Identifies and compares educators' perceptions of the effectiveness of their schools' dissemination of standardized test results, based on 97 Ohio districts' survey replies. For each survey item, teachers' ratings were lower than supervisors' ratings. However, all 495 respondents rated their schools' dissemination performance as above average. (13…

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…

This volume presents a summary of the responses of 62 first-year teachers to a seven-page instrument entitled, "An Appraisal of My Preparation as a Teacher at Bowling Green State University." A copy of the instrument is presented. Selected narrative summary comments are made, and following these comments are summary tabular data related…

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 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…

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

Analysis of the extent to which 24 working conditions influenced the self-perceived reality shock of 211 beginning teachers revealed that the subjects' reality ratings were more positive than their expectation ratings in only two areas: help from other teachers and administrator observations. Teachers generally reported different sources of…

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…

First-year teachers' perceptions of the helpfulness of their teacher mentoring experiences during their induction into the profession were investigated in this study. It was found that most novice teachers perceived their mentoring experiences to be helpful; however, they rated other professionals in their school districts as being more helpful in…

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…

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…

The bulk of this monograph consists of a seven volume set of evaluation reports related to teachers' appraisals of their Bowling Green State University (BGSU) preparation for the teaching profession. The reports are based on the responses of 552 1980-85 graduates of the College of Education. Each volume presents summaries of how the former BGSU…

This study investigated whether or not selected academic ability indices and personal characteristics of 65 teachers (all were Bowling Green State University teacher candidates who began their teacher training in 1985 and who by June 30, 1989 had completed their first year of full-time classroom teaching) were associated with longitudinal changes…

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…