Abstract
This mixed-methods study is the first to examine schoolteachers’ perceptions and experiences of fee-based private tutoring in Kazakhstan. Data from 952 teachers using a close-ended questionnaire and 60 semi-structured interviews revealed that 39.6% of participants engaged in tutoring, primarily driven by financial necessity and professional growth. Teachers who refrained from tutoring cited heavy school workloads and personal obligations as deterrents. Qualitative findings highlighted ethical and professional conflicts arising from insufficient monitoring of the tutoring market. These included managing requests from parents of tutored students and conflicts of interest when promoting their tutoring services or those of affiliated centres. Teachers demonstrated limited awareness of existing regulatory frameworks, with most opposing strict prohibition but advocating for improved regulations. Recommendations include teacher licensing, clearer guidelines for tutorial centres, and systemic reforms to address financial pressures and workloads. This study enhances understanding of teachers’ roles in shadow education and advocates balanced regulatory strategies.