Abstract
The COVID-19 pandemic necessitated a rapid transition to online learning (OL), presenting significant challenges for teachers globally. This study aimed to provide a deeper understanding of the determinants of job satisfaction and the readiness of school teachers in Kazakhstan to continue online education after the pandemic. A cross-sectional study was conducted among 1,205 school teachers across Kazakhstan in May 2021. The vast majority of teachers (91.6%) reported technological challenges, and 53.4% faced communication difficulties with students. An increased workload was reported by 61.7% of respondents, with older and more experienced teachers being particularly affected. Age, changes in students’ academic motivation, and satisfaction with the work of the Government were significant predictors of job satisfaction. Less than one-third (29.9%) of teachers expressed a willingness to continue OL after the pandemic. Mediation analysis revealed that job satisfaction indirectly influenced teachers' willingness to continue OL through communication challenges. Specifically, the indirect effect of job satisfaction on willingness to continue OL was significant both through communication challenges with colleagues and students. These findings underscore the need to address technological and communication barriers to enhance job satisfaction and ensure the sustainability of online learning in the post-pandemic period.