IAFOR Journal of Education: Studies in Education

Volume 8 – Issue 4 – 2020

Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan
Bakyt Amirova
Nazarbayev University
Kazakhstan

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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 theteachers’ perceptions of the factors that contribute to teacher professionalism at school?andwhat 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 ofmotivation, 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 ofdifferent subjects teaching in rural and urban areas.
Keywords: Kazakhstan, Intellectual Schools, Nazarbayev, perception, teacher professionalism

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Teacher professionalism has been explored in many countries at different times. However,there have been no empirical studies on teacher professionalism in Kazakhstan. To address
the gap, the following study has been conducted at the site of Nazarbayev Intellectual
School. The network of Nazarbayev Intellectual Schools (NIS) was launched in 2008 withthe mission to reform both teaching and learning in secondary schools. NIS schools havebecome a platform for innovative education in collaboration with international staff. NIS
students study in a trilingual learning environment and have an intensive school curriculum
which allows the learners to think critically and creatively as students take part in various
project work and competitions. School educators prepare integrated cross-curricular lessons,use criteria-based assessment to assess student’s progress, and focus on their professional
development through participation in professional learning communities such as Lesson
Study or Action Research. The current research aims at voicing teachers’ perceptions onteacher professionalism, as well as identifying the factors that contribute to or inhibit
professionalism in schools.
The main purpose of this qualitative study is to investigate in-depth the perceptions ofteacher professionalism by NIS teachers, concerning the factors that inhibit or contribute toteacher professionalism at school. The main research question of this study is: How do NIS
teachers perceive teacher professionalism in the school? The following subsidiary researchquestions will also be addressed: 1.What are the NIS teachers’ perceptions of the factors that
contribute to teacher professionalism at school? 2.What are the NIS teachers’ perceptions of
the factors that inhibit teacher professionalism at school? In view of the above researchquestions, a qualitative research design was employed for the study.
Literature Review
The concept of professionalism in teaching is mostly discussed in sociological, educational
and ideological contexts in the literature. It is significant to define teacher professionalism
in relation to changing political, historical and social contexts, as the notion of teacher
professionalism is influenced by the context and time that define it (Demirkasimoglu, 2010;
Hargreaves, 2000; Mockler, 2005). The researchers have identified a variety of definitionsof teacher professionalism in the last two decades. An analysis of some definitions found in
the research is presented below.
Helsby and McCulloch (1996) define the concept of professionalism as “teachers’
responsibilities to control and develop their own knowledge and actions for the benefits of
their clients” (as cited in Webb et al., 2004, p.83). According to this definition, children )or“clients” as the researchers name them) and their progress in learning should be the crucialpart of teaching. Student-oriented or student-centered teaching approach has become
dominant in modern pedagogy and this approach enables learners to develop their potential,
collaborate with other peers, and contribute to class discussions and projects.
Torres and Weiner (2018) emphasize the importance of knowledge when defining teacher
professionalism. The researchers state that professional bodies (colleges and universities)
and key stakeholders (practitioners, scholars) determine what counts as “knowledge” which
is mostly gained via formal education.
Hanlon (1998) argues that “professionalism is a shifting rather than a concrete phenomenon”
and states:

