Self-Efficacy in Mathematics Instruction for Teachers of the Visually Impaired: A Critical Analysis of Punjab Special Education System

Abstract

This study explores the lived experiences of teachers of the visually impaired (TVI) regarding their mathematics teacher self-efficacy within the Punjab Special Education System. The central problem is framed by the "efficacy gap", the disparity between pedagogical demands and an educator’s belief in their capacity to overcome systemic barriers which serve as a critical determinant of educational quality for students with visual impairment (SVI). Employing a qualitative phenomenological approach, the study utilized in-depth, semi-structured interviews with ten teachers purposively selected from all ten divisions of Punjab. Thematic analysis of the narratives revealed that the "theory-practice confidence gap" is a manifestation of a profound deficiency in Pedagogical Content Knowledge (PCK), specifically a disconnect between general subject-matter expertise and specialized non-visual instructional strategies. Furthermore, the findings identify pervasive resource scarcity, severe time constraints, and a restrictive policy landscape as significant environmental suppressors of teacher efficacy. The study concludes that enhancing teacher confidence requires a fundamental shift toward hands-on, PCK-focused professional development and targeted systemic support to mitigate environmental stressors. This research offers a strategic agenda for reforming teacher training and policy to foster a more equitable educational future for visually impaired students in Punjab.