Аннотация
This study investigates the determinants of choosing teaching as a career in Kazakhstan.Using a quantitative, cross-sectional survey of 625 undergraduate students across 38 higher education institutions, the research explores how school background, academic performance, field of study, participation in teaching-related programs, and scholarship type shape career intentions. Statistical analyses revealed several key patterns. Public school graduates were more likely than peers from selective or private schools to consider teaching. Students who considered teaching did not score significantly lower on the national exam than those who did not. Enrollment in education majors strongly predicted interest in teaching, yet notably, 68% of non-education students also reported considering the profession, highlighting the potential of alternative entry routes. Participation in programs such as Teach for Kazakhstan or teacher clubs was significantly associated with stronger career commitment, while rural quota recipients expressed greater readiness to teach in rural areas compared to peers. The findings suggest that structural experiences and targeted incentives exert greater influence on teaching intentions than academic achievement. The study concludes that policy interventions should prioritize early classroom exposure, bundled financial and professionalsupport, and broadened pathways into teaching to strengthen recruitment and retention in Kazakhstan’s education system.