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…when I discuss professionals I am talking about groups such as
doctors, academics, teachers, accountants, lawyers, engineers,civil servants, etc., that is those groups commonly thought of as
professional by the lay public, academics, the professionals
themselves and so on. (as cited in Whitty, 2000, p. 282).
A study by Wardoyo et al. (2017) emphasizes that the government plays a crucial role whenit comes to defining teacher professionalism. As the researchers state, professionalism isdefined as four main competencies that a qualified teacher should have. They are“pedagogical competence, personal competence, social competence, and professional
competence” (p. 90). The outlined competnces are connected with the performance ofteachers at work, their effectiveness as educators and leaders through teaching andinteracting with other colleagues.
Webb et al. (2004), in their comparative analysis of teacher professionalism, claim thatmodern educational reforms become the reason for transforming the roles andresponsibilities of school staff, and this transforming nature of teachers’ work has influenced
the perceptions of the teacher’s role as a professional. These researchers emphasize that thenotion of teacher professionalism is defined by two opposing conceptions. According to thefirst concept, there is a “traditional ‘social service’ view of professionalism” whereas thesecond conception emphasizes “a ‘commercialized’ view of professionalism, with its
emphasis on managerial and financial skills” (p. 83) Many researchers discuss two
discourses that prevail in defining teacher professionalism, which might be considered in adifferent way.
Evans (2008) defines professionalism as “new” or “modified” professionalism. This author
explains that new professionalism can be analyzed in the light of a reform and standards
agenda (pp. 20–29). “New” professionalism, as Evans states, has three conceptions:demanded, prescribed and enacted. Demanded or requested professionalism is connectedwith certain demands or requests that are expected from employers. Prescribed
professionalism reflects proposed performance measures by analysts. Enacted
professionalism means your professional practice is observed and analyzed by a specialist
from a related sphere. The current researcher postulates that only the latter can be consideredas the “only meaningful conception of professionalism” (Evans, 2008, p. 29), since it mirrors“the reality of daily practices” (p. 29). The researcher concludes with the following
definition of professionalism:
Professionality-influenced practice that is consistent with commonly-held consensual
delineations of a specific profession and that both contributes to and reflects perceptions of
the profession’s purpose and status and the specific nature, range and levels of service
provided by, and expertise prevalent within, the profession, as well as the general ethicalcode underpinning this practice (Evans, 2008, p. 29).
Factors Contributing to Teacher Professionalism
Many researchers agree that continuing professional development helps teachers to stayprofessional in their sphere, emphasizing that professional development is closely connectedwith teacher professionalism (Ifanti & Fotopoulopou, 2011; Sachs, 1997; Swann et al., 2010;
Webb et al., 2004). Researchers have a similar view regarding the interconnection between
professionalism and professional development, emphasizing the importance of continuous
professional development for teachers (Evans, 2008; Ifanti & Fotopoulopou, 2011; Mockler,

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2005; Wardoyo et al., 2017). The findings of these researchers suggest that school
practitioners are interested in being informed about current educational research findings.
Trends in international research and teaching experience contribute to professional
development of school educators. Finally, many researchers point out that opportunities for
professional development enable teachers to be retained in the profession (Day & Smethem,2009).
In other research works, lifelong learning has also been mentioned as an important factor
that contributes to teacher professionalism (Ifanti & Fotopoulopou, 2011; Webb et. al, 2004).
These studies reveal that educators are enthusiastic to learn and upgrade their skills sinceteachers consider continual learning as one of the key characteristics of teacher
professionalism. Other researchers, while discussing teacher professionalism, have become
interested in developing research skills, as they consider this skill necessary for their own
development as well as for student learning (Davies & Ferguson, 2010).
Another factor that contributes to teacher professionalism is collaboration with colleagues.
There is much research emphasizing that collaboration with colleagues plays a significant
role in defining professionalism at school sites (Hargreaves, 2000; Ifanti & Fotopoulopou,
2011; Kennedy, 1997; Sachs, 1997; Tschannen-Moran, 2009; Webb et al., 2004). This
research points out that a collaborative atmosphere in school enables teachers to join forces
with the purpose to negotiate, reflect and solve the challenges of a teaching practice.
Working in a supportive environment increases a teacher’s morale, confidence andemotional well-being (Day, 2002; Webb et al, 2004).
Commitment to teaching has also been identified as a factor that contributes to teacher
professionalism in school (Day, 2002; Ifanti & Fotopoulopou, 2011; Locke et. al, 2005; Okas
et al., 2014; Webb et al, 2004;). These studies reveal that such intrinsic factors as
commitment and motivation also define teachers’ professional identities. Despite the factthat there is accountability and control dominating in the educational systems of many
countries, commitment to teaching is considered to be a cornerstone of modern teaching by
many teachers. Making a difference in students’ lives has always been a core element of theteaching profession, and commitment to better teaching and learning has been pointed out
as a significant part of teacher professionalism.
Factors Inhibiting Teacher Professionalism
Ifanti and Fotopoulopou (2011) indicate that bureaucracy decreases teachers’ motivation towork. In this respect the current research participants expressed concerns regarding
paperwork, leading to an expression of dissatisfaction about this. Unnecessary paperwork
was also mentioned as a factor that inhibits teacher professionalism in the cross-country
study by English and Finnish researchers (Webb et. al, 2004) and in other studies set invarious contexts (Day & Smethem, 2009; Locke et al., 2005). It was mentioned in the latter
research that paperwork too often stems from accountability, which makes teachers
responsible for students’ exam scores and test results. Indeed, the age of accountability has
put much pressure and work intensification on teachers’ practices around the world (Day &Smethem, 2009; Hargreaves, 2000; Locke et al., 2005). Another issue that concerns manyteachers is the fact that they have turned into technicians rather than educators. Suchtransformation is rooted in national testing systems, league tables and school monitoring
systems (Locke et al., 2005; Webb et al., 2004). There is an increasing recent trend in the
education systems of many countries that teachers teach for tests, making students memorize
instead of developing such skills as critical thinking and problem solving.

