Аннотация
Kazakhstan’s trilingual education policy and ongoing educational reforms have created unique challenges for teachers, yet systematic research on educator job satisfaction remains limited in post-Soviet contexts. This study addresses critical gaps by examining how Kazakhstan’s specific educational landscape – including language policy disparities, reform pressures, and cultural transitions – influences teacher job satisfaction across demographic and professional variables. Using the Teacher Job Satisfaction Questionnaire (TJSQ) with 383 teachers nationwide, we employed Herzberg’s Two-Factor Theory and the Job Demands-Resources Model to analyze satisfaction patterns across grade levels, teaching subjects, academic qualifications, marital status, and teaching language. Results reveal significant disparities: Kazakh-medium teachers report lower responsibility satisfaction than Russian/English-medium teachers (p < 0.001), STEM teachers show higher security and recognition satisfaction than non-STEM teachers (p < 0.001), and unmarried teachers demonstrate greater job satisfaction across multiple dimensions. These findings illuminate how Kazakhstan’s unique socio-cultural and linguistic context mediates traditional job satisfaction factors, necessitating culturally adapted policy interventions. Recommendations include targeted resource equity for Kazakh-medium instruction, differentiated support for primary teachers, and recognition programs addressing cultural values of collective responsibility.