A qualitative analysis of Pearson-Assured accreditation processes in schools of foreign languages in Türkiye

The purpose of this study is to find out the views of the instructors and the administrators of the SFLs, which holds the Pearson Assured (PA) accreditation, regarding PA accreditation and to reveal their thoughts about PA accreditation process in terms of the quality management of their institutions. In order to achieve the purpose of the study, document review and semi-structured interviews, which are qualitative research methods, were used. Document analysis and content analysis methods were used to analyze the data. For the document analysis of the study, the PA handbook and documents obtained from four PA accredited SFLs in Istanbul were used. Semi-structured interviews of the study were also carried out with the contributions of volunteer instructors and administrators in these high schools. In order to reach the data of the study, first of all, the most up-to-date 'handbook' published for institutions that want to be accredited by the PA was examined and analyzed in detail, and the findings obtained from that handbook were compared and supported with the documents obtained from the SFLs participating in the research, and thus, through the received data , detailed and comprehensive explanations about the processes of PA accreditation have been presented. Afterwards, in order to reach more objective and in-depth information about the PA accreditation process, interviews were conducted with the instructors and administrators by means of semi-structured interview questions prepared by taking expert opinions. These interviews were examined in accordance with the subject and purpose of the research through content analysis, the findings were reflected, and evaluations were made. As a result of the document analysis, it has been concluded that the PA provides basic quality measurements with examples of studies and evidence that institutions can present in order to ensure that the requirements in these headings are met, institutions do not have to do every detail in this handbook but are expected to clearly present their operation by providing evidence according to the titles given. As a result of the content analysis of the interview questions, it has been concluded that despite the partially negative opinions on the process before and during accreditation was intense, the workload was high and the time allocated to provide evidence was also high, all of which caused a stressful and intense procedure. In addition, the participants in general have positive thoughts towards PA accreditation and they want to continue this process since the accreditation process contributes to the quality management of their institutions. In this context, it is thought that this study may be useful for the Schools of Foreign Languages that plan to be accredited and other institutions that plan to increase their quality management. Keywords: Accreditation, quality management processes, Pearson Assured accreditation, Schools of Foreign Languages