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Lack of autonomy has also been identified as a factor that negatively affects teacher
professionalism (Pearson & Moomaw, 2005; Swann et al., 2010; Torres & Weiner, 2018;
Webb et al., 2004 ). These researchers state that a prescribed curriculum is considered bymany teachers as a negative aspect of current teaching (Swann et al., 2010; Webb et al.,2004). Their research findings indicate that teachers lack flexibility and autonomy in theirworkplace which often leads to job dissatisfaction (Pearson & Moomaw, 2005), loss of
spontaneity in teaching (Webb et al., 2004) and experiencing pressure (Locke et al., 2005).
To date, with the increase of workload, accountability and government interventions,teachers in many countries feel deskilled, pressured and not trusted (Day & Smethem, 2009;
Locke et al., 2005; Webb et al, 2004 ). There is much evidence that most educational reforms
have resulted in more paperwork, increased challenges of everyday teaching practice, andtemporary instability in their work (Day, 2002). Teachers often feel inundated withworkloads that prevent them from teaching, leading to guilt (Hargreaves, 1994),
deprofessionalization (Webb et al., 2004), burnout (Mustafa, 2013; Pearson & Moomaw,2005) and stress (Day & Smethem, 2009). Such negative consequences result in teachers’
lack of motivation towards their work, making school educators feel confused about theirroles (Mustafa, 2013).
Methods
A qualitative research method was used to gain insight into the nature of teacher
professionalism. Teachers’ perceptions of professionalism were viewed as the central
phenomenon of the study, exploring the main research question: How do NIS teachers
perceive teacher professionalism in the school? Face-to-face interviews for collecting data
were carried out. For the study, we were interested in obtaining more data from theinterviews for further in-depth analysis and interpretations regarding teacher
professionalism. The qualitative design allowed us to set interviews with the research
participants and explore their perceptions on teacher professionalism. As well, we were able
to find out factors that contribute to and inhibit teacher professionalism in each school
context. Thus, a qualitative research design helped to create conditions that allowed teachers
to share their experience and reflections about what professionalism is to them.
Research Sampling and Participants
Purposeful sampling was used for this research. This type of sampling allowed us to choose
the participants for the study and explore the phenomenon of the study in-depth. The main
sampling criteria were teaching different subjects and having a variety of years teachingexperience for the sample. “To develop many perspectives” in our study, (Creswell, 2002,
p. 207), we used maximal variation sampling to understand better the perception of teacher
professionalism with NIS teachers. Creswell (2002) states that “qualitative research relies
more on the views of participants in the study and less on the direction identified in theliterature by the researcher” (p. 17). Therefore, it was crucial to obtain the data from different
perspectives. We intended to understand how NIS teachers of various subjects andeducational backgrounds viewed professionalism.
Before conducting the research, we asked permission from the school principal of NIS. The
purpose of the study was explained and we received permission for further research work in
the field. An official letter from Nazarbayev University was also provided to explain thestages of the research.

