The Mediating Role of Self-Efficacy in the Relationship Between Multiple Intelligences and Teaching Competency Among B.Ed. Trainees

Abstract The present study investigates the mediating effect of self-efficacy on the relationship between multiple intelligences and teaching competency among B.Ed. trainees in the Palakkad district. Grounded in Gardner’s theory of Multiple Intelligences and Bandura’s concept of self-efficacy, the study aims to explore how individual cognitive strengths influence professional teaching skills, and whether self-efficacy serves as a significant link between the two. A sample of 1000 B.Ed. trainees was selected through stratified random sampling. Data were analyzed using Structural Equation Modelling (SEM) to test the hypothesized mediation model. Findings reveal that multiple intelligences significantly predict teaching competency, and self-efficacy partially mediates this relationship. The study highlights the importance of integrating self-efficacy training and intelligence-based pedagogies into teacher education programs. Implications for curriculum development, teacher training, and educational policy are discussed