GENDER ASYMMETRY IN KAZAKHSTAN’S EDUCATION: STRATEGIES TO DEVELOP TEACHERS' DESIGN RESEARCH ACTIVITIES

Abstract

The purpose of this study is to identify the manifestations of gender inequality in the participation of teachers in the research and project activities of educational institutions in Kazakhstan and to develop strategies for increasing professional participation in a gender-sensitive way. The main idea of the study is to understand how institutional and individual factors influence the participation of male and female faculty members in research and project initiatives, and to identify effective mechanisms for equal opportunity. The scientific significance of the study lies in clarifying methodological approaches to the analysis of gender policy in education and identifying barriers that limit the professional development of teachers. The practical importance lies in the development of specific tools and support strategies to help teachers engage in research and achieve gender balance. In this methodology, quantitative data analysis using SPSS (78 teachers from three regions of Kazakhstan) and qualitative interview analysis using NVivo are carried out, which makes it possible to identify both statistical patterns and the main factors affecting teacher participation.

The study included self-assessment of teachers' research competencies, motivations, and institutional barriers. The main results showed minimal quantitative differences in the participation and skills of male and female teachers. However, qualitative data revealed persistent gender-related issues, particularly work-life balance, access to resources, and administrative support. Teachers with extensive work experience and those who work in city schools participated actively.

Identified motivation, support and resource availability as key factors influencing engagement. The study provided practical recommendations for educational institutions aimed at improving the professional capacity of teachers and ensuring equal participation of men and women in research activities. Its practical value includes the implementation of mentoring programs, gender-sensitive professional development and flexible organizational structures.