An analysis of the teacher status policy: Bell and Stevenson (2006) framework

Dinara Onerkan * and Aray Kaidarova

Nazarbayev Intellectual Schools, Kazakhstan.
 
Review
International Journal of Science and Research Archive, 2024, 12(01), 990–997.
Article DOI: 10.30574/ijsra.2024.12.1.0920
Publication history: 
Received on 14 April 2024; revised on 21 May 2024; accepted on 24 May 2024
 
Abstract: 
This study critically examines Kazakhstan's Teacher Status Policy using Bell and Stevenson's (2006) framework. The policy, initiated in 2011 and extending to 2020, aims to enhance the prestige, qualification, and remuneration of teachers to address concerns over the low status of the profession. The analysis employs Bell and Stevenson's dimensions, including socio-political environment, strategic direction, organizational principles, and operational practices. Additionally, the study integrates historical context to provide a comprehensive understanding of policy development and implementation.
Findings indicate a global interest in teacher policies, with Kazakhstan aligning strategies with UNESCO and OECD. The strategic direction targets prestige enhancement, professional development restructuring, and remuneration system change. Organizational principles involve talent attraction, improved development, and remuneration reform. Positive outcomes include increased salaries, improved development opportunities, and an augmented number of teaching personnel. The study contributes to policy analysis by utilizing a structured framework, emphasizing the global importance of teacher concerns, and highlighting the positive impact on teacher status in Kazakhstan. The government's role in funding and strategic direction is crucial for effective policy implementation, alongside the necessity for teachers' sense of ownership and continued public support.
 
Keywords: 
Policy analysis; Teacher status; Bell and Stevenson framework; Kazakhstan
 
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