{"id":7268,"date":"2025-04-04T21:50:36","date_gmt":"2025-04-04T16:20:36","guid":{"rendered":"https:\/\/bijmrd.com\/?p=7268"},"modified":"2025-04-21T23:21:01","modified_gmt":"2025-04-21T17:51:01","slug":"exploring-teachers-perceptions-on-the-provisions-of-nep-2020-for-teachers","status":"publish","type":"post","link":"https:\/\/bijmrd.com\/index.php\/volume3-issue3\/exploring-teachers-perceptions-on-the-provisions-of-nep-2020-for-teachers\/","title":{"rendered":"Exploring Teachers\u2019 Perceptions on the Provisions of NEP 2020 for Teachers"},"content":{"rendered":"\n

Author:<\/strong> Riku Majumdar & Dr. Shyamsundar Bairagya<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/03030009<\/a><\/p>\n\n\n\n

Abstract:<\/strong> The National Education Policy (NEP) 2020 has introduced several transformative provisions aimed at improving the quality of education in India, with a significant focus on the professional development and welfare of teachers. This study examines teachers’ perceptions towards the provisions outlined in the NEP 2020, especially those related to professional quality enhancement, teacher training, autonomy, curriculum reforms and workload management. Using a mixed-method approach, surveys and interviews were conducted with a diverse sample of teachers across various educational levels. The findings reveal that while teachers generally appreciate the emphasis on holistic development, skill enhancement and digital integration, there are concerns regarding the practical implementation of these provisions. Key challenges include inadequate training, lack of infrastructural support and the feasibility of balancing new demands with existing responsibilities. Teachers\u2019 also express cautious optimism about the potential long-term benefits of NEP 2020 but emphasizes the need for clear guidelines and adequate resources to ensure successful implementation. The study highlights the importance of continuous dialogue between policymakers and educators to address these challenges and effectively leverage the provisions of the NEP 2020 for improving the overall education system.<\/p>\n\n\n\n

Keywords:<\/strong> Teachers’ Perceptions, NEP 2020, Teacher Training, Curriculum Reform, Professional Development, Workload Management, Educational Policy, Implementation Challenges, Educational Reforms.<\/p>\n\n\n\n

Page No: <\/strong>80-88<\/p>\n\n\n\n

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download journal<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Author: Riku Majumdar & Dr. Shyamsundar Bairagya DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/03030009 Abstract: The National Education Policy (NEP) 2020 has introduced several transformative provisions aimed at improving the quality of education in India, with a significant focus on the professional development and welfare of teachers. This study examines teachers’ perceptions towards the provisions outlined in the NEP …<\/p>\n

Exploring Teachers\u2019 Perceptions on the Provisions of NEP 2020 for Teachers<\/span> Read More »<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":"","_joinchat":[]},"categories":[33],"tags":[],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":false,"author_link":"https:\/\/bijmrd.com\/index.php\/author\/asraful-alibiswas\/"},"rttpg_comment":0,"rttpg_category":"Volume3 Issue3<\/a>","rttpg_excerpt":"Author: Riku Majumdar & Dr. Shyamsundar Bairagya DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/03030009 Abstract: The National Education Policy (NEP) 2020 has introduced several transformative provisions aimed at improving the quality of education in India, with a significant focus on the professional development and welfare of teachers. This study examines teachers’ perceptions towards the provisions outlined in the NEP…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/7268"}],"collection":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/comments?post=7268"}],"version-history":[{"count":1,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/7268\/revisions"}],"predecessor-version":[{"id":7270,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/7268\/revisions\/7270"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=7268"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/categories?post=7268"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/tags?post=7268"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}