Date of Award

2024

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education

Department

Teacher Education

First Advisor

Jennifer Lovelace, PhD

Second Advisor

Jan Burcham, PhD

Third Advisor

Anna Hart, EdD

Abstract

This qualitative narrative case study examines the perceptions of elementary school induction teachers on video coaching as a job-embedded professional development strategy. The research was conducted with 12 induction teachers from an urban school district in Georgia, utilizing questionnaires, focus groups, and individual interviews. Nine teachers participated in focus groups, and four in individual interviews. Initially, teachers expressed negative views about video coaching, primarily due to discomfort with being recorded. However, over time, increased self-reflection and structured mentor feedback led to a positive shift in perceptions. Teachers reported heightened self-awareness, instructional improvements, and a stronger emotional connection to their teaching practices. The findings highlight video coaching’s potential to enhance professional growth, improve instructional effectiveness, and support teacher retention. This study provides valuable insights for the design of induction programs, emphasizing reflective practices and the critical role of mentor guidance in supporting early-career educators.

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