Examining the Preparation–Efficacy Relationship Through Program Learning Outcomes in Traditional Teacher Preparation

As schools navigate widening achievement gaps, learning recovery demands, and increasingly complex teaching contexts, understanding how educators are prepared to enter the profession has become increasingly important. Using end-of-program survey data from 473 completers of a large traditional teacher preparation (TTP) program in the southwestern United States collected across three post-pandemic semesters, the purpose of this study was to examine the relationship between program completers’ perceived preparation adequacy and their self-efficacy during the transition from program completion to the first year of teaching. Findings indicate that perceived preparation adequacy remained positively associated with self-efficacy, with program completers reporting high levels of confidence in key professional domains. Perceptions of preparedness and self-efficacy were consistently high across undergraduate and graduate pathways, suggesting that shared program learning outcomes (PLOs) and clinically rich preparation experiences may provide a coherent foundation for educator development across multiple routes. Descriptive data also indicate that most completers intended to enter the teaching workforce following program completion, a transition not always realized. Collectively, these findings highlight the potential usefulness of contemporary PLOs in traditional preparation that are reinforced with practice-based opportunities. Implications for educator preparation and workforce development are discussed.