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easat-6811	doi.org	https://doi.org/10.31871/ijntr.6.1.8
easat-6811	doi.org	https://doi.org/10.1108/jpcc-12-2018-0032
easat-6811	doi.org	https://doi.org/10.1037/aap0000352
easat-6811	doi.org	https://doi.org/10.1177/1473325010368316
easat-6811	doi.org	https://doi.org/10.1186/1478-4491-10-47
easat-6811	doi.org	https://doi.org/10.1162/ijlm_a_00059
easat-6811	doi.org	https://doi.org/10.25139/jsk.v6i2.486
easat-6811	doi.org	https://doi.org/10.31436/pje.v56i1.1234
easat-6811	doi.org	https://doi.org/10.1108/ijmhsc-08-2018-0053
easat-6811	globalnation.inquirer.net	https://globalnation.inquirer.net/
easat-6811	doi.org	https://doi.org/10.1177/0197918323121234
easat-6811	doi.org	https://doi.org/10.5861/ijrse.2024.24021
easat-6811	doi.org	https://doi.org/10.18535/ijsrm/v11i09.el04
easat-6811	doi.org	https://doi.org/10.1108/ijem-02-2021-0072
easat-6811	www.worldbank.org	https://www.worldbank.org/en/research/publication/moving-for-prosperity
easat-6811	doi.org	https://doi.org/10.1016/j.amc.2011.01.034
easat-6811	doi.org	https://doi.org/10.1191/1478088706qp063oa
easat-6811	creativecommons.org	https://creativecommons.org/licenses/by/4.0
easat-6811	doi.org	https://doi.org/10.5861/ijrse.2023.2402
easat-6811	doi.org	https://doi.org/10.31871/ijntr.6.1.8
easat-6811	doi.org	https://doi.org/10.1108/jpcc-12-2018-0032
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easat-6811	doi.org	https://doi.org/10.1186/1478-4491-10-47
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easat-6811	doi.org	https://doi.org/10.1108/ijmhsc-08-2018-0053
easat-6811	globalnation.inquirer.net	https://globalnation.inquirer.net
easat-6811	doi.org	https://doi.org/10.1177/0197918323121234
easat-6811	doi.org	https://doi.org/10.5861/ijrse.2024.24021
easat-6811	doi.org	https://doi.org/10.18535/ijsrm/v11i09.el04
easat-6811	doi.org	https://doi.org/10.1108/ijem-02-2021-0072
easat-6811	www.worldbank.org	https://www.worldbank.org/en/research/publication/moving-for-prosperity
easat-6811	doi.org	https://doi.org/10.1016/j.amc.2011.01.034
easat-6811	doi.org	https://doi.org/10.1191/1478088706qp063oa
easat-6811	www.theatlantic.com	https://www.theatlantic.com/education/archive/2019/02/the-explosion-of-women-teachers/582622/
easat-6811	doi.org	https://doi.org/10.30574/wjarr.2022.16.2.1288
easat-6811	doi.org	https://doi.org/10.3389/fpsyg.2021.643229
easat-6811	doi.org	https://doi.org/10.36366/frontiers.v31i2.457
easat-6811	doi.org	https://doi.org/10.52631/jemds.v1i1.21
easat-6811	doi.org	https://doi.org/10.1080/1359866x.2019.1694634
easat-6811	doi.org	https://doi.org/10.11114/jets.v7i4.4039
easat-6811	doi.org	https://doi.org/10.2478/dcse-2020-0024
easat-6811	doi.org	https://doi.org/10.1007/s11159-020-09874-6
easat-6811	www.theatlantic.com	https://www.theatlantic.com/education/archive/2019/02/the-explosion-of-women-teachers/582622
easat-6811	doi.org	https://doi.org/10.30574/wjarr.2022.16.2.1288
easat-6811	doi.org	https://doi.org/10.3389/fpsyg.2021.643229
easat-6811	doi.org	https://doi.org/10.36366/frontiers.v31i2.457
easat-6811	doi.org	https://doi.org/10.52631/jemds.v1i1.21
easat-6811	doi.org	https://doi.org/10.1080/1359866x.2019.1694634
easat-6811	doi.org	https://doi.org/10.11114/jets.v7i4.4039
easat-6811	doi.org	https://doi.org/10.2478/dcse-2020-0024
easat-6811	doi.org	https://doi.org/10.1007/s11159-020-09874-6