This report examines the working lives of new teachers through the TALIS 2008 survey of lower-secondary teachers and schools. New teachers are defined as having two years or less of teaching experience. In most countries, new teachers assume virtually the same teaching responsibilities as more experienced teachers, but they report that they often lack the necessary classroom management skills for effective teaching and learning. Their classrooms often have insufficient time devoted to teaching and learning and poorer disciplinary climate. Table of contents Chapter 1. Why are New Teachers Important? Chapter 2. The School where New Teachers Work Chapter 3. Support and Development Initiatives for New Teachers Chapter 4. The Work of New Teachers Chapter 5. How Effective are New Teachers? Chapter 6. Policy Implications