Assessing the Impact of a 16-Day Professional Development Workshop on Inclusive Education in Bhutan
DOI:
https://doi.org/10.7146/ejie.v4i1.158185Keywords:
Inclusive education, professional development, special education, teacher knowledge, teacher skills.Abstract
Inclusive education is a cornerstone of equitable and quality learning, yet its effective implementation depends on the competency and preparedness of teachers. In Bhutan, while inclusive education has gained policy momentum, many teachers continue to report insufficient training and limited confidence in addressing diverse learning needs. This study examined the impact of a 16-day professional development workshop aimed at enhancing teachers’ knowledge and skills in inclusive education and educational assessment. The workshop was conducted to 298 teachers from 44 inclusive schools across three training regions: Eastern, Central, and Western Bhutan. Using a quantitative pre- and post-intervention design, data were collected from 235 participants who completed structured survey questionnaires administered before and after the workshop.
Data analysis using descriptive statistics and paired-sample t-tests revealed statistically significant improvements in both knowledge and skills. Teachers’ mean knowledge scores increased from 1.97 (SD = 0.58) to 4.12 (SD = 0.48), while skill scores improved from 1.66 (SD = 0.57) to 3.89 (SD = 0.52). Large effect sizes (Cohen’s d = 2.94 for knowledge and 2.92 for skills) indicate the strong impact of the extended, structured PD program. These findings suggest that extended, structured PD can significantly enhance teachers’ knowledge and skills. However, the study also acknowledges limitations, including reliance on self-reported measures and the absence of longitudinal data. The results underscore the critical role of continuous, context-specific professional development in bridging the gap between inclusive education policy and classroom practice in Bhutan. For lasting and systemic change, PD must be ongoing, supported by institutional structures, and tailored to diverse teacher needs. Further research is recommended to explore the long-term effects of teacher PD on instructional practices and student outcomes in inclusive settings.
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