Abstract
This article is about school leadership education. The article presents the school leaders support to beginning teachers in Kyrgyzstan. Beginning teachers’ initial experiences are the most challenging and influential in their future careers. School leaders are reportedly the most significant persons in beginning teachers’ initial experiences at school. This article is based on the findings of a qualitative case study which explored beginning teachers’ initial period of work at schools, and in particular what challenges they face and how they get support from school administrators. The study demonstrates that school leaders play critical role in helping new teachers adjust well to a new workplace. The study findings offer significant policy and practical implications.