Enhancing Teacher Status in Kazakhstan: The Role of School Leaders and Legislative Measures

Abstract

This article presents research on the role of school leaders in improving teachers’ status in Kazakhstan. The research uses a mixed-methods approach, integrating data from questionnaires and semi-structured interviews. The findings demonstrate a positive attitude towards legislative measures. Nevertheless, there is a gap between policy and reality, since school leaders often violate legal obligations. The study highlights the vital role of school leaders in offering support and chances for professional growth, which greatly impacts teachers' views of their standing and level of work satisfaction. In addition, the research reveals that the built environment of schools and their academic rankings have a role in determining the social status of teachers. The results underscore the significance of successful policy implementation, increased support from school administrators, and a concentration on teacher welfare to raise their professional status. The findings of this study are of great importance for policymakers, school administrators, and educators.