Does Accreditation Lead to School Improvement? Perceptions of Educators in K-12 Settings

Abstract

Accreditation has witnessed a surge in popularity within K-12 settings, being perceived as a pathway to excellence and a testament to the pursuit of quality education. This study explored the perceptions of 423 educators (teachers, subject coordinators, and school leaders) from 10 Arab Sates focusing on the value of accreditation and its impact on school improvement, through their lenses. A survey with an open-ended question, was used to collect data. Quantitative data underwent statistical analysis using SPSS 25.0, while qualitative data from the open-ended question were analyzed using theme-based analysis. Findings reveal that participants expressed positive views toward accreditation, recognizing its role in ensuring compliance with standards related to safety, resource allocation, and infrastructure provisions. However, participants, particularly teachers, displayed more reserved perspectives on accreditation’s potential to enhance school improvement, expressing concerns that it may lead to cloned schools and diminish teachers’ creativity and autonomy. This study highlights the complexities and divergent perceptions surrounding accreditation’s impact on K-12 education, urging further reflection and dialogue to better align accreditation practices with the genuine pursuit of school improvement and educational excellence.