STAKEHOLDERS' PERCEPTIONS OF INTERNATIONAL ACCREDITATION IN A PRIVATE SCHOOL IN ASTANA: A QUALITATIVE STUDY

Abstract

This qualitative case study explores stakeholder perceptions of international accreditation in a private secondary school in Kazakhstan. The research investigates motivations, perceived benefits and drawbacks, challenges encountered during the process, and the extent to which accreditation is understood as a mechanism for continuous improvement. Semi-structured interviews with nine stakeholders—including owners, leaders, teachers, and parents—revealed significant differences in perceptions across groups. Owners primarily viewed accreditation as a marketing tool, leaders as a means for strategic development, teachers as an opportunity for professional growth, and parents associated it mainly with access to international universities. The study identified key challenges such as financial burdens, limited adaptability of international standards to the local context, resistance to change, and low parental engagement. Additionally, accreditation is often perceived as an external inspection rather than a tool for systemic development. The findings provide insights for improving communication strategies, aligning stakeholder motivations, and fostering a culture of continuous improvement within schools undergoing accreditation.