The National Education Policy (NEP) 2020 envisions a transformative shift in India’s education system by emphasizing holistic development, value-based learning, and continuous professional growth of teachers. Recognizing teachers as the central agents of educational reform, the policy underscores the need for ethically grounded, professionally competent, and socially responsible educators. In this context, Indian ethos—rooted in moral values, cultural traditions, and philosophical principles—offers a strong foundation for redefining teacher professional development. This conceptual paper examines the relevance of Indian ethos, core values, and professional skills in enhancing the professional development of teachers within the framework of NEP 2020. Drawing insights from Indian philosophical traditions, national policy documents, and contemporary academic literature, the study adopts a descriptive and analytical research approach. It explores how ethical values such as dharma (righteous conduct), seva (service), integrity, empathy, and lifelong learning can be systematically integrated into teacher education and continuous professional development programmes. The paper further analyses the alignment between Indian ethos and NEP 2020’s emphasis on competency-based education, experiential learning, reflective practice, and the inclusion of Indian knowledge systems. The study argues that value-based professional development enhances teachers’ pedagogical effectiveness, ethical judgment, emotional intelligence, and commitment to inclusive and sustainable education. Integrating Indian ethos with professional skill development not only strengthens teaching competence but also fosters reflective practitioners capable of addressing contemporary educational challenges. The paper concludes that aligning teacher professional development with Indian ethos and the vision of NEP 2020 can contribute significantly to building a morally conscious, skilled, and future-ready teaching workforce. Directions for future empirical research are suggested to assess the impact of value-oriented professional development initiatives in teacher education.