NOVICE TEACHERS’ SCHOOL CULTURE EXPERINCES: A STUDY OF THREE SECONDARY SCHOOLS IN KAZAKHSTAN

Abstract

The induction period for beginning teachers constitutes a critical phase in professional development, often determining long-term career satisfaction and effectiveness in the classroom. However, numerous studies found that teachers are most likely to leave the profession in the first three years of their practice, which can lead to many problems for both schools and the nation. Thus, this study explored the experiences of novice teachers in three secondary schools in Kazakhstan, examining how different school cultures impact their professional lives. In this qualitative study, nine novice teachers from different types of school (private, mainstream, autonomous) participated in a semi-structured interview and shared their experiences of school cultures, motivations for entering the profession, and challenges they encountered. Findings revealed significant tensions between teachers’ initial motivations and the realities of institutional constraints, including bureaucratic overload, hierarchical leadership structures, and inadequate support systems for novice teachers. In addition, while collaborative culture was identified as an ideal model in theory, it was not widely practiced across these schools. Practical implications suggest the need for policy reforms that formalize mentorship programs and reduce teachers’ non-instructional burdens.