Teachers’ Perceptions and Classroom Practices Regarding Foundational Literacy and Numeracy in Primary Schools

सार

The NEP 2020 has given prior emphasis on the Foundational Literacy and Numeracy (FLN) as an essential prerequisite to learning so that every student attains the ability to read and comprehend basic text and carry out basic calculations by Grade-III. In order to support this, trainings and modules have been provided to teachers under the NIPUN Bharat Mission. In this context, this study was conducted to explore teachers’ perceptions and examine classroom practices and challenges faced by teachers in the implementation of FLN in the primary schools of Puri district of Odisha. Qualitative descriptive research design was adopted for the study and the sample consisted of 40 primary school teachers selected through a multi-stage sampling technique. Data were collected using semi-structured interview schedules and classroom observation schedules designed for both literacy and numeracy competencies. The findings revealed that teachers hold a positive perception towards FLN and have received regular training; however, limitations in infrastructure and time constraints affect effective implementation. Classroom practices indicated that while basic literacy and numeracy skills are being addressed, there is limited focus on higher-order skills and individualized support. The study also identified key challenges such as shortage of teachers, lack of separate classrooms, additional non-academic duties, and varied learning levels among students. The study implies the need for strengthened infrastructural support, learner-centered pedagogical practices, and continuous professional support for teachers to ensure effective implementation of FLN in primary schools.