
d
e
r
a
f
em
ale
p
r
in
c
ip
al,
wh
er
ea
s
m
ale
teac
h
er
s
p
er
ce
iv
e
th
em
s
elv
es
h
av
in
g
less
in
f
lu
en
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th
is
s
itu
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.
T
ab
le
3
.
T
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h
er
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m
ea
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r
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s
o
n
s
u
p
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G
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p
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V
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J
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.
14
,
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5
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Octo
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20
25
:
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3903
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4
.
4
.
T
he
diff
er
ence
in m
ea
n per
c
ept
io
n when
t
ea
cher
s
a
re
ca
t
eg
o
rize
d by
a
g
e
On
e
way
an
aly
s
is
o
f
th
e
v
ar
ia
n
ce
was
co
m
p
u
ted
to
ex
p
l
o
r
e
t
ea
ch
er
s
’
p
er
ce
p
tio
n
s
to
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le
in
r
elatio
n
to
th
eir
ag
e.
T
h
e
r
esu
lts
in
T
ab
le
5
,
p
o
r
tr
ay
F
s
tati
s
tic,
F=0
.
5
5
6
wh
ich
is
r
elativ
ely
lo
w
in
d
ic
atin
g
th
at
th
e
v
ar
ian
ce
in
p
er
ce
p
tio
n
s
b
etwe
en
d
if
f
er
en
t
a
g
e
g
r
o
u
p
s
is
s
m
all
co
m
p
ar
ed
t
o
th
e
v
ar
ian
ce
with
in
ea
ch
ag
e
g
r
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u
p
.
T
h
e
p
-
v
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e
is
g
r
ea
ter
th
an
th
e
alp
h
a
v
alu
e
0
.
0
5
(
p
=0
.
6
9
5
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=
0
.
0
5
)
,
in
d
icatin
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th
at
th
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is
n
o
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t
ically
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ig
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if
ican
t
d
if
f
er
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ce
in
teac
h
er
s
’
p
er
ce
p
tio
n
s
ac
r
o
s
s
d
if
f
er
en
t a
g
e
g
r
o
u
p
s
.
T
h
e
s
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m
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s
q
u
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es
with
in
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m
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f
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(
3
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co
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ir
m
s
th
at
th
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v
ar
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ex
p
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im
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ailed
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ig
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ce
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tio
n
s
o
f
teac
h
e
r
s
to
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le
w
h
en
teac
h
er
s
wer
e
ca
teg
o
r
ized
b
y
ag
e
.
T
h
e
f
in
d
i
n
g
s
s
h
o
w
th
at
teac
h
er
s
’
ag
e
was
n
o
t
a
p
o
ten
t
d
eter
m
in
an
t
o
f
th
eir
p
er
ce
p
tio
n
s
to
war
d
s
p
r
in
cip
als'
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le
in
I
g
em
b
e
No
r
th
s
u
b
-
co
u
n
ty
.
T
h
e
s
tu
d
y
f
in
d
in
g
s
allu
d
e
to
Sh
ar
m
a
an
d
Al
-
Sin
awa
i
[
1
8
]
wh
o
estab
lis
h
ed
th
at
teac
h
e
r
s
’
ag
e
was
n
o
t
a
p
o
ten
t
p
r
ed
ict
o
r
o
f
th
eir
attitu
d
es
an
d
b
elief
s
to
war
d
s
s
u
p
er
v
is
i
o
n
.
T
ea
c
h
er
s
’
p
er
ce
p
tio
n
s
an
d
b
elief
s
to
war
d
s
s
u
p
er
v
is
io
n
wer
e
in
d
ep
e
n
d
en
t
o
f
th
eir
ag
e.
T
ab
le
5
.
ANOVA
test
f
o
r
d
if
f
er
en
ce
s
in
th
e
m
ea
n
p
er
ce
p
tio
n
s
wh
en
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h
er
s
ar
e
ca
te
g
o
r
iz
ed
b
y
a
g
e
V
a
r
i
a
b
l
e
S
u
m
o
f
s
q
u
a
r
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s
df
M
e
a
n
o
f
s
q
u
a
r
e
s
F
S
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g
.
