Human Resource Management and Teacher Work Capacity in Kazakhstani Schools
DOI:
https://doi.org/10.31489/bbr.2026/1323Keywords:
human resource management, teachers, workload, leadership, professional development, schools, Kazakhstan, qualitative researchAbstract
This study examines how school-level human resource management (HRM) practices shape teachers’ work capacity in Kazakhstan. Based on 10 semi-structured interviews with teachers, deputy heads and school directors, it explores how workload, material resources, staffing, professional development, performance evaluation, leadership support and teacher voice affect teachers’ daily work. The findings suggest that teachers’ ability to work effectively depends not only on their qualifications and professional commitment but also on organisational conditions at the school level. Large classes, limited classroom space and unequal access to technical resources increase job demands and constrain opportunities to provide individualised feedback. By contrast, mentoring, developmental appraisal, collegial exchange, professional development and supportive leadership serve as important job resources. Drawing on the Job Demands–Resources framework, the study illustrates how these demands and resources are experienced by teachers and school leaders. It offers practical recommendations for school management in Kazakhstan.
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