Аннотация
The study aimed to identify key conditions, content components and stages in preparing future teachers for school management in Kazakhstan's educational system. It used document analysis, a structural-functional approach, SWOT analysis and modelling to explore teacher management training. The findings revealed the fragmented nature of management training for future teachers, classifying key management functions (analytical, planning, communicative, organisational and control). The study proposed a phased model for teacher management training, including motivation, knowledge acquisition, simulation and school practice. It highlighted opportunities and barriers within the higher education system and pointed out the lack of a systematic approach to developing managerial competencies. The results suggest modernising educational programmes by adding compulsory school management courses, enhancing management practice opportunities and shifting teacher training towards educational leadership. The proposed model could inform updates to bachelor's programmes, development of variable modules and in-service training systems in Kazakhstan's pedagogical universities.