Teaching at the Policy–Practice Interface: Public Policy, School Education, and Teacher Experiences in India

Amish Mohanlal Punjabi

Teaching at the Policy–Practice Interface: Public Policy, School Education, and Teacher Experiences in India

Author(s)	Mr. Amish Mohanlal Punjabi
Country	India
Abstract	Background- Public policy has played a central role in shaping India’s school education system through reforms aimed at access, equity, and quality. Despite sustained policy activity, persistent gaps between policy intent and classroom realities continue to affect teacher performance, job satisfaction, and school functioning. Objectives – This study examines the key challenges and implementation gaps in India’s school education policies by foregrounding teachers’ perspectives. It aims to identify systemic constraints affecting policy execution, analyse their implications for organisational climate and teacher well-being, and generate evidence-based policy recommendations. Methodology – The study adopts a mixed-method research design. Quantitative data were collected through a structured questionnaire assessing workload, job satisfaction, leadership support, organisational climate, and perceived policy effectiveness. Qualitative data were generated through semi-structured interviews with school teachers to capture lived experiences of policy implementation. Secondary data from policy documents and prior research were used to contextualise findings. Quantitative data were analysed using descriptive statistics, while qualitative data were examined through thematic analysis. Findings- The findings reveal three persistent tensions: limited administrative capacity, increasing workload and compliance pressures, and a widening disconnect between policy expectations and classroom feasibility. Teachers report chronic challenges related to high pupil–teacher ratios, inadequate infrastructure, uneven digital readiness, and weak accountability mechanisms. These conditions negatively influence job satisfaction, professional motivation, and organisational climate, often compelling teachers to compensate for systemic shortcomings. Conclusion and Implications – The study concludes that policy effectiveness in school education depends less on reform expansion and more on institutional capacity, leadership quality, and teacher well-being. Incorporating teacher perspectives into policy design and implementation processes is essential for bridging policy–practice gaps. The findings underscore the need for capacity-building governance, reduced administrative burden, and context-sensitive digital reforms to strengthen the sustainability of educational policy outcomes in India.
Keywords	School education; teacher perspectives; implementation gaps; organizational climate; job satisfaction; RTE Act; educational governance; digital readiness; workload; India.
Field	Arts
Published In	Volume 6, Issue 6, November-December 2025
Published On	2025-12-24

View / Download PDF File

E-ISSN 3048-7641

doi

CrossRef DOI is assigned to each research paper published in our journal.

AIJFR DOI prefix is
10.63363/aijfr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About AIJFR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9898-79-39-59	editor@aijfr.com

Advanced International Journal for Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Teaching at the Policy–Practice Interface: Public Policy, School Education, and Teacher Experiences in India

Share this