Economics Teachers' Emotional Intelligence and Self-Efficacy: A Moderated Mediation Model Using PLS-SEM.

Purpose: Emotional intelligence (EI) plays a crucial role in shaping teachers' confidence in the classroom. As educators face increasing challenges in today's dynamic educational environment, understanding how EI influences teaching self-efficacy is essential for enhancing instructional quality. This study investigates the influence of EI on the teachers' self-efficacy (TSE) of Senior High School (SHS) Economics teachers in Ghana. It further examines the mediating role of creativity-nurturing behavior (CNB) and the moderating role of metacognitive awareness (MA) in this relationship.

Method: A descriptive cross-sectional survey design was employed, involving a census of 180 SHS Economics teachers from the Kumasi Metropolis of Ghana. Data were collected using adapted scales for EI, CNB, MA, and TSE. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the data and test the moderated mediation model.

Finding: The findings revealed that EI significantly influenced CNB and TSE. Additionally, the study identified that CNB had a significant positive effect on TSE. CNB partially mediated the positive relationship between EI and TSE. MA negatively moderated the relationship between EI and CNB. Again, MA influenced the indirect effect of EI on TSE through CNB.

Conclusion: EI is vital for enhancing Economics teachers' confidence in their instructional abilities. The study underscores the importance of fostering EI, CNB, and MA through professional development programs to improve educational outcomes.