EXAMINING TEACHERS' PERCEPTIONS ABOUT TEACHING DIFFICULT CONCEPTS IN BIOLOGY IN SENIOR SECONDARY SCHOOL CURRICULUM IN KAZAKHSTAN

Abstract

This study investigates the challenges biology teachers in Kazakhstan’s senior secondary schools face amid recent educational reforms. Through a mixed-methods approach, involving a survey of 113 teachers and interviews with nine educators of varying experience, the research uncovers significant findings. Results highlight widespread concerns over insufficient resources, particularly in rural areas, and professional development that often lacks relevance to advanced biology topics. Teachers also noted curriculum demands that outpace student readiness. Despite these obstacles, educators demonstrate adaptability, employing diverse strategies to enhance student understanding. The findings advocate for improved resource allocation, targeted training, and curriculum adjustments to better support teachers and strengthen biology education in Kazakhstan.