सार

Teachers’ social intelligence and the commitment to their profession highly contribute to the quality of the teaching process. This article focused on examining whether and how the levels of teachers’ social intelligence and professional commitment is influenced by their experiences in teaching. The study also attempted to investigate whether there are differential effects of teachers’ social intelligence on professional commitment of tecachers having different teaching experiences. Multistage sampling procedures were used to select 387 (186 female and 201 male) secondary school teachers selected from five districts (viz. Hooghly, Birbhum, North Dinajpur, Murshidabad, and Nadia) of West Bengal.A cross-sectional survey research method was used for this study. One-way analysis of variance (ANOVA) and moderation analysis were employed during data analysis. Results show that teaching experience significantly influenced teachers’ social intelligence and their commitment to the teaching profession. Further, the association between social intelligence and professional commitment was significantly moderated by teaching experiences of teachers.