Date of Award

Spring 2020

Document Type


Degree Name

Doctor of Education (EdD)


College of Education


Department of Education

Primary Advisor

Dr. Sherrie N. Johnson

Second Advisor

Dr. Janet L. Deck

Third Advisor

Dr. Brenda K. Small


Past research indicates that new teachers entering the classroom are not equipped with necessary training to effectively manage a classroom. Therefore, it is essential that schools provide induction programs that will provide necessary support, specifically related to classroom management. This qualitative study conducted in-depth research into participants’ perspectives specifically related to teacher induction processes and classroom management across two high schools within the same district. Data within this study were collected through interviews and observations with first-through-third-year teacher induction participants at both study schools. The study has provided research on induction participants’ perceptions of relevant content to be included within teacher induction processes. Additionally, this study confirmed that classroom management strategies presented during induction sessions positively influenced student behavior, with the implementation of procedures and routines promoting student engagement. Finally, the study has documented consistencies and inconsistencies across the two participating study schools.