Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Discipline

Education Leadership

Abstract

This qualitative study examined 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 examined 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 semistructured interviews, questionnaires, 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 affected 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 integrated 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

Committee Chair/Advisor

Fred Bonner

Committee Member

Justin Bryan

Committee Member

Gary Ostrova

Committee Member

William Parker

Publisher

Prairie View A&M University

Rights

© 2021 Prairie View A & M University

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Date of Digitization

7/13/2026

Contributing Institution

John B Coleman Library

City of Publication

Prairie View

MIME Type

Application/PDF

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