Role of Yogic Practices in Teacher Well-Being, Emotional Intelligence, and Classroom Effectiveness

Abstract

Teachers across the world are experiencing high levels of stress, emotional exhaustion, and burnout. These challenges affect not only their own well-being but also the quality of teaching and classroom climate. At the same time, schools are increasingly exploring holistic approaches such as yoga, pranayama, and meditation to support teacher wellness and professional effectiveness. This paper examines the role of yogic practices in enhancing teacher well-being, emotional intelligence, and classroom effectiveness. It is based on a narrative review of recent empirical studies and theoretical work on yoga and mindfulness interventions in educational settings, combined with a conceptual analysis of how these practices influence cognitive, emotional, and behavioral functioning. Research shows that yoga and meditation can reduce stress, anxiety, and burnout among teachers, improve resilience and mental health, and enhance self-regulation. Evidence from students and other adult populations further suggests that yogic practices can improve emotional intelligence, including self-awareness, emotional regulation, empathy, and social skills. These emotional capacities are closely linked to positive teacher-student relationships, better classroom management, and more effective pedagogical practices. A conceptual model is proposed to illustrate how physiological regulation, emotional intelligence, and cognitive control collectively mediate the relationship between yogic practices and teaching effectiveness. The paper concludes that integrating yoga into teacher education and professional development programs may offer a cost-effective and culturally adaptable strategy for fostering healthier, more emotionally resilient, and instructionally effective teachers. Implications for teacher training institutions, school leadership, and educational policy are discussed, and directions for future research are identified.