B
e
t
w
e
e
n
g
r
o
u
p
s
0
.
8
4
5
4
0
.
2
1
1
0
.
5
5
6
0
.
6
9
5
W
i
t
h
i
n
g
r
o
u
p
s
3
6
.
0
7
5
95
0
.
3
8
0
To
t
a
l
3
6
.
9
2
0
99
4
.
5
.
T
he
diff
er
ence
in m
ea
n per
c
ept
io
n when
t
ea
cher
s
a
re
ca
t
eg
o
rize
d by
educa
t
io
n qua
lific
a
t
io
n
T
h
e
r
esear
ch
e
r
s
co
m
p
u
ted
a
o
n
e
-
wa
y
ANOVA
to
test
th
e
m
ea
n
d
if
f
er
en
ce
s
in
th
e
teac
h
er
s
’
p
er
ce
p
tio
n
s
t
o
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
l
e
in
r
elatio
n
to
th
eir
ed
u
ca
tio
n
q
u
alif
icatio
n
s
.
T
h
e
s
tu
d
y
f
in
d
i
n
g
s
ar
e
p
r
esen
ted
i
n
T
ab
le
6
.
T
h
e
s
tatis
tics
in
T
ab
le
6
,
s
h
o
w
F
s
tatis
tics
,
F=0
.
1
7
4
w
h
ich
is
q
u
ite
lo
w,
im
p
ly
in
g
th
at
th
e
v
ar
ian
c
e
b
etwe
en
g
r
o
u
p
s
(
teac
h
er
s
with
d
if
f
er
en
t
e
d
u
ca
tio
n
al
q
u
alif
i
ca
tio
n
s
)
is
s
m
aller
co
m
p
ar
ed
to
th
e
v
ar
ian
ce
with
in
th
e
g
r
o
u
p
s
.
Acc
o
r
d
in
g
to
th
e
s
tu
d
y
f
in
d
in
g
s
,
th
e
p
-
v
alu
e
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g
r
ea
ter
th
an
th
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alp
h
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v
alu
e
0
.
0
5
,
(
p
=0
.
9
5
1
>
α
=0
.
0
5
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.
T
h
is
in
d
icate
s
th
at
th
e
r
e
is
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
m
ea
n
s
co
r
es
o
f
teac
h
er
s
’
p
e
r
ce
p
tio
n
s
b
ased
o
n
th
eir
ed
u
ca
tio
n
al
q
u
alif
icatio
n
s
.
B
ased
o
n
th
e
o
u
tco
m
e
s
d
is
cu
s
s
ed
,
th
e
s
tu
d
y
f
ails
to
r
ejec
t
th
e
n
u
ll
h
y
p
o
t
h
esis
an
d
cu
lm
in
ates
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
m
ea
n
p
er
ce
p
ti
o
n
s
o
f
t
ea
ch
er
s
to
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
e
r
v
is
o
r
y
r
o
le
wh
en
teac
h
er
s
wer
e
ca
teg
o
r
ized
b
y
ed
u
ca
ti
o
n
q
u
alif
icatio
n
.
T
h
e
r
esu
lts
r
ev
ea
l
th
at
p
er
ce
p
tio
n
s
o
f
teac
h
er
s
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
b
y
p
r
in
cip
als
in
I
g
em
b
e
No
r
th
s
u
b
-
co
u
n
ty
wer
e
n
o
t
p
r
ed
icted
b
y
th
eir
ed
u
ca
tio
n
q
u
alif
icatio
n
s
.
T
h
e
f
in
d
in
g
s
n
eg
ate
Kip
k
o
ec
h
et
a
l.
[
1
1
]
wh
o
s
e
s
tu
d
y
s
h
o
wed
a
s
u
b
s
tan
tial
co
r
r
elatio
n
b
e
twee
n
th
e
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
o
f
in
s
tr
u
cto
r
s
an
d
th
eir
v
iews
to
war
d
s
u
p
er
v
is
io
n
.
