Professional Practice and Competence of Secondary Teachers under National Education Policy 2020 in Bolpur Municipality

Abstract

Background of the Study: The professional competence and practices of secondary school teachers play a crucial role in shaping student learning outcomes. Gender-based differences in teaching competence have been widely discussed, yet limited empirical research exists within the framework of the National Education Policy (NEP-2020) under the Bolpur Municipality’s WBBSE system. This study aims to analyze the professional competence of secondary school teachers across various domains, focusing on gender differences. Objectives: The study investigates gender-based differences in the professional competence of secondary school teachers across five domains: (1) learning plan development, (2) lesson delivery, (3) classroom components and dynamics, (4) effective classroom communication, and (5) assessment techniques. Additionally, it examines overall professional competence to determine whether gender influences teaching effectiveness. Research Methodology: This study adopts a quantitative research design, employing a survey-based approach to collect data from secondary school teachers. A structured questionnaire was designed based on professional competency parameters outlined in NEP-2020. Sampling Techniques: A stratified random sampling technique was used to select a representative sample of secondary school teachers from Bolpur Municipality under WBBSE. The sample consisted of male and female teachers across various subject specializations. Statistical Analysis: Data were analyzed using descriptive and inferential statistics. A two-tailed independent t-test was conducted to compare the means of male and female teachers’ professional competence scores across different domains. The statistical significance level was set at 0.05. Findings: The study revealed significant gender-based differences in two domains: (1) learning plan development, where male teachers demonstrated higher competence (t = 2.992, p < 0.05), and (2) classroom communication, where male teachers also outperformed female teachers (t = 2.117, p < 0.05). However, no significant gender differences were found in lesson delivery, classroom management, and assessment techniques. The overall professional competence scores showed no significant gender disparity, suggesting that training and experience play a more crucial role than gender. Further Recommendations: The study suggests the need for targeted training programs to bridge gender gaps in specific competency areas. Additionally, professional development initiatives should be designed to enhance both male and female teachers' effectiveness, ensuring equitable access to pedagogical resources and leadership opportunities in line with NEP-2020 guidelines.