Teacher motivation and professional effectiveness are widely recognised as key determinants of school development and educational quality. In the modern education system, teachers are not only transmitters of knowledge but also central agents in implementing educational reforms, maintaining instructional quality, and supporting students’ personal and academic growth. Consequently, enhancing teacher motivation has remained a prominent focus of international educational research(OECD, 2014).

In the context of the Nazarbayev Intellectual Schools (NIS) included in the study, the relevance of examining early-career teacher motivation is particularly high. NIS aims to provide high-quality education for gifted students, which requires teachers to deliver innovative instruction, adopt new pedagogical practices, and contribute to a dynamic learning environment. Early-career teachers in these schools often face unique challenges, including adapting to advanced curriculum requirements, relationship with parents, integrating modern teaching technologies, and meeting high expectations from both students and administration. These challenges can affect motivation, professional satisfaction, and retention, which in turn impacts overall school performance. Therefore, understanding the factors influencing early-career teacher motivation within the NIS context is crucial for sustaining instructional quality, supporting professional growth, and ensuring long-term school effectiveness.

Research consistently demonstrates that motivated teachers are more inclined to engage in innovative teaching practices, participate actively in professional development, and respond positively to institutional change. For example, Leithwood, Steinbach, and Jantzi argue that highly motivated teachers play a crucial role in the successful implementation of reforms initiated by school leadership |(Leithwood et al., 2002). Similarly, OECD studies highlight the importance of supportive school leadership, a positive psychological climate, and access to professional learning opportunities in increasing teachers’ job satisfaction and professional commitment(Herzberg et al., 1959).

Motivated teachers, by contrast, are more likely to invest in continuous professional learning, apply innovative instructional strategies, and contribute to a positive school climate, ultimately leading to improved student outcomes. Recognising this, global empirical research identifies several effective strategies for supporting early-career teachers. Studies show that novice teachers who participate in such programs report higher job satisfaction, demonstrate improved instructional practices, and exhibit retention rates that are 35–50% higher than those of teachers who do not receive induction support (EdResearch for Action, 2025).

This study is based on Herzberg’s two-factor theory of motivation, which distinguishes between hygiene factors—such as workload, administrative support, working conditions, and salary—that prevent dissatisfaction and reduce the risk of psychological burnout, and motivational factors—such as recognition, responsibility, professional growth, and achievement - that enhance engagement and performance. This framework allows for a systematic analysis of how school policies, workplace support, and professional development opportunities affect early-career teachers’ motivation, effectiveness, and psychological well-being. Combined with evidence-based induction practices, Herzberg’s model provides a comprehensive lens for understanding the factors shaping teacher motivation, professional performance, and resilience to burnout (EdResearch for Action, 2025).

Understanding the factors that influence early-career teacher motivation is essential for effective school leadership, informed policy design, and the long-term retention of novice teachers. Based on the mission of Nazarbayev Intellectual Schools - “To prepare and inspire intellectual potential leaders for lifelong learning” - this study aims to identify both barriers and enabling conditions, providing evidence-based recommendations to strengthen professional development structures, support systems, and school culture, ultimately enhancing teaching quality and student learning outcomes.

Research Question
What factors affect early-career teachers’ motivation in professional development in learning and teaching, and what interventions can improve their engagement and performance?

Objectives

1. To analyse the relationship between teacher motivation and performance outcomes in teaching quality.
2. To identify positive and negative factors influencing early-career teachers’ motivation.
3. To propose actionable strategies to enhance motivation, professional development, and job satisfaction.

The study was conducted in one of the Nazarbayev Intellectual Schools (NIS), a school for gifted students, which was purposefully selected as the research site. A total of 23 early-career teachers at the initial stage of their professional careers participated in the study. To gain in-depth qualitative insights into teachers’ experiences, a focus group was selected and formed. To obtain a comprehensive understanding of early-career teachers’ motivation and professional adaptation, three data collection methods were employed: the “Backpack” diagnostic activity, semi-structured interviews with the focus group, and a survey questionnaire. In the initial stage, the “Backpack” diagnostic activity was used to identify early-career teachers’ personal resources, professional burdens, and support needs. This reflective method enabled teachers to consciously evaluate their professional experiences. Findings revealed that teachers rely on personal and social resources such as family, colleagues, hobbies, and students’ appreciation to maintain emotional well-being. At the same time, time pressure, excessive workload, bureaucratic requirements, limited autonomy, and additional teaching duties were identified as key sources of professional stress. Next, semi-structured interviews with the focus group were conducted. The results indicated that systematic support is needed to improve the psychological climate. In addition, practices such as substituting for other teachers and completing reports for the same purpose but due to different reasons were found to negatively impact teachers’ motivation and emotional stability. These additional responsibilities create stress and hinder professional engagement. Finally, survey results provided quantitative insights. The demographic profile of participants indicated that the majority were female teachers (78.3%) and most respondents were aged 22–25 years (73.9%), confirming that the sample primarily consisted of teachers at the early stage of their careers. Teaching experience within the NIS system ranged from 1 to 3 years, with the majority having one year of experience. According to the survey, 26.1% of respondents expressed uncertainty regarding the recognition of their professional achievements, highlighting gaps in feedback and acknowledgment mechanisms. Teachers also reported that time constraints, heavy workload, and additional duties negatively affected their psychological well-being. In conclusion, the findings emphasize the urgent need for structured psychological support and strategies to strengthen emotional and professional resources for early-career teachers. Such interventions are essential to enhance teacher motivation, increase job satisfaction, and ensure high-quality learning outcomes in schools.