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Ten NIS teachers from different subject departments were selected with the help of apurposeful sampling strategy. About 100 teachers work at the site of NIS school, mostly
females. Being limited by time scope and availability of the participants, only ten
participants were selected for the study. The participants were of different ages, nationalities
and professional backgrounds. The selected interview candidates were teachers of physicaleducation, English language, biology, chemistry, physics, math, art, history, and Kazakh andRussian languages. We talked individually to each interview participant to schedule asuitable time and place for organizing an interview. The summary of the research
participants is presented in Table 1.
Table 1: Summary of the research participantsParticipant
P1
P2
P3
P4
P5
P6
P7
P8
P9
P10

Subject
EnglishRussianHistory
Biology
Art
Maths
Chemistry
Physical
education
KazakhPhysics

Teaching
experience
3 years
26 years
4 years
21 years
15 years
4 years
14 years
17 years

GenderFemaleFemaleMale
FemaleFemaleFemaleMale
Female20 years
19 years

FemaleFemaleData Collection-Interviews
One-on-one interviews with open-ended questions were chosen as the main tool for datacollection. As Creswell (2002) states, one-on-one interviews are a good tool for interviewing
participants who are open to speak and who can “share ideas clearly”. Although suchinterviews are a “time-consuming and costly approach” (p. 218), they also provide an
opportunity for the participants to reflect, analyze and delve into the issue of the research.
Semi-structured interviews provided greater flexibility and precision for the study, whileinterviewing the participants using this type of interview also offered the ability to change
the pace of the interview process when needed, adding extra questions for clarification or
skipping some of them if a prior answer had already addressed the issue. Another advantageof these semi-structured interviews was that respondents were allowed to reflect and mullover ideas before they answered, deepening the topic they discuss. It is significant toencourage interviewees to voice their opinions and perceptions.
Thus, using a semi-structured interview appeared appropriate for the current study, as it
offered participants an opportunity to express their ideas about the concept of teacher
professionalism in school openly. Asking open-ended questions in qualitative researchallows participants to “best voice their experiences unconstrained by any perspectives of theresearcher or past research findings” (Creswell, 2002, p. 218).
Ethical Considerations
At the very beginning of the interview, all the participants signed an informed consent form.

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In the informed consent form, we stated that the name, occupation, and other information
concerning the participant would remain anonymous. We also mentioned that theparticipants’ answers would be recorded for further analysis. The data would be kept in a
password-protected computer, which had limited access. It was indicated to each participantthat only the researcher would have access to the data and might have to show some part ofthe data to the research supervisor for her guidance in data collection and analysis. When thedata analysis was complete and final paper approved, all data would be destroyed. The
participants were told about the purpose of the research, their rights and benefits of the study.
Since many of the participants had been interviewed for the research purpose for the firsttime, some of them asked questions regarding the nature of the study, and all their questions
were answered. All participants agreed to participate in the research, and there was no one
who rejected taking part in the interview.
Data Analysis and Findings
As the interviews revealed, teacher professionalism cannot be considered as something rigid
and static; on the contrary, professionalism is quite a dynamic and flexible phenomenon. The
majority of literature in this area suggests that teacher professionalism is a changing notionof which teachers should be aware. A history teacher provides his definition of teacher
professionalism:
For me, teacher professionalism means to have certain skills for better
teaching and more effective learning. Professionalism is associated with aconstant strive for further professional development which should be inaccordance with the time context and learners’ needs.
Seven teachers perceived professionalism as a dynamic phenomenon, which enables
teachers to revise and improve both teaching and learning. Professional teachers stay focusedon recent innovations and changes in education, as they realize there is no effective teaching
without constant development and improvement.
Another striking characteristic of teacher professionalism is ongoing professional
development. The vast majority, nine out of ten interviewees, believed that professional
development plays an integral role in becoming and being a professional teacher. As one ofthe participants, who teaches Russian, admits:
Teacher professionalism is highly competitive today and to stay afloat in theprofession, modern teachers have to improve their practice through reading
about teaching methods and recent educational research areas. Teachers
should know their subjects efficiently as well as take part in various local,
republic and international events, like workshops or conferences.
Nine interview participants stated a conviction that professional development is a significant
part of teacher professionalism that enriches teaching and learning in school. These teachers
agreed that professional development is an ongoing process that improves teaching practiceand their skills for the better.
Seven respondents mention meeting learners’ needs as a key characteristic of teacher
professionalism. During interviews, these teachers pointed out that they spend much time14