T
h
ese
f
in
d
in
g
s
also
d
if
f
er
f
r
o
m
San
ch
ez
et
a
l.
[
3
9
]
wh
o
s
e
f
in
d
in
g
s
r
ev
ea
led
th
at
in
s
tr
u
cto
r
s
with
a
b
ac
h
el
o
r
’
s
d
e
g
r
ee
p
er
ce
iv
ed
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
m
o
r
e
p
o
s
itiv
ely
th
an
in
s
tr
u
cto
r
s
wh
o
h
ad
a
m
aster
’
s
d
eg
r
ee
.
Als
o
,
Geb
r
em
esk
el
an
d
Am
b
ay
e
[
4
0
]
f
o
u
n
d
th
at
ed
u
ca
to
r
s
with
a
m
aster
’
s
d
eg
r
ee
d
i
d
n
o
t
r
ec
o
g
n
ize
th
e
s
u
p
e
r
v
is
o
r
y
r
o
le
o
f
th
e
p
r
in
ci
p
al
wh
ile
teac
h
er
s
with
a
b
ac
h
elo
r
’
s
d
eg
r
ee
wer
e
m
o
r
e
en
th
u
s
iast
ic
ab
o
u
t
th
e
s
u
p
er
v
is
o
r
y
r
o
le
o
f
th
e
p
r
in
cip
al
an
d
co
n
s
u
lted
th
e
p
r
in
cip
al.
T
ab
le
6
.
ANOVA
test
f
o
r
th
e
m
ea
n
d
if
f
e
r
en
ce
wh
e
n
teac
h
er
s
ar
e
ca
teg
o
r
ized
b
y
ed
u
ca
tio
n
q
u
alif
icatio
n
V
a
r
i
a
b
l
e
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
n
o
f
s
q
u
a
r
e
s
F
S
i
g
B
e
t
w
e
e
n
g
r
o
u
p
s
0
.
2
6
8
4
0
.
0
6
7
0
.
1
7
4
0
.
9
5
1
W
i
t
h
i
n
g
r
o
u
p
s
3
6
.
6
5
2
95
0
.
3
8
6
To
t
a
l
3
6
.
9
2
0
99
4
.
6
.
Dis
cu
s
s
io
n
T
h
e
f
in
d
in
g
s
f
r
o
m
th
is
s
tu
d
y
p
r
o
v
id
e
a
n
u
an
ce
d
v
iew
o
f
te
ac
h
er
s
’
p
er
ce
p
tio
n
s
to
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
p
r
a
ctice
s
.
B
ased
o
n
th
e
f
in
d
in
g
s
,
teac
h
er
s
g
en
er
ally
h
av
e
a
p
o
s
itiv
e
p
er
ce
p
tio
n
to
war
d
s
p
r
in
cip
als’
i
n
s
tr
u
ctio
n
al
p
r
ac
tices.
Mo
s
t
teac
h
er
s
f
in
d
s
u
p
er
v
is
io
n
b
e
n
ef
icial
f
o
r
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t,
teac
h
in
g
im
p
r
o
v
em
en
t,
an
d
s
tu
d
e
n
t
lear
n
in
g
.
T
h
e
f
in
d
in
g
s
ag
r
ee
with
p
r
ev
i
o
u
s
s
tu
d
y
[
4
1
]
,
[
4
2
]
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
Tea
ch
ers
’
p
ercep
tio
n
s
to
w
a
r
d
s
p
r
in
cip
a
ls
’
in
s
tr
u
ctio
n
a
l su
p
ervis
o
r
y
r
o
le
in
…
(
B
ess
y
K
a
g
en
i
K
in
yu
a
)
3899
wh
o
f
o
u
n
d
th
at
teac
h
e
r
s
h
ad
p
o
s
itiv
e
p
er
ce
p
tio
n
s
to
war
d
s
h
ea
d
teac
h
er
s
’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le.
