The school principal represents an important link in the chain of development of school education. Nowadays, most of schools prefer to achieve a dominant position in the educational system, where students are getting excellent grades for their knowledge. The school principal, it is a person who creates a positive atmosphere for teaching and learning process. Tashibaeva (n.d.) stated, “There are executives, by whom teachers strive to be hired in a school, however, there are those from whom they away.” In most cases, the highest ranks of schools directly depend on the school executives.
The modern trend requires a school principal who is competent to teach students and successfully manage his/her educational institution. In today’s world, school leadership has not been conducted by the researchers in the area of educational management yet. According to statistics, there are 6702 principals and 520 school administrators in Kazakhstan (as cited in Tashibaeva, n.d.). Most of them who have become the school principals have only pedagogical education, but not competence to manage in the area of school management and leadership. Morever, our government is not interested in investing money in development of school principals’ competence to manage educational institutions. Unfortunately, the current pedagogical specialities cannot provide an educational management for future school executives. On the contrary, there are 24 of 34 OECD countries, where 89 % of school principals have education both in school management and leadership (as cited in Tashibaeva, n.d.)
On the other hand, most of Kazakhstani school principals are 50 years old. Most of them haven’t got a strong desire for acquiring knowledge in school management as they have traditional view of teaching and school managing. They usually behave like true dictators who might demonstrate their executive power over people by shouting, firing teaching staff without any reasons . The mayor of Aktobe, Saparbayev (2018) stated: “school principals are feeling themselves as “khans”. According to research, the principals in OECD countries are spending 41% of the time for solving the administrative issues, the rest of the time – for issues of learning and teaching, while 60-70% of Kazakhstani school principal’s working time is spent for solving the administrative issues (as cited in Tashibaeva, n.d.).
To sum up, the teaching and managing in schools are difficult for Kazakhstani principals. The government has to decrease principles’ loads for solving the administrative issues, but increase their teaching and learning hours in schools. If school principals teach students, they will know the real picture of modern education. In this case, it will be useful for principals for solving the teaching and learning problems instead of solving the administrative issues.
Tashibaeva, D. (n.d.). WHAT IS NECESSARY TO DO SO THAT THE SCHOOL PRINCIPAL BECOMES A STRONG LINK IN THE EDUCATION OF KAZAKHSTAN. Retrieved from http://iac.kz/en/publishing/what-necessary-do-so-school-principal-becomes-strong-link-education-kazakhstan-0
Saparbayev, B. (2018). “Selskie akimi i direktora shkol chuvstvyuyt sebya “khahami” [Mayors of rural areas and school principals are feeling themselves as “khans”] Retrieved from https://tengrinews.kz/kazakhstan_news/selskie-akimyi-direktora-shkol-chuvstvuyut-hanami-berdibek-336973/