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preparing for the lessons and finding the relevant materials for learners’ needs. A physics
teacher talks about her preparation for the lessons:
To prepare good lessons, I spend much time looking for appropriate classmaterials. It is really time-consuming as the learners have different language
abilities but it is really rewarding. For me, it is important to make my lessons
useful for each learner.
Among the research participants were teachers with three years of teaching experience, as
well as teachers who have been in their profession for more than twenty years. Despite thelevel of experience however, both young and mature teachers were convinced thatprofessionalism is defined by a deep knowledge of the subject an educator teaches, and how
successfully a teacher can motivate students for in-depth learning. Ten interview participants
explain that it is vital for professional teachers to know their subject very well.
For example, an art teacher voices her opinion about the significance of deep subject
knowledge for teachers:
It is important for teachers to know their subject well: how to teach it in an
effective way, how to motivate students for their class engagement andcontribution. Every teacher chooses his way to students’ hearts and with indepth knowledge (of their subject matter) the way is much easier.
Professional competencies include not only the subject knowledge but also good knowledgeof children’s psychology and their age-related differences. During the interviews, six
participants emphasized that knowing child psychology and age-related differences is crucial
for a professional teacher. As a biology teacher explains:
A professional teacher, in my opinion, should strive for professional growthin his/her subject as well as in pedagogical and psychological aspects.
Having sufficient knowledge and skills will result in the effectiveness of thework and the quality of education.
Eight participants noted that ICT skills have become a significant “must-have” forcontemporary teachers. Teachers should be confident IT users to lead a lesson in the 21st
century. A math teacher emphasizes the shift in the demand of skills in a teaching profession:
Nowadays teachers are not only expected to teach but to do many other things
as well. One of them is to use IT very well: teachers create presentations,tables, create online documents, use Edmodo for learning and do many othertasks or projects that require sufficient ICT skill. Teachers with good ICT
skills are considered to be leading professionals now.
Factors Contributing to Teacher Professionalism
Eight respondents mention that commitment to the teaching profession and strive forprofessional development play a crucial role in becoming a professional teacher. A chemistryteacher believes that commitment to the profession is significant saying that:
I think, it is important for teachers to have that inner desire to be aprofessional educator since our job requires constant development and15

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learning. We cannot just stop and teach the same things for years. Our
knowledge and teaching approaches should be revised and improved. If ateacher does not have a desire to learn, he or she cannot be considered as ateacher anymore.
This quote reveals that professional commitment is an essential quality for school teachers.
Eight teachers agreed that commitment and motivation to the profession contribute toprofessionalism; it is a driving force of school improvement, especially in terms ofprofessional development for teachers.
All ten participants believe that having a variety of opportunities for professional
development sustains teacher professionalism at school. A teacher of physical education
describes how opportunities for development improve her teaching practice:
For me, it does not matter if it is an online course or a course at the schoolsite. I always try to take more from my participation. For example, I attended
a course dedicated to develop critical thinking skill. I found it very useful as
I learnt some techniques and tasks that will help me to develop students’critical thinking ability. Such courses make me more professional in mysubject, I feel more confident during the lessons.
This teacher’s response reveals that opportunities for professional development enable
teachers to improve their teaching practices, which appear to result in more effective student
learning (Ifanti & Fotopoulopou, 2011; Webb et. al, 2004). There is a common pattern interms of attitude towards having a variety of opportunities for professional development,
wherein most interview respondents feel motivated and enthusiastic to gain more knowledge
and methodological support from the opportunities the school provides.
During interviews, eight participants mention a ‘2+1’ school project as an activity that
contributes to teacher professionalism. Teachers with little experience pointed out that theschool project ‘2+1’ helps them in becoming more professional. The ‘2+1’ project allows
teachers to attend and observe each other’s lessons on an agreed time. Every teacher is
supposed to attend 2 lessons by other teachers who teach the same subject as the attendee,plus 1 lesson by a different subject teacher. These professional visits help beginning teachers
to learn more about teaching methods and learning strategies that they can apply later in theirlessons. Moreover, a ‘2+1’ project contributes to better collaboration among teachers at
school, as they discuss the lesson stages and share their views together. As a teacher ofEnglish says about the advantages of this project:
When I have a chance to visit my colleagues’ lessons, I learn more about
using interesting teaching techniques that I can apply in my lessons. I findlesson observations very useful as I can see my students working in anotherlesson and the observations help to be a more effective teacher. I do not have
many years of teaching experience so such observations give me an
opportunity to improve my teaching style and understand children’s
psychology better.
Four participants said that a mentoring program in school contributes to teacher
professionalism. Three of the four respondents are beginning teachers. According to theparticipants with less than five years of teaching experience, the school offers good16

