Published Paper Details:

The quality of higher education is closely linked to the professional qualification and ethical orientation of teachers, particularly in regions where institutional development varies widely. This study analytically explores the professional qualifications, ethical practices, and performance standards of teachers working in selected Higher Education Institutions (HEIs) of Nagaon district, Assam. Using a descriptive survey design, data were collected from faculty members across government and private colleges to assess their academic preparation, pedagogical competencies, adherence to institutional ethics, and awareness of professional codes of conduct. The analysis reveals notable variations in teachers' qualifications, exposure to professional development Programmes, and their understanding of ethical responsibilities within institutional settings. While most respondents demonstrated adequate academic credentials, the study found disparities in continuous professional development and inconsistent application of ethical principles such as accountability, transparency, fairness, and student-centric conduct. The findings highlight the need for structured faculty development initiatives, stronger institutional monitoring mechanisms, and the integration of ethical training in professional development frameworks. The study concludes that strengthening teachers' qualifications and ethical awareness is essential for enhancing the overall quality, credibility, and governance of higher education in Assam.