An Analysis of Continuous Professional Development Activities of Special Education Teachers in Punjab

Abstract

This study was intended to examine the significance, relevance, effectiveness, and challenges of Continuous Professional Development (CPD) activities offered to special education teachers in Punjab, Pakistan. Employing a quantitative design, the research conducted a quantitative survey of 200 special education teachers across ten districts. The quantitative data were analyzed using descriptive statistics, t-tests, and ANOVA to determine disability area and gender wise comparisons of special education teachers’ perceptions regarding significance, relevance, effectiveness of CPD activities along with the challenges they face during the process. Findings reveal that while teachers generally perceive CPD as relevant and valuable to their professional growth, significant challenges persist particularly in terms of logistical access, institutional support, and the practical alignment of CPD content with classroom realities. Teachers reported that CPD activities often lack follow-up support and are insufficiently customized to the unique demands of special education settings. The study concludes that while CPD has the potential to improve instructional practices and foster inclusive education, it must be redesigned with a focus on accessibility, contextual relevance, and sustained mentorship. Recommendations are offered for policymakers and educational institutions to enhance the planning, implementation, and evaluation of CPD frameworks, thereby contributing to improved educational outcomes for children with disabilities