Author: Ms. Susmita Das & Prof. (Dr.) Prem Shankar Srivastava
DOI Link: https://doi.org/10.70798/Bijmrd/04011020
Abstract: The National Education Policy (NEP) 2020 envisions an inclusive, equitable, and sustainable education system that prioritizes learner development through innovative pedagogies and skilled teaching personnel. However, the psychological well-being of teachers who are key agents in this transformation remains a critical yet underexplored dimension. This qualitative study examines the lived experiences, emotional challenges, and well-being needs of teachers in the context of contemporary educational reforms. Using semi-structured interviews with 12 teachers from higher education settings, the study identifies four major themes: emotional wellness in teaching, institutional pressures, coping mechanisms, and expectations for sustainable support systems. Findings highlight that teachers experience significant stress arising from workload, digital transition, student behavior issues, and lack of institutional recognition. Yet, resilience, peer collaboration, and personal coping strategies help them navigate challenges. The study concludes that ensuring teachers’ psychological well-being is indispensable for the successful implementation of NEP 2020 and sustainable educational development. Recommendations include structured well-being programs, mental health support, and institutional reforms aligned with NEP’s emphasis on equity, excellence, and sustainability.
Keywords: Psychological well-being, NEP 2020, Teachers, Qualitative research, Sustainability, Emotional health, Education.
Page No: 108-113