An Exploratory Study of New Teacher Induction in Title I Elementary Schools in Georgia

<p>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.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Education

Year

2025

Author dc:creator

• Thompson, Emilie Cole

Contributors dc:contributor

• Jessica Banks
• Lauren Neal
• Anna Hart

• novice teacher
• new teacher induction
• mentor
• mentee
• Education

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/558

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1560