Exploring the Complexity of English Language Teacher-Tutor Identities in Rural Kazakhstan

Abstract

Shadow education refers to fee-based supplementary tutoring that operates alongside mainstream schooling and has become increasingly prevalent. Although urban tutoring markets in Kazakhstan have been examined, rural schoolteachers’ perspec-tives on English private tutoring (EPT) remain underexplored, particularly in relation to their dual roles. Guided by Ball and Youdell’s (2008) theory of hidden privatization and Ramarajan’s (2014) intrapersonal network identity approach, this study explores the experiences of six rural English teachers from the southern, central, and eastern regions through semi-structured interviews and narrative writing. Findings show that teachers engaged in EPT due to market-driven demand, the need for fi-nancial resources, and professional enjoyment and development. They also encountered challenges of limited time, high pa-rental expectations, and emotional strain. Identity negotiations revealed power, enhancing, conflicting, and temporary ties between teachers’ institutional and tutoring roles. Participants further highlighted the need for regulation and expressed concern about the commercialization of education, which both fills systemic gaps and deepens inequalities. This qualitative study suggests pedagogical implications and areas for further research.