T
h
e
f
in
d
in
g
s
f
u
r
th
er
co
n
cu
r
s
with
Ald
aih
an
i
[
1
9
]
,
wh
o
s
e
r
esu
l
ts
r
ev
ea
led
th
at
s
u
p
er
v
is
io
n
p
o
s
itiv
ely
im
p
ac
ts
teac
h
er
s
’
p
r
o
f
ess
io
n
al
p
er
f
o
r
m
an
ce
.
I
n
ter
n
atio
n
ally
,
t
h
e
r
o
le
o
f
th
e
p
r
in
cip
al
r
em
ai
n
s
in
s
tr
u
m
en
tal
in
en
ac
tin
g
ch
an
g
e
th
at
s
u
p
p
o
r
t th
e
s
tu
d
en
ts
an
d
th
e
o
v
e
r
all
g
r
o
wth
o
f
t
h
e
teac
h
er
[
4
3
]
.
Ma
jo
r
ity
o
f
th
e
teac
h
e
r
s
ex
p
r
e
s
s
ed
s
atis
f
ac
tio
n
with
class
r
o
o
m
o
b
s
er
v
atio
n
(
M=
4
.
2
2
,
C
V=
0
.
2
5
)
an
d
f
elt
th
at
s
u
p
er
v
is
io
n
co
n
tr
ib
u
t
e
to
th
eir
p
r
o
f
ess
io
n
al
g
r
o
wt
h
.
T
ea
ch
er
s
b
eliev
ed
th
at
class
r
o
o
m
o
b
s
er
v
atio
n
en
h
an
ce
s
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
s
u
p
e
r
v
is
io
n
h
elp
s
im
p
r
o
v
e
th
eir
t
ea
ch
in
g
s
tr
ateg
ies.
Nev
er
th
eless
,
th
e
f
in
d
in
g
s
r
ef
u
te
o
th
er
s
tu
d
ies
[
7
]
,
[
2
1
]
,
[
4
4
]
wh
o
r
ev
ea
le
d
th
at
teac
h
er
s
'
p
er
ce
p
tio
n
s
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
we
r
e
n
eg
ativ
e.
Ho
wev
er
,
th
er
e
ar
e
co
n
ce
r
n
s
ab
o
u
t
class
r
o
o
m
o
b
s
er
v
atio
n
ca
u
s
in
g
an
x
iety
(
M=
2
.
6
8
)
,
teac
h
er
s
d
is
lik
in
g
class
r
o
o
m
o
b
s
er
v
atio
n
(
M=
2
.
6
3
,
SD=1
.
6
2
5
)
an
d
p
er
ce
p
tio
n
th
at
s
u
p
er
v
is
io
n
m
ay
s
o
m
etim
es
b
e
f
au
ltin
g
f
in
d
i
n
g
.
T
h
e
f
in
d
in
g
s
ag
r
ee
with
Als
ah
li
[
1
0
]
wh
o
r
ep
o
r
ted
th
at
f
ailu
r
e
t
o
p
lan
cla
s
s
r
o
o
m
o
b
s
er
v
atio
n
r
esu
lts
in
f
ee
lin
g
s
o
f
an
x
iety
,
s
tr
ess
,
an
d
n
er
v
o
u
s
n
ess
.
T
ea
ch
er
s
ar
e
an
x
io
u
s
d
u
r
in
g
class
r
o
o
m
o
b
s
er
v
atio
n
b
ec
au
s
e
p
r
in
cip
als
ar
e
s
u
b
ject
iv
e,
en
f
o
r
cin
g
a
to
p
-
b
o
tto
m
h
i
er
ar
ch
y
.
T
h
e
f
in
d
in
g
s
f
u
r
th
e
r
ag
r
ee
with
Sh
ar
m
a
an
d
Al
-
Sin
awa
i
[
1
8
]
wh
o
f
o
u
n
d
th
at
teac
h
er
s
p
er
ce
iv
e
d
in
s
tr
u
ctio
n
al
s
u
p
e
r
v
is
io
n
as
a
d
ir
ec
tiv
e
f
au
lt
-
f
i
n
d
in
g
m
is
s
io
n
.
