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Abstract—This study explored the challenges of novice teachers during Covid-19   at a selected rural school in the Thabo Mofutsanyane  District,  Free  State  province  of  South  Africa.  It  adopted  the  qualitative multiple case  studies  research  method to analyse the problem statement comprehensively. Telephonic semi-structured interviews were held involving eight  novice  teachers  (five  females  and  three  males)  selected from  two  rural  schools.  Moreover,  an  Interpretive  Phenomenological Analysis was used for data analysis. The results revealed novice teachers lacked psychological and emotional support services during Covid-19. They became vulnerable to the uncertainty of tomorrow, stress, depression, isolation, anxiety, the need to change to online learning abruptly, and the need to adapt to advanced technology. The results further found that Covid-19 and its related consequences will deteriorate as novice teachers become used to the new  norm of  doing  things.  Therefore,  it  is  recommended  that  decision-makers  and  school  managing  bodies should  support  novice  teachers  by  developing  structural  support  strategies  to  help  improve  teacher well-being  and  mental  health.  Because  without  proper  coping  mechanisms,  the  negative  feelings experienced  by  teachers  could  affect  rural  schools' teaching and learning processes.

Keywords: Covid-19  , Novice teachers, Rural schools

Mofokeng, R.M. (2023). Challenges of novice teachers at a rural school in Thabo Mofutsanyane District, South Africa. International Journal of Studies in Psychology, 3(1), 1-5. https://doi.org/10.38140/ijspsy.v3i1.896.