INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD

Abstract:  The National Education Policy (NEP) 2020 represents a transformative framework aimed at improving the Indian education system by emphasizing holistic development, competency-based learning, and technology integration. Teachers, being primary stakeholders, play a pivotal role in its implementation. This study investigates the attitude of school teachers towards NEP 2020, focusing on awareness, perceived benefits, and challenges in adoption. A descriptive survey design was employed, collecting data from 150 teachers across government and private schools in Delhi using structured questionnaires. Statistical analysis included descriptive statistics (mean, SD, percentages) and inferential analysis (ANOVA) to identify differences based on school type. Findings indicate that while most teachers exhibit a positive attitude toward NEP 2020, gaps exist in awareness, training, and access to ICT infrastructure. Rural government school teachers reported lower readiness compared to their urban and private counterparts. Major challenges include workload, limited resources, and insufficient professional development. The study underscores the importance of targeted training programs, infrastructure support, and policy involvement to enhance teachers’ readiness. Recommendations include systematic teacher empowerment, ICT capacity building, and inclusive support mechanisms. The findings provide empirical evidence to guide policymakers and school administrators in effective NEP 2020 implementation.