Revalidating the teacher commitment scale in a sample of Indian teachers
Main Article Content
Keywords
Education, Exploratory Factor Analysis, India, scale revalidation, teacher commitment
Abstract
The commitment among teachers is crucial since it impacts numerous educational and non-educational aspects, thus warrants a valid tool to measure it. The study aimed to revalidate the Teacher Commitment Scale (TCS) developed by Vijay Kumar Chechi and Vikas Sharma in 2007. The five-dimensional 50-item scale was put through a rigorous validation process of content validation, exploratory factor analysis, confirmatory factor analysis, and reliability testing while being administered among 580 school teachers chosen through a multi-stage stratified sampling method from five districts of West Bengal in a non-experimental design. The data analysis was run using SPSS and AMOS software. Although all five dimensions were retained, 29 items were deleted as they failed to yield acceptable cut-off values. The updated version with 21 items, with an acceptable reliable Cronbach's alpha and composite reliability value, makes this version of the Teacher Commitment Scale valid to measure the construct and assess the factors that influence it.
References
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Bashir, B., & Gani, A. (2020). Correlates of organisational commitment among university teachers in India: An empirical investigation. Asia-Pacific Journal of Management Research and Innovation, 16(1), 7-20. https://doi.org/10.1177/2319510X19872632
Bashir, L. (2019). To study the influence of professional commitment on teaching effectiveness among secondary school teachers. Research Guru, 12(4), 424-432. https://www.researchguru.net/volume/Volume%2012/Issue%204/RG57.pdf
Bibiso, A., Olango, M., & Bibiso, M. (2017). The relationship between teachers commitment and female students academic achievements in some selected secondary school in Wolaita zone, southern Ethiopia. Journal of Education and Practice, 8(4), 75-80. https://eric.ed.gov/?id=EJ1132934
Blanco, C. G. R., Buenvinida, L. P., Tan, C. S., Yazon, A. D., & Lapie, L. P. (2022). Organizational commitment, teachers' empowerment, and transformational teaching of public elementary schools in Laguna, Philippines. International Journal of Emerging Issues in Early Childhood Education, 4(2), 12-28. 10.31098/ijeiece.v4i2.1122
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Choudhury, S., & Chechi, V. K. (2021). Review of the relationship between teacher commitment indicators and academic achievement. Vidyabharati International Interdisciplinary Research Journal, 23(10), 951-959. https://www.researchgate.net/profile/Sourav-Choudhury-9/publication/355782303_A_REVIEW_OF_THE_RELATIONSHIP_BETWEEN_TEACHER_COMMITMENT_INDICATORS_AND_ACADEMIC_ACHIEVEMENT/links/617d9f83eef53e51e10c4012/A-REVIEW-OF-THE-RELATIONSHIP-BETWEEN-TEACHER-COMMITMENT-INDICATORS-AND-ACADEMIC-ACHIEVEMENT.pdf
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Ding, Z., & Ng, F. (2008). A new way of developing semantic differential scales with personal construct theory. Construction Management and Economics, 26(11), 1213-1226. https://doi.org/10.1080/01446190802527522
Eğinli, İ. (2021). In search of keeping good teachers: Mediators of teacher commitment to the profession. Journal of Language and Linguistic Studies, 17(S2), 911-936. https://search.informit.org/doi/abs/10.3316/INFORMIT.140878228119568
Fransson, G., & Frelin, A. (2016). Highly committed teachers: What makes them tick? A study of sustained commitment. Teachers and Teaching, 22(8), 896-912. https://doi.org/10.1080/13540602.2016.1201469
Friedman, I. A. (2016). Being a teacher: Altruistic and narcissistic expectations of pre-service teachers. Teachers and Teaching, 22(5), 625-648. https://doi.org/10.1080/13540602.2016.1158469
Goal 4: Quality education | United Nations Development Programme. (n.d.). UNDP. Retrieved September 19, 2024, from https://www.undp.org/sustainable-development-goals/quality-education
Gu, Q. (2017). Resilient teachers, resilient schools: building and sustaining quality in testing times. In X. Zhu, A. L. Goodwin, & H. Zhang (Eds.), Quality of Teacher Education and Learning (pp. 119-144). Springer Singapore. https://doi.org/10.1007/978-981-10-3549-4_8
