A Study into the Support That Early Career Teachers in Poland Seek and Create, Cross-compared with an Early Stage Study in England

This qualitative comparative study explores the experiences of early-career (up to 3 years’ experience) primary school teachers in Poland and compares with selected data from England. Through semi-structured interviews, the research investigates how young teachers navigate professional challenges, build pedagogical confidence during their initial years in the classroom. By comparing two different educational contexts, the study identifies common struggles, as well as country-specific coping strategies and institutional responses. The research aims to inform policy discussions around teacher retention, support structures, and the potential for more inclusive and flexible mentoring frameworks in both countries. This project addresses a gap in both teacher education research and policy, which is: the experiences of beginning teachers and the coping strategies they develop. Concerns about teacher retention, burnout, and professional isolation, especially in early career stages are crucial. We hope this study’s findings will be relevant to policymakers, school leaders and will contribute to understanding and improving the working conditions of young teachers. This paper is the first in what is expected to be a long running project. The weighting given to the Polish experience in this first paper provides important context that will be explored in greater comparative depth as the project evolves

Comparative case · Context effect · Professional development · Qualitative research · School teachers · Semi-structured interview · Early Childhood Education and Development · Global Educational Policies and Reforms · Teacher Education and Leadership Studies