A STUDY ON THE ROLE OF YOGA AND MINDFULNESS IN ENHANCING COGNITIVE FUNCTIONS, SELF-EFFICACY, AND TEACHING COMPETENCY AMONG B.ED. TRAINEES
Assistant Professor, VISTAS Chennai
DOI: 
SHARE THIS ARTICLE
DOWNLOAD ARTICLE
REVIEW REPORT
CITE THIS ARTICLE
In recent years, there has been growing recognition of the importance of holistic development in teacher education, particularly the integration of cognitive, emotional, and behavioural competencies. This study investigates the impact of yoga and mindfulness practices on the cognitive functions, self-efficacy, and teaching competency of B.Ed. trainees. Drawing on theoretical frameworks related to multiple intelligences and psychosocial development, the study explores how consistent engagement in yoga and mindfulness enhances attention, memory, emotional regulation, and confidence in pedagogical tasks. A sample of teacher trainees from select teacher education institutions participated in a structured yoga and mindfulness intervention over eight weeks. Pre- and post-intervention assessments were conducted using validated tools measuring cognitive performance, self-efficacy levels, and teaching competency. The findings reveal a statistically significant improvement in cognitive flexibility, working memory, and instructional confidence among the experimental group, indicating the potential of yoga-based interventions in teacher training curricula. The study emphasizes the relevance of mind-body practices in fostering well-rounded, competent, and emotionally resilient educators, with implications for curriculum design, teacher training policy, and future research in educational psychology.
Keywords
Article Information
Article Metrics
HOW TO CITE
Copy
R, S. V. (2026). A Study on the Role of Yoga and Mindfulness in Enhancing Cognitive Functions, Self-Efficacy, and Teaching Competency Among B.Ed. Trainees. International Journal of Science, Strategic Management and Technology, Volume 10(01). https://doi.org/10.55041/ijsmt.v2i2.003
R, Subhamol. "A Study on the Role of Yoga and Mindfulness in Enhancing Cognitive Functions, Self-Efficacy, and Teaching Competency Among B.Ed. Trainees." International Journal of Science, Strategic Management and Technology, vol. Volume 10, no. 01, 2026, pp. . doi:https://doi.org/10.55041/ijsmt.v2i2.003.
R, Subhamol. "A Study on the Role of Yoga and Mindfulness in Enhancing Cognitive Functions, Self-Efficacy, and Teaching Competency Among B.Ed. Trainees." International Journal of Science, Strategic Management and Technology Volume 10, no. 01 (2026). https://doi.org/https://doi.org/10.55041/ijsmt.v2i2.003.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness training for elementary school students: The importance of developing emotional awareness. Journal of Applied School Psychology, 21(4), 45-58. https://doi.org/10.1300/J008v21n04_03
Rangan, S. B., Nambiar, V., & Kalpana, A. (2017). Yoga and cognitive function: A systematic review. Journal of Indian Psychology, 43(2), 98-111.
Roeser, R. W., Schonert-Reichl, K. A., & Jha, A. (2013). Mindfulness training and teachers’ professional development: Implications for stress, burnout, and teaching efficacy. Journal of Educational Psychology, 105(1), 35-53. https://doi.org/10.1037/a0031196
Subramaniam, A., & Rajeev, R. (2020). Yoga and teaching competency: Effects on B.Ed. trainees’ reflective teaching and classroom management. Indian Journal of Education, 50(1), 55-70.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4
Telles, S., Raghuraj, P., & Nagarathna, R. (2013). Yoga reduces anxiety and improves cognitive function in students. International Journal of Yoga, 6(2), 133-139. https://doi.org/10.4103/0973-6131.110076
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Ethics and Compliance
Indexed In
Similar Articles
Previous Article
