Early School Leadership Challenges in Kazakhstani Educational Management

Abstract

The importance of the school leadership has increased significantly in the last decades. Leadership, especially effectiveness of the principal may play a key role in the success and sustainability of a school. The aim of this study was to identify the first year principalship challenges in the comprehensive schools of Kazakhstan. The small-scale study conducted in 2011 utilized a blend of qualitative and quantitative methodology approach with mixed-method techniques: the questionnaire and the semi-structured interview. The total number of the participants was 49 (43 questionnaire respondents and 6 interviewees); representatives of rural, suburban and urban schools. While some key findings of the study replicated previous research results, some other findings were indicated as unique to the Kazakhstani context. Specifically, the need for prior and after appointment trainings, especially in budget and finance areas, allocation of teaching hours among the staff and changing parental attitude towards the schooling were the most challenging issues of the principals in their first year of headship. The perceived gap between the government's desires to integrate into the global educational arena and the schooling status quo demands rethinking and reviewing the current school leadership development. Although the findings are based on a limited sample, there is persuasive evidence for the necessity of a new systematic and strategic approach to the school leaders' preparation and training which will take into account values of the post-soviet Kazakhstan people and needs of a modernized world.

Initial Challenges and Possible Useful Countering Strategies: Perspectives From Malaysian Novice Principals

“…The issue of strenuous demands from stakeholders was also considered as one of the major challenges for novice principals. For instance, in Kazakhstan, Mukhtarova (2013) summarizes novice principals' initial challenges related to stakeholder pressure and demands, such as working with inspectors, which contribute to their experiencing stress. Another study conducted by Theodosiou (2015) summarized the challenges faced by Cypriot primary principals when they have to cope with a wide range of tasks and responsibilities but with limited resources, they included the school's financial issues, feelings of isolation, and interpersonal issues.…”

“…While leading, novice principals are expected to have a good relationship with teachers. While dealing with teachers, novice principals have to face other challenges which include the tasks of handling teachers who are uncommitted and engender "principal-ache" symptoms, as reported by novice principals in Kazakhstan (Mukhtarova, 2013) and in Western Australian schools (Clarke et al, 2011).…”

“…In terms of managing administrative issues, novice principals were also reported to have some challenges such as problems with school finances and poor maintenance of school facilities (Mukhtarova, 2013). In addition, novice principals also faced many challenges in school financial management which were not given priority when they were deputy or assistant principals (Nelson et al, 2008;Spillane & Lee, 2014).…”

“…All items in this questionnaire required dichotomous "yes" and "no" responses to enable a fast response from novice principals who are busy school leaders and have limited time to give their feedback. Items are self-developed and adopted based on the thorough review of the past literature and findings on novice principals' challenges (e.g., Bagi, 2015;Beam et al, 2016;Earley & Bubb, 2013;Mukhtarova, 2013;Saidun et al, 2015). All items were written in the Malay language to ensure clear understanding by novice principals.…”

“…In fact, studies of novice principals' approaches in managing their challenges are considered to be limited (Brauckmann et al, 2015;Demirkasımoğu, 2015;Liljenberg & Andersson, 2019;Oplatka, 2017a). Novice principals' challenges within their first year experience have been widely explored within western schools (Mukhtarova, 2013). Regrettably, local studies dealing with novice principals' challenges are considered limited and the area remains understudied.…”