The world of education places numerous demands on beginning teachers in rural schools. These educators must navigate school life, apply theoretical knowledge in the classroom, and strengthen their commitment to teaching – all while managing challenges such as classroom management, lesson planning, extracurricular activities, parent communication, and support for students with special needs. The challenges faced by rural educators are not unique to Kazakhstan but are part of a broader global issue (Kono, 2012; Moffa & McHenry-Sorber, 2018). Rural teachers contend with limited resources, professional isolation, and lower salaries compared to their urban counterparts, making retention a widespread concern (Showalter et al., 2017; Tajik et al., 2021). Despite these difficulties, rural schools often foster strong community ties and provide teachers with opportunities for close engagement with students and families (Petrone & Wynhoff Olsen, 2021; Shikalepo, 2020).

According to the TALIS-2018 international study (OECD, 2019), job satisfaction among beginning teachers in Kazakhstan is notably low. Many educators report experiencing high levels of stress and a strong inclination to switch schools frequently. In Kazakhstan, 66% of teachers under the age of 30 express disinterest in pursuing a long-term teaching career – a trend that is even more pronounced in rural schools, where unique challenges further impact teacher retention (IAC, 2014). These combined factors highlight the urgent need to explore the experiences of beginning teachers, particularly in the rural schools of Kazakhstan.

A review of existing literature reveals a significant gap in research: while the challenges faced by beginning teachers in rural schools have been extensively documented worldwide, empirical studies focusing on Kazakhstan remain limited. Therefore, this study aims to explore the distinct experiences of beginning teachers in rural schools across Kazakhstan using an arts-based, community-based participatory research approach – photovoice. The primary research question guiding this study is: How do beginning teachers describe their experiences in Kazakhstani rural schools?

This research is grounded in empowerment education for critical consciousness, proposed by Freire (1970), which views education as a means for individuals to critically analyze and challenge systemic constraints. It serves as an analytical lens for understanding how beginning teachers in rural schools navigate structural challenges, shaping the study’s methodological and analytical approach. This framework helps uncover not only the difficulties teachers face but also the ways they adapt, resist, and find agency within their professional environments.

This study employs a qualitative research approach using photovoice as an arts-based, community-based participatory research method (Wang & Burris, 1997). Photovoice allows participants to capture and narrate their experiences through photography, providing deeper insights into their lived realities. This method is grounded in critical consciousness theory (Freire, 1970), emphasizing the role of participants as co-researchers rather than passive subjects. It has been widely recognized for its ability to empower marginalized voices and generate rich qualitative data. The study was conducted in six ungraded mainstream schools located in the rural districts of the Kostanay and Karagandy regions, chosen due to their significant teacher retention challenges, limited resources, and geographical isolation. The sample consisted of eight beginning teachers with up to five years of teaching experience. Participants were recruited using purposive and convenience sampling (Creswell, 2013), ensuring that they had relevant lived experiences in rural schools. Data collection followed a structured photovoice process, where participants took six photographs representing their teaching experiences, accompanied by written narratives and in-depth semi-structured interviews. Interviews were guided by the SHOWED framework: What do you See? What is Happening? How does this relate to Our lives? Why does this situation exist? How can we become Educated? What can you Do? (Wang & Burris, 1997). Data analysis employed a three-step process, as outlined by Wang and Burris (1997). First, participants selected and contextualized photographs through written reflections and semi-structured interviews. Next, thematic analysis was conducted using descriptive coding (Saldana, 2013), identifying key themes. Two coding cycles ensured reliability and depth in theme identification. The integration of photographs and narratives enhanced the validity of findings, aligning with previous studies emphasizing the importance of multimodal data in qualitative research (Liebenberg, 2018). Ethical considerations were prioritized, including informed consent, anonymization of participants, and secure data storage. All identifiable images were blurred to protect confidentiality, and participants were encouraged to use pseudonyms. The study adheres to ethical research standards, ensuring participant autonomy and data integrity.

The findings reveal six main themes: 1) guidance and support experiences; 2) workload and intensification; 3) lack of resources; 4) sense of belonging; 5) school climate; and 6) classroom experiences. These align with global studies on the challenges faced by rural educators. The study confirms that beginning teachers in Kazakhstan's rural schools often struggle with insufficient mentorship, affecting their adaptation and professional growth. While mentorship programs exist in policy, many participants reported a lack of subject-specific guidance, with mentorship efforts focusing more on administrative tasks than instructional support (Long et al., 2012; Syzdykbayeva, 2021). Workload intensification is another pressing concern, as teachers manage excessive administrative duties, multi-grade classrooms, and limited resources. This aligns with prior research on teacher intensification, which highlights how structural deficiencies force educators to compensate with extended work hours, increasing burnout risks (Penrice, 2011). A lack of resources in rural schools presents additional challenges, including outdated materials, poor technological infrastructure, and inadequate facilities. These findings are consistent with studies showing that resource scarcity negatively impacts both teaching effectiveness and teacher retention (Tajik et al., 2021). Although participants demonstrated resilience by adopting alternative teaching strategies and leveraging local resources, many expressed concerns about this approach's sustainability. The constant need for improvisation leads to exhaustion, negatively impacting long-term job satisfaction and performance, contradicting research emphasizing resilience in rural settings (Shikalepo, 2020). Despite these challenges, teachers reported a strong sense of belonging within their communities. Close relationships with students and parents contribute to job satisfaction and retention, reinforcing research that emphasizes the importance of community integration (Walker-Gibbs et al., 2018). This participatory, arts-based research highlights the significant challenges faced by rural teachers. Addressing these requires structured mentorship programs (Çobanoglu & Ayvaz-Tuncel, 2018; Syzdykbayeva, 2021), workload reduction, and improved infrastructure and resources, ensuring sustainability and quality education.

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