Browsing by Author "Sagynbayeva A."

Now showing 1 - 1 of 1
  • Thumbnail Image
    ItemOpen Access
    Investigating Secondary School Teacher's Academic Achievement in Physics in Kazakhstan
    (SDU University, 2025) Sagynbayeva A.
    This study explores how secondary school physics teachers in Kazakhstan achieve academically as we center particularly upon their qualifications, teaching experience, professional development, and workplace conditions. The nation aspires to fortify its STEM instructional framework thus pedagogical enhancement and social advancement matter. It is vital to comprehend all aspects affecting instructor skill within physics. Information was acquired from 75 physics instructors throughout an array of state and independent academic establishments. This data collection employed a cross-sectional survey design. Investigators delineated then deduced statistical assessments for examination of trends within instructor demographics, scholastic histories, Unified National Testing (UNT) scores, also involvement amid professional growth endeavors. Cronbach’s alpha was used to verify the reliability of the survey instrument, also all sections showed acceptable internal consistency. Physics instructors, as findings divulged, exist as comparatively youthful and possess differing expertise degrees and credentials. A large quantity undertook postgraduate education, and most participants possessed at minimum a bachelor's degree. Although experts involved in growth greatly well-regarded, they viewed the training's effect upon classroom application as unremarkable. UNT scores were largely uniform. This suggested the specimen had been intellectually equipped to a commensurate degree. The study accentuates foremost institutional impediments like disparate access to resources along with erratic support for in-service training, which may affect teacher performance and student achievement. These conclusions stress that more focused initiatives are important to elevate physics instructors' scholarly and vocational competence especially in marginalized areas. This investigation augments the burgeoning compendium concerning teacher skill inside STEM areas. Functional guidance is also extended for Kazakhstan's policymakers, school leaders, and teacher education providers. Physics instructors elevate scholastic successes then impart science skillfully while they groom the future cohort regarding innovators also problem solvers.