Enhancing Teacher Performance and Educational Environments in Special Education Institutions: A Study of Challenges and Opportunities in Pakistan
DOI:
https://doi.org/10.59075/c3b55h48Keywords:
Special Education, Teachers Performance, Educational EnvironmentAbstract
This research explores the difficulties faced by special education instructors in South Punjab, Pakistan, and looks at methods to improve teacher proficiency and educational settings. A study of 110 educators at 35 different educational establishments found major hindrances, consisting of overly demanding lesson timetables, insufficient school facilities, and restricted parental participation. Despite facing these challenges, teachers ranked parental collaboration, regular training sessions, and administrative support as the most effective methods for addressing these problems. A significant constructive relationship was explored between the obstacles teachers encounter and the implementation of problem-solving methods, indicating that educators are taking a proactive stance to overcome institutional hurdles. The research highlights the necessity for comprehensive changes, encompassing increased funding, upgraded facilities, and comprehensive teacher education initiatives. Strengthening bonds between schools and communities through active parental participation and creating a supportive atmosphere with the backing of administrative support is essential for overcoming the problems that have been pinpointed. This research makes a significant participation in the expanding research on inclusive education in under-investigated areas such as South Punjab, Pakistan. The study provides practical recommendations for policymakers, school administrators, and educators through the goal of refining the worth of special education. Subsequent research should explore the prolonged effects of these strategies and expand the research to other geographic areas to create a comprehensive understanding of special education challenges in Pakistan.
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