ANALYSIS OF FACTORS INFLUENCING TEACHERS’ INSTRUCTIONAL PRACTICES AND INNOVATION IN KAZAKHSTAN: EVIDENCE FROM TALIS 2018

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dc.contributor.authorKulmagambetova, Axlu
dc.date.accessioned2022-07-28T08:55:12Z
dc.date.available2022-07-28T08:55:12Z
dc.date.issued2022-05
dc.description.abstractTeachers' instructional and professional practices can help students improve in school, and team innovation can help teachers improve their teaching. Based on the TALIS 2018 (Teaching and Learning International Survey) data, this study examines teachers' instructional approaches such as classroom management, clarity of instruction, cognitive activation, self-efficacy in teaching, and professional development in various Kazakhstani schools. Using confirmatory factor analysis and structural equation modelling, this study explores the links between instructional practice and innovation in Kazakhstan. Findings reveal that, in Kazakhstan, there exist few systematic disparities in teachers' preparation in classroom management and instructional practice between schools. Analysis reveals that instructional practice elements, such as self-efficacy in student engagement, clarity of instruction, and the need for professional development in subject matter and pedagogy, are major predictors of team innovativeness among teaching practitioners. In addition, the age group (maturity) and gender (being male) also contribute positively to the level of Kazakhstani team innovativeness among teachers in Kazakhstan. The research adds findings to a better understanding of the components that affect teachers' instructional and innovative practices in Kazakhstan and proposes approaches to improve educators' pedagogical and professional practices. Implications for policy and practice are discussed. Keywords: teachers’ instructional practice, classroom management, innovation, self-efficacy.en_US
dc.identifier.citationKulmagambetova, A. (2022). Analysis of Factors Influencing Teachers’ Instructional Practices and Innovation in Kazakhstan: Evidence from TALIS 2018 (Unpublished master's thesis). Nazarbayev University, Nur-Sultan, Kazakhstanen_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/6545
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectteachers’ instructional practiceen_US
dc.subjectclassroom managementen_US
dc.subjectinnovationen_US
dc.subjectself-efficacyen_US
dc.subjectType of access: Open Accessen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCESen_US
dc.titleANALYSIS OF FACTORS INFLUENCING TEACHERS’ INSTRUCTIONAL PRACTICES AND INNOVATION IN KAZAKHSTAN: EVIDENCE FROM TALIS 2018en_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

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