ESP-3711

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2025-05-26

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Vol. 10 No. 5 (2025): Published

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Copyright (c) 2025 Rolly B. Tolentino, Abdel J. Amilhamja, Norenna S. Sarahadil

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How to Cite

B. Tolentino, R., J. Amilhamja, A., & S. Sarahadil, N. (2025). Social cognitive theory as patterns of socio-educational impact and practices of accreditation among higher education institution in Sulu. Environment and Social Psychology, 10(5), ESP-3711. https://doi.org/10.59429/esp.v10i5.3711

Social cognitive theory as patterns of socio-educational impact and practices of accreditation among higher education institution in Sulu

Rolly B. Tolentino

School of Graduate Studies, Sulu State College, Jolo, Sulu, 7400, Philippines

Abdel J. Amilhamja

School of Graduate Studies, Sulu State College, Jolo, Sulu, 7400, Philippines

Norenna S. Sarahadil

School of Graduate Studies, Sulu State College, Jolo, Sulu, 7400, Philippines


DOI: https://doi.org/10.59429/esp.v10i5.3711


Keywords: social cognitive theory; socio-educational impact; AACCUP; accreditation; higher education; Sulu

Abstract

Accreditation is essential for maintaining educational standards, institutional accountability, and societal relevance in higher education. In the Philippines, AACCUP plays a pivotal role in advancing public colleges and universities. This study explored the socio-educational impact of AACCUP accreditation on higher education institutions in Sulu, a region with distinct socio-political and economic conditions. Using a descriptive-correlational approach, data from 100 faculty members across various departments were collected through a validated survey focusing on curricular standards, administrative support, faculty engagement, student involvement, and community outreach. Strong and statistically significant correlations were found among the different dimensions of accreditation’s impact—such as between administrative support and faculty involvement (r = 0.835), and faculty involvement and student participation (r = 0.779). These relationships confirm that improvements in one area catalyze enhancements in others, reinforcing accreditation’s role as a comprehensive mechanism for institutional development. The findings suggest that in regions like Sulu, accreditation goes beyond compliance, acting as a catalyst for academic excellence, stability, and community development. The study calls for ongoing investments in faculty development, broader stakeholder engagement, and further research to amplify accreditation’s long-term impact on Philippine higher education. Shaping behaviors, strengthening belief in personal and collective capability, and fostering a socially responsive educational environment, accreditation emerges not only as a structural benchmark but also as a transformative force. It reinforces faculty and student self-efficacy, cultivates motivation, and promotes collaborative engagement across institutional and community domains. These support a holistic academic ecosystem in which accreditation enables sustained institutional growth, resilience, and relevance especially in underserved and conflict-affected regions.

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