International Journal of Social Science Research (IJSSR)

Principal Administrative Behaviour in the Context of NEP 2020 Implementation and Its Effect on Teacher Organizational Commitment: A Study of Secondary Schools in Hajipur, Bihar

The National Education Policy 2020 (NEP 2020) has redefined the role of school principals in India by shifting the focus from traditional administrative management to visionary instructional leadership, teacher empowerment, and academic excellence. This study examines principal administrative behaviour during NEP 2020 implementation and its impact on the organizational commitment of secondary school teachers in Hajipur, Vaishali District, Bihar. Drawing on Meyer and Allen's (1991) Three-Component Model of Organizational Commitment and Hallinger's (1985) Instructional Leadership Framework, the research employs a descriptive survey design with a correlational approach. The sample comprises 300 secondary school teachers selected through stratified random sampling from government and private schools in Hajipur block. Data collection instruments include a self-developed Administrative Behaviour Scale (NEP 2020 context) and an adapted Organizational Commitment Questionnaire (OCQ). Data analysis utilizes descriptive statistics, Pearson's correlation coefficient, and multiple regression analysis. Results indicate that principal administrative behaviour is moderately high overall, although NEP-aligned dimensions such as teacher empowerment and professional development facilitation are comparatively lower in government schools. There is a significant positive relationship between principal administrative behaviour and all three components of teacher organizational commitment, with affective commitment demonstrating the strongest association. Multiple regression analysis shows that principal administrative behaviour significantly predicts teacher organizational commitment, accounting for 34% of the total variance.