Teachers entered the field of education with varied educational experiences that left many first-year teachers feeling unprepared to lead their classrooms successfully. The quantitative study aimed to determine how and to what extent teachers perceived their preparedness as first-year teachers in classroom management, curriculum and planning, and instruction. The study offered to fill gaps in the literature by collecting data directly from elementary, middle, and high school teachers in the field with varied years of experience who were certified via different certification pathways. The theoretical framework of Personnel Theory with a specific lens to Ability-Motivation-Opportunity (AMO) Theory provided a basis for the study. Runhaar (2016) suggested educational systems could benefit from integrating AMO into human resource practices. The study's results found differentiated onboarding is a necessary way to improve the HRM systems in education. Induction programs and professional development should provide teachers with differentiated training. The study's implications for leaders suggest crafting induction program training to align with the specific needs of the schools and districts where teachers are to enter. With the lens of common goals, leaders can use the study's survey as a preassessment to place teachers in professional development that is differentiated to their individual needs to increase teacher preparedness at all levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]