Term of Award
Doctor of Education (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
College of Education
Committee Member 1
Committee Member 2
Committee Member 3
Mary Kay Bacallao
Committee Member 3 Email
In recent decades, researchers have made considerable contributions to the field of teacher induction. Yet limited research has been conducted on how Georgia school districts incorporate induction programs and their perceived impact. This mixed-methods study used a pragmatic approach to identify the induction supports offered in three East Central Georgia school districts and investigate induction phase elementary teachers’ perceptions of these induction supports. Analysis of survey and focus group data identified three supports critical to teacher induction (1) mentoring, (2) needs-based professional support and development, and (3) peer observations. Recommendations were also made for improving current induction practices to include adding more collaborative induction components such as scheduled release time for peer observations and planning; assignment of grade/subject alike mentor; and job-embedded learning. This study extends the existing body of induction research and provides a lens for district leaders to focus future induction planning with particular focus on East Central Georgia.
Cushman, Carey Anne, "Beginning Teachers’ Perceptions of Induction Programs in East Central Georgia" (2019). Electronic Theses and Dissertations. 1916.
Research Data and Supplementary Material