This non-experimental quantitative descriptive comparative study included an investigation of novice teachers' perceptions of preparedness to teach and their supervisors' (employers') perceptions of novice teachers' preparedness to teach using Likert-scale surveys. The archival data were collected from the administration of two Network for Excellence (NExT) Common Metrics Surveys. Five academic-year cohorts were included in the study, using a novice teacher and employer survey. The surveys included questions based on pedagogical standards of effective practice for Pre-K through twelfth-grade teachers. Participants included teachers from six initial licensure programs at a large midwestern university and the novice teachers' employers. Data were analyzed by gender, ethnicity, and licensure program. The purpose of this research study was to reduce the gap in knowledge about teachers' self-efficacy beliefs and new teachers' and supervisors' perceptions of the preparedness of novice teachers after their first year of teaching. To measure the concept of preparedness, the perceptions of preparedness were described through respondent's answers to survey questions assigned to four constructs: instructional practice, learning environment, diverse learners and professionalism. The data analysis included descriptive statistical data to understand overall program effectiveness based on strengths and opportunities in teacher preparedness identified by novice teachers and their employers. The independent t test and one-way ANOVA were used to determine the significance of any differences. The findings included significant differences between gender of novice teachers when the novice teachers' perceptions of preparedness were analyzed using the constructs of learning environment and diverse learners. There were no significant differences among ethnic groups. Supervisors perceived that the novice teachers were more prepared when compared to the novice teachers' perceptions of their own preparedness on each construct, and the differences were significant. There were significant differences among programs in both the Common Metrics Transition to Teaching Survey (CMTTS) and the Common Metrics Supervisor Survey (CMSS). Overall, evidence was identified in this study providing opportunities for improving teacher education program curriculum in the areas of learning environment and diverse learners. [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.]