Early teaching experiences are critical in shaping a teacher’s career (Bullough, 1997), with school administrators playing a pivotal role in their adjustment and professional growth (Brock & Grady, 2001). This KBRS presents findings from a qualitative case study examining the challenges novice teachers face during their initial years and the support provided by school administrators. The study offers valuable policy and practical insights to enhance teacher retention and development.

Dr. Duishon Alievich Shamatov, an Associate Professor at Nazarbayev University’s Graduate School of Education, teaches Educational Leadership and Research Methods. He earned a Master’s in Teacher Education from AKU-IED and a PhD from the University of Toronto. His doctoral research focused on beginning teachers in post-Soviet Kyrgyzstan. With research experience across Central Asia and beyond, his interests include educational reforms, rural education, teacher training, and student assessment. A recipient of multiple NU Teaching Awards, he has been recognized for innovation, leadership, and teaching excellence.

Research and Policy Studies, AKU-IED