Date of Award
2025
Type
Dissertation
Major
Doctor of Education
Degree Type
The Degree of Doctor of Education In Curriculum and Leadership
Department
Teacher Education
First Advisor
Jessica Banks
Second Advisor
Lauren Neal
Third Advisor
Anna Hart
Abstract
This qualitative exploratory study examines the experiences of induction teachers participating in induction programs throughout Georgia’s Title I elementary schools. Grounded in semi-structured interviews and document analysis, the research investigated how induction programs address educators' unique challenges in high-need settings. Key findings highlight the importance of intentional mentor pairing, scaffolded support structures, and the inclusion of reflective practices to foster professional growth and teacher retention. The study also identifies gaps in existing induction frameworks, including a lack of tailored mentoring for diverse teaching contexts and insufficient clarity in reflective processes. Recommendations are provided to enhance induction practices by incorporating structured mentorship, ongoing professional development opportunities, and explicit reflective frameworks. This research contributes to understanding effective strategies to support induction teachers in Title I schools, offering actionable insights for policymakers, administrators, and educators committed to improving outcomes in at-risk communities.
Recommended Citation
Thompson, Emilie Cole, "An Exploratory Study of New Teacher Induction in Title I Elementary Schools in Georgia" (2025). Theses and Dissertations. 558.
https://csuepress.columbusstate.edu/theses_dissertations/558
