ABSTRACT

The study investigated how gender and emotional intelligence affects teaching effectiveness in Rivers State, Nigeria. The study adopted a descriptive and correlation research designs. The sample consisted of 356 teachers which comprises of 207 females and 149 male teachers from three senatorial 20nes drawn by the proportionate stratified sampling and simple random sampling. The study adopted two standardized research instrume11ts for the study which were the Emotional Intelligence Scale (EIS) and Teachers Effectiveness scale (TES) Their re/iahilities were re-established. The reliability coefficients of 0. 76 and 0.81 were obtained for both Emotional Intelligence Scale (EIS) and Teachers Effectiveness scale (TES) respectively. The instruments were administered through direct de/ive,y approach, and data collected were analysed using Pearson Product Moment Correlation Coefficient. After the analysis, the result of the analysed data revealed that emotional intelligence had lo\\' correlation with teaching effectiveness. It also revealed that each of the dimensions of emotional intelligence (self-awareness, self-management, social awareness and relationship management) did not correlate highly with teaching effectiveness. Based on the findings, recommendations were stated. Keywords: Gender, emotional intelligence, teaching effectiveness and content areas.