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

• We interviewed 35 beginning teachers in Southern Province, Zambia.
• We explored their personal experiences as beginning teachers.
• Beginning teachers in Zambia face a number of challenges unique to their contexts.
• Recommendations are provided that aim to increase educational effectiveness.

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.