Abstract

This article explores how the leadership style of school principals influence on teacher’s job satisfaction in modern Kazakhstan using the example of one public and one private secondary school. Although international research has consistently linked participatory and transformational leadership with positive teacher outcomes, empirical research on how these models function in Kazakhstan's hybrid management system, where centralized government regulation coexists with increased institutional autonomy, is limited. In this study, using a convergent approach using mixed methods, the survey data of 49 teachers (based on an adapted teacher job satisfaction questionnaire) is combined with in-depth semi-structured interviews with two principals and five teachers. Quantitative analysis reveals patterns in aspects such as professional autonomy, recognition, team atmosphere and professional development. A qualitative thematic analysis examines how leadership power is implemented, discussed, and perceived in everyday school practice. I argue that school management in Kazakhstan operates on the basis of a pragmatic hybrid model combining democratic consultation, mutual support, shared responsibility and selective directive control. Teachers report higher job satisfaction when principals actively encourage participation in decision-making, individual professional growth and an atmosphere of trust. In private schools, greater institutional autonomy allows for significant investments in professional development and recognition systems, which contributes to comparatively higher satisfaction in these areas. In public schools, formal consultation procedures and collegial discussions partially compensate for financial difficulties and high administrative burden. However, systemic pressures, especially bureaucratic pressures and limited resources, limit the full impact of leadership practices on teacher well-being. These results call into question the simplistic application of Western models of leadership, demonstrating that power in Kazakhstan is constantly being rethought and reconciled between hierarchical heritage and new norms of participation. This article shows that leadership practices that support autonomy, competence and interconnectedness are key to maintaining teacher motivation in transitional education systems. This research contributes to broader academic discussions within Central Eurasian studies about institutional reforms, management transformation and the daily realities of professional life in the post-Soviet space. It offers an empirical understanding of how educational leadership influences the day-to-day experience of teachers in Kazakhstan.