Abstract
This mixed-methods study investigates fee-free private tutoring offered by ‘Robin Hood teachers’ in Kazakhstan – schoolteachers who provide free tutoring to some students while charging others. Despite growing research on shadow education, little is known about the motivations behind free tutoring and its broader implications. Therefore, this study explores teachers’ motivations, professional benefits and ethical dilemmas. Data were collected through an online survey of 586 teachers from six mainstream schools and semi-structured interviews with 30 teachers. Findings reveal that 210 (35.8%) teachers offered free tutoring at some point in their careers, primarily to support disadvantaged students, gain teaching experience and meet social obligations. While free tutoring benefits students’ academic performance and social mobility, teachers noted challenges, including burnout and blurred professional boundaries. The study calls for policy interventions to integrate free tutoring into structured programmes, ensuring equity and sustainability.