Assessing Time Lags’ Effects on New Teachers’ Teaching Effectiveness. A Case of Selected Schools in Ndola District of Copperbelt Province in Zambia.

The transition from teacher education programs to actual classroom teaching is a critical phase in a teacher’s career. However, many newly graduated teachers in Zambia experience prolonged periods between graduation and deployment, a situation that may be influenced by various factors, including administrative bottlenecks and resource constraints. This study sought to explore how these prolonged intervals between graduation and deployment impact their teaching effectiveness. Understanding the effects of this delay is essential for educational stakeholders, including policy makers, teacher training institutions and school administrators to enhance teacher preparedness and student outcomes. And so, purpose of this study was to assess the effects of time lags between graduation and initial deployment on the teaching effectiveness of newly deployed teachers in selected schools in Ndola District, Copperbelt Province, Zambia. The study investigated how delays in deployment influence the quality of instruction delivered by fresh graduates entering the teaching profession