Assessment of the degree of application of American educational programs accreditation standards in a developing country

Abstract

This study investigates faculty members’ assessments of the degree of application of Council for the Accreditation of Educator Preparation (CAEP) standards in a college of education, considering the variables of specialization and academic rank. Adopting a descriptive survey design, data were collected through a questionnaire administered to a cluster random sample of 68 faculty members. Results indicate significant differences in the perceived degree of CAEP standards application based on specialization, while no differences were observed based on academic rank. The findings suggest that specialization influences faculty perspectives on accreditation compliance, whereas academic hierarchy does not play a substantial role. Recommendations include presenting accreditation requirements clearly in alignment with CAEP standards, conducting regular meetings and distributing relevant publications at the start of each academic year, and implementing exploratory studies to align programs with societal needs and future aspirations. These measures are expected to enhance accreditation readiness and improve program quality within colleges of education.

Keywords: Academic rank; accreditation; CAEP standards; faculty perception; specialization.