Demystifying Teachers Identity in Odisha within the Socio Professional Contour and Changing Educational Policies

Abstract: This study explores the perceptions of elementary school teachers in Odisha regarding their professional space, employment security, and socio-economic status in the context of shifting educational policies. Grounded in Social Identity Theory, Role Identity Theory, and Policy Implementation Theory, the research investigates how reforms such as the National Policy on Education (1986, 2020), the Sarva Shiksha Abhiyan, the Right to Education Act (2009), and NCTE regulations have influenced teachers’ professional identity and everyday work experiences. Using a qualitative design, in-depth interviews with sixty teachers from diverse urban, semi-urban, and rural schools in Cuttack were conducted and analysed thematically. Findings reveal a paradox of autonomy, where teachers exercise freedom in classroom-level pedagogy but lack influence in broader institutional or policy decisions. Limited policy awareness, inadequate institutional support, insufficient remuneration, and restricted career growth contribute to professional stagnation and low social recognition, particularly in urban contexts. The study underscores the need for inclusive, context-specific reforms that recognize teachers as active stakeholders in educational change, emphasizing the importance of aligning policy frameworks with the lived realities of teachers to strengthen professional identity and improve educational outcomes.