Novice-expert school teachers' conflicts and support significantly contribute to the working relationship, teaching performance and retention. The present study aims to phenomenologically analyze novice-expert school teachers' experiences of mutual support and conflicts and how it helps their professional development. Seven expert and seven novice teachers were purposively selected from private and public schools from a district located in Punjab, Pakistan, who were interviewed to gain an insight into the phenomenon. The collected data were transcribed and analyzed employing thematic analysis guided by the selected qualitative approach. It was revealed from the themes and sub-themes that novice teachers get support from the expert teachers, and they developed self-confidence and techniques to manage a classroom, solve students' problems and adjust themselves in the school successfully. The study implies that the conflicts between novice and experienced teachers can be resolved through promoting mutual understanding, cooperation, and communication.

Many teachers are recruited to meet the needs of the increased number of students in the schools. The nature of newly inducted and experienced teachers working relationships determine the academic environment of the school. The present study aims to interview newly inducted and experienced teachers to understand how both the teachers establish relationships and what they can learn from each other during their professional duties. Seven teacher participants from each of the newly inducted and experienced teachers were selected working in public and private sector schools of a large district in Pakistan. The participants were selected purposively, and the data collected through interviews were analyzed using the line-by-line approach for coding the data and formulating the themes and sub-themes. The themes reflected that newly inducted and experienced teachers had supportive relationships and learned from each other. The newly inducted teachers learned teaching strategies, classroom management, and knowledge about the school and students from the experienced teachers, and the experienced teachers learned how the teachers should be friendly with the students.