THE ROLE OF INSTITUTIONAL SUPPORT IN GUIDING NOVICE ENGLISH TEACHERS

Аннотация

This paper explores the multifaceted role of institutional support in the professional development of novice English teachers, with a focus on mentorship and instructional methodologies. Drawing upon sociocultural theory and situated learning, the study synthesizes recent global research to assess how mentorship programs, professional development frameworks, and teaching methodologies shape the early teaching experiences of novice educators. Findings indicate that effective institutional structures, culturally responsive mentoring, and adaptive methodologies significantly enhance novice teacher retention, identity formation, and pedagogical competence. The study offers practical implications for policy-makers and educational leaders seeking to improve teacher training and support infrastructures.