Advancing teacher professionalism in Pakistan through licensing and context-sensitive development of standards

Sadia Shaukat
University of Education, Pakistan
Raqib Chowdhury
Monash University, Australia
Raphael Wilkins
Independent Consultant, UK

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.
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Authors: Dr Sadia Shaukat works in the Faculty of Education at the University of Education, Pakistan, and is a Fulbright Scholar. She has published extensively in the areas of teacher education, professional standards for teachers, teacher efficacy beliefs, and inclusive education. Her publications include funded projects and research collaborations with leading publishers such as Springer and Routledge. She is committed to advancing teacher education through innovative research and international collaborations that enhance professional learning and pedagogical practices. ORCID: https://orcid.org/0000-0002-4711-8722 Email: sadia.shaukat@ue.edu.pk Dr Raqib Chowdhury is working as Associate Professor in the Faculty of Education at Monash University, Australia. He has published extensively in the areas of language education, TESOL, sociolinguistics, and education policy. His publications comprise seven books with Springer, Routledge, and Multilingual Matters and several award-winning papers. ORCID: https://orcid.org/0000-0002-3136-6545 Email: raqib.chowdhury@monash.edu Dr Raphael Wilkins is doing education management consultancy, leadership development and evaluations in UK, Middle East, South Asia, and Far East, for local authorities, national organisations and schools. Earlier, he has been the president of The College of Teachers UK. Email: raphaelwilkins66@gmail.com Please cite as: Shaukat, S., Chowdhury, R. & Wilkins, R. (2026). Advancing teacher professionalism in Pakistan through licensing and context-sensitive development of standards. Issues in Educational Research, 36(2), 745-766. http://www.iier.org.au/iier36/shaukat.pdf