Future Ready Education and Teacher Happiness: A Study of Private Schools in Guwahati under NEP 2020

Purpose: This study examines the influence of "Future-Ready" educational reforms, mandated by the National Education Policy (NEP) 2020, on the psychological well-being, health, and time balance of private school teachers in Guwahati, Assam. Design/Methodology/Approach: Adopting a mixed-methods design, quantitative data was collected via a structured questionnaire based on the Happiness Index from 100 teachers across 8 private schools. This was triangulated with qualitative insights gathered through in-depth, semi-structured interviews with 10 educators. Findings: Results indicate a paradox: while teachers derive profound fulfillment from their core pedagogical roles, they simultaneously experience severe work-related stress and a critical lack of time balance. Furthermore, there is minimal institutional support for mental health, which jeopardizes the sustainable implementation of NEP 2020. Practical Implications: The study provides evidence-based recommendations for educational leaders and policymakers, emphasizing the necessity of formal mental health initiatives, dedicated non-instructional planning time, and structured digital pedagogy training to align policy agendas with teacher welfare. Originality/Value: By applying the Happiness Index to the context of NEP 2020 implementation, this research pioneers the measurement of policy success through the lens of educator well-being rather than traditional student-centric metrics.