The Development of Research Skills as a Strategy for Professional Sustainability of Rural Teachers: The Experience of Kazakhstan

Abstract

This article presents a comprehensive study of the factors influencing the professional development and resilience of rural teachers in Kazakhstan, based on a survey of 205 educators.
The analysis identified key barriers such as limited access to training, high workloads, a lack of resources, insufficient administrative support, and low motivation. The study also determined the teachers' needs for new professional development programs.
Special attention is paid to the Action Research practice, which has proven highly effective in enhancing teachers' professional resilience. Engaging teachers in this collaborative learning format allows them to actively participate in educational innovations and transition from passive recipients of knowledge to agents of change.
The practical recommendations include increasing investment in infrastructure, implementing mentorship and coaching programs, and adapting professional development courses to meet the real-world needs of teachers.