Аннотация
This study aimed to explore how future teacher-psychologists in Kazakhstan conceptualize professional competence and how they evaluate the usefulness, feasibility, and ethical boundaries of Neuro-Linguistic Programming (NLP) in educational settings. The study was designed within a qualitative phenomenological framework. The participants consisted of 56 undergraduate students enrolled in Pedagogy-Psychology programs at two universities in Kazakhstan. Data were collected during February-March 2026 through a semi-structured interview questionnaire including four main questions and four probe questions, and were analysed using thematic analysis. The findings were organized under four themes: understanding professional competence, communication and rapport, self-regulation and professional identity, and NLP use, feasibility, and ethics in educational settings. Participants defined professional competence as a multidimensional and practice-oriented construct involving the application of theoretical knowledge, child-centred support, collaboration, and ethical responsibility. Communication and rapport were viewed as foundational to effective school psychology practice, while self-regulation was associated with professionalism under stress. NLP was generally perceived as a potentially useful supplementary tool for rapport-building, motivation, and emotional support; however, participants emphasized that it should be used cautiously, ethically, and together with evidence-based methods. The study highlights the importance of integrating applied competence, relational communication, reflective self-regulation, and critical methodological awareness in the preparation of future teacher-psychologists.