qainarQainar Journal of Social ScienceQainar Journal of Social Science2958-72122958-7220Q University10.58732/2958-7212-2026-3-168-185qainar-657Research ArticleСтатьиНаем учителей в Казахстане: структура оплаты труда, требования к компетенциям и социальное неравенствоHiring Teachers in Kazakhstan: Wage Structures, Competency Expectations and Social Inequalitieshttps://orcid.org/0009-0006-2794-8127СейитханP.SeiitkhanR.

младший научный сотрудник

Астана

Rakhymzhan Seiitkhan – Junior Research Fellow

Astana

rakhymzhan.seiitkhan@gmail.comhttps://orcid.org/0000-0001-6558-6004МолдашевК.MoldashevK.

PhD, профессор

Алматы

Kairat Moldashev – PhD, Professor

Almaty

kairat.moldashev@sdu.edu.kzhttps://orcid.org/0000-0002-5797-0476НургабдешовА.NurgabdeshovA.

доцент кафедры стратегии и директор программ последипломного образования по стратегии в Эдинбургской школе бизнеса

Эдинбург

Assylbek Nurgabdeshov – Assistant Professor of Strategy and Director of Strategy Postgraduate Programmes at Edinburgh Business School

Edinburgh

a.nurgabdeshov@hw.ac.ukНациональный центр исследований и оценки образования «Талдау» имени Ахмета БайтурсынулыКазахстанAkhmet Baitursynuly National Centre for Research and Evaluation of Education “Taldau”KazakhstanУниверситет SDUКазахстанSDU UniversityKazakhstanУниверситет Хериот-УаттВеликобританияHeriot-Watt UniversityUnited Kingdom20260610202653168185Copyright © Сейитхан P., Молдашев К., Нургабдешов А., 20262026Сейитхан P., Молдашев К., Нургабдешов А.Seiitkhan R., Moldashev K., Nurgabdeshov A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.journal-kainar.kz/jour/article/view/657

Рынок труда учителей отражает не только потребность образовательных организаций в педагогических кадрах, но и различия в оплате труда, требованиях к профессиональному опыту и компетенциям, которые могут формировать социальное неравенство внутри профессии. Целью исследования является выявление особенностей найма учителей в Казахстане на основе анализа заработной платы, требований к опыту работы, предметной специализации и профессиональным компетенциям.Эмпирической базой исследования стали 17 997 вакансий, отобранных из первоначального массива 30 460 объявлений, размещенных на платформах HeadHunter и Enbek в январе–феврале 2025 года. В работе использованы были методы описательной статистики, анализа средних и медианных значений заработной платы. Результаты показали, что из 17 997 вакансий 13 510 были ориентированы на кандидатов без опыта работы; медианная предлагаемая заработная плата для них составляла 110 760 тенге, тогда как для вакансий с опытом до трех лет 155 000 тенге. Наиболее высокая медианная заработная плата была зафиксирована для учителей английского языка — 250 000 тенге, тогда как для учителей начальных классов при 3 997 вакансиях она составляла 117 960 тенге. Результаты показывают, что поддержка в начале карьеры, структурированная адаптация и более пристальное отслеживание предметных различий в оплате важны для улучшения найма, профессионального продвижения и сокращения неравенства среди учителей в Казахстане.

The teacher labor market reflects not only the need of educational organizations for teaching staff but also the differences in wages, requirements for professional experience and competencies, which can create social inequality within the profession. The aim of the study is to identify the specific features of hiring teachers in Kazakhstan based on an analysis of wages, requirements for work experience, subject specialization, and professional competencies.The empirical basis of the study consisted of 17 997 vacancies selected from the initial set of 30 460 listings posted on the HeadHunter and Enbek platforms in January-February 2025. The work used methods of descriptive statistics and analysis of average and median salary values. The results showed that out of 17 997 vacancies, 13 510 were aimed at candidates without work experience; the median offered salary for them was 110 760 tenge, while for vacancies requiring up to three years of experience, it was 155 000 tenge. The highest median salary was recorded for English teachers — 250 000 tenge, whereas for primary school teachers, with 3 997 vacancies, it was 117 960 tenge. The results show that support at the beginning of a career, structured onboarding, and closer monitoring of subject‑specific pay differences are important for improving recruitment, professional advancement, and reducing inequality among teachers in Kazakhstan.

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The authors declare that there are no conflicts of interest present.