In Singapore, education is placed as one of the top priorities, as evidenced by its ranking second in total government expenditure compared to other ministries (Singapore Statistics Department, 2011). Education plays many roles from the perspective of different fields: the nation, the school, the teachers and the students. At different levels, different goals are set. Over the years, we have witnessed several radical changes and transformations in our educational objectives according to the dynamics of the globalized world. At the national level, Thinking Schools, Learning Nation (TSLN) was adopted in 1997 while a new teaching approach of Teach Less, Learn More (TLLM) in 2004, during Prime Minister Lee's National Day Rally inaugural address Hsien Loong, was pronounced to guide schools and teachers. Last but not least, the vision of the teaching fraternity emerged in 2009: lead, care and inspire. Clearly, we can identify a top-down approach that the government has integrated at different levels over the years to shape our education system. . With such teacher-centric developments, we can see that the focus is now on the stakeholders of the system – the teachers. From my perspective as a trainee teacher, the vision is achievable, however in some cases; I foresee adding to the countless dilemmas I would face as a beginning teacher due to the conflicting goals of different levels of management. It is too simple to adopt one-size-fits-all policies and assume that they can be implemented the same way in different schools due to the dynamic nature of schools and students. This essay will reflect the determination of my role as a teacher and will also examine... middle of the article...... the purpose and value of the school experience (Tan C., 2008). There is no perfect solution to achieve the goal of education in society. Governments must balance the goals of the nation with the interests of the people at heart. In order to follow the vision of – Lead, Care, Inspire, one must overcome the complexities of teaching. From the graph below from the Education Statistics Digest 2011, we can see that most teachers leave within their first few years of teaching. (MOE, 2011) The experiences of new teachers are, in many cases, affected by perceptions and expectations formed before they even arrive. teacher preparation programs. Any inconsistency between preservice teachers' perceptions of teaching and the realities of the job and workplace can lead to job dissatisfaction and possible faculty attrition..