Examining the impact of accreditation on teacher education quality in Pakistan: Institutional performance and pre-service teacher outcomes

Addressing this gap, the present study examined how accreditation influences the quality of teacher-education programs in Pakistan through institutional performance, stakeholder perceptions, and pre-service teacher outcomes. Using a convergent mixed-methods design within a pragmatist framework, data were collected from 214 participants representing 12 purposively selected, nationally accredited institutions across four provinces. The sample comprised 109 teacher-educators, 75 pre-service teachers, and 30 program heads. A 36-item survey, aligned with national accreditation standards, measured perceived institutional performance and pre-service teaching outcomes. Semi-structured interviews with 18 institutional leaders provided contextual insights into accreditation practices. Quantitative results indicated significant improvements in institutional performance (M = 4.12, SD = 0.63) and pre-service outcomes (M = 4.01, SD = 0.64), with a strong positive correlation between accreditation scores and practicum performance (r = .62, p < .01). Qualitative findings revealed enhanced documentation culture, leadership accountability, and quality-assurance awareness. The integrated analysis confirmed that accreditation promotes transparency and professional readiness, though gaps remain in digital pedagogy and post-accreditation monitoring. The study recommends continuous quality evaluation, digital-competence training, and targeted resource support to sustain improvement. Its design offers a replicable framework for assessing the impact of accreditation on teacher-education systems across the Global South.