Abstract
The aim of this case study was to reconcile Kazakhstani educators' self-assessed readiness with actual outcomes, as highlighted by the 2018 Programme for International Student Assessment results in Western Kazakhstan. An online questionnaire survey of 340 prospective primary school teachers and 1,200 in-service teachers and a complementary document analysis of the Pedagogy course at a pedagogical university were conducted. Despite self-reported readiness and practical skills for teaching global skills development, deficiencies in secondary school teacher preparedness, teaching and assessment methods, and professional development, as well as unsatisfactory Programme for International Student Assessment 2018 outcomes, were identified. This combination of survey data and contextual document analysis provided insight into teacher perceptions and curriculum alignment. Further investigation into classroom activities, curriculum content, teaching strategies, and assessment methods is recommended. This study establishes a basis for continued research into how teachers' perceptions affect student outcomes, aiming to improve educational methods and future achievements.