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Enhancing teacher status in Kazakhstan: The role of school leaders and policy support

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  • Sarmurzin, Yerbol

Abstract

This article investigates the role of school leaders in enhancing the status of teachers in Kazakhstan using a mixed-methods approach with data from questionnaires and semi-structured interviews. Findings show a positive attitude towards legislative measures but highlight a gap between policy and practice as school leaders often neglect their legal duties. The study emphasizes the critical role of school leaders in providing support and professional growth opportunities, significantly affecting teachers' perceptions of their status and job satisfaction. It also reveals that the school's built environment and academic rankings influence teachers' social status. The results stress the importance of effective policy implementation, increased administrative support, and a focus on teacher welfare to elevate professional status, offering valuable insights for policymakers, school administrators, and educators.

Suggested Citation

  • Sarmurzin, Yerbol, 2024. "Enhancing teacher status in Kazakhstan: The role of school leaders and policy support," International Journal of Educational Development, Elsevier, vol. 110(C).
    • Handle: RePEc:eee:injoed:v:110:y:2024:i:c:s0738059324001688
    DOI: 10.1016/j.ijedudev.2024.103142
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    References listed on IDEAS

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    3. Cara M. Moore, 2012. "The Role of School Environment in Teacher Dissatisfaction Among U.S. Public School Teachers," SAGE Open, , vol. 2(1), pages 21582440124, January.
    4. Hanushek, Eric A, 1992. "The Trade-Off between Child Quantity and Quality," Journal of Political Economy, University of Chicago Press, vol. 100(1), pages 84-117, February.
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