Two types of research--informal interviews and a questionnaire survey--were conducted by the Southern Association of Colleges and Schools (SACS) to assess teacher perceptions of regional school accreditation by SACS and to aid in SACS consultations and schools' staff development programs. The questionnaire survey compared teacher expectations of school or program change before the SACS accreditation process with their perceptions of actual change after SACS. A total of 741 teachers (279 in the preaccreditation survey and 462 in the postaccreditation survey) in a large southern school district were asked about changes in instructional programs or materials, facilities, pupil services, administration, community interaction, and personal growth. Findings are presented in 16 text tables, 5 graphs, and 33 appendix tables. Among the findings are that perceived changes did not meet teachers' expectations of change and that teachers anticipated greatest change in the areas where SACS guidelines were most explicit. The findings support three recommended changes in SACS processes and a proposed model for school staff development. In the informal interviews, conducted in the same district as the survey, five principals and six teachers indicated they considered the SACS accreditation process was worth the effort. Copies of the survey questionnaire are appended. (RW)