Ad
d
itio
n
ally
,
teac
h
er
s
f
elt
th
at
s
u
p
er
v
is
io
n
was
m
o
r
e
au
th
o
r
itativ
e
th
an
d
em
o
cr
atic
(
M=
3
.
0
8
)
,
th
is
p
er
ce
p
tio
n
u
n
d
er
lin
es
a
s
en
s
e
o
f
h
ier
ar
ch
y
th
at
m
ay
h
in
d
er
o
p
en
c
o
m
m
u
n
icatio
n
b
etw
ee
n
p
r
in
cip
als
an
d
teac
h
er
s
.
T
h
e
f
i
n
d
in
g
s
ar
e
co
n
s
is
ten
t
with
C
an
s
o
y
et
a
l.
[
4
5
]
wh
o
r
ev
ea
led
th
at
in
s
tr
u
cti
o
n
al
s
u
p
er
v
is
io
n
in
T
u
r
k
ey
was p
er
ce
iv
ed
as a
h
ier
ar
ch
ical
r
eq
u
ir
em
en
t.
T
h
is
m
ig
h
t d
iv
er
t su
p
er
v
is
io
n
f
r
o
m
its
in
ten
d
ed
p
u
r
p
o
s
e.
B
ased
o
n
g
en
d
er
,
t
h
e
m
ea
n
r
at
in
g
o
f
m
ale
teac
h
e
r
s
o
n
s
u
p
er
v
is
io
n
is
(
3
.
7
5
3
8
)
co
m
p
ar
ed
t
o
th
e
m
ea
n
r
atin
g
o
f
f
em
ale
teac
h
er
s
(
3
.
5
7
2
6
)
.
C
o
n
s
id
er
in
g
th
at
th
e
m
ea
n
r
atin
g
f
o
r
s
u
p
er
v
is
io
n
is
h
ig
h
er
a
m
o
n
g
m
ale
teac
h
er
s
co
m
p
ar
ed
t
o
f
em
ale
teac
h
er
s
,
th
is
in
d
icate
s
th
at
t
h
e
m
ajo
r
ity
m
ale
r
atin
g
was
h
ig
h
er
th
a
n
f
em
ale
r
atin
g
.
Alth
o
u
g
h
,
th
e
d
if
f
e
r
e
n
ce
was
n
o
t
s
tatis
tically
s
ig
n
if
ican
t.
Gen
d
er
im
b
alan
ce
s
ex
is
t
wh
en
f
em
ale
lead
er
s
ar
e
r
ated
b
y
teac
h
er
s
wh
o
ar
e
n
o
t
o
f
th
e
s
am
e
g
en
d
er
.
Similar
ly
,
th
e
m
ale
teac
h
er
s
will
b
e
m
o
r
e
lik
ely
to
b
etter
r
ate
th
eir
m
ale
lead
er
s
.
Ak
ala
[
4
6
]
co
n
clu
d
e
d
th
at
th
e
g
en
d
er
im
b
alan
ce
am
o
n
g
teac
h
er
s
in
Ken
y
a
s
tem
s
f
r
o
m
th
e
p
er
s
is
ten
t
g
ap
b
etwe
en
p
o
licies
an
d
th
e
ac
t
u
al
liv
ed
ex
p
er
ien
ce
s
o
f
wo
m
en
,
wh
ich
f
u
r
th
e
r
r
ein
f
o
r
ce
s
in
e
q
u
alities
.
Acr
o
s
s
all
th
e
t
h
r
ee
test
s
,
th
e
r
esu
lt
s
h
o
w
th
at
g
en
d
er
(
p
=0
.
1
4
5
)
,
ag
e
(
p
=0
.
6
9
5
)
a
n
d
ed
u
ca
tio
n
q
u
alif
icatio
n
s
(
p
=0
.
9
5
1
)
d
o
n
o
t
s
ig
n
if
ican
tly
in
f
lu
e
n
ce
teac
h
er
s
’
p
er
ce
p
ti
o
n
s
to
war
d
s
p
r
i
n
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le
(
p
>
0
.
0
5
)
.
