Understanding Teachers’ Perspectives About Teacher Research in Urban and Rural Schools in Aktobe, Kazakhstan

Abstract

In 2016, the Government of Kazakhstan introduced a five-level system for teacher certification that emphasizes teacher engagement with classroom research and reflective practice. The new certification process focuses on promoting teachers’ professional autonomy in developing their teaching expertise and taking responsibility for achieving educational results by putting much focus on teacher research and inquiry-based instruction.. Much has been written about the idea of the teacher-as-researcher on a global scale, yet there is a dearth of empirical research on the introduction and enactment of this idea in the post-socialist context of Kazakhstan. This study investigates how school teachers understand teacher research, focusing on how their perceptions are influenced by professional values, identities, and institutional contexts. Using a mixed-methods research design, the study combines quantitative survey data with qualitative interviews from two urban and three rural public school teachers to explore three key areas: 1) the relationship between teachers’ views on research and their professional identities and values; 2) the individual factors—such as self-efficacy, qualifications, experience, and geographic context—that affect their engagement with research; and 3) how institutional cultures and continuing professional development models support their participation in research. The findings indicate that teachers from both urban and rural school settings share similar opinions about the role of research in their practice. Many teachers view research as an important tool for improving their work and promoting professional growth. However, their levels of engagement with research differ, influenced by factors such as professional confidence, access to relevant continuing professional development opportunities, and institutional support. The study emphasizes the need for context-sensitive, in-school continuous professional development strategies and a supportive school culture that recognizes teacher research as a crucial aspect of professional identity and development.