DefinePK

Abstract

Recent reports reveal that fewer than half of teacher-education programs in developing countries are formally accredited, raising concerns about accountability and instructional quality. This study explored how accreditation affects teacher-education quality in Pakistan through institutional performance, stakeholder perceptions, and pre-service teacher outcomes. Adopting a convergent mixed-methods design, data were gathered from 214 participants across 12 accredited institutions in four provinces, including 109 teacher-educators, 75 pre-service teachers, and 30 program heads. A 36-item survey measured perceived institutional performance and teaching outcomes, while interviews with 18 leaders provided contextual insights. Quantitative results showed notable improvements in institutional performance (M = 4.12, SD = 0.63) and pre-service outcomes (M = 4.01, SD = 0.64), with accreditation scores positively correlated with practicum performance (r = .62, p < .01). Qualitative findings highlighted strengthened documentation, leadership accountability, and quality-assurance awareness. The integrated analysis confirmed that accreditation enhances transparency and professional preparedness but identified gaps in digital pedagogy and post-accreditation monitoring. The study recommends ongoing quality evaluation, digital-competence development, and targeted resource support to sustain improvements. Its methodological framework offers a replicable model for assessing accreditation’s impact on teacher-education systems across the Global South.