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Canonical correlation: A supplement to multivariate data analysis. Multivariate Data Analysis: A Global Perspective, 7th Ed.; Pearson Prentice Hall Publishing: Upper Saddle River, NJ, USA. https://www.researchgate.net/publication/237009923_Multivariate_Data_Analysis_A_Global_Perspective
Hair, J. F., Gabriel, M., & Patel, V. (2014). AMOS covariance-based structural equation modeling (CB-SEM): Guidelines on its application as a marketing research tool. Brazilian Journal of Marketing, 13(2). https://papers.ssrn.com/Sol3/Papers.Cfm?Abstract_Id=2676480
Jalani, S. (2021). The relationship between teacher commitment and effective teaching practices in rural primary school in Ranau, Malaysia. European Journal of Humanities and Social Sciences, 1(6), 32-38. 10.24018/ejsocial.2021.1.6.160
Kelchtermans, G. (2017). 'Should I stay or should I go?': Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching, 23(8), 961-977. https://doi.org/10.1080/13540602.2017.1379793
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology/Berrett-Koehler Publishers. https://caepnet.org/~/media/Files/caep/knowledge-center/lawshe-content-validity.pdf
Leithwood, K., Sun, J., & Schumacker, R. (2020). How school leadership influences student learning: A test of "The Four Paths Model." Educational Administration Quarterly, 56(4), 570-599. https://doi.org/10.1177/0013161X19878772
Manla, V. H. (2021). School climate: Its impact on teachers' commitment and school performance. Journal of World Englishes and Educational Practices, 3(2), 21-35. https://doi.org/10.32996/jweep.2021.3.2.3
Mundfrom, D. J., Shaw, D. G., & Ke, T. L. (2005). Minimum sample size recommendations for conducting factor analyses. International journal of testing, 5(2), 159-168. https://doi.org/10.1207/s15327574ijt0502_4
Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling procedures: Issues and applications. Sage publications. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Netemeyer%2C+R.+G.%2C+Bearden%2C+W.+O.%2C+%26+Sharma%2C+S.+%282003%29.+Scaling+procedures%3A+Issues+and+applications.+sage+publications.&btnG=
Özgenel, M., & Koç, M. H. (2020). An investigation on the relationship between teachers' occupational commitment and school effectiveness. International Journal of Eurasian Education and Culture (IJOEEC). http://openaccess.izu.edu.tr/xmlui/handle/20.500.12436/4432
Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23(4), 837-859. https://doi.org/10.1007/s11218-020-09567-x
Rubio, D. M., Berg-Weger, M., Tebb, S. S., Lee, E. S., & Rauch, S. (2003). Objectifying content validity: Conducting a content validity study in social work research. Social work research, 27(2), 94-104. https://doi.org/10.1093/swr/27.2.94
Sahlberg, P. (2023). Trends in global education reform since the 1990s: Looking for the right way. International Journal of Educational Development, 98, 102748. https://doi.org/10.1016/j.ijedudev.2023.102748
Shim, D. C., & Faerman, S. (2017). Government employees' organizational citizenship behavior: The impacts of public service motivation, organizational identification, and subjective OCB norms. International Public Management Journal, 20(4), 531-559. https://doi.org/10.1080/10967494.2015.1037943
Srivastava, A. P. (2017). Teachers' extra role behaviour: Relation with self-efficacy, procedural justice, organisational commitment and support for training. International Journal of Management in Education, 11(2), 140. https://doi.org/10.1504/IJMIE.2017.083352
Tabachnick, B. G., & Fidell, L. S. (2007). Experimental designs using ANOVA (Vol. 724). Thomson/Brooks/Cole Belmont, CA. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Tabachnick%2C+B.+G.%2C+%26+Fidell%2C+L.+S.+%282007%29.+Experimental+designs+using+ANOVA+%28Vol.+724%29.+Thomson%2FBrooks%2FCole+Belmont%2C+CA&btnG=
Teh, K. P. (2022). Modelling the relationship among servant leadership, organisational citizenship behaviour and teacher commitment. https://ir.upsi.edu.my/detailsg.php?det=6939&highlight=Guoxiang%20Peng
Thien, L. M., Razak, N. A., & Ramayah, T. (2014). Validating teacher commitment scale using a Malaysian sample. SAGE Open, 4(2), 215824401453674. https://doi.org/10.1177/2158244014536744
Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools. John Wiley & Sons. https://books.google.co.in/books?hl=en&lr=&id=6jgKAwAAQBAJ&oi=fnd&pg=PP1&dq=Tschannen Moran,+M.+(2014).+Trust+matters:+Leadership+for+successful +schools.+John+Wiley+%26+Sons.&ots=o29X385GAT&sig=oOinBbJtMbZoUJpbfgGyH8Yw6Gs&redir_esc=y#v=onepage&q=Tschannen-Moran%2C%20M.%20(2014).%20Trust%20matters%3A%20Leadership%20for%20successful%20schools.%20John%20Wiley%20%26%20Sons.&f=false
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Walker, V. L. (2019). An investigation of factors related to teachers' organizational commitment in rural high schools. https://ursa.mercer.edu/bitstream/handle/10898/11713/3573435_1.pdf?sequence=7
Wang, G., Strong, M., Zhang, S., & Liu, K. (2021). Preservice teacher professional commitment: A conceptual model and literature review. Teaching and Teacher Education, 104, 103373. https://doi.org/10.1016/j.tate.2021.103373
Wolf, E. J., Harrington, K. M., Clark, S. L., & Miller, M. W. (2013). Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. Educational and psychological measurement, 76(6), 913-934. https://doi.org/10.1177/0013164413495237
Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12, 708490. https://doi.org/10.3389/fpsyg.2021.708490
Yang, G., Badri, M., Al Rashedi, A., & Almazroui, K. (2019). Predicting teacher commitment as a multi-foci construct in a multi-cultural context: The effects of individual, school, and district level factors. Teachers and Teaching, 25(3), 301-319. https://doi.org/10.1080/13540602.2019.1588722
Altun, M. (2017). The effects of teacher commitment on student achievement: A case study in Iraq. International Journal of Academic Research in Business and Social Sciences, 7(11), Pages 417-426. https://doi.org/10.6007/IJARBSS/v7-i11/3475
Ayllón, S., Alsina, Á., & Colomer, J. (2019). Teachers' involvement and students' self-efficacy: Keys to achievement in higher education. PLOS ONE, 14(5), e0216865. https://doi.org/10.1371/journal.pone.0216865
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23-28). https://books.google.com/books?hl=en&lr=&id=PdY9o3l5vpYC&oi=fnd&pg=PA94&dq=Bandura+A+1986.+Social+foundations+of+thought+and+action:+A+social+cognitive+theory.+Englewood+Cliffs,+NJ:+Prentice+Hall.&ots=uHa-rY1m7L&sig=JF50BjGzi7pzrVwsUK1lTHlVue4
Barrett, S. E., & James, C. E. (2018). Teacher stories of teaching for social justice in a marginalized community. Educators on Diversity, Social Justice, and Schooling: A Reader, 178-193. https://books.google.co.in/books?hl=en&lr=&id=c7paDwAAQBAJ&oi=fnd&pg=PA178&dq=Barrett,+S.+E.,+%26+James,+C.+E.+(2018).+Teacher+stories+of+teaching+for+social+justice+in+a+marginalized+community.+Educators+on+Diversity,+Social+Justice,+and+Schooling:+A+Reader,+178%E2%80%93193.&ots=fLXjx9EcTq&sig=-vjZ83-IM5Llz3UGCTlbbAYzwmU&redir_esc=y#v=onepage&q&f=false
Bashir, B., & Gani, A. (2020). Correlates of organisational commitment among university teachers in India: An empirical investigation. Asia-Pacific Journal of Management Research and Innovation, 16(1), 7-20. https://doi.org/10.1177/2319510X19872632
Bashir, L. (2019). To study the influence of professional commitment on teaching effectiveness among secondary school teachers. Research Guru, 12(4), 424-432. https://www.researchguru.net/volume/Volume%2012/Issue%204/RG57.pdf
Bibiso, A., Olango, M., & Bibiso, M. (2017). The relationship between teachers commitment and female students academic achievements in some selected secondary school in Wolaita zone, southern Ethiopia. Journal of Education and Practice, 8(4), 75-80. https://eric.ed.gov/?id=EJ1132934
Blanco, C. G. R., Buenvinida, L. P., Tan, C. S., Yazon, A. D., & Lapie, L. P. (2022). Organizational commitment, teachers' empowerment, and transformational teaching of public elementary schools in Laguna, Philippines. International Journal of Emerging Issues in Early Childhood Education, 4(2), 12-28. 10.31098/ijeiece.v4i2.1122
Byrne, B. M. (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. Routledge. https://doi.org/10.4324/9780203807644
