EXPLORING TEACHER LEADERSHIP IN RURAL SCHOOLS IN KAZAKHSTAN: A MULTIPLE-CASE STUDY

Abstract

This is a teacher-based case study conducted in two rural schools in Kazakhstan. The purpose of this study was to explore teacher leadership in rural schools, a context characterized by centralized decision-making and limited resources. While teacher leadership has gained international attention as a tool for improving and sustaining school effectiveness, the context of teacher leadership in rural schools still remains under-researched. Drawing on the non positional teacher leadership approach (Frost, 2011), this study aims to address this gap by (1) exploring how rural teachers perceive teacher leadership, (2) the ways in which they enact it, and (3) the factors that support or hinder teacher leadership in rural schools. Data collection instruments included an open-ended, all-school online questionnaire with 75 teachers, semi-structured face-to-face interviews with six teachers, and classroom observations. The thematic analysis revealed that teachers perceive teacher leadership as a practice characterized by influence, motivation, and professionalism. They enact leadership through student engagement, instructional practices in the classroom, and collaboration with their colleagues. Factors that foster teacher leadership include teacher collaboration and support from the school principal. In contrast, system structure, school conditions, limited access to professional development, and the lack of novice teachers were identified as inhibiting the development of teacher leadership in rural schools. The study highlights the importance of promoting teacher leadership development in rural schools and calls for policy reforms promoting teachers' autonomy, establishing collaborative professional cultures within schools, and school-based teacher-driven professional development. The findings contribute to the literature on teacher leadership in rural and socially vulnerable contexts and offer recommendations for educational policymakers, school leadership, and teachers.