Text II can be understood as a(n)

According to Text II, Amanda Gulla believes that

This perspective can be linked to the main argument exposed in Text I in that

The cartoon above is illustrative of the general essence of paragraph

The ideas exposed in the fragment “Teachers with a higher sense of efficacy show greater enthusiasm for and are more inclined towards teaching, feel more commitment to teaching and are more likely to stay in the profession (Burley, et al., 1991; Glickman & Tamashiro, 1982).” (lines 86-90) are logically structured by

The linking words in boldtype and the item in parentheses are semantically equivalent in

The only characteristic that is typical of teachers with a low efficacy level is the capacity of

In the fragments “…a teacher’s judgment of his or her capabilities to bring about desired outcomes…” (lines 1-3) and “… rely on extrinsic motivation or punishment to get students to study.” (lines 54-55), the expressions bring about and rely on mean, respectively,

In “It is also argued that teacher efficacy may influence student achievement through teacher persistence” (lines 30-31), the modal auxiliary may expresses

In terms of meaning,