EXPLORING THE INTRINSIC AND EXTRINSIC FACTORS THAT INFLUENCE TEACHER MOTIVATION IN THE TEACHER APPRAISAL PROCESS: A CASE STUDY IN ONE NIS SCHOOL IN KAZAKHSTAN

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dc.contributor.authorAbilova, Albina
dc.date.accessioned2024-06-25T05:52:42Z
dc.date.available2024-06-25T05:52:42Z
dc.date.issued2024-04-16
dc.description.abstractWorldwide, the performance and efficacy of educational institutions are strongly impacted by teacher motivation. By implementing several reforms, such as the establishment of systems for evaluating the work of teachers, the Kazakh government has committed to raising the standard of education. In order to guarantee teacher effectiveness and professional development, the teacher appraisal process is essential. The purpose of the appraisal process is to improve the quality of instruction by giving teachers insightful feedback, pointing out their areas of strength, and emphasizing areas for improvement. Additionally, it acts as a mechanism for increased teacher motivation, which enhances methods of instruction and improves student learning results. This study explores the internal and external factors that affect teacher motivation at a Kazakhstani Nazarbayev Intellectual School (NIS) in the context of the teacher appraisal process. Even though teacher motivation is crucial in learning environments, little is known about its particular dynamics in the context of NIS. This study combines quantitative and qualitative methods for data collecting and analysis in order to examine teacher evaluation procedures at NIS. It provides light on the extrinsic and intrinsic aspects that influence teacher motivation during the appraisal process through a comprehensive investigation. This study is important because it can provide information to school administrators and educational policy makers on what influences teacher motivation, especially in the special setting of Kazakhstani NIS schools. Stakeholders may improve teaching techniques, improve the work environment, and subsequently enhance educational outcomes by being aware of and addressing these aspects. This study fills in a significant knowledge gap in Kazakhstani teacher evaluation practices and provides insightful information that can be used to enhance teacher motivation and evaluation procedures in educational institutions.en_US
dc.identifier.citationAbilova, A. (2024). Exploring the Intrinsic and Extrinsic Factors that Influence Teacher Motivation in the Teacher Appraisal Process: A Case Study in One NIS School in Kazakhstan. Nazarbayev University Graduate School of Educationen_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/7993
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectType of access: Restricteden_US
dc.subjectteacher motivationen_US
dc.subjectteacher appraisal processen_US
dc.subjectinternal and external factorsen_US
dc.subjectNISen_US
dc.titleEXPLORING THE INTRINSIC AND EXTRINSIC FACTORS THAT INFLUENCE TEACHER MOTIVATION IN THE TEACHER APPRAISAL PROCESS: A CASE STUDY IN ONE NIS SCHOOL IN KAZAKHSTANen_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

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