An Analytical Study of Spiritual Intelligence and Its Impact on Teaching Effectiveness among Male and Female Secondary School Teachers

The present study investigated the relationship between spiritual intelligence (SI) and teaching effectiveness (TE) among higher secondary school teachers, with special reference to gender differences. A descriptive survey method was employed, and a sample of 500 higher secondary school teachers (250 male and 250 female) was selected. Standardized tools were used to measure spiritual intelligence and teaching effectiveness. Statistical techniques such as mean, standard deviation, t-test, and Pearson’s correlation were applied for data analysis. The findings revealed no significant difference in spiritual intelligence and teaching effectiveness between male and female teachers. However, a significant difference was observed between teachers with high and low teaching effectiveness, with the high-effectiveness group scoring significantly higher in spiritual intelligence. The results also indicated a strong and significant positive correlation between spiritual intelligence and teaching effectiveness, while no significant relationship was found between spiritual intelligence and gender. The study concludes that spiritual intelligence is an important determinant of teaching effectiveness, irrespective of gender, and highlights the need to promote spiritual intelligence in teacher education and professional development programs.