BEGINNING TEACHERS' EXPERIENCES WORKING IN RURAL SCHOOLS IN KAZAKHSTAN: AN EXPLORATORY PHOTOVOICE STUDY

Abstract

The world of education places numerous demands on beginning teachers in rural schools. They must navigate many challenges, including classroom management, lesson planning, extracurricular activities, parent communication, and support for students with special needs. Moreover, the experience of beginning teachers in rural areas differs notably from that of their urban counterparts, primarily due to the unique characteristics of rural regions, such as their sparse population, isolation, economic dependency on single-resource industries, and strong community values, as evidenced by the close connections between schools and their localities. The literature reveals that while their experiences in rural schools worldwide have been extensively documented, there is a noticeable lack of empirical studies within the context of Kazakhstan. The purpose of this study was to explore the distinct experiences of beginning teachers in rural schools of Kazakhstan using an arts-based, community-based participatory research approach – photovoice. The primary research question of the thesis was: How do beginning teachers describe their experiences in Kazakhstani rural schools? The study involved the participation of 8 beginning teachers from rural schools in the Kostanay and Karagandy regions. Photographs taken by the teachers, as well as data from their written narratives and semi-structured interviews, were used to identify key themes such as support, workload, resource constraints, sense of belonging, school atmosphere, and classroom experiences. The findings underscore the need for tailored support measures for beginning teachers in rural schools to ensure a more equitable and effective education system in these rural regions and improve the high teacher turnover that many of these schools experience.