This study was designed to ascertain whether differences existed between the academic, affective, and personal characteristics of teacher education persisters and nonpersisters. The subjects were comprised of a longitudinal sample of approximately 550 teacher candidates entering teacher training at one institution (Bowling Green State University,…

The relationships between measures of anxiety, concerns, and attitude toward teaching and selected personal and academic characteristics of 260 beginning education students were investigated. Relationships were found between these measures and basic academic skills, earliness of decision to enter teaching as a career, relative assurance of…

This study was designed to assess, over a seven-year period from the commencement of teacher preparation through five years of teaching, the development of teachers' self, impact, and task concerns as formulated by Fuller for a longitudinal sample of teachers (N=60) and to determine what, if any, personal and academic attributes of teachers might…

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…

A longitudinal sample of 241 teacher candidates was studied to identify possible relationships between the extent of their success in making the transition from student to teacher and development of their confidence, anxiety, and attitudes about teaching during teacher preparation. Statistical analysis of data collected prior to and near the end…

The purpose of this study was to investigate changes during teacher training in students' anxiety, attitude, concerns, and confidence about becoming a teacher and the relationships between these changes and selected student characteristics. The subjects were comprised of three groups of students (N-581) at three stages of their teacher…

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 sought to determine whether or not teacher training had a predictable impact upon the affective attributes of prospective teachers. Measures of anxiety, attitude, concerns, and confidence about teaching were administered to a sample of 153 prospective teachers before and after their student teaching experience. It was found that as…

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…

This study identified changes in prospective teachers' (N=153) concerns about teaching as they progressed through teacher training, and investigated the relationship between these changes and the prospective teachers' Myers-Briggs personality preferences, Rotter's locus of control orientation, and selected personal attributes. It was found that…

In an effort to provide a better understanding of the possible impact of teacher training upon aspiring teachers, this study was designed to ascertain whether prospective teachers' longitudinal changes in attitude, anxiety, and confidence about teaching were related to, or possibly influenced by, their locus-of-control orientation, personality…

The primary purpose of this study was to determine if transfer students reduced the quality of 547 prospective teachers who were beginning their teacher training at Bowling Green State University (Ohio) during either the spring semester of the 1984-85 or during the fall semester of the 1985-86 academic years. Aptitude, basic academic skills, and…

The influences of students' (N=152) academic, affective, and personal attributes on their success in student teaching (as measured by university supervisors' ratings) were examined in this study. It was found that the following student attributes were related to their student teaching performance: (1) their total university and their education…

In order to assess the effects of reform efforts to recruit more academically able teacher candidates over the previous decade, this study was designed to determine the relationships between selected personal attributes and the differences in the affective characteristics of a 1980's sample and a 1990's sample of teacher candidates. The subjects…

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…