FACTORS AFFECTING TEACHER RETENTION IN MAINSTREAM SCHOOLS IN KAZAKHSTAN
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Date
2024-04
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Publisher
Nazarbayev University Graduate School of Education
Abstract
Researchers and policymakers have emphasized the significant shortages that affect schools, dramatically increasing the demand for teachers provoking school systems to lower their standards for teacher quality (Ingersoll & Smith, 2003). Teacher retention has emerged as a critical concern in Kazakhstan's education system. Trying to increase the supply of teachers in the school system, the Kazakhstan government adopted the Law About the Teacher Status in 2019. While some strategies of the Law have displayed positive results, the problem still exists. Moreover, there have been relatively few studies on the issue of teacher retention in Kazakhstan. This qualitative study aimed to explore the factors that affect teacher retention in mainstream schools in Kazakhstan. Overall, the study sample included ten teachers, five experienced working for more than five years, and five young teachers who worked for less than five years. The purposeful sampling technique was used to select participants. The data were derived from semi-structured interviews and analyzed using thematic analysis. The study findings indicated that teacher retention is multifaced and emphasized the complex interplay of factors shaping the retention of teachers in Kazakhstan's school system. Specifically, teacher retention increases with the extent to which they use professional development opportunities and receive favorable salaries, and their achievements are acknowledged and financially induced. Furthermore, teachers are satisfied with their jobs when they feel the support of effectively trained leaders and with controlled mentoring programs. Additionally, the working environment and facilities are improved, and administrative burden is reduced by assigning appropriate people to those duties. The importance of mental and physical well-being is recognized. In conclusion, the study addressed the research purpose and filled several gaps in the existing research, valuably contributing to its advancement.
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Keywords
Type of access: Embargo, teacher retention factors, job satisfaction, Law About the Teacher Status, mainstream school, Kazakhstan
Citation
Kushvayeva, R. (2024). Factors Affecting Teacher Retention in Mainstream Schools in Kazakhstan. Nazarbayev University Graduate School of Education