Modelling the nexus between mathematics teachers' emotional intelligence and instructional effectiveness: a mediation moderation model using PLS-SEM approach.

This study explored the influence of Mathematics teachers' "emotional intelligence (EI)" on their "instructional effectiveness (IE)", focusing on the mediating roles of "job satisfaction (JS)" and "self-efficacy (SE)" and the moderating role of gender. Using a descriptive cross-sectional survey design, data were collected from 213 Mathematics teachers across 11 "Senior High Schools (SHSs)" in the "Cape Coast Metropolis". Validated scales measured EI, JS, SE, and IE, and data were analysed using "Partial Least Squares Structural Equation Modelling (PLS-SEM)". The findings revealed that EI significantly influenced teachers' SE, JS, and IE. However, neither JS nor SE significantly impacted IE, and they did not mediate the relationship between EI and IE. Moderation analysis showed gender differences: the effect of EI on SE was stronger among male teachers, while its impact on IE was more pronounced among female teachers. Gender did not moderate the relationship between EI and JS. These findings highlight the importance of EI in improving teachers' instructional performance and self-efficacy, with variations across genders. The study recommends professional development programs focused on EI, tailored to address gender-specific needs, to improve teaching quality and student outcomes. This research provides novel insights into the relationship between EI, SE, JS, and IE in the Ghanaian educational context.