Term of Award

Spring 2019

Degree Name

Doctor of Education (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

Meca Williams-Johnson

Committee Member 1

Delores Liston

Committee Member 2

Deborah Thomas

Committee Member 3

Mary Kay Bacallao

Committee Member 3 Email

BACALLAO_MK@mercer.edu

Abstract

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.

OCLC Number

1104328794

Research Data and Supplementary Material

No

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