Determinants of Job Satisfaction and Online Learning Continuation: A Study of Kazakhstani Educators during COVID-19
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| Title: | Determinants of Job Satisfaction and Online Learning Continuation: A Study of Kazakhstani Educators during COVID-19 |
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| Language: | English |
| Authors: | Saniya Nurgaliyeva, Aziya Zhumabayeva, Meiramgul Zhorokpayeva, Kalbike Yessenova, Saule Zeinolla, Aidos Bolatov |
| Source: | Online Learning. 2026 30(1):138-174. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Job Satisfaction, Teacher Attitudes, COVID-19, Pandemics, Online Courses, Distance Education, Readiness, Barriers, Faculty Workload, Age Differences, Teaching Experience, Predictor Variables, Government Role, Student Motivation, Elementary Secondary Education |
| Geographic Terms: | Kazakhstan |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | The COVID-19 pandemic necessitated a rapid transition to online learning (OL), presenting significant challenges for teachers globally. This study aimed to provide a deeper understanding of the determinants of job satisfaction and the readiness of school teachers in Kazakhstan to continue online education after the pandemic. A cross-sectional study was conducted among 1,205 school teachers across Kazakhstan in May 2021. The vast majority of teachers (91.6%) reported technological challenges, and 53.4% faced communication difficulties with students. An increased workload was reported by 61.7% of respondents, with older and more experienced teachers being particularly affected. Age, changes in students' academic motivation, and satisfaction with the work of the Government were significant predictors of job satisfaction. Less than one-third (29.9%) of teachers expressed a willingness to continue OL after the pandemic. Mediation analysis revealed that job satisfaction indirectly influenced teachers' willingness to continue OL through communication challenges. Specifically, the indirect effect of job satisfaction on willingness to continue OL was significant both through communication challenges with colleagues and students. These findings underscore the need to address technological and communication barriers to enhance job satisfaction and ensure the sustainability of online learning in the post-pandemic period. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507893 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic necessitated a rapid transition to online learning (OL), presenting significant challenges for teachers globally. This study aimed to provide a deeper understanding of the determinants of job satisfaction and the readiness of school teachers in Kazakhstan to continue online education after the pandemic. A cross-sectional study was conducted among 1,205 school teachers across Kazakhstan in May 2021. The vast majority of teachers (91.6%) reported technological challenges, and 53.4% faced communication difficulties with students. An increased workload was reported by 61.7% of respondents, with older and more experienced teachers being particularly affected. Age, changes in students' academic motivation, and satisfaction with the work of the Government were significant predictors of job satisfaction. Less than one-third (29.9%) of teachers expressed a willingness to continue OL after the pandemic. Mediation analysis revealed that job satisfaction indirectly influenced teachers' willingness to continue OL through communication challenges. Specifically, the indirect effect of job satisfaction on willingness to continue OL was significant both through communication challenges with colleagues and students. These findings underscore the need to address technological and communication barriers to enhance job satisfaction and ensure the sustainability of online learning in the post-pandemic period. |
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| ISSN: | 2472-5749 2472-5730 |
