STRUCTURED SUPPORT AND PROFESSIONAL GROWTH PATHWAYS FOR NOVICE TEACHERS IN EFL CONTEXTS

Abstract

This article explores the pivotal role of mentorship, professional learning communities (PLCs), and continuous professional development (CPD) in enhancing the instructional practices of novice English as a Foreign Language (EFL) teachers. The research emphasizes the value of collaborative reflection, peer observation, and microteaching as strategies that empower early-career educators to develop adaptive teaching techniques and reflective practices. It also discusses the challenges of fostering collegiality and professional identity in isolated or resource-constrained environments. The findings suggest that teacher induction programs and professional support frameworks tailored to specific educational contexts significantly enhance teacher retention, satisfaction, and pedagogical effectiveness