In Singapore, education is considered one of the highest priorities, as can be deduced from its ranking as 2nd in total government spending compared to other ministries (Department of Statistics Singapore, 2011). Education has many roles in the perspective of different fields: the nation, the school, the teachers and the students. At different levels different objectives are set. Over the years, we have witnessed numerous radical changes and transformations in our educational goals based on the dynamics of the globalized world. At the national level, Thinking Schools, Learning Nation (TSLN) was adopted in 1997, while a new pedagogical approach of Teach Less, Learn More (TLLM) was adopted in 2004, during Prime Minister Lee Hsien Loong's inaugural National Day Rally speech, was kept to guide schools and teachers. Last but not least, the vision for the teaching community came in 2009: Lead, Care and Inspire. Clearly, we can spot a top-down approach that the government has integrated into different levels over the years to shape our education system. . With the arrival of such teacher-focused developments, we can see that the emphasis is now on the stakeholders of the system: the teachers. From my perspective as a teacher-in-training, however in some cases the vision is achievable; I foresee an addition to the countless dilemmas I would face as a novice teacher due to the contradictory goals of different management levels. It is too easy to pass one-size-fits-all policies and assume they can be implemented equally in different schools due to the dynamic nature of schools and students. This essay will reflect the definition of my role as a teacher and also an examination...at the heart of the document......purpose and value of the school experience (Tan C., 2008).” There is no perfect solution to achieve the purpose of education in society. Governments must balance the nation's goals with the interests of the people they care about. To follow the vision of Lead, Care, Inspire, you need to overcome the complexities of teaching. From the following figure taken from the Education Statistics Digest 2011, we can see that most teachers leave the service during their first years of teaching. (MOE, 2011) New teachers' experiences are, in many cases, influenced by perceptions and expectations formed even before their teaching preparation programs. Any incompatibility between prospective teachers' perception of teaching and the reality of the job and workplace can lead to job dissatisfaction and possible attrition of teaching staff.