Perception of School Teachers towards the Provisions of National Education Policy (NEP) – 2020

Education refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit in us. - NPE (1986/92). Education acts as a vehicle for economic as well as holistic growth and development of a country. To make people more dynamic and to bring them to the mainstream of national development, govt. has taken several steps at different points of time. In India, different educational policies are implemented for the purpose of advancement of pedagogical approaches, innovations, technology to equipping equitable and quality education for all. NEP-2020 is an innovative strategy to universalize elementary education, but its success depends on upon the missionary zeal of educational practitioners, like teachers, teacher educators, head masters, etc. The teachers are the real stakeholders who are directly involved in implementation of the policy at institutional level, they faced the challenges and issues to implement these at the grassroot level. The study was conducted on 120 school teachers of Mayurbhanj district of Odisha, India. The researcher adopted the descriptive survey research design to explore the perception of school teachers towards the provisions of NEP-2020 in Mayurbhanj district of Odisha. For the collection of samples, simple random sampling technique was adopted. The finding of the study revealed that there is no significant difference in perception of male and female school teacher as well as high qualified and low qualified school teachers towards the provision of NEP-2020. Further, most of the teachers suggested that more awareness and training programs are required to cognizant the stakeholders about the provisions of NEP-2020. In addition to this, educational implications and recommendations were given on the basis of obtained outcomes of the study.