EXPLORING CLASSROOM MANAGEMENT PRACTICES IN A KAZAKHSTANI SECONDARY SCHOOL

Abstract

This thesis paper aimed to investigate the classroom management practices of secondary school teachers in the humanities field in Kazakhstan. Despite advancements in technology and shifts in educational paradigms, the traditional classroom model has endured over time, and effective classroom management remains crucial to create a productive learning environment. However, there is a lack of understanding regarding teachers' knowledge and comprehension of classroom management in Kazakhstan, and few empirical studies have been conducted on this topic in the Kazakhstani context. This qualitative study explored eight secondary school humanities teachers' practices of classroom management in Kazakhstan based on their opinions and experiences through interviews.