Analyzing the Compatibility of National Education Policy-2009 and National Professional Standards with Teacher’s Professionalism

Abstract

Countless studies have consistently underscored the paramount importance of teacher education in nurturing professionalism among educators. Two instrumental mechanisms in this pursuit are the National Education Policies (NEP) and the National Professional Standards for Teachers (NPSTs), both serving as pivotal tools to cultivate professionalism among teachers. This manuscript is primarily dedicated to the examination of how the National Education Policy-2009 (NEP-2009) and the National Professional Standards (NPSTs) contribute to the development of professionalism among teachers. To achieve this objective, researchers meticulously designed two comprehensive questionnaires, precisely tailored to focus on essential indicators of professionalism. Employing a descriptive survey research approach, guided by three overarching research inquiries, the study enlisted the participation of 150 teacher educators across eight universities specializing in educational disciplines. The data analysis unequivocally illuminated the substantial roles played by NEP-2009 and NPSTs when considered in isolation, in fostering professionalism among teachers. Nonetheless, a significant incongruity surfaced, revealing a lack of synergy between these two influential elements in addressing the multifaceted dimensions of teacher professionalism. This incongruity has underscored the presence of a conspicuous gap, prompting the recommendation that policymakers and standard-setting bodies collaborate closely to ensure alignment and coherence between NEP and NPSTs. Such collaboration holds the potential to elevate the quality of teacher education and enhance the professionalism of teacher educators