The findings of this paper may be of particular interest to projects dealing with teacher shortage and retention issues.
Abstract: "Does teacher education influence what teachers feel prepared to do when they enter the classroom? Are there differences in teachers' experiences of when they enter through different programs and pathways? This study examines data from a 1998 survey of nearly 3000 beginning teachers in New York City regarding their views of their preparation for teaching, their beliefs and practice, and their plans to remain in teaching...The extent to which teachers felt well prepared when they entered teaching was significantly correlated with their sense of teaching efficacy, their sense of responsibility for student learning, and their plans to remain in teaching."
