Asian Journal of Education and Social Studies

When considering the complexities and spontaneity of real-life classroom scenarios in the 21^st century, the student outcome, engagement, satisfaction and quality education are highly dependent on the effectiveness of the teacher and their teaching. The present study adopts a descriptive survey design in order to predict the relation between factors that affect the Teaching Effectiveness (TE) of secondary school teachers. The two variables which play the predictive role are: Digital Adaptability (DA) and Emotional Intelligence (EI) of the teachers, and the study also explores the correlation between the two variables. A descriptive survey method is employed, and data are collected from 112 teachers in Angul district, Odisha, using standardised and self-developed instruments. Statistical techniques such as Pearson’s correlation and multiple regression analysis are used for data analysis. The findings reveal that emotional intelligence has a moderate and statistically significant positive relationship with teaching effectiveness (r = 0.508), whereas digital adaptability shows a comparatively weaker but significant relationship (r = 0.260, p < 0.01). Further, regression analysis indicates that emotional intelligence and digital adaptability together significantly predict teaching effectiveness, explaining 26.0 per cent of the variance (R² = 0.260). Among the predictors, emotional intelligence emerges as the stronger and significant contributor, while digital adaptability does not show a significant independent contribution when considered alongside emotional intelligence. The study highlights the central role of emotional competencies in enhancing teaching effectiveness and indicates the need to view teaching effectiveness as a multidimensional construct shaped by both psychological and technological factors.