Accreditation sets standard procedures in
evaluating institutions or programs to determine whether
they operate at basic quality levels. The accreditation
process enhances the institution's best practices in
developing a quality culture and securing administrative
support. This study investigated teachers' perceived
involvement and benefits as outcomes of program
accreditation in a private university. The study used
descriptive-correlational and phenomenological
approaches. There were 98 faculty selected through random
sampling. The study was conducted in one of the universities
in Ozamiz City, Philippines. The data were gathered
through a questionnaire and analyzed using the weighted
mean, standard deviation, and Pearson r Correlation
Coefficient. Results showed that the respondents were
highly involved, possessed a high level of self-esteem, and
had enhanced self-confidence. The school administration of
highly motivated teachers, as the outcome of the
accreditation, also benefits from the process as it gains a
"stamp of approval" for meeting the minimum standard as
a Higher Educational Institution. Teacher effectiveness is
likewise gained as an accreditation benefit by the students
because the school becomes a good learning organization. It
is recommended that the University submits for a higher
level of accreditation to enhance the outcomes and benefits
gained by the school administration, the teachers, and the
students.
Keywords : Administrative Support, High Motivation, Learning Organization, Quality Education, Teacher Effectiveness,