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opportunities for enhancing teaching practice through a mentoring program. The mentoring
program creates conditions for a professional collaboration between a beginning teacher anda teacher with a rich teaching practice, wherein teachers plan lessons together, observe eachother’s lessons and provide constructive feedback regarding teaching and learning. Youngteachers stated that this program contributes to their professional development and thegaining of useful teaching experience. A teacher of history describes how the mentoring
program helped him address challenges in the classroom:
I had problems with some naughty students in my class who teased otherstudents and (I) didn’t know what to do with them. I explained the situation
to my mentor and asked for advice…She suggested some useful tips that I
started applying in the lessons. Later, to my excitement, their behavior
changed and the relationships became better…Her help was a relief to me.
This response reveals that the mentoring program nurtures teaching practices, especially for
beginning teachers. This program, as younger teachers state, is a key initiative for becoming
a professional teacher.
Eight interview participants defined their participation in professional learning communities(PLC) at school as a factor that has a positive influence on their professionalism. A PLC isa group of educators who meet regularly, share expertise, and work collaboratively to
improve teaching skills and the academic performance of students. There are three main
PLCs in the schools that these participants attend for their professional development: “action
research”, “lesson study” and “teaching talented and gifted children”. Eight interview
participants mentioned that such PLCs enrich their teaching and student learning. A Kazakh
language teacher shares her experience regarding the effectiveness of being part of a lesson
study project on her practice:
I am part of Lesson study group. I think that working with colleagues in suchprofessional communities makes me feel I am not alone with the challenges
or issues that emerge in the class or school. My colleagues from lesson study
group help me explore my practice through observations, class projects anddiscussions.
Consequently, it should be emphasized that participation in a school PLC can have a positive
influence on teachers’ practices. Indeed, eight participants identified PLCs as a factor that
contributes to teacher professionalism, stating that participation in a school PLC has enrichedboth their teaching and student learning. According to the responses of these eightparticipants, PLCs help teachers to reflect on their practices and discuss classroom
challenges.
Another factor that contributes to teacher professionalism is school-based courses thatteachers attend to improve their language skills (Kazakh and English) and ICT competencies.
The courses are intended to provide support and assistance to school teachers, despite theirteaching experience or subject. Seven interview participants claimed that these school-based
language courses are beneficial for teaching in a trilingual learning environment, and ICT
courses increase teachers’ confidence while creating presentations or online documents forlessons. Some teachers attended courses because they have a language or technology goal.
Teachers are enthusiastic to attend Kazakh or English language courses, because they workin a trilingual environment. Teachers and students are expected to have sufficient skills in

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three languages. As a consequence, during their lessons, teachers of the school organize
activities that improve students’ language skills. A physical education teacher describes how
a school language course enhanced her level of Kazakh language:
I attend Kazakh lessons for teachers twice a week. This is a very unusualexperience for me as in my previous work we didn’t have such opportunities.
I often try to use Kazakh and English languages during my lessons with mystudents, especially for setting tasks and giving instructions. There is muchprogress in my Kazakh, I should admit.
The final factor mentioned during the interviews was work environment. Nine respondents
consider a friendly and trustworthy environment at school as one of the key factors that
contribute to teacher professionalism. Teachers’ responses reveal that working in a friendly
place makes them feel safe and confident. A teacher of Russian explains how a friendly
school environment keeps her enthusiastic during the day:This is my third year in this school and I have found some good friends here.
I realize I work more efficiently if I have breakfast or lunch with school
colleagues whom I can trust and talk openly. In general, I don’t want to saythat everyone on board is friendly and nice as I do not know some of theteachers, especially who came last year. Anyway, there are some teachers,
who can make my working day brighter even when I have so many things to
do at work.
According to the majority of the participants, a supportive work environment promotes
collaboration and trust among schoolteachers. Nine participants imply that in such working
environments they are open for building rapport as well as feel motivated to work andcollaborate by learning and sharing with other teachers. Knowing that you are trusted as a
specialist increases teachers’ morale and self-esteem. Therefore, it is vital to create a
supportive work environment where teachers will feel comfortable to teach and collaborate.
Factors Inhibiting Teacher Professionalism
Seven participants believed that if teachers are not motivated to develop professionally, suchan attitude can be a hindrance to better teaching and learning. What is more, more than a halfof the participants claim that lack of motivation can prevent school improvement. A teacherof biology describes how lack of teachers’ motivation might affect school improvement:
I am afraid (of) what might happen if all teachers became not interested intheir professional development. As one of the Kazakh poets said, “teacher isthe heart of the school” and these words emphasize the significance ofteachers’ contribution to learning, teaching and school improvement ingeneral. Therefore, if the teachers lack motivation to increase theirprofessional potential, the students’ academic achievement will decrease andthe school will not be able to develop in a sustainable way.
Nine respondents considered lack of time-management skills as another important factor that
inhibits teacher professionalism. According to the participants, this factor can prevent themfrom effective planning and prioritizing tasks. A teacher of English shares her opinion
regarding poor time-management skills:

