Beyond Content Knowledge: Predicting Teaching Effectiveness Through EQ, SQ, and Professional Ethics.

Abstract

It is a fundamental component of high-quality education that the mix of professional, emotional, and spiritual intelligence influences teaching effectiveness. Although all have been studied separately in relation to teaching effectiveness, reviews of the related literature find limited empirical research on their combined predictive value among secondary school teachers. The current study looks at how professional ethics and emotional intelligence have an impact on secondary school teachers’ teaching effectiveness in G B Nagar District of Uttar Pradesh. The research used a descriptive correlational quantitative design. A total of 120 teachers from government and private schools were selected through stratified random sampling. One self-constructed and three standardised tools were utilised to assess teaching effectiveness from these variables. Multiple linear regression analysis and Pearson’s correlation were used to investigate relationships and evaluate predictive contributions. Pearson’s Correlation analysis revealed a significant positive relationship between teaching effectiveness and spiritual intelligence (r = .49), professional ethics (r = .45) and emotional intelligence (r = 058). It was revealed through multiple regression analysis that all three predictors commonly explained 49.8% of the variance in teaching effectiveness (R2 = .498, adjusted R2 = 0485).  The findings demonstrated a strong correlation between teaching effectiveness and professional ethics, emotional intelligence and spiritual intelligence, all of which were strong predictors of effectiveness. The most important predictor among these three was emotional intelligence. The combined regression model explained a significant amount of the variance in teaching effectiveness and indicated that it was the outcome of interrelated emotional, spiritual and ethical capacities.