CAREER PLANS AND WORK PERCEPTIONS OF PRESERVICE TEACHERS

This article examines the reasons for entry, work perceptions, and the future career plans of 272 preservice teachers who entered a highly selective graduate teacher education program in 1987 and 1988. The profile of their job expectations was compared with that of a sample of experienced teachers. The study concludes that these talented students are entering the profession mainly for altruistic reasons and have fairly realistic views of working conditions; however, many plan to remain only if they derive the expected satisfaction from working which children. The findings are compared to labor market forecasting theories which could direct policy makers in their efforts to attract and retain high ability individuals to the teaching profession.