The primary purpose of this study was to ascertain the extent that 24 working conditions impacted upon the reality shock of four groups (N=211) of beginning teachers (elementary, secondary, specialized, and special education) who were teaching in three types of schools (rural, urban, and suburban). For only two working conditions were the…

The primary purpose of this investigation was to ascertain for a group of prospective teachers (N=563) the extent to which selected measurements of their cognitive, affective, and personal characteristics accounted for or explained the variance of the "scores" associated with 15 of their motives or reasons for becoming teachers. From a…

Preservice and inservice teachers (N=1,193) were surveyed in a study that investigated purported developmental changes in teachers from early preservice training through the fifth year of teaching experience. Results indicated changes in teachers' concerns and attitudes do occur and some of these changes are related to gender and teaching field.…

This study was designed to investigate relationships between student characteristics and changes during student teaching in anxieties, attitudes, and concerns about teaching. The subjects were three groups of students: 151 beginning student teaching, 162 completing student teaching, and a subset of 81 for whom both pre- and post-student teaching…

This study investigated possible relationships between selected teacher candidate characteristics and changes in concerns about teaching reported prior to and following teacher preparation for those candidates successfully entering or failing to enter the teaching profession. A longitudinal sample of 242 teacher candidates reported concerns about…

This study was designed to investigate relationships between selected teacher characteristics and changes in attitudes and concerns toward teaching during preservice training and the first five years of inservice teaching. Six groups of subjects (N=1,193) were used in the study; three groups of prospective teachers at various stages of preservice…

A total of 694 1976-1980 graduates of Bowling Green State University (Ohio) teaching in rural, urban, and suburban settings, representing elementary, secondary, specialized and special education fields, and having from one to five years of teaching experience comprised the sample for this study. Responses of these teachers to a 19-item…

The purpose of this longitudinal study was to investigate whether or not selected academic ability indices and personal characteristics of 117 teachers were associated with changes in their attitude toward their teaching as a career measured upon the commencement of training, the end of student teaching, and completion of their fifth year of…

This study investigated changes in outstanding teachers' concerns about teaching at four distinctly different career stages, based on F. Fuller's model of teacher development. Four samples totalling approximately 300 preservice and inservice teachers were administered the Teacher Concerns Questionnaire upon commencement of training or in early,…

A sense of efficacy, the extent to which teachers believe that they have the capacity to affect pupil performance, is related to both teaching behaviors and pupil performance. This study was designed to test the developmental hypothesis that teachers' sense of efficacy would increase during their successful progression through preservice training…

This study examined whether teacher candidates' anxiety about teaching in accord with teacher development theory decreased through teacher preparation and the fifth year of teaching and whether changes in anxiety related to academic ability and personal attributes. Participants were 117 teacher candidates who completed approximately 5 years of…

This study was conducted to compare a 1990 sample of beginning teachers with a 1985 sample of beginning teachers who had graduated from the same university. The study was designed to test the hypothesis that the 1990 sample, which had experienced greater emphasis on field experiences and structured beginning teacher induction programs, would…

The purpose of this longitudinal study was to ascertain whether or not prospective teachers' anxiety about teaching decreased through teacher training and the first year of teaching in accord with teacher development theory and whether or not longitudinal changes in anxiety about teaching were associated with selected academic ability and personal…

This document presents a summary of follow-up evaluation studies of basic and advanced education graduates, conducted by the Office of Educational Research and Services at Bowling Green State University (Ohio) over the last few years. (The university's evaluative follow-up endeavors have been closely tied to a needs assessment model, and a major…

This study analyzed data from teachers (personal characteristics, basic skills, concerns, locus of control, and academic achievement) from the beginning of preservice preparation through the fifth teaching year. Results found developmental changes in concerns about teaching over time, indicating relationships between changes in teaching concerns…