Professional capabilities of rural schoolteachers in Kazakhstan

Abstract

This paper is based on a research study that explores the professional capacities and capabilities of teachers in Kazakhstani rural schools from the perspectives of key stakeholders. By employing a mixed-methods research design, this study used both quantitative surveys and semi-structured interviews to collect data on teachers’ capabilities and experiences [1]. The quantitative surveys were administered to 125 teachers from 40 rural schools across Kazakhstan. Ninety qualitative interviews (41 individuals and 49 focus groups) were conducted with participants from rural schools in the outskirts of Almaty, Kyzylorda, Shymkent, Aktau, and Oskemen regions. The interview participants included school principals, vice principals, subject coordinators, teachers, students of Grades 7–11, regional and district education managers, and parents. The study’s key findings revealed how rural schoolteachers are perceived by the stakeholders as well as the core issues, challenges, and dilemmas faced by these teachers. The study also makes recommendations for facilitation processes for the quality of the rural teacher profession. The UNESCO Quality Framework was used to guide the study.