EXPLORING THE PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND CHALLENGES FACED BY RURAL SCHOOL TEACHERS IN KAZAKHSTAN

Abstract

This study investigates professional development (PD) opportunities and challenges faced by rural school teachers in Kazakhstan. Despite national efforts to ensure equitable PD access, rural school teachers remain underrepresented among highly qualified educators. Employing a basic qualitative study approach, data were gathered through semi-structured interviews and focus groups with rural school teachers. The findings indicate that teachers pursue PD through self-initiated strategies and peer collaboration, yet face significant obstacles, including limited resources, excessive workloads, and PD programs poorly aligned with rural needs. The study emphasizes the need for context-specific PD models to address these challenges while leveraging local strengths. Recommendations include designing rural-focused PD pathways, enhancing mentorship, and reducing administrative demands to support sustainable professional growth. This research aims to inform policymakers and educators, contributing to improved educational equity in rural Kazakhstan.