Mediated Pathways and Systemic Constraints: How Out-of-College PEST Factors Influence Teacher Preparation Quality Through In-college Experiences in Southern Nation, Nationalities, and People Region, Ethiopia

Abstract

This study examines the extent to which out-of-college factors (Political, Economic, Social, and Technological) influence teacher preparation programs through in-college experiences in Ethiopia’s Southern Nation, Nationalities, and People Region. Employing a mixed-methods sequential explanatory design, quantitative data from 294 participants (diploma-graduate teachers, instructors, and instructional leaders) were analyzed using SPSS and PLS-SEM to test hypotheses, followed by qualitative interviews to clarify findings. Four hypotheses explored whether curriculum implementation competencies, teacher attitudes, material provision, and instructional leadership mediate the relationship between PEST factors and the quality of teacher preparation. Results indicate that while PEST factors indirectly influence implementation quality, statistical significance is limited across all hypotheses. H1 and H2 showed weak mediation (p > .05), constrained by systemic challenges like resource scarcity, infrastructure deficits, and socio-economic pressures. H3 and H4 revealed strong indirect effects, suggesting practical mediation; however, high variability and non-significant p-values (p > .05) highlight external constraints that overshadow internal factors. Theoretical implications point to the need for adapting sociocultural principles and refining mediation models for college contexts. Practical recommendations include advocating for equitable resource distribution, fostering teacher resilience, adopting low-cost technology, and addressing systemic barriers. Future research should expand sample sizes, account for contextual variability, and explore unexamined factors to strengthen findings and inform policy improvements.