The scientific article is an in-depth study devoted to the aspects of the barriers of formation of
teacher identity in Kazakhstan after the completion of the year of study and development. Early
career teacher attrition is often seen as a problem related to personal or contextual factors. This
study examined attrition as a process involving both individual and contextual factors. The article is
based on a semi-structured interview using thematic analysis with 38 school English teachers from
Astana city in Kazakhstan about their first professional career path, their experiences, and
expectations in this regard. The thematic analysis showed 15 themes, from which it was structured
into 4 main themes: (1) higher salary expectations, (2) status, (3) lack of pre-teaching training and
(4) bureaucracy. This article also provides practical recommendations, including on the
development of programs for the preservation of cultural heritage and professional development, in
order to contribute to the successful professional formation of the Kazakh teachers. In general, this
article offers to discuss important aspects of modern education in Kazakhstan, outlines the main
conclusions and prospects for improving the education system and supporting the professional
development of teachers, taking into account the peculiarities of national culture.