Abstract
The article aims to discuss teaching effectiveness in relation to teacher demographic factors like teachers’ age and teachers’ gender among Secondary School teachers in Calabar Education Zone of Cross River State, Nigeria. To achieve this aim, two hypotheses were stated and tested. These variables have important role to evaluate teachers’ effectiveness as scholarly proven through literatures. The descriptive survey design was adopted for use. The sample consist of one hundred and sixty-four (164) teachers and three hundred and twenty-eight (328) student from the Calabar Education Zone. Teachers’ Demographic Factors Questionnaire (TDFQ) and Teaching Effectiveness Questionnaire (TEQ) were developed by the researcher and validated by experts in Sociology of Education and Test/Measurement. The descriptive statistics, one-way analysis of variance, a post-hoc scheffe & independent t-test were used.
 The result revealed that teachers’ age and gender significantly influence teaching effectiveness. Based on the findings, it is recommended among others that Government should see teachers age as an asset thereby put in more resources to train them so that they will be of benefit to the students and the society at large.
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