Dissecting the teacher monolith: Experiences of beginning basic school teachers in Zambia

Matthew A.M. Thomas, Carolyn M. Thomas, Elisabeth E. Lefebvre

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


This article explores the multifaceted experiences of beginning basic school teachers in Southern Province, Zambia, through a qualitative study comprised of interviews with 35 basic school teachers. Our research examines the uniqueness of beginning teacher experiences in the global South, and points to the need to recognize the implications of 'Education for All' for this particular sub-group of the teaching population. We found that these teachers faced significant personal and professional difficulties, while receiving little support. Nevertheless, teachers expressed a commitment to the profession. Recommendations are provided to suggest improvements to the transition and socialization process for future beginning teachers.

Original languageEnglish (US)
Pages (from-to)37-46
Number of pages10
JournalInternational Journal of Educational Development
StatePublished - Sep 2014

Bibliographical note

Copyright 2014 Elsevier B.V., All rights reserved.


  • Comparative education
  • Educational policy
  • Language policy
  • Primary education
  • Teacher education
  • Zambia

Fingerprint Dive into the research topics of 'Dissecting the teacher monolith: Experiences of beginning basic school teachers in Zambia'. Together they form a unique fingerprint.

Cite this