ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION

The results of secondary education reforms are directly linked with the participation of ordinary teachers and schoolchildren in school self-governance. The aim of the research is to determine the degree of schoolchildren and teacher involvement in the school decision-making process, as well as to identify reasons and factors behind the current situation. For this purpose, the reforms of contemporary school system of Kazakhstan have been analysed in this paper, as well as the history of school self-governance system in the soviet period and early independence period, which features a body of Kazakhstani research in management of learning environment in schools. Kazakhstan is approaching the 30th anniversary of its independence. All these 30 years have been characterized by the active reforms of the education system. How are teachers and schoolchildren involved into educational management? A survey has been conducted with the participation of schoolchildren and teachers of general education schools of Almaty city (60 schoolchildren and 60 teachers), as well as in-depth interviews with 4 schoolchildren and 4 teachers. Questionnaires have been prepared in cooperation with the group of international scholars and have been adopted to Kazakhstani schools. Despite the fact that 88% of students say they love their school, more than half reveal weak motivation and preparation to participation in school management. Both analysis of the theoretical sources and practical study confirm the need for school self-management reforms to increase the participation of both teachers and students. One of the main reasons for this situation, in our opinion, is the lack of professional training of teachers to activate students to school self-management. The group intends to continue the study. The participation of ordinary teachers in management decision making at the level of school, of district, and of city requires further analysis.