Paper Details

The present study examined the relationship between teaching effectiveness and emotional intelligence of Senior Secondary school teachers in the context of the National Education Policy (NEP) 2020. A descriptive-correlational research design was adopted, and data were collected using standardised instruments to measure emotional intelligence and teaching effectiveness. Statistical analysis revealed a significant positive relationship between emotional intelligence and teaching effectiveness, indicating that teachers with higher emotional intelligence generally demonstrate higher levels of teaching effectiveness. Further analysis also revealed that effective teachers have significantly higher levels of emotional intelligence than less effective teachers. These findings underscore the importance of emotional competencies such as empathy, emotional regulation, and interpersonal skills in strengthening classroom behavior and teaching quality. The study highlights the relevance of integrating emotional intelligence into teacher education and professional development programs to improve teaching effectiveness at the Senior Secondary level. The results support the NEP 2020's emphasis on holistic teacher development and social-emotional competence and indicate that strengthening emotional intelligence in teachers can contribute to better educational outcomes.

Keywords: Emotional intelligence, teaching effectiveness, Senior Secondary school teachers, NEP, data analysis, correlational studies