Studying whether school performance is affected by the adoption of standardization and accreditation has been decided for a reason. Many studies and research have proven that better organizational performance is a result of following standardization, having good quality standards, having good core competencies, and possessing a competitive advantage. Even though some research has been done on standardization and accreditation, there still remains a lack of extensive literature on the impact of accreditation on school performance.
This study aims to provide quantitative evidence on the impact of accreditation on school performance with the use of the qualitative data present in the literature. The research questions are formulated as follows:
Does accreditation influence school performance? If yes, then how is this influence exerted?
This study started with a conceptual analysis of accreditation and its outcomes, then moved on to the development of a scale to measure the mediating and moderating variables of the accreditation - school performance relationship. Finally, the analysis of accreditation outcomes and their effects on school performance was revealed through hypotheses testing through a quantitative empirical study.
Nineteen hypotheses were proposed. These hypotheses describe the relationships between accreditation and school performance and specify the roles of internal stakeholders’ and external stakeholders’ orientations. After testing the proposed hypotheses, 11 hypotheses were supported, three were partially supported, and five were rejected. Most of the rejected hypotheses concerned the relationships between external stakeholders’ orientation and school performance.
This research has led to two major empirical findings. The first finding is the development of a scale to measure the mediating and moderating variables of the accreditation-stakeholders’ orientation-school performance relationship. The second finding is the definition of a model of the outcomes of accreditation.
More specifically, this study proves that accreditation leads to an increase in school performance by highlighting the importance of internal stakeholders’ orientation as a mediating variable between accreditation and school performance. The results also reveal the importance of one aspect of external stakeholders’ orientation (competitors’ orientation) as a meditating variable between accreditation and school performance.
Finally, two moderating variables (employee self-efficacy and school reputation) help in understanding the relationships between stakeholders’ orientation and school performance.
Besides the three major contributions - theoretical, methodological, and managerial – that this research provides, two implications for further research are proposed. The first approach could be to consolidate the model of the outcomes of accreditation that was proposed in this research. In other words, this calls researchers to find complementary mechanisms t
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