Abstract
Abstract The purpose of this study was to examine differences and similarities between traditional-aged (up to age 25) and nontraditional-aged (28 years and above) beginning secondary teachers. Personal and professional characteristics were analyzed, as well as teacher career development concern stages. Results suggest differences in personal characteristics, such as marital status and number of children; and professional characteristics, such as how individuals obtain an education degree, level of education, and range of subject matter areas. Further, nontraditional-aged individuals appear to have lower concerns about self when beginning a leaching career. The findings are considered against a backdrop of “concern stage theory” developed by Fuller (1969).
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