A study of Satisfaction and Perception of Teachers in the Context of NEP 2020 in the Study Area

Abstract

The National Education Policy (NEP) 2020 introduces a transformative and forward-looking vision for revamping the Indian education system, aiming to make it more inclusive, equitable, and learner-centric. It places a strong emphasis on holistic development, flexible curriculum structures, and multidisciplinary learning environments that promote critical thinking, creativity, and lifelong learning among students. At the heart of this reform lies the role of teachers, who serve as the key agents in implementing and translating policy into practice at the grassroots level.  Recognizing the  centrality of educators in this process, the present study aims to examine the satisfaction levels and perceptions of teachers regarding the NEP 2020 within the designated study area. The research employs a mixed-methods approach, integrating quantitative data from structured surveys with qualitative insights from interviews conducted with primary and secondary school teachers. The study concludes that for NEP 2020 to be effectively realized and sustained, it is imperative to address the concerns of educators, strengthen institutional support systems, and ensure ongoing dialogue between policymakers and practitioners. Robust teacher training, inclusive policy dissemination, and contextual adaptation remain critical to achieving the goals envisioned in this ambitious educational reform.