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In this rapid pace of life and constant flow of information, it is quite
challenging to organize your day and stick to the things that you haveplanned. I want to do certain things during the day, like checking and marking
the students’ assignments, attend the meeting, plan the lessons and go toschool courses but the plans turn out to be half done at the end of the working
day. This makes me even more stressful. I even don’t have time to read andlearn something new for myself.
Eight participants mentioned burnout as a factor that inhibits professionalism at school. In
most cases, burnout is associated with being exhausted, stressful and emotionallydeteriorated. This is quite a common phenomenon for many professions, including teachers.
A science teacher explains how burnout has affected her at times:
I teach five or six lessons a day and I also have extra lessons for weaker
students. My schedule is pretty tough as I spend most of my time teaching theclass or grading the students’ work. I feel so tired at the end of the day thatat home I just relax. I do not read or learn something and that is very
frustrating for me. There are days when I have not so many lessons and it iswhen I can learn and reflect my own practice.
It can be noticed that burnout at work does not allow teachers to find spare time for readingor learning, as they have to prepare for or teach classes. If teachers feel too stressful or too
tired, they are not likely to be able to dedicate time to increase their teaching potential
through reading research or learning more about recent innovations in education. Therefore,burnout inhibits teacher professionalism in school.
Seven interview participants complained that too much paperwork is a hindrance to theirteaching practice and professional development. The participants believe that teaching has
become more of a bureaucracy: new reports and forms need to be completed on a regularbasis. A teacher of Kazakh shared the following view regarding school paperwork:
About fifteen years ago, I did not have so much paperwork. Basically, I waschecking and grading students’ work; you know, a normal routine forteachers. I would say that in the last five-six years teaching has transformed
in a significant way and for me, this change is not for the better. Teachinghas become more of clerical work than a learning process. Writing reports,
letters and different forms takes most of my time. After that, I feel uninspired…and do not want to do anything, just want to rest for some time.
The interview participants point out the final factor inhibiting professionalism is a lack ofautonomy for teachers. Seven out of ten participants claim that they have limited
opportunities for exercising flexibility at school. A language teacher shared her view on thelimited opportunities for teachers’ autonomy during lessons as follows:
I like our school program as it develops all four main skills of our students:
they listen,
read, write and speak in Russian during the lessons. However,I have some concerns. The problem I have is that my lessons are focused moreon doing the tasks to achieve learning objectives rather than practicing
language skills. For example, there are about seventeen learning objectives
in the term. Since the terms are not long, that means we are short of time. The