T
h
is
im
p
lies
th
at
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
is
p
er
ce
iv
ed
co
n
s
is
ten
tly
ac
r
o
s
s
d
if
f
er
en
t
teac
h
e
r
s
’
g
r
o
u
p
s
r
ei
n
f
o
r
cin
g
th
e
id
ea
th
at
ef
f
ec
tiv
e
s
u
p
er
v
is
io
n
s
h
o
u
ld
f
o
cu
s
m
o
r
e
o
n
in
s
tr
u
ctio
n
al
q
u
ality
,
co
m
m
u
n
icatio
n
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
T
h
e
s
tu
d
y
f
in
d
in
g
s
ag
r
ee
with
th
e
s
tu
d
y
[
1
8
]
,
[
1
4
]
wh
o
f
o
u
n
d
t
h
at
s
u
p
er
v
is
o
r
y
b
e
lief
s
o
f
teac
h
er
s
wer
e
n
o
t in
f
lu
en
ce
d
b
y
th
eir
d
e
m
o
g
r
ap
h
ic
f
e
atu
r
es.
T
h
e
s
tu
d
y
estab
lis
h
es
th
at
p
er
ce
p
tio
n
s
to
war
d
s
s
u
p
er
v
is
io
n
ar
e
n
o
t
s
h
ap
ed
b
y
g
en
d
e
r
,
ag
e,
o
r
ed
u
ca
tio
n
al
q
u
alif
icatio
n
s
,
ch
a
llen
g
in
g
ass
u
m
p
tio
n
s
th
at
d
if
f
er
en
t
teac
h
er
g
r
o
u
p
s
m
ig
h
t
h
a
v
e
v
ar
ied
r
ea
ctio
n
s
to
s
u
p
er
v
is
io
n
.
T
h
e
r
esear
ch
r
ev
ea
ls
a
m
ix
ed
r
esp
o
n
s
e
to
s
u
p
er
v
is
io
n
,
w
h
ile
m
an
y
teac
h
er
s
f
in
d
it
b
en
ef
icial,
a
s
ig
n
if
ican
t
p
o
r
tio
n
f
ee
l
an
x
io
u
s
o
r
d
is
lik
e
less
o
n
o
b
s
er
v
atio
n
,
in
d
icatin
g
th
e
n
ee
d
f
o
r
a
m
o
r
e
teac
h
er
-
f
r
ien
d
ly
ap
p
r
o
ac
h
.
B
y
id
e
n
tify
in
g
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
p
er
ce
p
tio
n
s
,
th
is
s
tu
d
y
o
f
f
er
s
ac
tio
n
ab
le
in
s
ig
h
ts
f
o
r
s
ch
o
o
l
p
r
i
n
cip
als
to
en
h
a
n
ce
s
u
p
er
v
is
io
n
tech
n
iq
u
es,
m
ak
in
g
th
e
m
m
o
r
e
s
u
p
p
o
r
tiv
e
an
d
d
ev
elo
p
m
en
tal
r
ath
er
th
an
a
u
th
o
r
itativ
e
o
r
f
au
lt
-
f
in
d
in
g
.
Ov
er
all,
th
is
s
tu
d
y
p
r
o
v
id
es
f
r
esh
p
er
s
p
ec
tiv
es
o
n
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
an
d
its
ef
f
ec
ts
o
n
t
ea
ch
er
s
,
m
ak
in
g
it v
alu
ab
le
f
o
r
s
h
ap
in
g
f
u
tu
r
e
i
n
s
tr
u
ctio
n
al
s
tr
ateg
ies.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ca
r
r
y
im
p
o
r
tan
t
im
p
licatio
n
s
f
o
r
p
o
licy
m
ak
er
s
an
d
t
h
e
b
r
o
a
d
er
co
m
m
u
n
ity
.
T
h
e
p
o
s
itiv
e
p
e
r
ce
p
tio
n
s
o
f
s
u
p
er
v
is
io
n
s
u
g
g
est
th
at
p
r
in
cip
als
an
d
ad
m
in
is
tr
ato
r
s
s
h
o
u
ld
m
ain
tain
an
d
en
h
an
ce
in
s
tr
u
ct
io
n
al
s
u
p
er
v
is
io
n
as
it
is
p
er
c
eiv
ed
as
an
ess
en
tial
to
o
l
f
o
r
i
m
p
r
o
v
i
n
g
teac
h
in
g
ef
f
ec
tiv
en
ess
.
