<b>Perception </b><b>o</b><b>f Teachers Regarding </b><b>t</b>he Practice of School Social Work<b>: A Qualitative Analysis </b><b>o</b><b>f Public Schools </b><b&g

This qualitative study investigated public primary school teachers' perspectives of School Social Work, the problems encountered in its absence, and their suggestions for effective implementation. A total of 18 teachers were chosen from Sargodha city, Pakistan, using purposive sampling to conduct structured interviews. The findings indicate that teachers consider SSW crucial for assisting children with emotional, social, and behavioral challenges that impede academic achievement and general well-being. In the absence of professional social workers, teachers frequently experience feelings of inadequacy and exhaustion, grappling with non-academic challenges in addition to their academic responsibilities. This leads to unsolved conflicts, classroom disturbances, and a decline in student performance. Parental non-cooperation or resistance engenders more complications. The study indicates an urgent necessity to employ qualified school social workers, counsellors, and psychologists to address pupils experiencing psychological challenges. It underscores the need of teacher training in tackling emotional and behavioral issues. It enhances the collaboration between teachers, parents, and social workers to augment classroom efficiency and student welfare, while also promoting a good and inclusive educational environment.