Impact of Psychological Well-Being on Academic Procrastination of Prospective Teachers

The objective of the study was to examine the impact of Psychological Well-Being on Academic Procrastination of Prospective Teachers. The study sample consisted of 76 prospective teachers who were selected through the random sampling technique. The data was collected through the descriptive Survey Method. The Statistical techniques used in this study were Mean, Standard Deviation, ’t’-test, Percentage Analysis and Correlation to analyse the data. The result of the study shows a moderate level of Psychological Well-Being among prospective teachers. The findings also revealed a significant negative relationship between Psychological Well-Being and Academic Procrastination among prospective teachers. Further, Prospective Teachers with higher Psychological Well-Being were significantly less likely to Procrastinate compared to those with moderate Psychological Well-Being. The results suggest a need for interventions and support systems in teacher education programs to enhance the Psychological Well-Being of prospective teachers, potentially reducing Procrastination.