Challenges of Secondary School Science Teachers: A Pragmatic Perspective

Abstract

This study explored the challenges faced by secondary school science teachers in Lahore regarding instructional methodologies, qualification relevance, use of equipment, and professional development. Employing a mixed-method approach within the pragmatic paradigm, data were collected from 200 science teachers through a structured questionnaire and from 12 participants through semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed. Results revealed that most teachers possessed relevant qualifications and confidence in teaching science; however, they encountered significant obstacles related to limited laboratory resources, inadequate professional development, and administrative constraints. The lack of practical training, large class sizes, and insufficient access to modern teaching aids further restricted the implementation of inquiry-based learning. Qualitative findings confirmed that institutional support, resource provision, and sustained professional development are essential for improving instructional quality. The study concludes that the challenges faced by science teachers are largely organizational rather than individual and recommends ongoing, context-based professional development and better resource allocation. Addressing these issues will enhance science teaching effectiveness and foster scientific literacy among students at the secondary level.