Effectiveness of Accreditation in Assuring the Quality of Teacher Education Programs: Exploring the Case of an Underdeveloped Country

Abstract

This study examined the effectiveness of an accreditation mechanism for teacher education exclusively with a fragile higher education system in Pakistan. A quantitative research method was employed. Using the stratified technique, 614 participants from 24 higher education institutions were selected. Questionnaires were used to collect data from participants. The findings revealed that the standards of national accreditation council for teacher education (NACTE) cannot win wide acceptability and support of educators. The accreditation mechanism in Pakistan has emerged less effective in meeting standards of imparting modern, relevant and quality teacher education in the country. A comparative perspective to explore the factors affecting the effectiveness of accreditation in assuring quality teacher education in an academically underdeveloped country Pakistan is discussed at the end of this article. This study provides essentialities of accreditation in teacher education programs. It carries the value of graduate attributes that is a brand image in the quality of teacher education program development.

The effect of accreditation on higher education performance through quality culture mediation: the perceptions of administrative and quality managers

“…On the contrary, few researchers have found a partial or insignificant effect of accreditation in ensuring the quality of programs and the attributes development of graduates in Pakistani universities (Jalal et al, 2017). According to Jalal et al (2020), NACTE accreditation mechanism for teacher training is less effective in providing adequate, modern and quality education to teachers in Pakistan. Similarly, Dattey et al (2017) have found that accreditation has no impact on the quality of the curriculum, faculty employment, studentstaff ratio, or library facilities.…”

“…Despite these benefits, previous studies have shown inconsistent results. Some studies have revealed the positive effects of accreditation on different aspects of higher education, such as teaching, learning, quality and management activities (Nguyen and Ta, 2017; Makhoul, 2019; Kumar et al ., 2020); while few studies have found an insignificant or negative relationship with teaching/learning and the quality of HEIs (Dattey et al ., 2017; Jalal et al ., 2017; Jalal et al ., 2020).…”

Examining the Effect of Accreditation on Higher Education Performance through Motivation as a Mediator

“…Conversely, few researchers have opined that accreditation has a partial or insignificant role in ensuring the quality of programs and attribute development of graduates in Pakistani universities (Jalal et al, 2017). Another study revealed that the NACTE accreditation mechanism for teacher training in Pakistan is less effective in providing adequate, modern and quality education to teachers (Jalal et al, 2020). While for others, accreditation has no impact on curriculum quality, faculty employment, student-staff ratio, and library facilities (Dattey et al, 2017).…”

“…Previously, scholars have attempted to investigate accreditation in the context of HE, however results are inconsistent. Some studies have found a positive role of accreditation in relation to different aspects of HE (Kumar et al, 2020;Makhoul, 2019;Nguyen & Ta, 2017); while few studies have found an insignificant or negative effect of accreditation with teaching/learning and quality of HEIs (Dattey et al, 2017;Jalal et al, 2017Jalal et al, , 2020. However, majority of the previous work on accreditation is qualitative in nature, and thus there is no conclusive empirical evidence of accreditation in relation to higher education performance.…”

Accreditation and Teacher Education: A Cross-National Case Study

“…The problem addressed by the study is twofold. On one level, there is a clear evidence that implementing specific accreditation procedures improves both quality of teacher education and its public and professional outlook (Jalal et al, 2020;Makhoul, 2019;Murray, 2000;Qin, 2021;Solbrekke & Sugrue, 2014). The general image of teaching as a profession in Russia is believed to be quite bleak (Lyubimov, 2005), though it is yet unchallenged on the grounds of quality of teacher training.…”