This report presents findings from a national study on the challenges and development needs of novice English language teachers in Thai primary schools. Commissioned with support from the British Council and conducted in collaboration with the Ministry of

Education and Burapha University, the study aimed to inform policy and practice in teacher preparation and early-career support.

Despite high levels of motivation and commitment, novice teachers face several key challenges: limited opportunities to apply theory in practice, difficulty in managing classrooms, and limited access to mentoring and professional networks. The study also finds that the expectation for English-only instruction often creates additional pressure for teachers, especially in under-resourced or rural contexts.

Recommendations call for policy interventions across multiple levels. These include:

(1) revising national teacher education standards to better reflect classroom realities;

(2) strengthening induction programs and mentorship support;

(3) promoting pedagogical flexibility, including strategic use of Thai and English; and

(4) increasing collaboration among teachers’ education institutes in universities, local education offices, and schools.

These changes are necessary to ensure that newly qualified teachers are equipped to provide effective, equitable, and contextually appropriate English instruction.