Navigating teachers’ perceptions and experiences of shadow education expansion and regulation in Kazakhstan: a mixed-methods study
Hajar A. Karakus M.
2025Routledge
British Journal of Sociology of Education
2025#46Issue 4413 - 433 pp.
This mixed-methods study is the first to examine schoolteachers’ perceptions and experiences of fee-based private tutoring in Kazakhstan. Data from 952 teachers using a close-ended questionnaire and 60 semi-structured interviews revealed that 39.6% of participants engaged in tutoring, primarily driven by financial necessity and professional growth. Teachers who refrained from tutoring cited heavy school workloads and personal obligations as deterrents. Qualitative findings highlighted ethical and professional conflicts arising from insufficient monitoring of the tutoring market. These included managing requests from parents of tutored students and conflicts of interest when promoting their tutoring services or those of affiliated centres. Teachers demonstrated limited awareness of existing regulatory frameworks, with most opposing strict prohibition but advocating for improved regulations. Recommendations include teacher licensing, clearer guidelines for tutorial centres, and systemic reforms to address financial pressures and workloads. This study enhances understanding of teachers’ roles in shadow education and advocates balanced regulatory strategies.
Kazakhstan , mixed-methods inquiry , Private tutoring , regulations , shadow education , teachers
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Graduate School of Education, Nazarbayev University, Astana, Kazakhstan
Research Centre for Global Learning, Coventry University, Coventry, United Kingdom
Graduate School of Education
Research Centre for Global Learning
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