The objectives of study were: (1) To study and compare the social intelligence of the teachers in relation to their sex, age, educational qualification, marital status, category, teaching experience, discipline, administrative set up, locale and board of education. (2) To study and compare the teacher effectiveness of the teachers in relation to their sex, age, educational qualification, marital status, category, teaching experience, discipline, pay, teaching class standard, job consistency, administrative set up, locale and board of education. (3) To study the relationship between social intelligence and teacher effectiveness. The hypotheses of study were: (1) There exist no significant difference in social intelligence of secondary school teachers in relation to their sex, age, educational qualification, marital status, category, teaching experience, discipline, administrative set up, locale and board of education. (2) Secondary school teachers do not differ in teacher effectiveness in relation to their sex, age, educational qualification, marital status, category, teaching experience, discipline, pay, teaching class standard, job consistency, administrative set up, locale and board of education. (3) There exist no relationship between social intelligence and teacher effectiveness.

The sample selected through Accidental Method comprised of 557 Teachers of Secondary School of Banda District. 

Social Intelligence Scale (SIS) by N.K.Chadha & Usha Ganesan and Teacher Effectiveness Scale (TES) by Pramod Kumar and D.N. Mutha were used for data collection.

The Comparative Descriptive Method was used in research.

The data were analyzed by Measure of Central Tendency, Variation, Relationship and ANOVA.

The findings of study were: (1) Female teachers were found to have more social intelligence than male teachers in respect of D-sensitivity, F-tactfulness, G-sense of humor and H-memory dimensions of social intelligence as well as in respect of global social intelligence. The male teachers were found better only in respect of recognition of social environment i.e. E-dimension of social intelligence. (2) Teachers of age group (26-30) were found high in A-patience, D-sensitivity, F-tactfulness, G-sense of humor dimensions of social intelligence as well as in respect of global social intelligence in comparison to the teachers of other age groups. (3) The unmarried teachers were better in comparison to married teachers in respect of A-patience, D-sensitivity, F-tactfulness and G-sense of humor dimensions of social intelligence as well as in respect of global social intelligence. The married teachers were found high in recognition of social environment i.e. E-dimension of social intelligence in comparison to unmarried teachers. (4) The OBC teachers were found high in A-patience, B-cooperativeness and F-tactfulness dimensions of social intelligence as well as in respect of global social intelligence. The general teachers were found high in A-patience, B-cooperativeness and H-memory dimensions of social intelligence as well as in respect of global social intelligence. (5) The rural teachers were found better in comparison to urban teachers in respect of E-recognition of social environment, while urban teachers were more socially intelligence in respect of G-sense of humor and H-memory dimensions of social intelligence. (6) The discipline wise difference does not exist in relation to social intelligence. (7) The graduate teachers were found highly sensitive, while the trained graduate teachers were high in E-recognition of social environment dimensions of social intelligence in comparison to other teachers. (8) The teachers having experience up to 5 years were high in A-patience, D-sensitivity, and F-tactfulness dimensions of social intelligence as well as in respect of global social intelligence, while the teachers having 16-20 years of teaching experience were high in recognition of social environment. (9) The junior class teachers were found high in  A-patience, F-tactfulness and G-sense of humor dimensions of social intelligence as well as in respect of global social intelligence, while the secondary teachers were high in E-recognition of social environment dimension of social intelligence. (10) The missionary school teachers were found high in A-patience, D-sensitivity, G-sense of humor and H-memory dimensions of social intelligence as well as in respect of global social intelligence. The private school teachers were found highly tactful and the aided school teachers were high in recognition of social environment dimension of social intelligence. (11) The teachers of CBSE Board were found better in respect of A-patience, G-sense of humor and H-memory dimensions of social intelligence as well as in respect of global social intelligence. The teachers of UP board were high in recognition of social environment. (12) Female teachers were found efficient in teaching in comparison to male teachers in respect of academic, professional, emotional and moral dimensions of teacher effectiveness as well as in respect of global teacher effectiveness. (13) The teachers up to 25 years of age were found high in academic and emotional dimension of teacher effectiveness. (14) The unmarried teachers were better in comparison to married teachers in respect of academic, professional and emotional dimension of teacher effectiveness as well as in respect of global teacher effectiveness. (15) The secondary school teachers of different caste groups do not differ in teacher effectiveness. (16) The rural teachers were better in comparison to urban teachers in respect of academic, professional, social, moral and personality dimensions of teacher effectiveness as well as in respect of global teacher effectiveness. (17) There exists no discipline wise difference in relation to teacher effectiveness of secondary school teachers. (18) The post graduate teachers were high in academic, professional, emotional, moral and personality dimensions of teacher effectiveness as well as in respect of global teacher effectiveness. (19) The teachers having teaching experience up to 5 and 6-10 years were high in academic and emotional dimensions of teacher effectiveness as well as in respect of global teacher effectiveness. The teachers having 16-20 and 21-25 years of teaching experience were high in social dimension of teacher effectiveness. (20) The junior class teachers were high in academic, professional, emotional and personality dimensions of teacher effectiveness. The senior secondary teachers were found highly social and moral. (21) The teachers in the pay range up to Rs. 2000 were high in academic, professional, emotional and personality dimensions of teacher effectiveness as well as in composite teacher effectiveness. The teachers in the pay range of Rs. 2001-4000 were high in academic, professional, emotional and moral dimensions of teacher effectiveness as well as in composite teacher effectiveness. The teachers in the pay range above Rs. 8000 were high in social dimension of teacher effectiveness. (22) The temporary teachers were better in comparison to permanent teachers in respect of academic, professional, emotional and personality dimensions of teacher effectiveness as well as in composite teacher effectiveness. (23) The private school teachers were high in academic, professional, emotional and personality dimensions of teacher effectiveness as well as in composite teacher effectiveness. The missionary school teachers were high in academic, professional and moral dimensions of teacher effectiveness as well as in composite teacher effectiveness. (24) The teachers of CBSE board were more effectiveness in comparison to the teachers of UP Board. (25) The A-patience dimension of social intelligence were found significantly correlated with academic, moral, personality and composite teacher effectiveness, the D-sensitivity dimension with academic, professional, moral, personality and composite teacher effectiveness, the G-sense of humor dimension with academic dimension of teachers effectiveness and the composite social intelligence is found significantly correlated with academic, professional, and personality dimensions of teacher effectiveness and composite teacher effectiveness. However these dimensions were found significantly correlated but obtained value of correlation is negligible. Thus it can be concluded that social intelligence is not good predictor of teacher effectiveness.