Practices and Support for the Professional Development of Novice Teachers in Public Elementary Schools: A Phenomenological Case Study

The study investigated the mentoring practices of senior teachers and school heads to facilitate the professional development of novice teachers (NT), particularly in enhancing lesson planning, classroom management, and pedagogical practices. This research was conducted as a phenomenological case study, wherein the researcher carried out semi-structured interviews with NT, senior teachers, and school heads operating in the primary schools of Rawalpindi city (20). The findings indicate that NT encounter challenges related to classroom management and behavioural issues with problematic students, are overwhelmed by the administrative responsibilities assigned by school heads, and often lack the support of senior colleagues in areas such as lesson planning, pedagogy, and assessment practices. The lack of academic cohesion among NT, senior teachers, and school heads poses a significant obstacle to reciprocal and ongoing professional development. An institution-based framework is recommended to facilitate the continuous professional development of NT while simultaneously supporting senior teachers. Furthermore, the study highlights the need for structured mentorship programs that foster collaboration and knowledge sharing among educators. Novice teachers often struggle with adapting to school culture and implementing effective teaching strategies due to insufficient guidance. Senior teachers, while experienced, may lack formal training in mentorship, leading to inconsistent support. School heads play a crucial role in bridging this gap by promoting a culture of professional growth. Recommendations include regular workshops, peer observations, and feedback mechanisms to strengthen mentoring relationships. Addressing these challenges will enhance teaching quality and create a supportive environment for both new and experienced educators. References Ahmad, I., Rehman, K., Ali, A., Khan, I., & Khan, A. F. (2014). 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