Differences between Self- Perceived Job Expectations and Job Realities of Beginning Teachers

The primary purpose of this study was to ascertain the extent to which 24 working conditions impacted upon the self-per ceived reality shock of four groups (N = 211) of beginning teachers (elementary, secondary, specialized, and special edu cation) who were teaching in three types of schools (rural, urban, and suburban). For only two working conditions were the teachers' reality ratings more positive than their expectation ratings: help from other teachers and observations by adminis trators. Beginning secondary teachers reported more reality shock than did the elementary teachers; teachers employed by urban schools reported more than those employed by rural or suburban schools. Suburban teachers expressed more disap pointment with the rapport and respect of students than were their urban and suburban counterparts. Elementary, secondary, and special area teachers reported different sources of disap pointment in their first year of teaching.