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The Sustainability of Early Childhood Education in Chinese Teachers’ Perspective: Evidence from a National Validation Study
 
 

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Journal: Sustainability, 2022
Volume: 14
Number: 6856

Article: Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models
Authors: by Sha Xie, Luyao Liang and Hui Li
Link: https://www.mdpi.com/2071-1050/14/11/6856

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