Teachers' Psychology Towards the Adoption of National Education Policy (NEP) 2020 - With Reference to Management Institutes

Abstract

This research paper explores teachers' perceptions towards the adoption of the National Education Policy (NEP) 2020 in management institutes. The study aims to understand how teachers view the transformative potential of NEP 2020 and the challenges they encounter in its implementation. Using a quantitative research approach, data were collected through a Likert-based questionnaire administered to 266 teachers in various management institutes. The findings indicate that teachers generally hold positive perceptions towards NEP 2020, recognizing its value in enhancing education quality, promoting experiential learning, and providing professional growth opportunities. However, they also face challenges related to inadequate resources, limited technology infrastructure, lack of comprehensive training, and resistance from certain stakeholders. These insights have significant implications for policymakers and educational leaders, emphasizing the need for targeted interventions and support mechanisms to ensure the successful integration of NEP 2020 in management institutes.