Induction is a process that provides novice instructors with support needed to be successful in the classroom. Research shows that teachers receive three main types of support during the induction phase: mentor/collegial support, administrative support and instructional support (Howe, 2006; Ingersoll & Smith, 2004; Killeavy, 2005). As a result of high attrition rates for teachers, some states in the nation are now taking seriously the challenge to create alternatives to the traditional undergraduate college teacher education program route for certifying teachers (Shakrani, 2008). The purpose of this study was to determine the contribution of induction programs to the development of novice high school teachers in an urban school district in Georgia. The researcher utilized a quantitative method to gather data. The purpose of the survey was to collect opinions and attitudes about the induction process from first year teachers in an urban school district. The survey consisted of three parts: demographic information, questions about the types of mentor/collegial support, instructional support, and administrative support received during the induction year. Surveys were administered to first year high school teachers in the district. The results were disaggregated by certification type: traditionally trained instructors and non-traditionally trained instructors. A Pearson r Product Moment Coefficient was used to determine if a significant relationship between novice teachers' perceptions of administrative support, mentor/collegial support and instructional support and its level of importance. There was a statistically significant relationship between novice teachers' perceptions of the level of mentor/collegial support they received and their rating of its level of importance.
","abstract_html":"<p>Induction is a process that provides novice instructors with support needed to be successful in the classroom. Research shows that teachers receive three main types of support during the induction phase: mentor/collegial support, administrative support and instructional support (Howe, 2006; Ingersoll & Smith, 2004; Killeavy, 2005). As a result of high attrition rates for teachers, some states in the nation are now taking seriously the challenge to create alternatives to the traditional undergraduate college teacher education program route for certifying teachers (Shakrani, 2008). The purpose of this study was to determine the contribution of induction programs to the development of novice high school teachers in an urban school district in Georgia. The researcher utilized a quantitative method to gather data. The purpose of the survey was to collect opinions and attitudes about the induction process from first year teachers in an urban school district. The survey consisted of three parts: demographic information, questions about the types of mentor/collegial support, instructional support, and administrative support received during the induction year. Surveys were administered to first year high school teachers in the district. The results were disaggregated by certification type: traditionally trained instructors and non-traditionally trained instructors. A Pearson r Product Moment Coefficient was used to determine if a significant relationship between novice teachers' perceptions of administrative support, mentor/collegial support and instructional support and its level of importance. There was a statistically significant relationship between novice teachers' perceptions of the level of mentor/collegial support they received and their rating of its level of importance.</p>","abstract_has_math":false,"creators":["Fears, Shaundra"],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["Barbara Mallory","Jennie Rakestraw","n/a"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:12Z","subjects":["ETD","Teacher induction","High school teachers","Mentor support","Administrative support","Instructional support","Professional development","First year teacher","Alternative certification","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/584","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara Mallory","Jennie Rakestraw","n/a"]},{"key":"dc:creator","label":"Author","values":["Fears, Shaundra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-08-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Teacher induction","High school teachers","Mentor support","Administrative support","Instructional support","Professional development","First year teacher","Alternative certification","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/584"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Induction is a process that provides novice instructors with support needed to be successful in the classroom. Research shows that teachers receive three main types of support during the induction phase: mentor/collegial support, administrative support and instructional support (Howe, 2006; Ingersoll & Smith, 2004; Killeavy, 2005). As a result of high attrition rates for teachers, some states in the nation are now taking seriously the challenge to create alternatives to the traditional undergraduate college teacher education program route for certifying teachers (Shakrani, 2008). The purpose of this study was to determine the contribution of induction programs to the development of novice high school teachers in an urban school district in Georgia. The researcher utilized a quantitative method to gather data. The purpose of the survey was to collect opinions and attitudes about the induction process from first year teachers in an urban school district. The survey consisted of three parts: demographic information, questions about the types of mentor/collegial support, instructional support, and administrative support received during the induction year. Surveys were administered to first year high school teachers in the district. The results were disaggregated by certification type: traditionally trained instructors and non-traditionally trained instructors. A Pearson r Product Moment Coefficient was used to determine if a significant relationship between novice teachers' perceptions of administrative support, mentor/collegial support and instructional support and its level of importance. There was a statistically significant relationship between novice teachers' perceptions of the level of mentor/collegial support they received and their rating of its level of importance.
"]},{"key":"dc:title","label":"Title","values":["A Study of Teacher Induction in High Schools of an Urban School District in Georgia"]}]}],"canonical_facts":{"dc:contributor":["Barbara Mallory","Jennie Rakestraw","n/a"],"dc:creator":["Fears, Shaundra"],"dc:date.available":["2013-08-07T07:00:00Z"],"dc:description.abstract":["Induction is a process that provides novice instructors with support needed to be successful in the classroom. Research shows that teachers receive three main types of support during the induction phase: mentor/collegial support, administrative support and instructional support (Howe, 2006; Ingersoll & Smith, 2004; Killeavy, 2005). As a result of high attrition rates for teachers, some states in the nation are now taking seriously the challenge to create alternatives to the traditional undergraduate college teacher education program route for certifying teachers (Shakrani, 2008). The purpose of this study was to determine the contribution of induction programs to the development of novice high school teachers in an urban school district in Georgia. The researcher utilized a quantitative method to gather data. The purpose of the survey was to collect opinions and attitudes about the induction process from first year teachers in an urban school district. The survey consisted of three parts: demographic information, questions about the types of mentor/collegial support, instructional support, and administrative support received during the induction year. Surveys were administered to first year high school teachers in the district. The results were disaggregated by certification type: traditionally trained instructors and non-traditionally trained instructors. A Pearson r Product Moment Coefficient was used to determine if a significant relationship between novice teachers' perceptions of administrative support, mentor/collegial support and instructional support and its level of importance. There was a statistically significant relationship between novice teachers' perceptions of the level of mentor/collegial support they received and their rating of its level of importance.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/584"],"dc:subject":["ETD","Teacher induction","High school teachers","Mentor support","Administrative support","Instructional support","Professional development","First year teacher","Alternative certification","Education"],"dc:title":["A Study of Teacher Induction in High Schools of an Urban School District in Georgia"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:27:12Z"}