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Teacher perspectives on job satisfaction and professional growth in Kazakhstan: A context-specific analysis of multilingual education challenges

Nazarali Aitjanov 1,
Nurshat Ratova 2,
Rabiya Yaylaci 3,
Mourat A. Tchoshanov 4 *
1 Department of Pedagogy of Natural Sciences, SDU University, KAZAKHSTAN2 Department of Natural Sciences, Shoqan School, KAZAKHSTAN3 Department of Language Education, SDU University, KAZAKHSTAN4 University of Texas at El Paso, USA* Corresponding Author
Educational Point, 2(2), 2025, e126, https://doi.org/10.71176/edup/16802
Publication date: Aug 21, 2025
Research Article
Open Access Open Access
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ABSTRACT

Kazakhstan’s trilingual education policy and ongoing educational reforms have created unique challenges for teachers, yet systematic research on educator job satisfaction remains limited in post-Soviet contexts. This study addresses critical gaps by examining how Kazakhstan’s specific educational landscape – including language policy disparities, reform pressures, and cultural transitions – influences teacher job satisfaction across demographic and professional variables. Using the Teacher Job Satisfaction Questionnaire (TJSQ) with 383 teachers nationwide, we employed Herzberg’s Two-Factor Theory and the Job Demands-Resources Model to analyze satisfaction patterns across grade levels, teaching subjects, academic qualifications, marital status, and teaching language. Results reveal significant disparities: Kazakh-medium teachers report lower responsibility satisfaction than Russian/English-medium teachers (p < 0.001), STEM teachers show higher security and recognition satisfaction than non-STEM teachers (p < 0.001), and unmarried teachers demonstrate greater job satisfaction across multiple dimensions. These findings illuminate how Kazakhstan’s unique socio-cultural and linguistic context mediates traditional job satisfaction factors, necessitating culturally adapted policy interventions. Recommendations include targeted resource equity for Kazakh-medium instruction, differentiated support for primary teachers, and recognition programs addressing cultural values of collective responsibility.

KEYWORDS

teacher job satisfaction academic degree and job satisfaction teaching language and job satisfaction teaching subject and job satisfaction

CITATION (APA)

Aitjanov, N., Ratova, N., Yaylaci, R., & Tchoshanov, M. A. (2025). Teacher perspectives on job satisfaction and professional growth in Kazakhstan: A context-specific analysis of multilingual education challenges. Educational Point, 2(2), e126. https://doi.org/10.71176/edup/16802
Harvard
Aitjanov, N., Ratova, N., Yaylaci, R., and Tchoshanov, M. A. (2025). Teacher perspectives on job satisfaction and professional growth in Kazakhstan: A context-specific analysis of multilingual education challenges. Educational Point, 2(2), e126. https://doi.org/10.71176/edup/16802
Vancouver
Aitjanov N, Ratova N, Yaylaci R, Tchoshanov MA. Teacher perspectives on job satisfaction and professional growth in Kazakhstan: A context-specific analysis of multilingual education challenges. Educational Point. 2025;2(2):e126. https://doi.org/10.71176/edup/16802
AMA
Aitjanov N, Ratova N, Yaylaci R, Tchoshanov MA. Teacher perspectives on job satisfaction and professional growth in Kazakhstan: A context-specific analysis of multilingual education challenges. Educational Point. 2025;2(2), e126. https://doi.org/10.71176/edup/16802
Chicago
Aitjanov, Nazarali, Nurshat Ratova, Rabiya Yaylaci, and Mourat A. Tchoshanov. "Teacher perspectives on job satisfaction and professional growth in Kazakhstan: A context-specific analysis of multilingual education challenges". Educational Point 2025 2 no. 2 (2025): e126. https://doi.org/10.71176/edup/16802
MLA
Aitjanov, Nazarali et al. "Teacher perspectives on job satisfaction and professional growth in Kazakhstan: A context-specific analysis of multilingual education challenges". Educational Point, vol. 2, no. 2, 2025, e126. https://doi.org/10.71176/edup/16802

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