A Study on the Role of Yoga and Mindfulness in Enhancing Cognitive Functions, Self-Efficacy, and Teaching Competency Among B.Ed. Trainees

Abstract: 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: Yoga and Mindfulness, Cognitive Functions, Self-Efficacy, Teaching Competency