FACTORS AFFECTING TEACHER RETENTION IN MAINSTREAM SCHOOLS IN KAZAKHSTAN

Simple item page
dc.contributor.authorKushvayeva, Rimma
dc.date.accessioned2024-08-23T10:07:42Z
dc.date.available2024-08-23T10:07:42Z
dc.date.issued2024-04
dc.description.abstractResearchers 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.
dc.identifier.citationKushvayeva, R. (2024). Factors Affecting Teacher Retention in Mainstream Schools in Kazakhstan. Nazarbayev University Graduate School of Education
dc.identifier.urihttps://nur.nu.edu.kz/handle/123456789/8242
dc.language.isoen
dc.publisherNazarbayev University Graduate School of Education
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United Statesen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/
dc.subjectType of access: Embargo
dc.subjectteacher retention factors
dc.subjectjob satisfaction
dc.subjectLaw About the Teacher Status
dc.subjectmainstream school
dc.subjectKazakhstan
dc.titleFACTORS AFFECTING TEACHER RETENTION IN MAINSTREAM SCHOOLS IN KAZAKHSTAN
dc.typeMaster`s thesis

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Rimma Kushvayeva_Thesis (1).pdf
Size:
1.49 MB
Format:
Adobe Portable Document Format
Description:
Master thesis
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
6.28 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

02. Master's Thesis