COMMITTEE CHAIR: Dr. Fred Bonner

TITLE: THE BRIDGE TO BECOMING AN EDUCATOR: AN ANALYSIS OF EDUCATOR PREPARATION PROGRAMS AND THEIR EFFECTS ON STAKEHOLDERS

ABSTRACT: This qualitative study examines how national, state, and institutional policies impact teacher certification processes and influence the experiences of stakeholders in educator preparation programs (EPPs), including administrators, professors, and teacher candidates. Guided by Astin’s Input-Environment-Output (I-E-O) model, this research examines how inputs such as policy mandates, institutional culture, and candidate demographics interact with educational environments to produce diverse outcomes in teacher preparation, certification, and retention. Data were collected through semi structured interviews, surveys, document analysis, and policy review across two university EPPs, one in Texas and one in Arkansas. Findings revealed that inconsistencies in policy interpretation, financial and academic barriers, and insufficient institutional support disproportionately affect teacher candidates from underrepresented backgrounds. While policies such as the Every Student Succeeds Act (ESSA) and state-level certification frameworks are intended to ensure teacher quality, their implementation often creates inequities that impede candidate success and reduce workforce diversity. The study integrates critical race theory and culturally responsive teaching to illuminate systemic inequities and highlight the need for culturally informed reforms in educator preparation. Results underscore the importance of aligning policy mandates with inclusive institutional practices, emphasizing mentorship, financial accessibility, and equity-based pedagogical training. This study contributes to the growing body of research on teacher certification and equity in education by offering evidence-based recommendations for policymakers, university leaders, and accrediting bodies to strengthen EPP structures and support diverse pathways to teacher licensure. Keywords: Educator preparation programs, teacher certification, Astin’s I-E-O model, critical race theory, culturally responsive teaching, educational policy, equity, teacher diversity.

Keywords: Educator preparation programs, teacher certification, Astin’s I-E-O model, critical race theory, culturally responsive teaching, educational policy, equity, teacher diversity

Room Location: DELCO 228, ARCH-III Conference Room