Abstract
Teaching is an emotionally demanding profession requiring continuous interpersonal interaction, emotional regulation, classroom management and adaptation to organizational demands. Emotional intelligence and job satisfaction are therefore important dimensions of teacher occupational well-being. Yoga, as an integrated mind-body discipline, has increasingly been investigated in relation to stress, psychological well-being and occupational health.ObjectiveThe present article aims to develop an evidence-informed conceptual understanding of the possible relationship between Yoga practice, emotional intelligence and job satisfaction among higher secondary school teachers.Approach/Method A conceptual and narrative evidence-informed approach was adopted. The uploaded 2013 article was critically examined for its research structure, while relevant theoretical literature, classical Yoga sources and contemporary peer-reviewed studies were considered to construct an improved conceptual framework. No primary participant data were collected or analysed. Evidence Synthesis Existing literature indicates that emotional intelligence is relevant to teacher well-being and job satisfaction, while Yoga-based interventions have been studied in teachers in relation to psychological distress, anxiety, stress, sleep, quality of life and occupational outcomes. However, evidence directly integrating quantified Yoga engagement, emotional intelligence and job satisfaction among higher secondary school teachers remains comparatively limited and heterogeneous.Conceptual Findings A theoretically plausible pathway is proposed in which regular Yoga engagement may be associated with attentional regulation, self-awareness and emotional regulation, which may in turn relate to emotional intelligence, coping, interpersonal functioning and occupational well-being. This framework is presented as a proposition for future empirical testing rather than as an established causal model.Conclusion Yoga represents a potentially relevant component of a holistic teacher-wellness framework. Stronger longitudinal, controlled and adequately powered studies are required to determine whether the proposed relationships are causal and to clarify the contribution of Yoga dose, practice components and contextual occupational factors.