Browsing by Author "Javeria Aslam"

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    Impact of professional development of inclusive education teachers on their performance at secondary level in Pakistan
    (UMT Lahore, 2022-01-28) Javeria Aslam
    The study examined the relationship between the professional development and performance of inclusive education teachers at secondary school level in Pakistan. The study was descriptive in nature, further it was correlational research. A sample of 120 inclusive education teachers at inclusive education system in Punjab-Pakistan were selected for the purpose of the study. Simple random sampling technique was used to establish the sample of the study. The sample of the study was taken from three divisions of province Punjab i.e Lahore, Faisalabad and Sargodha. Two self-developed questionnaires were used for data collection in the study. A questionnaire titled as professional development scale (PDS) to evaluate the level of professional development of inclusive education teacher was developed by the researcher. This scale was filled by the inclusive education teachers included in the study. The professional development scale (PDS) for teachers was comprised of 15 statements on five professional development indicators/factors for inclusive education teachers i.e Awareness about Inclusive Education, Attitude towards Inclusive Education, Teacher’s peculiar features for Inclusive Education, Informational Aspect of Professional Development, Operational Aspect of Professional Development. Another scale titled as Performance evaluation scale (PES) to assess the performance of inclusive education teachers was developed by the researcher. This scale was also filled by the teachers at inclusive education system included in the study. The professional development scale (PDS) for teachers was comprised of 20 statements on four performance indicators/factors for inclusive education teachers i.e Planning for Special Students in an Inclusive Classroom, Teaching Special Students in Inclusive Education, Classroom & Behavioral Management of Special Students, Assessment & Evaluation of Special Students. Both descriptive and inferential statistics were applied to draw out the results. Descriptive statistical analyses were performed on the sample groups to obtain a clear understanding of the population. Measures of central tendency (means, medians, and other percentiles) and dispersion (standard deviations, ranges) were computed through SPSS. Inferential statistics like t-test and pearson ‘r’ were also computed to test the hypotheses of the study. The results of the study revealed that there is a strong positive relationship between the professional development and performance of inclusive education teachers at secondary school level. Moreover, it was also found that the Arts teachers at inclusive education exhibit better level of professional development and performance as compared to the science teachers at Inclusive education. The results of this study will have implications for practitioners teaching students with special needs in an inclusive education system. Moreover, the study will be helpful for the policy makers and administration at inclusive education set-up to improve and strengthen the inclusive education system through regular professional development of inclusive education teachers.