Findings of a follow-up study of 694 teacher education graduates' perceptions of need, proficiency, and source of proficiency are presented. Implications of the results are discussed. (MT)

Survey of teachers reveals that high need competencies were learned on the job, not in college. (Ed.)

A survey of the perceived competencies and needs of elementary and special education teachers revealed that keeping order in the classroom and developing students' social skills were areas in which the teachers' need for competency was higher than their proficiency. (Editor)

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…

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 involved the assessment of classroom teachers' standardized and mastery program testing needs and proficiencies by a random sample of Ohio principals and supervisors (N=586). A total of 229 supervisors, 313 building principals, and 44 individuals in related supervisory roles was used. The findings from the investigation support the…

In order to further existing knowledge about classroom testing practices, this study surveyed Ohio supervisors' and principals' perceptions of beginning teachers' needs for and proficiency in selected testing and evaluation competencies. Respondents considered typical beginning elementary and secondary teachers, rather than teachers of special…