RESEARCH COMPETENCE OF TEACHERS IN RURAL SECONDARY SCHOOLS: PRACTISES, CHALLENGES AND KEY INFLUENCING FACTORS

This study examines the research competence of rural teachers in Kazakhstani secondary schools, focusing on the challenges they face and the factors influencing their research practices. A survey was conducted with 95 teachers from two rural schools in the Almaty region. Descriptive statistics were used to analyze the perceptions of factors influencing research competence, revealing that access to resources, support from administration, and time availability were key factors. Correlation analysis showed significant relationships between confidence in using research methods, teaching experience, familiarity with modern pedagogical approaches, and frequency of research activities. Most teachers reported moderate confidence in research methods, with a positive correlation between research frequency and publication output. Qualitative analysis of open-ended responses identified key challenges, including time constraints, lack of resources, language barriers, and insufficient practical experience. Thematic analysis of suggestions for improving research activity revealed that monetary incentives, professional development opportunities, better resources, and reduced administrative workload could enhance teachers’ research engagement. These findings provide valuable insights into the factors that support or hinder research competence in rural educational settings, offering recommendations for improving teachers’ research practices and professional development. Keywords: research competence, rural teachers, pedagogical development, research challenges, continuous professional development.