Published Paper Details:

Abstract The purpose of the research is to find out the levels of Social-Emotional Competency, categories in Teaching Effectiveness and the relationship between these teaching variables, so that ways and means for improvement towards the secondary school teachers in the state could be developed. In pursuing the study, the investigator employed descriptive design. The population consisted of 2334 secondary school teachers from East Khasi Hills, West Khasi Hills and Ri Bhoi Districts of Meghalaya. From this population, the sample of 744 secondary school teachers was drawn. The study was delimited only to the secondary school teachers in the three districts included of Government, Deficit and Adhoc secondary school teachers. In conducting the tests the investigators used: (i) Teachers? Social-Emotional Competency Scale (TSECS) constructed and standardised by the investigator, (ii) Teacher Effectiveness Scale by Umme Kulsum (2000, Re-edited: 2011). The findings of the study revealed that: (i) majority (23.66%) of secondary school teachers are average and beyond in Social-Emotional Competency, (ii) majority (67.34%) of secondary school teachers are most effective in teaching, (iii) there is a difference in Social-Emotional Competency between male and female secondary school teachers, (iv) there is no significant difference in Social-Emotional Competency between rural and urban secondary school teachers, (v) Social-Emotional Competency of secondary school teachers in Government, Deficit and Adhoc do not differ from one another, (vi) Social-Emotional Competency of secondary school teachers based on teaching experiences do not differ from one another, (vii) there is a difference in Teaching Effectiveness between male and female secondary school teachers, (viii) there is a difference in Teaching Effectiveness between rural and urban secondary school teachers, (ix) There is a difference in Teaching Effectiveness between types of school management of secondary school teachers, (x) it was also found that there was no significant difference in Teaching Effectiveness based on teaching experiences except for teachers with 1-5 years and 11-15 years of teaching experiences, (xi)there is a positive relationship between Teachers? Social-Emotional Competency and Teaching Effectiveness of secondary school teachers.