Reconceptualizing Teacher Professional Competence through Medical Biochemistry: A Biopsychological Framework Linking Biochemical Health, Cognitive Function, and Educational Effectiveness
1 Ex. Principal-in-Charge, Maa Education College, Pamgarh, Janjgir-Champa, Shaheed Nandkumar Patel Vishwavidyalaya, Raigarh, Chhattisgarh.
2 Professor, Department of Education, Guru Ghasidas Vishwavidyalaya, Bilaspur, Chhattisgarh.
3 HoD & Professor, Department of Education, Guru Ghasidas Vishwavidyalaya, Bilaspur, Chhattisgarh.
4 Assistant Teacher, Kashidih, Chandrapur, Chhattisgarh, PhD. Scholar (Hindi), ISBM University, Gariyaband, Raipur, Chhattisgarh, India.
5 Assistant Teacher, Kashidih, Chandrapur, Chhattisgarh. Research Scholar (Education), ISBM University, Gariyaband, Raipur, Chhattisgarh, India.
* Corresponding Author
ORCID Details
Senapati Nayak: https://orcid.org/0009-0008-5315-7366
Chandrashekhar Vazalwar: https://orcid.org/0009-0009-4739-0548
Sambit Kumar Padhi: https://orcid.org/0000-0002-7067-0814
Manoj Kumar Patel: https://orcid.org/0009-0002-3142-4052
Hemlata Patel: https://orcid.org/0009-0009-3082-0417
Research Article
Open Access Research Journal of Science and Technology, 2026, 18(01), 186–199.
Article DOI: 10.53022/oarjst.2026.18.1.0098
Publication history:
Received on 06 September 2026; revised on 23 October 2026; accepted on 24 October 2026
Abstract:
Teacher professional competence has traditionally been theorized through pedagogical, cognitive, and motivational lenses, treating biological health as a peripheral concern rather than a core determinant of instructional capacity. This paper proposes a biopsychological reconceptualization of teacher competence that positions medical biochemistry-specifically micronutrient status, hormonal regulation, gut-brain signaling, sleep architecture, and stress-biomarker profiles-as a foundational layer underlying cognitive function and, by extension, classroom effectiveness. Drawing on peer-reviewed research published between 2020 and 2025 across educational psychology, endocrinology, nutritional science, and microbiome research, the paper synthesizes evidence linking biochemical dysregulation to impairments in working memory, attention, emotional regulation, and decision-making-the same cognitive-affective resources teachers draw on moment-to-moment in instructional practice. The paper proposes a biopsychological framework that models teaching competence as emerging from the interaction of biochemical health, cognitive-affective function, and pedagogical skill. The paper argues that teacher training, occupational wellness policy, and school-level health infrastructure should treat biochemical health as a professional-competence variable rather than a private lifestyle matter. It outlines practical implications for teacher education programs, occupational health policy, and future interdisciplinary research.
Keywords:
Teacher Competence, Biopsychology, Medical Biochemistry, Cognitive Function, Stress Biomarkers, Gut-Brain Axis, Educational Effectiveness
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