This research article examines reflective reports as part of the teacher appraisal model in a network of secondary schools in Kazakhstan. Using a mixed-methods approach, the study explores the factors that influence teachers' reflective practices in this context. Surveying schoolteachers (n=469) and analyzing appraisal-related documents reveal that teachers generally perceive reflective reports as valuable for enhancing their pedagogical practices. However, several factors, including a heavy workload, high requirements for reflective report writing, time constraints, lack of experience in written reflection, and inadequate understanding of the reflective report criteria, hindered their ability to evaluate their teaching practices critically. The study concludes by highlighting the need for policymakers to address these challenges to facilitate the effective use of reflective reports in teacher appraisal models. This research contributes to the limited literature on in-service teachers’ reflective report writing as a part of teacher evaluation in the Kazakhstani context and elsewhere. It offers insights that could inform the more effective use of teacher reflections as one of the components of teacher appraisal.