Professional Attitude of Government Primary School Teachers in the Light of NEP- 2020 Reforms

Abstract

The National Education Policy (NEP) 2020 has redefined the landscape of Indian education, especially at the foundational and primary levels, by emphasizing competency-based learning, inclusive practices, and teacher empowerment. Within this transformative context, the professional attitude of government primary school teachers emerges as a crucial determinant of successful policy implementation. This theoretical study critically examines the concept of professional attitude, its dimensions, and the evolving expectations from teachers under NEP 2020. Drawing upon educational theory, policy documents, and recent literature, the paper explores how teacher attitudes influence classroom practices, student engagement, and institutional development. The analysis highlights that professional attitude encompasses ethical responsibility, openness to innovation, reflective practice, and commitment to continuous professional development. It further discusses the structural challenges and institutional support required to foster such attitudes in the government school system. The study concludes that unless teachers internalize the values and vision of NEP 2020 through attitudinal transformation, the policy’s goals may remain aspirational. This paper thus contributes to a deeper understanding of the human and psychological dimensions of educational reform and underscores the need to align teacher identity, training, and policy expectations for holistic educational advancement.