Abstract
The present article contains the comparative analysis of the official documents framing the terms and conditions for teachers’ performance appraisal in Kazakhstani schools. The process of searching for appropriate and valid official documents regulating the performance appraisal process is scrutinized. The changes and amendments in the process of obtaining or confirming the teachers’ categories are considered. All the appendices are thoroughly analyzed through the prism of full-time secondary school teachers. The minor and major amendments are presented in the form of a list with respective points and clauses to visually support the teachers and those who are interested in. The historical and comparative methods are applied and justified in the article. The findings support the point that the performance appraisal process is underestimated and is being evaluated and changed. Moreover, there are significant changes that regulate the number of attempts which highlights the teachers’ fail rate and their unpreparedness to the performance appraisal.