Stat Bull Metrop Insur Co. 1993 Jul-Sep;74(3):10-7.
As part of MetLife's series of annual surveys of the American teacher, a cohort of "new" teachers was identified in 1990 and followed over the first two years of their careers. Among these first-time teachers, the level of optimism associated with teaching and the educational environment decreased between 1990 and 1992. This was offset, however, by a fairly strong commitment to the teaching profession and to students as well as to a continued belief that teachers could positively affect the lives of their students. After two years of teaching, 70 percent of the teachers continued to be "very satisfied" with their work experience with students and almost 60 percent were as highly satisfied with their interactions with other teachers. Only 25 percent of the teachers were "very satisfied" with experiences with the parents of their students, however. High school teachers, teachers in inner-city schools and those with the largest proportion of minority and/or low-income students were consistently more negative than teachers in other settings about their ability to make a positive influence on their students' lives. Nineteen percent of teachers thought it likely that they would give up teaching within the next five years. Lack of support or help from students' parents was tied with lack of support from the school administrators as the major reason for leaving the profession.
作为大都会人寿保险公司对美国教师进行的年度系列调查的一部分，1990年确定了一批“新”教师，并在他们职业生涯的头两年对其进行跟踪调查。在这些初任教师中，1990年至1992年间，与教学及教育环境相关的乐观程度有所下降。然而，对教师职业、学生的相当坚定的投入，以及对教师能够对学生生活产生积极影响的持续信念，抵消了这种下降。经过两年教学后，70%的教师对与学生的工作经历仍“非常满意”，近60%的教师对与其他教师的互动同样高度满意。然而，只有25%的教师对与学生家长的经历“非常满意”。高中教师、市中心学校的教师以及所教学生中少数族裔和/或低收入学生比例最大的教师，在对学生生活产生积极影响的能力方面，始终比其他环境中的教师更为消极。19%的教师认为他们很可能在未来五年内放弃教学。学生家长缺乏支持或帮助与学校管理人员缺乏支持并列为离开该职业的主要原因。
