Published Paper Details:

Introduction: The emotional maturity of teachers plays a crucial role in educational settings, influencing teaching effectiveness and student success. This study focuses on female mathematics teachers in secondary schools across West Bengal, particularly exploring the implications of emotional maturity on teaching and learning outcomes in mathematics. Objectives: The primary goals are to assess the emotional maturity levels of women mathematics teachers using a standardized Emotional Maturity Scale, explore the impact of this maturity on teaching effectiveness, and investigate the correlation between emotional maturity and beliefs about mathematical ability, with an emphasis on gender-specific outcomes. Methodology: The study employed a quantitative survey approach, involving 60 female mathematics teachers from 20 secondary schools in Nadia, West Bengal, categorized into urban and rural settings. An Emotional Maturity Scale and various statistical tools like ANOVA and Pearson correlation were used to analyze the data. Findings: The results revealed significant variations in emotional maturity levels among the teachers, which correlated with their teaching effectiveness and classroom management. A key finding is that emotional maturity significantly affects how teachers manage their classrooms and interact with students, particularly in challenging subjects like mathematics. Moreover, teachers' beliefs about mathematical ability were found to significantly influence student academic self-concept and achievement, with notable differences based on gender. The study highlights the critical need for professional development programmes that enhance emotional maturity and address gender biases to improve educational outcomes. Conclusion: Enhancing emotional maturity among teachers can lead to more effective teaching strategies, better classroom environments, and improved student outcomes, particularly in reducing gender disparities in mathematics education. The findings support educational reforms that include emotional maturity development as a component of teacher training and professional development programs.