Choudhury, S., & Chechi, V. K. (2021). Review of the relationship between teacher commitment indicators and academic achievement. Vidyabharati International Interdisciplinary Research Journal, 23(10), 951-959. https://www.researchgate.net/profile/Sourav-Choudhury-9/publication/355782303_A_REVIEW_OF_THE_RELATIONSHIP_BETWEEN_TEACHER_COMMITMENT_INDICATORS_AND_ACADEMIC_ACHIEVEMENT/links/617d9f83eef53e51e10c4012/A-REVIEW-OF-THE-RELATIONSHIP-BETWEEN-TEACHER-COMMITMENT-INDICATORS-AND-ACADEMIC-ACHIEVEMENT.pdf
Chung, J. F. (2020). Organisational climate and teacher commitment. İzmir Sosyal Bilimler Dergisi, 2(2), 64-70. https://dergipark.org.tr/en/pub/izsbd/issue/53900/726662
Churchill Jr, G. A. (1979). A paradigm for developing better measures of marketing constructs. Journal of Marketing Research, 16(1), 64-73. https://doi.org/10.1177/002224377901600110
Cropanzano, R., Anthony, E. L., Daniels, S. R., & Hall, A. V. (2017). Social exchange theory: A critical review with theoretical remedies. Academy of Management Annals, 11(1), 479-516. https://doi.org/10.5465/annals.2015.0099
DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications. https://books.google.co.in/books?hl=en&lr=&id=QddDEAAAQBAJ&oi=fnd&pg=PP13&dq=DeVellis,+R.+F.+(2017).+Scale+Development:+Theory+and+Applications+(4th+ed.).+Sage+Publications.&ots=OFgCxNJN5d&sig=mu4QE_HOtpqIAYWLwNOUwFE6irs&redir_esc=y#v=onepage&q&f=false
Ding, Z., & Ng, F. (2008). A new way of developing semantic differential scales with personal construct theory. Construction Management and Economics, 26(11), 1213-1226. https://doi.org/10.1080/01446190802527522
Eğinli, İ. (2021). In search of keeping good teachers: Mediators of teacher commitment to the profession. Journal of Language and Linguistic Studies, 17(S2), 911-936. https://search.informit.org/doi/abs/10.3316/INFORMIT.140878228119568
Fransson, G., & Frelin, A. (2016). Highly committed teachers: What makes them tick? A study of sustained commitment. Teachers and Teaching, 22(8), 896-912. https://doi.org/10.1080/13540602.2016.1201469
Friedman, I. A. (2016). Being a teacher: Altruistic and narcissistic expectations of pre-service teachers. Teachers and Teaching, 22(5), 625-648. https://doi.org/10.1080/13540602.2016.1158469
Goal 4: Quality education | United Nations Development Programme. (n.d.). UNDP. Retrieved September 19, 2024, from https://www.undp.org/sustainable-development-goals/quality-education
Gu, Q. (2017). Resilient teachers, resilient schools: building and sustaining quality in testing times. In X. Zhu, A. L. Goodwin, & H. Zhang (Eds.), Quality of Teacher Education and Learning (pp. 119-144). Springer Singapore. https://doi.org/10.1007/978-981-10-3549-4_8
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Canonical correlation: A supplement to multivariate data analysis. Multivariate Data Analysis: A Global Perspective, 7th Ed.; Pearson Prentice Hall Publishing: Upper Saddle River, NJ, USA. https://www.researchgate.net/publication/237009923_Multivariate_Data_Analysis_A_Global_Perspective
Hair, J. F., Gabriel, M., & Patel, V. (2014). AMOS covariance-based structural equation modeling (CB-SEM): Guidelines on its application as a marketing research tool. Brazilian Journal of Marketing, 13(2). https://papers.ssrn.com/Sol3/Papers.Cfm?Abstract_Id=2676480
Jalani, S. (2021). The relationship between teacher commitment and effective teaching practices in rural primary school in Ranau, Malaysia. European Journal of Humanities and Social Sciences, 1(6), 32-38. 10.24018/ejsocial.2021.1.6.160
Kelchtermans, G. (2017). 'Should I stay or should I go?': Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching, 23(8), 961-977. https://doi.org/10.1080/13540602.2017.1379793
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology/Berrett-Koehler Publishers. https://caepnet.org/~/media/Files/caep/knowledge-center/lawshe-content-validity.pdf
Leithwood, K., Sun, J., & Schumacker, R. (2020). How school leadership influences student learning: A test of "The Four Paths Model." Educational Administration Quarterly, 56(4), 570-599. https://doi.org/10.1177/0013161X19878772
Manla, V. H. (2021). School climate: Its impact on teachers' commitment and school performance. Journal of World Englishes and Educational Practices, 3(2), 21-35. https://doi.org/10.32996/jweep.2021.3.2.3
Mundfrom, D. J., Shaw, D. G., & Ke, T. L. (2005). Minimum sample size recommendations for conducting factor analyses. International journal of testing, 5(2), 159-168. https://doi.org/10.1207/s15327574ijt0502_4
