Published Paper Details:

As discussions on women's reservation continue, it's important to understand the perspectives of people in education, especially teacher educators. Many studies on gender focus mainly on teachers and students, but very few focus on teacher educators. The objective of this study is to examine the awareness and attitudes of teacher educators regarding the women's reservation with reference to the Women's Reservation Act, 2023. Data was collected from teacher educators across Delhi NCR using a descriptive survey method. A structured questionnaire using a five-point Likert scale (strongly disagree to strongly agree) was employed, and convenience sampling was used to collect responses from 46 teacher educators through Google Form. The data was analyzed using descriptive statistics. To understand the distribution of responses, percentages were calculated. The findings reveal a good level of general awareness among the teacher educators. But they do not show uniformity in their understanding of key aspects, such as details of the implementation process and factual awareness of the percentage of seats reserved for women. Also, teacher educators showed positive attitudes toward the women's reservation, as it may promote inclusivity and gender equality. Although they critically reflect on the effectiveness of the reservation policy, they argue that the women's reservation policy alone may not address deeper social inequalities. The study suggests policy-related discussions in educational settings to raise awareness among teachers and students. They can play a role in addressing social issues by adopting a positive attitude towards reducing social inequalities.