What hinders professional growth of novice Teachers? An analysis of perceived competency development during the first two years of teaching

Abstract

This qualitative longitudinal study examines how six novice teachers in the Czech Republic perceive the development of their professional competencies over two years regarding competency framework. Using IMPG model, we analysed teacher's competency trajectories based on interviews. While some areas showed growth, most reflected stagnation or decline. Teachers attributed non-growth to perceived mastery from pre-service training, lack of understanding, limiting beliefs, lack of agency, and external barriers. Findings highlight the fragmented nature of early professional learning and suggest that competency frameworks should be used diagnostically—to identify where growth is blocked and to guide targeted support in novice teacher development.