This paper presents the transformation of the teacher remuneration system in Kazakhstan, particularly in the context of the government's decision to double teacher salaries between 2020 and 2023. The primary research question explores how this salary increase impacts the quality of teaching, the recruitment of skilled teachers, and the overall educational outcomes. This research is grounded in the hypothesis that significant changes in teacher compensation can lead to improvements in educational quality and outcomes. It examines the assumption that teacher salaries, if not comparable to the average salary in the economy, hamper the recruitment and retention of high-quality teachers. The authors scrutinize various aspects of the new remuneration system, including its reflection of teacher quality, student outcomes, specific working conditions, coverage for teacher absences, and recognition of extra-lesson work. The study provides a comparative analysis of the new remuneration system against the traditional Stavka System, incorporating a review of international experiences in transforming teacher compensation. The methodology is primarily qualitative, involving a detailed analysis of policy documents, salary tables, and first-hand narratives obtained through interviews. Forty interviews were conducted with a diverse group of participants, including teachers, school administrators, and regional and national education officials in Kazakhstan. These interviews aimed to gather insights into the personal experiences, perceptions, and impacts of the new salary system on teaching practice and educational outcomes. The authors also conducted a thorough review of existing literature and policy documents related to teacher remuneration systems both in Kazakhstan and internationally. This comparative analysis allowed for an understanding of the unique features of the Kazakhstani approach and its positioning within the global context. The research revealed several key outcomes of the new teacher remuneration system in Kazakhstan. Firstly, the increase in salaries has positively impacted the profession's prestige, evidenced by an increased interest among school graduates in teaching careers and heightened competition for teaching positions, especially in rural areas. However, the new system has also faced challenges. It has not adequately incentivized non-teaching responsibilities or extra-lesson activities, which are crucial for comprehensive education. Additionally, there remains a lack of financial motivation for teachers to engage with underperforming or exceptionally talented students. The study found that the new system has not significantly altered teachers' workload, and in some cases, has led to an increase in classroom hours to boost income, raising concerns about teacher burnout and the sustainability of high-quality teaching under such conditions.

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