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students have to achieve all the objectives, and there is not enough time fordoing some extra activities that I would like to do with the students. We juststick to the learning objectives.
Conclusion and Discussion
These interview findings reveal that teachers perceive professionalism as a flexible anddynamic phenomenon. Both young and mature teachers admit that professionalism is achanging notion that enables teachers to stay focused on their practices.
During the interviews, nine teachers emphasized that professionalism is closely connectedwith professional development explaining the significance of ongoing development andlearning for professional teachers. Hargreaves & Cunningham (2010) as well as otherresearchers (Ifanti & Fotopoulopou, 2011; Sachs, 1997; Wardoyo et al., 2017; Webb et al.,
2004;) have also found teachers indicating professional development as one of the mostimportant factor of professionalism.
We found that it is crucial for teachers to meet learners’ needs and make the lessons
encouraging and supportive for all learners. Most teachers consider giving learners the besteducation and making a difference to students’ lives as the core elements of teaching andlearning. Webb et al. (2004) also identified a similar finding in their research, stating thatchildren and their learning is consistently a priority for teachers from different backgrounds.
Furthermore, these teachers perceive professionalism as deep subject knowledge that enables
teachers to motivate students for better learning. This finding is notable in that all ten
participants were convinced that sufficient subject knowledge is an essential part of teacher
professionalism. This finding is also in line with Locke et al. (2005), who found that teachers
view the knowledge and skills necessary for a teaching career as considerably important in
identifying professional school educators.
During the interviews, the participants named information and communication technology(ICT) skills as a crucial must-have for a modern classroom. Teachers highlighted that ICT
skills enrich their lessons and engage learners in an effective way. Similar findings are alsopresented in Ifanti and Fotopoulopou’s (2011) study. Equally, Okas et al. (2014) haveindicated that such skills enhance teacher professionalism in school.
Overall, teachers’ answers are in line with the research findings of other studies. Thesesimilarities reveal that teachers share common understanding and perceptions about
professionalism. The educators of Kazakhstan also share generally similar perceptions about
factors that contribute and inhibit teacher professionalism.
Implications
School Administration
Schools may create good conditions for increasing professional collaboration among its
teachers by promoting a supportive and trustworthy environment at school. Teachers may
meet with school administration and share the issues they face in their daily teaching or they
can complete surveys about the challenges that inhibit their work in school. Together
teachers and school administration can discuss and solve the issues. Such constructive

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cooperation can be reasonably expected to result in more effective teaching, higher student
academic achievement and school improvement.
Schools can also provide a certain amount of time that is systematically dedicated to teacher
professional development. During this time, teachers may read articles, learn Kazakh or
English languages and focus on their research or projects. Spending time in this manner may
help teachers to reduce their stress, take a break from their routine work and reflect on theirteaching practice. Time for professional development should contribute to teacher
professionalism and also promote one of the main values of modern education - lifelong
learning.
Educational Policy Implications
The study findings also suggest policy implications for teacher professionalism at NIS
schools. The successful initiatives of NIS network schools may be also implemented in otherKazakhstani schools. Such school projects as “2+1” mentoring program, action research andlesson study should become widespread within the country’s schools to support
professionalism among early career and more experienced teachers alike. Common school
projects may enable teachers to build professional learning communities to share theirchallenges in their teaching practices and address issues together. Such collaborations islikely to increase teacher morale and commitment to the profession.
Key policy makers may also provide a variety of opportunities for teacher professional
development by initiating trainings and workshops that will address the needs of school
teachers. It is crucial to keep teachers updated with recent reforms and innovations and suchprofessional trainings and workshops should enhance teaching and learning. Therefore, theimplementation of professional development programs should sustain teacher
professionalism in the school context.
The final implication of the study for educational policy makers is to reduce paperwork forschool teachers. There has been too much accountability placed on teachers over the last
decade, not only in our country but in others as well. Accountability requires teachers towrite various reports and forms to prove that they do what they are supposed to do.
Bureaucracy has become a dominant part of teaching and this is not a change for the better.
It is significant for stakeholders, parents and other members of the community to ensure thatteachers teach and students learn in an efficient way. However paperwork should be reduced
to a minimum, and the reduction should seek to allow teachers to prepare interesting andengaging lessons, collaborate with other school colleagues, and find time for professional
development.
These suggested implications can be expected to contribute to sustaining teacher
professionalism in Kazakhstani schools. It is important to provide conditions for teacher
professional development and continuous learning, especially in today’s fast-paced world,
where teachers are expected to be competent, vibrant and flexible in their workplace. To
sustain professionalism means there should be an overall emphasis on effective teaching andlearning through the professional development of school educators.

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Correponding Author: Bakyt Amirova
Email: amirov_b@pvl.nis.edu.kz

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