Part of the formation of teacher professional identity is caused by the organizational, professional and social condition perceived by novice teachers. An international collaboration project involving seven countries across African and Asian region was set up under the name of Group C African Asian Dialogue Project in order to survey professional identity among teachers in the respected countries. This article focused on the first dimension of the research collaboration endeavor which is to study the organizational, professional and social condition perceived by novice teachers in Bangladesh, Japan, Malaysia, South Africa, Thailand, Uganda and Vietnam. Novice teachers were chosen as the samples of the study as they are in the crucial position in coping with the transition from being considered as preservice teachers to in-service teachers. The challenges arise when they have to accommodate with what they have learnt in the classroom at the university with the challenges and the realities in the school setting to rationalize the significance of professional identities among the novice teachers. The findings of this study are reported based on the percentage response distribution of each items asked in the questionnaire. The results showed that there are some uniformity and variability on how novice teachers perceive their organizational, professional and social condition in the context of their professional identity.