abstract

Teachers play a significant role in shaping students’ academic development, ethical values, social behaviour and interpersonal relationships, particularly during secondary education. In the context of the National Education Policy (NEP) 2020, teacher role modelling extends beyond subject knowledge to include ethical conduct, effective communication, emotional support, inclusive classroom practices, social responsibility and professional commitment. This paper examines the relationship between the expectations associated with secondary school teachers as role models and their reported performance, with particular reference to Gujarat. It adopts a conceptual and descriptive-comparative framework to analyse seven dimensions of teacher role modelling and explore the potential significance of expectation–performance gaps for educational improvement. The proposed methodology involves structured questionnaires, descriptive statistics and appropriate comparative and correlational techniques, subject to the availability of verified data. The illustrative figures presented in the source document indicate comparatively larger example gaps in inclusive classroom practices and emotional support; however, these figures are hypothetical and cannot be considered empirical findings. The discussion highlights the importance of validated assessment instruments, constructive feedback, mentoring, continuous professional development and institutional support in strengthening teacher effectiveness. It also emphasises that differences between expectations and reported performance should be interpreted in relation to school resources, workload, classroom conditions and opportunities for professional learning. The paper concludes that effective teacher role modelling requires a balanced approach combining professional responsibility, reflective practice and supportive institutional environments. Further empirical research using reliable data and appropriate analytical procedures is necessary to establish actual performance patterns and identify evidence-based strategies for improving secondary education in alignment with NEP 2020.