Özet:

            The study examined the relationship between the professional development and performance of inclusive education teachers at secondary school level in Pakistan. The study was descriptive in nature, further it was correlational research. A sample of 60 inclusive education teachers at inclusive education system were selected for the purpose of the study. Simple random sampling technique was used to establish the sample of the study. The sample of the study was taken from  District Lahore. Two self-developed questionnaires were used for data collection in the study. A questionnaire titled as professional development scale (PDS) to evaluate the level of professional development of inclusive education teacher was developed by the researcher. This scale was filled by the inclusive education teachers included in the study. the professional development scale (PDS) for teachers was comprised of 15 statements on five professional development indicators/factors for inclusive education teachers i.e Awareness about Inclusive Education, Attitude towards Inclusive Education, Teacher’s peculiar features for Inclusive Education, Informational Aspect of Professional Development. Operational Aspect of Professional Development. Another scale titled as Performance evaluation scale (PES) to assess the performance of inclusive education teachers was developed by the researcher. This scale was also filled by the teachers at inclusive education system included in the study. the professional development scale (PDS) for teachers was comprised of 20 statements on four performance indicators/factors for inclusive education teachers i.e Planning for Special Students in an Inclusive Classroom, Teaching Special Students in Inclusive Education, Classroom & Behavioral Management of Special Students, Assessment & Evaluation of Special Students. Both descriptive and inferential statistics were applied to draw out the results. The results of the study revealed that there is a strong positive relationship between the professional development and performance of inclusive education teachers at secondary school level.

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