Identifying Core Pedagogical Barriers in Special Education: A Psychometric Approach

Abstract

Special education teachers frequently confront multifaceted challenges that extend far beyond curriculum delivery, particularly in developing countries such as Pakistan. These challenges are exacerbated by systemic inadequacies, insufficient institutional support, and the enduring stigma surrounding disabilities. Despite the severity of these issues, there remains a noticeable lack of standardized tools to systematically assess the pedagogical barriers encountered by special education professionals. The present study addresses this gap by developing and validating the Pedagogical Barriers Scale (PBS), a comprehensive instrument designed specifically for Pakistani special education teachers. A structured four-phase research design which comprised planning, item generation, quantitative evaluation, and validation was employed. The results of the study declared a refined 60-item scale. The PBS captures six core dimensions of pedagogical obstacles: administrative inefficiencies, teacher competency limitations, cognitive demands, communication barriers, emotional strain, and contextual challenges within the educational environment. Data were collected from a sample of 377 special education teachers representing a diverse range of institutional settings. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to validate the scale’s structural integrity and psychometric soundness. The results demonstrated strong reliability, construct validity, and internal consistency across all six dimensions. The PBS offers an empirically grounded framework for identifying instructional and systemic challenges in special education, thereby facilitating targeted professional development, policy reform, and institutional improvements. This tool not only contributes to the academic discourse on inclusive education but also offers practical utility for administrators, policymakers, and training institutions seeking to strengthen support for special education teachers in Pakistan.

Keywords: Pedagogical Barriers, Scale Development, Special Education, Factor Analysis, Teacher Challenges, Pakistan