Netemeyer, R. G., Bearden, W. O., & Sharma, S. (2003). Scaling procedures: Issues and applications. Sage publications. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Netemeyer%2C+R.+G.%2C+Bearden%2C+W.+O.%2C+%26+Sharma%2C+S.+%282003%29.+Scaling+procedures%3A+Issues+and+applications.+sage+publications.&btnG=
Özgenel, M., & Koç, M. H. (2020). An investigation on the relationship between teachers' occupational commitment and school effectiveness. International Journal of Eurasian Education and Culture (IJOEEC). http://openaccess.izu.edu.tr/xmlui/handle/20.500.12436/4432
Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23(4), 837-859. https://doi.org/10.1007/s11218-020-09567-x
Rubio, D. M., Berg-Weger, M., Tebb, S. S., Lee, E. S., & Rauch, S. (2003). Objectifying content validity: Conducting a content validity study in social work research. Social work research, 27(2), 94-104. https://doi.org/10.1093/swr/27.2.94
Sahlberg, P. (2023). Trends in global education reform since the 1990s: Looking for the right way. International Journal of Educational Development, 98, 102748. https://doi.org/10.1016/j.ijedudev.2023.102748
Shim, D. C., & Faerman, S. (2017). Government employees' organizational citizenship behavior: The impacts of public service motivation, organizational identification, and subjective OCB norms. International Public Management Journal, 20(4), 531-559. https://doi.org/10.1080/10967494.2015.1037943
Srivastava, A. P. (2017). Teachers' extra role behaviour: Relation with self-efficacy, procedural justice, organisational commitment and support for training. International Journal of Management in Education, 11(2), 140. https://doi.org/10.1504/IJMIE.2017.083352
Tabachnick, B. G., & Fidell, L. S. (2007). Experimental designs using ANOVA (Vol. 724). Thomson/Brooks/Cole Belmont, CA. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Tabachnick%2C+B.+G.%2C+%26+Fidell%2C+L.+S.+%282007%29.+Experimental+designs+using+ANOVA+%28Vol.+724%29.+Thomson%2FBrooks%2FCole+Belmont%2C+CA&btnG=
Teh, K. P. (2022). Modelling the relationship among servant leadership, organisational citizenship behaviour and teacher commitment. https://ir.upsi.edu.my/detailsg.php?det=6939&highlight=Guoxiang%20Peng
Thien, L. M., Razak, N. A., & Ramayah, T. (2014). Validating teacher commitment scale using a Malaysian sample. SAGE Open, 4(2), 215824401453674. https://doi.org/10.1177/2158244014536744
Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools. John Wiley & Sons. https://books.google.co.in/books?hl=en&lr=&id=6jgKAwAAQBAJ&oi=fnd&pg=PP1&dq=Tschannen Moran,+M.+(2014).+Trust+matters:+Leadership+for+successful +schools.+John+Wiley+%26+Sons.&ots=o29X385GAT&sig=oOinBbJtMbZoUJpbfgGyH8Yw6Gs&redir_esc=y#v=onepage&q=Tschannen-Moran%2C%20M.%20(2014).%20Trust%20matters%3A%20Leadership%20for%20successful%20schools.%20John%20Wiley%20%26%20Sons.&f=false
Walker, R. J. (2020). 12 characteristics of an effective teacher. Lulu. com. https://books.google.com/books?hl=en&lr=&id=o1DaDwAAQBAJ&oi=fnd&pg=PA13&dq=characteristics+of+a+committed+teacher&ots=X1ldKKx5bU&sig=tpm3fJrlX2fRXfDqQguLF7vm5eM
Walker, V. L. (2019). An investigation of factors related to teachers' organizational commitment in rural high schools. https://ursa.mercer.edu/bitstream/handle/10898/11713/3573435_1.pdf?sequence=7
Wang, G., Strong, M., Zhang, S., & Liu, K. (2021). Preservice teacher professional commitment: A conceptual model and literature review. Teaching and Teacher Education, 104, 103373. https://doi.org/10.1016/j.tate.2021.103373
Wolf, E. J., Harrington, K. M., Clark, S. L., & Miller, M. W. (2013). Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. Educational and psychological measurement, 76(6), 913-934. https://doi.org/10.1177/0013164413495237
Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12, 708490. https://doi.org/10.3389/fpsyg.2021.708490
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Dec 27, 2024
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How to Cite
Choudhury, S., & Chechi, V. K. (2024). Revalidating the teacher commitment scale in a sample of Indian teachers. AsTEN Journal of Teacher Education, 8. https://doi.org/10.56278/asten.v8i.2775
Section
Section 1: Research Articles and Research Briefs
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