EXAMINING THE ROLE OF SCHOOL SELF-EVALUATION POLICY IN THE KAZAKHSTANI PUBLIC SCHOOLS: GLOBAL POLICY RHETORIC AND LOCAL REALITY

Abstract

Examining the Role of School Self-Evaluation Policy in the Kazakhstani Public Schools: Global Policy Rhetoric and Local Reality This holistic single-case study aims to explore the enactment of SSE Policy in public schools in the post-socialist context of Kazakhstan. The overarching research question is: How do public schools enact the SSE policy in the post-socialist context of Kazakhstan? The study draws on policy document analysis and semi-structured interviews as two key data collection instruments. The analysis involves the use of Structural Coding and Theoretical Coding for the policy documents and a typical-case purposeful sampling technique for the interviews. The findings show that the nature of SSE policy enactment in public schools of Kazakhstan is mainly performativity-driven and compliance-based. Moreover, the research revealed a lack of various stakeholders, such as teachers, engagement in the SSE policy enactment process. The main implication for further research is to conduct a multiple case study to obtain information on the SSE policy enactment across various school contexts. Finally, exploring various stakeholders’ perspectives on the SSE policy enactment would be essential to enhance the SSE policy practices in the country.