This study, which employs a cluster random selection method, investigates the intricate levels and varied dimensions of teaching effectiveness among higher education instructors, with a specific focus on discerning statistical variations based on gender. Questionnaires were administered to 300 students using this method, aiming to capture diverse perspectives on teacher effectiveness within tertiary institutions. Objectives include examining teaching effectiveness levels, exploring gender-based statistical variations, identifying influential sub-indicators, and contributing novel insights to existing knowledge. The research assesses teaching effectiveness across constructs such as subject matter expertise, teaching planning, learning environment, overview, and effective communication. The justification for this study lies in the evolving dynamics of higher education, and its gender-responsive analysis adds a unique dimension. By emphasising subject matter expertise, the research provides practical insights for educators and institutions aiming to enhance teaching effectiveness. This study contributes to current knowledge by offering a detailed examination of multifaceted aspects of teaching effectiveness, thereby enriching our understanding of effective teaching practices in higher education.