| In consideration of the unprecedented expectations and challenges faced by educators today, it has become increasingly important to ensure that preservice and beginning teachers are adequately prepared for the realities of teaching in the twenty-first century. The purpose of this research investigation was to obtain and measure preservice and beginning teachers' perceptions of their preparedness to teach. The constructs, which framed the study, were designated in the literature as areas that presented challenges for new teachers including: (a) inclusion, (b) classroom management, (c) technology integration and, (d) the teaching practicum. A quantitative descriptive research design was employed to address and began to bridge the gap in the knowledge base regarding teacher-efficacy beliefs. Utilizing a six point Likert-type survey with two open-ended questions, the research instrument was administered to a sample of approximately 350 new teachers, with a response rate of (162) or 48% of the sample. Research findings focused on teachers' efficacy levels in specific topical areas as well as the differences in the responses given by preservice as opposed to new teachers. Analysis of quantitative research findings illustrated no statistically significant difference between preservice and beginning teachers' perceptions of preparedness to teach, for any of the constructs measured. There was also no statistically significant difference between how preservice teachers perceive their preparedness to teach and how beginning teachers perceive their preparedness. Analysis of findings from the open-ended questions determined that both preservice and beginning teachers were proactive in their approach to overcoming identified barriers affecting perceptions of preparedness to teach. Research findings from the study will be of benefit to preservice and newly hired teachers, teacher training programs and those responsible for the certification, licensing, hiring and monitoring of new teachers. Further, the research investigation provided the groundwork for additional research on teacher-efficacy beliefs for a broader population. |
