1.Teacher Autonomy in Practice: Insights from Government School Educators in NorthEast Delhi

Dr. Madhvi Agrawal
Assistant Professor
DIET Bhola Nath Nagar
SCERT, Delhi
E-mail : madhviagrawa@gmail.com

Abstract
The National Education Policy (NEP) 2020 identifies ‘Rational thought and Autonomy’ as one of the five foundational aims of education to fulfil its overarching vision and goals. This study investigates the current state of teacher autonomy among educators in government schools across Delhi. The target population comprised primary, secondary, and senior secondary teachers working in these institutions. A randomly selected sample of 75 teachers—including PGTs, TGTs, and primary teachers from North-East Delhi—participated in the study. Data was collected through a structured four-point Likert scale questionnaire, focusing on four key dimensions: Curriculum and Lesson Planning, Teaching Methods and Strategies, Assessment and Evaluation, and Classroom Environment and Management. Quantitative analysis was employed to interpret the findings. Results indicate that while teachers experience a moderate degree of autonomy in selecting teaching methods and instructional strategies, significant limitations persist in areas such as curriculum decision-making, assessment practices, and resource allocation. These findings point to the need for systemic reforms to strengthen operational autonomy and provide holistic support for teacher empowerment. The study also recommends future research incorporating private school teachers to enable comparative insights and broaden the understanding of teacher autonomy in diverse educational settings

Flipped Learning, Teaching Learning Process, Technology, Digital resources, Student Engagement

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