Advancing teacher professionalism in Pakistan through licensing and context-sensitive development of standards.
Saved in:
| Title: | Advancing teacher professionalism in Pakistan through licensing and context-sensitive development of standards. |
|---|---|
| Authors: | Shaukat, Sadia1 sadia.shaukat@ue.edu.pk, Chowdhury, Raqib2 raqib.chowdhury@monash.edu, Wilkins, Raphael3 raphaelwilkins66@gmail.com |
| Source: | Issues in Educational Research. 2026, Vol. 36 Issue 2, p745-766. 22p. |
| Subject Terms: | *Teacher certification, *Teacher development, *Educational equalization, *Education policy, *Teacher effectiveness, *Career development, Professional standards |
| Geographic Terms: | Pakistan |
| Abstract: | This study investigates stakeholders' perceptions of professionalisation and the need for a distinct teacher licensing system in Pakistan. The problem arises from Pakistan's fragmented education system, encompassing diverse public, private and military sectors, leading to inequitable teacher quality. Specifically, the study aims to explore the possibilities of teacher licensing in Pakistan and examine strategies that could improve teacher quality within the country's unique cultural and political landscape. The research questions focus on how a national teacher licensing system could be implemented, and whether professionalisation can be equitably enforced across Pakistan's four provinces. Using case studies, data was collected from 14 teachers, school leaders, and education policymakers from provinces where teacher licensing is under consideration. Findings reveal a need for continuous professional development, leadership training, and structured licensing systems. The study uniquely connects Pakistan's policy goals with stakeholder realities, offering context-specific recommendations such as phased licensing, mentoring and sustained support, and bridges national policy goals with the lived realities of stakeholders, an area often overlooked in existing research, by providing a context-sensitive analysis of licensing as a tool to promote equitable professional standards. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
Be the first to leave a comment!