Overall, the findings suggest that while foundational support structures are in place in the selected NIS, early-career teacher motivation can be strengthened through recognition of professional achievements and enhanced psychological support. Internationally, research shows that structured induction programs, mentorship, and peer support significantly improve early-career teachers’ professional development, motivation, and retention (AITSL, 2020; OECD, 2018; EdResearch for Action, 2025). In Sweden and Australia, new teachers benefit from peer support groups and coaching sessions, which enhance emotional stability and reduce stress during the first years of teaching (Diva Portal, 2020; AITSL, 2020). OECD TALIS data indicate that adequate mentoring and induction support positively influence teacher performance and growth (OECD, 2018). Based on the focus group findings, the following recommendations are proposed for supporting early-career teachers at NIS: 1. Organize psychological and professional development training sessions, both planned and ad hoc, in formal and informal formats to address teachers’ diverse needs. 2. Conduct systematic monitoring of training activities to assess participants’ needs and inform the design of subsequent sessions. 3. Create a support route sheet, implement a mentorship program that allows teachers to select mentors based on their interests and professional goals, not only subject specialization. 4. Develop a curated list of books and methodological resources in the library to support teachers’ continuous development. Мисса 5. Create a dedicated library corner featuring guidance rubrics, a categorized collection of literature, and base of online resources for self-directed learning. 6. Establish an international teachers’ network and organize seminars to promote professional growth, exchange of best practices. 7. Establish a Young Teachers’ Club to provide a structured platform for networking, peer support, and professional collaboration among early-career teachers. Implementing these measures could help bridge the gap between existing support structures at NIS and international best practices, increasing early-career teacher motivation, development, and retention.

1.OECD. (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning. Paris: OECD Publishing. This international report provides a comprehensive analysis of teachers’ working conditions, professional development, motivation, and school leadership. The findings demonstrate that a supportive psychological climate and effective leadership directly influence teachers’ professional effectiveness. This work serves as a theoretical and practical foundation for Action Research studies focused on enhancing teacher motivation. 2.Leithwood, K., Steinbach, R., & Jantzi, D. (2002). School leadership and teachers’ motivation to implement accountability policies. Educational Administration Quarterly, 38(1), 94–119. https://doi.org/10.1177/0013161X02381005 The authors demonstrate that leadership style significantly influences teachers’ motivation and readiness for change. This study highlights the importance of managerial support in fostering professional initiative and responsibility among teachers. 3.Herzberg, F., Mausner, B., & Snyderman, B. (1959). The Motivation to Work. New York, NY: Wiley. Herzberg’s two-factor motivation–hygiene theory explains the causes of job satisfaction and dissatisfaction. The authors show that hygiene factors reduce dissatisfaction, while motivational factors promote job satisfaction. This theory serves as a key framework for analyzing teachers’ professional motivation. 4.AITSL. (2020). Guidelines for the induction of early career teachers in Australia. Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/lead-develop/induction/guidelines-for-the-induction-of-early-career-teachers-in-australia 5.Diva Portal. (2020). Induction programs for new teachers in Sweden: Challenges and benefits. https://www.diva-portal.org/smash/get/diva2%3A1474567/FULLTEXT01.pdf 6.OECD. (2018). Teaching and learning international survey (TALIS) 2018 results. Organisation for Economic Co-operation and Development. https://www.oecd.org/education/talis/ 7.EdResearch for Action. (2025). Strengthening early-career teachers: Effective components of teacher induction programs. https://edresearchforaction.org/research-briefs/strengthening-early-career-teachers-effective-components-of-teacher-induction-programs