Corrales, Antonio2022-08-032022-08-032022-052022-04-13May 2022https://hdl.handle.net/10657.1/2671The purpose of this research study was to examine the dynamics that exist among the teacher preparation program (TPP), student achievement, and teacher performance. This study included a review of data collected from archived data derived from the Developmental Reading Assessment (DRA), the State of Texas Assessment of Academic Readiness (STAAR) for grades 3-11, as well as the Texas Teacher Evaluation and Support System (T-TESS) evaluation data from a purposeful sample of 233 teachers employed at a school district located in Southeast Texas. A purposeful sample of 10 teachers who earned their teaching credentials via either a traditional teacher preparation program or an Alternative Certification Program (ACP) were also interviewed to provide more in-depth understanding of the dynamics that exist among the preparation programs, student achievement, and the teachers’ classroom performance. Findings indicated there was not a statistically significant mean difference in student achievement and teacher performance in terms of the type of teacher preparation program. On the other hand, findings suggested teacher performance ratings have a statistically significant influence on student reading achievement and teacher performance did moderate the relationship between the type of teacher preparation and student achievement. Teachers also reported that completing relevant coursework and actual teaching experiences encountered during their teacher preparedness, interest in the teaching profession, and issues with teacher performance evaluation contributed to their performance ratings and student achievement.application/pdfenTeacher Preparation Program, Student Achievement, Teacher PerformanceDissertation2022-08-03