The purpose of this study was to examine elementary school leaders' perceptions of the induction programming they provided provisionally licensed teachers. The research question guiding this study was: What are the perceptions and experiences of elementary school leaders in relation to the induction programming and support they are responsible for providing provisionally licensed teachers? The sub-question was: How do elementary school leaders differentiate induction support for provisionally licensed teachers? This research contributes to the literature by presenting school leaders' perceptions of induction support for a growing number of provisionally licensed teachers entering the teaching profession. Qualitative study data were collected from 15 elementary school leaders across Virginia using a demographic survey and semi-structured, one-on-one interviews. A data analysis of leaders' perceptions provided insight on support structures, leaders' responsibilities, and additional support needed for provisionally licensed teachers. The summarized findings indicate that elementary school leaders view mentoring, coaching, and peer observations as crucial support structures for provisionally licensed teachers. The research highlighted the significance of communication, resource management, and workload management in fulfilling school leaders' responsibilities toward these teachers. Further findings emphasized the importance of career development for support staff, fostering a supportive school and community environment, the need for enhanced division-level support, and the necessity for targeted professional development aimed at provisionally licensed teachers. Implications included formalizing mentoring, coaching, and peer observation support, maintaining communication, allocating resources, and cultivating an inclusive school culture to support provisionally licensed teachers. The findings and implications may be helpful to school leaders planning induction support for provisionally licensed teachers. / Doctor of Education / The purpose of this study was to examine elementary school leaders' perceptions of the induction programming they provided provisionally licensed teachers. This research contributes to the literature by presenting school leaders' perceptions of induction support for a growing number of provisionally licensed teachers entering the teaching profession. Qualitative study data were collected from 15 elementary school leaders across Virginia that pertained to the purpose and research questions using a demographic survey and semi-structured, one-on-one interviews. A data analysis of leaders' perceptions provided insight on support structures, leaders' responsibilities, and additional support needed for provisionally licensed teachers. Ten findings identified that elementary school leaders perceived mentoring, coaching, and peer observations as important induction support structures for provisionally licensed teachers. Other findings that pertained to school leaders' responsibilities included the importance of communication, resource management, and managing the workload and support for provisionally licensed teachers. The findings also identified the career development of support staff, building a supportive school and community, the need for increased division-level support, and targeted professional development for provisionally licensed teachers. Implications included formalizing mentoring, coaching, and peer observation support, maintaining communication, allocating resources, and cultivating an inclusive school culture to support provisionally licensed teachers. The findings and implications may be helpful to school leaders planning induction support for provisionally licensed teachers.

Orientador: Eliana Bolorino Canteiro Martins / Resumo: A dissertação objetiva analisar os motivos que interferem na medida protetiva de acolhimento institucional de crianças e adolescentes para efetivar o princípio da provisoriedade preconizada no Estatuto da Criança e do Adolescente (ECA) (BRASIL, 1990), fundamentado na Doutrina de Proteção Integral e reforçado em novos marcos jurídicos (Lei n. 12.010 de 2009 e Lei n. 13.509 de 2017) (BRASIL, 2009, 2017). Diante do contexto político-econômico-social e cultural da realidade brasileira, do acirramento das expressões da Questão Social, do retrocesso das Políticas Sociais pautadas no ideário neoliberal, a indagação que permeia à pesquisa está atrelada aos desafios para concretizar o princípio da provisoriedade do acolhimento institucional de crianças e adolescentes, garantindo lhes a convivência familiar e comunitária, prioritariamente na sua família de origem. Definimos as categorias teóricas: abandono, invisibilidade da criança e do adolescente, acolhimento institucional, provisoriedade, convivência familiar, políticas sociais e o Sistema de Garantia de Direitos (SGD), como pilares da pesquisa desde a investigação até as análises interpretativas, tendo como perspectiva as categorias filosóficas do método crítico. A metodologia foi quantiqualitativa, a qual possibilitou a compreensão dos múltiplos fatores que incidem sobre a questão do acolhimento institucional em um município do interior paulista de grande porte, cenário da pesquisa. Os participantes da pesquisa foram os represent... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The dissertation aims to analyze the reasons that interfere in the protective measure of institutional reception of children and adolescents to effect the principle of provisionally advocated in the Statute of Children and Adolescents (ECA) (BRAZIL, 1990), based on the Doctrine of Integral Protection and reinforced in new legal frameworks (Law no 12,010 of 2009 and Law no 13,509 of 2017) (BRAZIL, 2009, 2017).Considering the political-economic-social and cultural context of the Brazilian reality, the intensification of the expressions of the Social Matter, the setback of Social Policies based on the neoliberal ideology, the question that permeates the research is linked to the challenges to concretize the principle of the provisional reception institutionalization of children and adolescents, ensuring family and community coexistence, primarily in their family. We defined the theoretical categories: abandonment, invisibility of children and adolescents, institutional reception, temporariness, family coexistence, social policies and the Rights Guarantee System (SGD), as pillars of research from research to interpretative analyses, having as perspective the philosophical categories of the critical method. The methodology was quantitative and qualitative, which made it possible to understand the multiple factors that affect the issue of institutional care in a large city in the interior of São Paulo, where the research took place. The participants in the research were the represe... (Complete abstract click electronic access below) / Mestre