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,