Name: Bina Debi Harijan & Jai Devi
Country: India

Year: 2026
Volume: Vol-16, Issue-2, Year-2026 (July-December)
Page Number: 221-242
DOI: https://doi.org/10.5281/zenodo.23473038

ABSTRACT
India's National Education Policy 2020 has introduced a fifty-hour annual Continuous Professional Development mandate as a cornerstone of its teacher reform agenda. Although the policy has received significant academic interest on the macro-level, little is known about the processes by which school administration converts this mandate into institutional practice, especially in semi-urban North-Eastern settings. Based on a cross-sectional survey of 276 elementary teachers in five block clusters of West Tripura, this study employs AMOS-based Structural Equation Modeling to determine whether School-Level Implementation Plans and administrative support predict pedagogical outcomes and professional needs of teachers. Findings affirm the existence of a strong positive correlation, and active administrative support, open tracking, and Professional Learning Communities are the most effective governance levers. The lack of digital infrastructure still compromises policy fidelity.

K