Teacher Performance Insight from HEIs In Kerala: The Role of Accreditation Awareness and Accreditation Involvement

Purpose –The study aims to examine how accreditation awareness and involvement in the accreditation process influence the teaching performance of faculty members in higher educational institutions (HEIs) as a means to promote quality assurance. Design/methodology/approach – The theoretical framework that underpins the study is Theory of Planned Behaviour and is descriptive in nature. The data is collected through convenience sampling method and analysed with Smart PLS-SEM method. Findings – The findings provide clear evidence that, accreditation awareness and greater faculty involvement in the accreditation process significantly improve teaching performance in higher educational institutions. These factors collectively contribute to stronger adherence to academic standards, resulting in more effective and outcome-oriented teaching practices. Research limitations– The study was limited to teachers from NAAC-accredited self-financing colleges within a single district. Future research can include responses from a wider range of HEI stakeholders, public sector colleges, and institutions across multiple districts. Practical implications –The study encourage HEIs stakeholders, to formulate appropriate framework to promote the accreditation awareness, which facilitate the faculty’s involvement in accreditation, in turn accelerate the teaching performance. Originality/value–The study captures the perspectives of faculty members in HEIs regarding their teaching performance in relation to accreditation, an area that has received limited attention in quantitative research. The findings can support HEI stakeholders in strengthening faculty performance and promoting quality assurance initiatives.