What does this research mean for the field?

Professional development programs for special education teachers in Pakistan suffer from significant systemic gaps, including a reliance on generic content and lack of practical application, highlighting a critical need for disability-specific, hands-on, and needs-based training models. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

The study seeks to identify challenges in professional development programs for special education teachers and highlight future needs for improvement.

April 19, 2026

Exploring professional development of special education teachers: A mixed‐method study on challenges and future needs

Key Points

The study seeks to identify challenges in professional development programs for special education teachers and highlight future needs for improvement.
Mixed-methods convergent parallel design combining quantitative and qualitative approaches
Administered a validated structured questionnaire to 390 special education teachers
Conducted semi-structured interviews with 20 stakeholders until data saturation was reached
Used multistage sampling to select participants including trainers and institutional heads
Identified gaps in training, with a focus on generic content instead of disability-specific modules
Highlighted lack of practical applications and follow-up support in professional development programs
Noted barriers to access for teachers in peripheral areas
Emphasized need for hands-on workshops and contextually relevant training materials

Abstract

Abstract The professional development (PD) of special education teachers (SETs) in Pakistan is crucial for ensuring special education and addressing the diverse learning needs of students with disabilities. While global research highlights the effectiveness of disability‐specific modules, practical workshops and sustained mentoring, Pakistan continues to face systemic challenges, including insufficient resources, limited specialised training opportunities, weak career advancement pathways and minimal cross‐cultural exposure. This study aimed to assess the challenges in PD programmes for SETs and to identify future needs for improvement. A mixed‐methods convergent parallel design was employed, combining quantitative and qualitative approaches. Data were collected through a validated structured questionnaire administered to 390 SETs across Punjab (Cronbach's α = 0.974) and through semi‐structured interviews with 20 stakeholders, continued until data saturation was achieved, including trainers, institutional heads and programme directors, selected using multistage sampling. The findings revealed significant systemic gaps, such as the predominance of generic rather than disability‐specific training content, the lack of practical applications and follow‐up support and barriers to equitable access, particularly for teachers in peripheral areas. Teachers and stakeholders consistently emphasised the need for hands‐on workshops, specialised strategies personalised to different disabilities and contextually relevant training materials. The study recommends the development of needs‐based PD programmes that include disability‐specific modules, certified trainers and hybrid delivery models. Aligning national PD reforms with the Convention on the Rights of Persons with Disabilities (CRPD) and Sustainable Development Goal 4 (SDG 4) is essential for ensuring equity, inclusivity and sustainability in Pakistan's special education system.

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