This study identifies three critical issues plaguing the professional development of local Chinese language teachers in Pakistan: the absence of systematic and localized teacher training programs, excessively heavy workloads that impede effective teaching and career growth, and a severe shortage of tailored, context-specific localized teaching resources. Adopting a rigorous mixed-methods research approach, the study incorporates a quantitative survey of 55 local Chinese language teachers across various educational institutions in Pakistan and in-depth semi-structured interviews with 10 key stakeholders, including experienced teachers and institute administrators, to collect comprehensive empirical data. The research constructs a theoretical framework that categorizes training, workload, and resources as core axial categories directly influencing teachers’ career development and overall job satisfaction. The findings further reveal that the key systemic challenges include the lack of sustained, locally adapted professional development initiatives, inadequate remuneration and job security, scarce relevant teaching materials aligned with Pakistani learners’ cultural and linguistic needs, and limited clear career advancement pathways. Based on the empirical insights, the study offers targeted, actionable recommendations to enhance institutional support systems, improve teacher compensation and job stability, develop localized teaching resources, and establish structured training mechanisms, with the ultimate aim of elevating the quality and ensuring the long-term sustainability of Chinese language education in Pakistan.
Uswa Naheed (于梦悦) (Thu,) studied this question.