Exploring teaching competency, emotional maturity, and self-efficacy among mathematics teachers in Burdwan District

This study explores the interrelationship among teaching competency, emotional maturity, and self-efficacy among secondary school female mathematics teachers in Burdwan district, West Bengal. Using a descriptive survey design, data were collected from a sample of 50 teachers through stratified random sampling to ensure representation from various school types. Standardized tools were used to measure teaching competency, emotional maturity, and self-efficacy. The analysis revealed high levels of all three variables among the participants, with moderate variability. Significant positive correlations were found among teaching competency, emotional maturity, and self-efficacy, suggesting that emotionally mature and confident teachers tend to be more effective in instructional delivery. The demographic analysis indicated that female teachers had significantly higher emotional maturity, and teachers with more than ten years of experience exhibited greater self-efficacy. However, no significant differences were found based on school type. Although hypothesis testing did not reveal significant differences for most variables, the observed trends provide important insights. These findings underline the importance of integrating emotional intelligence and self-belief into teacher training programs. The study contributes to understanding how psychological factors influence professional teaching practices and offers actionable implications for teacher development, recruitment, and policy design. Enhancing emotional maturity and self-efficacy is essential for nurturing effective mathematics educators and improving student outcomes in diverse educational contexts.