Abstract
In Kazakhstan, an increasing school student population, low rates of graduates entering the profession, and high novice teacher attrition have made the attraction and retention of quality teachers a critical issue. To investigate this problem, the authors draw on the 2018 TALIS dataset involving a survey of 5201 Kazakhstani teachers from 275 participating schools. The study, framed by Chapman’s teacher attrition model, uses a nested data design. As an outcome variable, the authors make use of a corollary of attrition, the self-reported career commitment variable in the Kazakhstani TALIS dataset. The analysis suggests that teachers who enter the profession with enhanced altruistic tendencies have improved self-efficacy and job satisfaction. Further, teaching-as-a-first-career-choice appears to drive both job satisfaction and career commitment, while learning to manage behaviour and mixed-ability settings also appears to drive improved long-term career commitment. Implications for teacher education and research in other Central Asian and post-Soviet countries are offered.
Original language | English |
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Pages (from-to) | 394-414 |
Number of pages | 21 |
Journal | Teacher Development |
Volume | 27 |
Issue number | 3 |
Early online date | 1 Mar 2023 |
DOIs | |
Publication status | Published - 27 May 2023 |
Keywords
- Teacher retention
- career commitment
- TALIS
- teaching-as-first-career-choice
- Kazakhstan
ASJC Scopus subject areas
- Social Sciences(all)