T
h
er
ef
o
r
e
,
th
e
m
in
is
tr
y
s
h
o
u
l
d
in
v
o
lv
e
s
tr
en
g
th
en
in
g
teac
h
er
m
en
to
r
s
h
ip
p
r
o
g
r
am
s
a
n
d
p
r
o
v
id
e
m
o
r
e
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
e
n
t
o
p
p
o
r
tu
n
ities
.
I
n
ad
d
itio
n
,
t
h
e
p
r
in
cip
als
s
h
o
u
ld
cr
ea
te
a
m
o
r
e
s
u
p
p
o
r
tiv
e
a
n
d
less
in
tim
id
atin
g
en
v
ir
o
n
m
en
t
f
o
r
class
r
o
o
m
o
b
s
er
v
atio
n
v
i
a
p
ee
r
o
b
s
er
v
atio
n
a
n
d
n
o
n
-
ju
d
g
m
en
tal
f
ee
d
b
ac
k
.
Fu
r
th
er
m
o
r
e
,
th
e
m
in
is
tr
y
s
h
o
u
ld
p
r
o
m
o
te
eq
u
itab
le
lead
e
r
s
h
ip
an
d
s
u
p
e
r
v
is
io
n
to
m
in
im
i
ze
g
en
d
er
b
ias an
d
a
m
o
r
e
in
clu
s
iv
e
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
tailo
r
e
d
to
th
e
n
e
ed
s
o
f
teac
h
er
s
r
eg
a
r
d
less
o
f
th
eir
d
em
o
g
r
ap
h
ic
f
ea
tu
r
es.
Ho
wev
er
,
th
e
s
tu
d
y
h
as
ce
r
ta
in
lim
itatio
n
s
.
Po
ten
tial
b
ias
i
n
th
e
f
i
n
d
in
g
s
m
ay
r
esu
lt
f
r
o
m
a
s
m
all
s
am
p
le
s
ize.
B
ased
o
n
th
e
lim
itatio
n
,
s
u
b
s
eq
u
en
t
r
esear
ch
s
h
o
u
ld
c
o
n
s
id
er
in
cr
e
asin
g
t
h
e
s
am
p
le
s
ize
an
d
ex
p
lo
r
e
alter
n
ativ
e
s
tatis
tical
a
p
p
r
o
ac
h
es
s
u
ch
as
r
eg
r
ess
io
n
an
aly
s
is
to
b
etter
as
s
es
s
th
e
ef
f
ec
t
o
f
g
en
d
er
,
ag
e
,
an
d
ed
u
ca
tio
n
q
u
alif
icatio
n
o
n
teac
h
er
s
’
p
er
ce
p
tio
n
s
to
war
d
s
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
o
r
y
r
o
le.
Mo
r
eo
v
er
,
a
s
tu
d
y
co
u
ld
b
e
c
o
n
d
u
cte
d
to
ev
alu
ate
o
th
er
f
a
cto
r
s
s
u
ch
as
lead
er
s
h
ip
s
ty
le,
s
ch
o
o
l
cu
ltu
r
e,
a
n
d
teac
h
er
s
’
p
r
o
f
ess
io
n
al
n
ee
d
s
wh
ich
m
ay
h
av
e
s
ig
n
if
ican
t
im
p
ac
t
o
n
p
er
ce
p
tio
n
s
o
f
s
u
p
er
v
is
io
n
.
Fu
t
u
r
e
r
esear
ch
co
u
ld
b
e
co
n
d
u
cted
to
ass
ess
teac
h
er
jo
b
s
atis
f
ac
tio
n
wh
ich
is
a
m
ajo
r
f
ac
to
r
wh
ich
in
f
lu
e
n
ce
p
er
ce
p
tio
n
s
o
f
teac
h
er
s
to
war
d
s
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
.
