Implications for theory Sample Clauses

Implications for theory practice, and policy This study offers interesting insights for the understanding of the influence of students‟ emotional intelligence on teacher-student relationships. First, this study makes an interesting contribution to the field since its findings contradict many of the findings from previous studies about gender, contextual, and age differences in teacher-student relationships and trait EI levels. Second, taking into account how much teacher-student relationships are important for students' academic performance, school discipline and overall learning process, the findings of this study have the following implications for school administration and teachers. First, for teachers there is a need to learn more about different approaches that could be effective to improve their relationships with female and male students, students of different age groups, as well as students having different languages of instruction particularly students studying in Kazakh language. Second, for school administration it is necessary to promote positive teacher-student relationships by organizing a variety of extracurricular events that could establish close, trustful and caring relationships between teachers and students. In addition to that, there are implications also for policy makers. First, taking into account a significant role of students‟ emotional intelligence in the quality of teacher-student relationships, it is necessary to create special educational programs that could be aimed at developing students‟ level of emotional intelligence or implementing socio-emotional learning in an already existing curriculum. Second, considering less positive perception students studying in Kazakh language have about their relationships with teachers, measures improving teacher-student relationships in Kazakh groups should be promoted. Third, the experience of Nazarbayev Intellectual Schools in establishing positive relationships with their students, both males and females, can be borrowed by other schools.

Implications for theory practice and policy Collectively, this study has the potential to become the first study conducted in the context of Kazakhstan to inform what types of mentoring relationships are preferable from the perspectives of novice teacher mentees. Theoretically, this study offers interesting insights for the understanding of what components of mentoring relationships are preferable among novice teacher mentees and how they are established at school. The findings from the present study strongly support the theory-based predictions suggested by Xxxxx xx.xx. (2014), who argued that key components of mentoring relationships can be identified as aspects of successful mentoring. The study identified that the findings of this study can be used to inform a dialogue between mentor-mentee pairs who are planning to undergo mentoring relationship. The study indicated that identified components of mentoring relationships were indeed effective when establishing mentoring relationships and should be a consistent part of any mentoring program. In addition, this study is significant with its novel contributions to the existing literature with such findings as the importance of having similar personality and age with mentor teachers and teaching in the same grade levels. The practical implications of this study are that for schools similar to the research site investigated in this study, mentoring can be most successful when a proper matching of the dyad and clarity on the functions for both mentors and mentees prior to the process are taken into consideration. Also, mentors need to consider these key components of mentoring relationships when establishing their relations with mentee teachers. The findings of the study are especially relevant to teachers, who consider entering mentoring programs to assess and adapt their behavior according to the description of key components; hence, increase the efficiency of mentor-mentee relationship to guarantee positive outcome of the mentoring process. In terms of policy implications, school principals should consider the findings of this study in order to prepare a school policy on mentoring, or revise the existing policy to check if the given aspects are addressed: a) clearly identified functions, rights and responsibilities for both counterparts of the process, b) meeting timeliness, c) a clear description of the program with written aims and expected outcomes. Also, the findings of the study are relevant to teachers, who consider entering...