NOVICE TEACHERS’ PERSPECTIVES ON NOVICE TEACHERS’ RETENTION IN STATE SECONDARY SCHOOLS IN ASTANA, KAZAKHSTAN

Abstract

Teacher attrition among novice teachers who have less than five years of experience is a persistent global problem, with significant implications for student achievement, professional development, and national investments in teacher education. Kazakhstan faces similar challenges, as many novice teachers leave the profession early, impacting school staffing stability and educational outcomes. This study investigates novice teachers’ perceptions on factors affecting teacher retention in four state schools in Astana, Kazakhstan. Using a theoretical framework rooted in teacher socialization, the study integrates Chapman’s Model of the Influences Associated with Teacher Retention and Bronfenbrenner’s Ecological Systems Theory. This approach enables an examination of various interconnected factors, including early childhood experiences, pre-service education, school-context factors, and broader socio-cultural influences on novice teachers’ decisions to stay in the profession. Employing a qualitative phenomenological design, this study draws insights from semi-structured interviews with fourteen novice teachers, conducted both in-person and online. Through inductive analysis following Miles and Huberman’s approach, the study identifies key retention factors grounded in teachers' lived experiences. The findings reveal a complex interplay between support systems, professional development, and socio-cultural expectations that influences novice teachers' commitment. These insights hold practical implications for policymakers and education leaders, offering targeted recommendations to enhance retention efforts for novice teachers in Kazakhstan’s educational system.