Résumé:
Many EFL students graduate from Algerian universities every year. Some of them, regardless of their level or
training, will have the opportunity to be either substitute or fully-fledge teachers in secondary or middle schools. Some newlyrecruited teachers tend not to be well-qualified and trained during their undergraduate studies and/or during the induction
period into teaching.When they are newly recruited to teach in schools, they may face some difficulties which tend to hamper
effective performance in the new occupation due to their lacking experience.Therefore, they would face some challenges of
adaptation and struggles during theirearly years of teaching. This study, therefore, is an attempt to investigatethe expected
challenges faced by newly-recruited or novice teachersin a number of rural areas in the city of Mostaganem, a town situated in
the Western North of Algeria. To carry out this research, we administered a questionnaire to fourteen EFL newly-recruited
teachers in middle and secondary schools from ruralregions in Mostaganem. Eventually, we put forward that a significant
number ofnovice EFL teachers may encounter some obstacles with regard to a gap that does exist between their formation and
the different requirements of the profession. The research findings reveal that some EFL beginning instructors are partly
dissatisfied with their undergraduate and in-service training in teaching, thereby, experiencing some difficulties. Nonetheless,
the informants in this study brought to lightsome factors which alleviate newly-recruited teachers’ challenges and help them
well-experience their early years of teaching.
