“I Feel Abandoned": Exploring School Principals' Professional Development in Kazakhstan

Sarmurzin, Yerbol; Menlibekova, Gulbakhyt; Orynbekova, Ainur

doi:10.1007/s40299-022-00682-1

Cited by 7 publications

(10 citation statements)

References 37 publications

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“…The successful implementation of these initiatives depends on the participation of school administrators, who are accountable for adhering to state educational and political mandates. Therefore, the role of school principals is critical in elevating the status of teachers, and improving their status is one of the most signi cant aspects of educational leadership (Klimek, 2019;Sarmurzin et al, 2023b).…”

Section: Professionmentioning

confidence: 99%

“…According to a study conducted by Sarmurzin et al (2023b), it has been observed that the frequency of in-service training falls short of educators' expectations. However, despite their rarity, these trainings remain highly sought after by educators.…”

Section: Professional Developmentmentioning

confidence: 99%

“…According to Law (2019), teachers are mandated to complete courses every ve years. Sarmurzin et al (2023b) stated that participating in a professional development course every ve years in Kazakhstan may be considered a remnant of the Soviet period.…”

Section: Professional Developmentmentioning

confidence: 99%

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

Sarmurzin

2024

Preprint

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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.

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Section: Professionmentioning

confidence: 99%

Section: Professional Developmentmentioning

confidence: 99%

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

Sarmurzin

2024

Preprint

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“…The global adoption of EMI in education was facilitated by the 1999 Bologna Statement, as noted by Kirkpatrick (2014). Following this event, Kazakhstan initiated substantial changes to its higher education system, culminating in the recommendation of the Bologna Declaration in 2010 and the aim of achieving a position among the top 30 nations globally by 2050 through coordinated educational overhauls (Sarmurzin et al, 2021(Sarmurzin et al, , 2022.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This includes a trilingual education policy and EMI integration in universities (Karabassova, 2020a; Tajik et al ., 2022), despite the challenges in transitioning from Kazakh/Russian to English (Karabassova, 2020b, c; Oralova, 2012). The Bologna Declaration's recommendation in 2010 led to educational reforms (Sarmurzin et al ., 2021, 2022).…”

Section: Educational Contextmentioning

confidence: 99%

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Amanzhol,

Amanova,

Kerimbekova

et al. 2023

AEDS

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PurposeAs a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.Design/methodology/approachQualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.FindingsFollowing an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.Originality/valueThe results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

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Challenging aspects of Kazakhstan’s trilingual education policy: evidence from a literature review

Sarmurzin

Amanzhol

Toleubayeva

et al. 2023

Asia Pacific Educ. Rev.

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“I Feel Abandoned": Exploring School Principals' Professional Development in Kazakhstan

Cited by 7 publications

References 37 publications

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

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

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Challenging aspects of Kazakhstan’s trilingual education policy: evidence from a literature review

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