Educational Leadership in Post-Soviet Kazakhstan: Historical Evolution and Reconceptualization of Leadership

Tajik, Mir Afzal; Yesselbayev, Rauan

doi:10.1108/978-1-83797-390-320241002

Redefining Educational Leadership in Central Asia 2024

DOI: 10.1108/978-1-83797-390-320241002

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Educational Leadership in Post-Soviet Kazakhstan: Historical Evolution and Reconceptualization of Leadership

Mir Afzal Tajik,

Rauan Yesselbayev

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2024

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Cited by 2 publications

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Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices

Durrani,

Makhmetova,

Kadyr

et al. 2024

Sage Open

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This paper comprehensively examines how school leaders in Kazakhstan managed schools during the COVID-19 school closures. An online survey was conducted with 1,298 school leaders, representing 17.5% of all Kazakhstani schools. Anchored in the concept of crisis leadership, the instrument measured school leaders’ views regarding teachers’ digital competence, their support toward teachers in digital pedagogy, as well as their practices in communicating with parents and teacher autonomy and monitoring. The results of bivariate tests indicate that a significant proportion of schools offered teachers online professional development opportunities to improve their digital instruction, with school location and size influencing the level of training in digital pedagogy received by teachers. Notably, school leaders’ confidence in their teachers’ ability to teach effectively online increased significantly after receiving training in digital pedagogy. School leaders also maintained regular communication with parents, but this increased their workload, particularly for women and urban school leaders. Most school leaders allowed teachers to choose online platforms and revise curriculum content, while also monitoring teachers’ attendance and observing online lessons. These practices varied based on the school’s medium of instruction. This study significantly contributes to crisis leadership by examining practices during school closures in addressing teachers’ digital competence, communication challenges, and teacher autonomy, with insights on variations by school type, location, and leaders’ gender. The study’s findings have significant implications for post-pandemic school leadership, emphasizing equity in professional development opportunities for teachers, effective communication with stakeholders, and striking the right balance between teacher autonomy and monitoring.

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Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices

Durrani,

Makhmetova,

Kadyr

et al. 2024

Sage Open

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School Leaders’ Well-Being during Times of Crisis: Insights from a Quantitative Study in Kazakhstan

Durrani,

Makhmetova

2024

Education Sciences

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Amidst increasing global pressures on school leaders, particularly during crises when unforeseen situations necessitate prompt and decisive action from them, understanding the multifaceted dimensions of their well-being is essential for ensuring effective leadership and maintaining educational quality. This study examines the well-being of school leaders during crises by analysing survey responses from 1299 school leaders in Kazakhstan. Employing a well-being framework comprising dispositional, relational, and contextual dimensions, various predictors were assessed within each dimension. Gender biases (dispositional), challenges such as managing conflicts with parents (relational), and limited school autonomy and digital infrastructure (contextual) were identified as factors negatively impacting school leaders’ well-being. Notably, gender significantly influences well-being, particularly impacting female school leaders. School location and medium of instruction are not associated with well-being, implying the pervasive impact of remote schooling on school leaders’ well-being. Findings underscore the importance of integrating crisis management courses in professional development, implementing policy initiatives to handle contextual factors like equitable resource distribution and increased school autonomy, promoting self-care practices, and advocating for gender perspectives in institutional policies to bolster support for women school leaders.

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Educational Leadership in Post-Soviet Kazakhstan: Historical Evolution and Reconceptualization of Leadership

Cited by 2 publications

References 21 publications

Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices

Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices

School Leaders’ Well-Being during Times of Crisis: Insights from a Quantitative Study in Kazakhstan

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