Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan

Abstract

The purpose of this study is to understand the central phenomenon of teacher professionalism, identify the perceptions of teacher professionalism and what factors contribute to or inhibit teacher professionalism. The main research question of this study is how do Nazarbayev Intellectual Schools teachers perceive teacher professionalism in the school? Subsidiary research questions were addressed in order to reach the purpose of the study: what are the teachers’ perceptions of the factors that contribute to teacher professionalism at school?and what are their perceptions of the factors that inhibit teacher professionalism? Semi-structured interviews were conducted with ten participants and analyzed with the help of thematic coding and interpretation. The researcher used purposeful sampling. The study is significant because it voices teachers’ perceptions of how teacher professionalism is defined in the educational system of independent Kazakhstan as well as in the Central Asia region. The research findings revealed that teacher professionalism in Kazakhstan is a complex notion that comprises various aspects of teaching and learning including commitment to the profession, school-based courses, professional learning communities, and supportive work environment. There are also certain factors that inhibit professionalism including lack of time-management skills, lack of motivation, burnout and paperwork. The study has limitations as only ten participants shared their perspectives on teacher professionalism. Future studies could extend the research by conducting a similar study in other Kazakhstani school contexts, or other schools in Central Asia, to explore other teachers’ perceptions regarding professionalism involving teachers of different subjects teaching in rural and urban areas.

Model Bermain Konstruktif untuk Meningkatkan Kecerdasan Interpersonal Anak TK

“…Peningkatan kapasitas individu dimulai dari penyesuai pendekatan terhadap potensi pribadi dan profesionalisme guru dimasa mendatang (Klieba et al, 2020). Profesionalisme guru bertanggung jawab dalam proses pembelajaran untuk mengembangkan pengetahuan kognitif, apektif dan psikomotorik anak disekolah (Amirova, 2020). Jika individu dapat diterima diantara teman sebaya maka dapat dikatakan memiliki kecerdasan interpersonal yang baik.…”

The Great Teacher: The Indonesian Adolescent Student Voice

“…This consensus has always been an interesting topic in educational policy developments, due to greatly determining the quality of education (Alsalahi, 2015;Gunawan et al, 2020). Also, the meaning of professionalism contains complexity, both as work tools and concepts, which are related to social politics and power (Vu, 2016;Amirova, 2020). Moreover, promoting this professionalism was considered as a strategy to overcome various problems in learning practice (Rusznyak, 2018).…”

Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

“…Teachers are not motivated to grow professionally (Amirova, 2020). Furthermore, teachers do not have a close relationship between one another.…”

“…Strong professional learning requires ongoing commitment and support (Cherkowski & Schnellert, 2018;Avidov-Ungar & Ezran, 2020;Amirova, 2020;Chua et al, 2020). People in school believe that school culture can change through support from administrators (Mohan et al, 2019).…”

“…In addition, the pressure felt by teachers is hampering the implementation of PLC (Datnow, 2018;Avidov-Ungar & Ezran, 2020;Tahir & Musah, 2020;Tayag, 2020;Amirova, 2020;Chua et al, 2020;Schaap, Louws, Meirink, Oolbekkink-Marchand, Van Der Want, Zuiker, Zwart & Meijer 2019;Marynowski et al, 2021). Although teachers in a team are satisfied with PLC implementation, there are times when new instructions or outside initiatives can cause them to be in distress (Datnow, 2018).…”