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
:
3
8
9
1
-
3903
3900
5.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
co
n
clu
d
es
th
at
w
h
ile
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
is
lar
g
ely
s
ee
n
as
co
n
s
tr
u
ctiv
e
an
d
s
u
p
p
o
r
tiv
e
o
f
teac
h
er
d
e
v
elo
p
m
en
t
(
M=
3
.
6
8
)
,
ef
f
o
r
ts
s
h
o
u
l
d
b
e
m
ad
e
to
m
in
im
ize
an
x
ie
ty
an
d
en
s
u
r
e
th
at
s
u
p
er
v
is
io
n
is
p
er
ce
iv
ed
as
a
co
llab
o
r
ativ
e
an
d
g
r
o
wth
-
o
r
ien
ted
p
r
o
ce
s
s
r
ath
er
th
an
a
m
ea
n
s
o
f
co
n
tr
o
l.
A
d
em
o
cr
atic
a
n
d
d
ev
elo
p
m
e
n
tal
s
u
p
er
v
is
io
n
m
o
d
el
ca
n
e
n
h
an
ce
teac
h
er
s
’
co
n
f
id
en
ce
,
r
ed
u
ce
a
n
x
iety
,
an
d
f
o
s
ter
a
m
o
r
e
p
o
s
itiv
e
attitu
d
e
to
war
d
s
class
r
o
o
m
o
b
s
er
v
atio
n
.
I
n
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
wh
en
co
n
d
u
cted
f
air
ly
an
d
s
u
p
p
o
r
ti
v
ely
,
s
ig
n
if
ican
tly
co
n
tr
i
b
u
te
to
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
f
te
ac
h
er
s
.
T
h
e
s
tu
d
y
r
ec
o
m
m
en
d
ed
th
at
ed
u
ca
tio
n
al
p
o
licy
m
ak
er
s
to
d
ev
elo
p
tr
ain
in
g
f
o
r
s
u
p
er
v
is
o
r
s
to
eq
u
ip
th
em
with
d
em
o
cr
atic
s
k
ills
in
in
s
tr
u
ctio
n
al
s
u
p
er
v
is
io
n
,
em
p
ath
etic
co
m
m
u
n
icatio
n
a
n
d
co
n
s
tr
u
ctiv
e
f
ee
d
b
ac
k
t
o
r
ed
u
ce
p
er
ce
p
tio
n
s
o
f
s
u
p
e
r
v
is
io
n
a
s
au
th
o
r
itativ
e
o
r
f
au
lt
-
f
in
d
in
g
.
Als
o
,
th
ey
s
h
o
u
ld
im
p
lem
en
t
s
tr
ateg
ies
th
at
m
in
im
ize
s
tr
ess
as
s
o
ciate
d
with
class
r
o
o
m
o
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s
er
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atio
n
,
s
u
ch
as
p
r
e
-
o
b
s
er
v
atio
n
m
ee
tin
g
s
o
r
co
llab
o
r
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Un
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ity
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m
b
u
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an
a
p
p
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al
letter
to
p
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ed
with
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b
tain
in
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au
th
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r
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f
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r
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llectio
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f
r
o
m
th
e
Na
tio
n
al
C
o
m
m
is
s
io
n
f
o
r
Scien
ce
,
T
ec
h
n
o
l
o
g
y
,
a
n
d
I
n
n
o
v
atio
n
(
NACOS
T
I
)
.
A
r
esear
ch
p
e
r
m
it
was
s
ec
u
r
ed
f
r
o
m
th
e
Min
is
tr
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o
f
E
d
u
ca
tio
n
,
Natio
n
al
C
o
m
m
i
s
s
io
n
f
o
r
Scien
ce
,
T
ec
h
n
o
lo
g
y
,
an
d
I
n
n
o
v
atio
n
,
an
d
an
au
th
o
r
izatio
n
letter
licen
s
e
n
u
m
b
er
:
NACOS
T
I
/P/
2
4
/3
2
4
6
8
.
T
h
e
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