A Study of Professional Competency of High School Teachers in the Perspective of National Education Policy-2020 with Reference to Gender, Socio-Economic Status, Region, and Type of School

Abstract

The National Education Policy (NEP) 2020 emphasizes the critical role of teachers in transforming the Indian education system. This study examines the professional competency of high school teachers in the perspective of NEP 2020, considering four key variables: gender, socio-economic status, region, and type of school. A mixed-method approach was adopted, surveying 400 high school teachers (200 male, 200 female) from various schools across [study area]. The findings reveal significant differences in professional competency based on socio-economic status and type of school, while gender and region showed moderate variations. The study concludes that NEP

Introduction

The study examines teacher professional competency in India under the National Education Policy (NEP) 2020, emphasizing that teacher quality is central to improving education outcomes. Professional competency includes subject knowledge, pedagogy, technology use, assessment skills, inclusivity, and continuous development. NEP 2020 expands teacher roles by introducing digital pedagogy, competency-based education, multilingual approaches, and ongoing training requirements. However, significant disparities exist in competency levels based on gender, socio-economic status, region, and type of school.

The study highlights that high school teachers are especially important because they shape students’ academic and career paths, and NEP 2020 reforms demand stronger teacher preparation and adaptability.

A review of literature shows that teacher competency is multidimensional and influenced by frameworks like PCK and TPACK. Research also indicates mixed findings regarding gender differences, clear advantages for higher socio-economic status in accessing resources, and persistent rural–urban gaps in training and infrastructure. Private school teachers often show stronger technological skills, while government school teachers tend to perform better in inclusive education practices. A major gap identified is the lack of comprehensive studies analyzing all these factors together in the NEP 2020 context.

Methodologically, the study uses a descriptive mixed-method survey of 400 high school teachers, with equal representation across gender, region, and school type. Data was collected through competency scales, SES measures, surveys, interviews, and focus groups, and analyzed using statistical and thematic methods.

Results show that overall teacher competency is moderate to high (mean = 3.83). Among competency areas, content knowledge is the strongest (4.12), while technological integration is the weakest (3.45). This suggests that while teachers are academically strong, they need further development in digital and technology-based teaching skills.

Conclusion

A. Major Findings 1) The overall professional competency of high school teachers is moderate (M = 3.83) 2) No significant gender differences exist in professional competency 3) SES significantly influences professional competency (F = 18.67, p < 0.01) 4) Urban teachers demonstrate higher competency than rural teachers 5) Private school teachers score higher than government school teachers 6) Technological integration remains the weakest competency dimension B. Implications for NEP 2020 Implementation 1) Targeted Training – Develop differentiated training programs for teachers based on their competency gaps 2) Digital Infrastructure – Invest in technology infrastructure, especially in rural and government schools 3) Teacher Support Systems – Establish mentoring and peer-learning networks 4) Continuous Professional Development – Implement mandatory CPD with 50 annual hours as recommended by NEP 2020 5) Equity Focus – Provide additional support to teachers from low SES backgrounds and rural areas C. Limitations of the Study 1) Limited geographical scope 2) Self-report measures may introduce bias 3) Cross-sectional design limits causal inferences 4) SES measurement based on self-reported data D. Suggestions for Future Research 1) Longitudinal studies examining competency development over time 2) Experimental studies testing effectiveness of specific training interventions 3) Comparative studies across different states and educational boards 4) Research examining relationship between teacher competency and student outcomes.

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Copyright

Copyright © 2026 Dr. Kapil Kumar Katle. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.