Abstract
Novice teachers often encounter challenges that hinder their professional growth in the early stages of their academic careers. The barriers faced by these teachers are further complicated by socio-cultural and political issues related to learning a foreign language in a country like Bangladesh. This study aims to explore and assess the primary factors hindering the early development and advancement of Bangladeshi novice teachers teaching English as a foreign language at the tertiary level. Based on qualitative and quantitative insights, this study sheds light on the challenges related to classroom practices, collegial relations, and institutional contexts. The findings reveal that challenges such as managing chaotic classrooms, engaging students, the lack of mentorship, and limited collaborative support from colleagues are major obstacles for early career EFL teachers, whose professional growth is further hindered by the lack of proper teacher training facilities. Considering all these hurdles, this study emphasizes the importance of introducing structured mentorship and teacher training programs alongside collaborative teaching environments for novice teachers’ professional development, which will ultimately contribute to enhanced EFL teaching and learning practices at the tertiary level in Bangladesh.
Keywords: novice teachers, classroom management, collaborative practice, mentorship, practicum