The present study investigates mental ability as a predictor of teaching effectiveness among pre-service teachers. Mental ability, which includes reasoning, problem-solving, and cognitive processing skills, plays a crucial role in shaping teaching performance and classroom effectiveness. In the context of teacher education, understanding the predictive relationship between mental ability and teaching effectiveness is essential for improving the quality of future educators. The study adopted a descriptive and correlational research design and was conducted on a sample of 240 B.Ed. students selected through random sampling. Standardized tools were used to measure mental ability and teaching effectiveness. Statistical techniques such as mean, standard deviation, Pearson’s coefficient of correlation, and regression analysis were employed to analyze the data. The findings revealed a significant positive relationship between mental ability and teaching effectiveness. Along with it, mental ability was found to be a significant predictor of teaching effectiveness among pre-service teachers. The study highlights the importance of cognitive development in teacher education programs and suggests the integration of strategies that enhance mental ability to improve teaching outcomes. The results have important implications for curriculum design, teacher training, and educational policy aimed at developing competent and effective teachers.
Dr. Sarla Mandhyan (Wed,) studied this question.