Bridging preparation and practice: An inquiry into early-career teacher development in Brunei Darussalam

Original Research

Written by:

Louise Pagden, Jennyfer Townsend, Gary Stanyard, Siti Suhailla Binti Azmi, Zuraifah Binti Haji Mohd Tahir and Nurul Safuraa Nasibah Binti Mohd Zali

Published on: February 19, 2026

10 min read

LOUISE PAGDEN, JENNYFER TOWNSEND AND GARY STANYARD, CFBT EDUCATION SERVICES, BRUNEI DARUSSALAM SITI SUHAILLA BINTI AZMI, ZURAIFAH BINTI HAJI MOHD TAHIR AND NURUL SAFURAA NASIBAH BINTI MOHD ZALI, DEPARTMENT OF PLANNING, DEVELOPMENT AND RESEARCH, MINISTRY OF EDUCATION, BRUNEI DARUSSALAM This mixed-methods study investigates how pre-service preparation, school context and professional learning experiences influence the development needs of early career teachers (ECTs) in Brunei Darussalam. Data was collected from 227 primary and secondary teachers via surveys and from 11 teachers through focus group discussions. Literature review The quality of teaching remains the single most important school-level factor influencing pupil outcomes (Hattie, 2015). Yet many countries continue to experience difficulties in attracting and retaining talented teachers, with attrition rates highest during the early years of a teacher’s career (Guarino et al., 2006; OECD, 2022). Although data for Brunei

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.

Aspfors J and Fransson G (2015) Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education 48: 75–86.
Darling-Hammond L, Hyler ME and Gardner M (2017) Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
European Commission (2018) Teaching careers in Europe: Access, progression and support: Eurydice report. Available at: https://op.europa.eu/en/publication-detail/-/publication/435e941e-1c3b-11e8-ac73-01aa75ed71a1 (accessed 1 December 2025).
Evertson CM and Smithey MW (2000) Mentoring effects on protégés’ classroom practice: An experimental field study. The Journal of Educational Research 93(5): 294–304.
Fantilli RD and McDougall DE (2009) A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education 25(6): 814–825.
Gordon J (2020) Support and development needs of early career teachers: What works, what matters. Teaching Education 31(2): 197–214.
Gu Q, Leithwood K, Eleftheriadou S et al. (2026) How school leaders retain experienced and capable teacher mentors. Education Sciences 16(1): 14.
Guarino CM, Santibañez L and Daley GA (2006) Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research 76(2): 173–208.
Hairon S, Loh SH, Lim SP et al. (2020) Structured mentoring: Principles for effective mentoring. Educational Research for Policy and Practices 19(2):105–123.
Hattie J (2015) What Works Best in Education: The Politics of Collaborative Expertise. London: Pearson.
Hobson AJ, Ashby P, Malderez A et al. (2009) Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education 25(1): 207–216.
Hogan J and White (2021) A self-study exploration of early career teachers adaptive strategies of experienced teachers. Australian Journal of Teacher Education 46(5): 18–36.
Ingersoll RM and Strong M (2011) The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research 81(2): 201–233.
Johnson SM (2019) Where Teachers Thrive: Organizing Schools for Success. Cambridge, MA: Harvard Education Press.
Kelchtermans G and Ballet K (2002) Micropolitical literacy: Reconstructing a neglected dimension in teacher development. International Journal of Educational Research 37(8): 755–767
Kutsyuruba B and Godden L (2019) The role of mentoring and coaching as a means of supporting the well-being of educators and students. International Journal of Mentoring and Coaching in Education 8(4): 229–234.
Kutsyuruba B, Walker K and Godden L (2019) Contextual factors in early career teaching: A systematic review of international research on teacher induction and mentoring programs. Journal of Global Education and Research 3(2): 85–123.
Kyriacou C (2001) Teacher stress: directions for future research. Educational Review 53(1): 27–35.
Leithwood K, Gu Q, Eleftheriadou S et al. (2024) Developing and retaining talented mentors: How leaders can make their school more attractive for teachers and better for students. UCL Centre for Educational Leadership. Available at: https://discovery.ucl.ac.uk/id/eprint/10188153/1/ECF%20Mentor%20Research%20Report_2024_Final.pdf (accessed 1 December 2025).
OECD (2019) Teaching and Learning International Survey (TALIS) 2018 results (Vol. 1): Teachers and school leaders as lifelong learners. Available at: www.oecd.org/content/dam/oecd/en/publications/reports/2019/06/talis-2018-results-volume-i_03d63387/1d0bc92a-en.pdf (accessed 1 December 2025).
OECD (2022) Education at a glance 2022: OECD indicators. Available at: www.oecd.org/en/publications/education-at-a-glance-2022_3197152b-en.html#page1 (accessed 1 December 2025).
Sachs J (2005) Teacher education and the development of professional identity: Learning to be a teacher. In: Denicolo PM and Kompf M (eds) Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities. London: Routledge, pp. 5–21.
Schaeffer L and Clandinin DJ (2020) Sustaining teachers’ stories to live by: Implications for teacher induction and mentoring. Teaching and Teacher Education 94: 103092.
Sharma U and Loreman T (2007) Attitudes of pre-service teachers toward inclusion in Australia: The importance of training and experience. Disability & Society 22(2): 135–149.
Skaalvik E and Skaalvik S (2014) Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports 114: 68–77.
Smethem L (2007) Retention and intention in teaching careers: Will the new generation stay? Teachers and Teaching: Theory and Practice 13(5): 465–480.
Stokking K, Leenders F, Stavenga-de-Jong J et al. (2003) From student to teacher: Reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education 26(3): 329–350.
Veenman S (1984) Perceived problems of beginning teachers. Review of Educational Research 54(2): 143–178.

0 0 votes

Please Rate this content

0 Comments

Oldest

Newest Most Voted

Inline Feedbacks

View all comments

Bridging preparation and practice: An inquiry into early-career teacher development in Brunei Darussalam

Join us or sign in now to view the rest of this page

From this issue

Issue 26: Equity in teacher education and development

Impact Articles on the same themes

From the editor

A reflective narrative on supporting international trainee teachers to thrive when teaching in English schools

‘Putting the children first, fighting their corner, being prepared to stick their head above a parapet’: Exploring reasons for the SENDCo recruitment crisis

Designing new pathways into teaching: Widening access, representation and inclusion in school communities through teacher degree apprenticeships

Beyond the pipeline: Drivers of ethnic disparities in teacher recruitment, retention and progression in England

A case study of implementing inclusive academic assessment practice for trainees in an employment-based ITE programme

Enhancing action in supporting international pre-service science teachers via self-study

How can training on culturally responsive mentoring support the integration and inclusion of international trainee teachers on a secondary PGCE?

‘We train dogs but we educate people’: How listening to student voice shapes successful and wider outcomes in initial teacher education – findings from a co-research approach

Do I really fit the mould? Gendered perspectives on becoming and belonging in early career teaching