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Emotional intelligence (EI) significantly boosts teachers' self-efficacy by fostering creativity-nurturing behavior (CNB). Metacognitive awareness (MA) further refines this relationship, highlighting the importance of these factors for effective teaching.

Keywords:
Economics teacherscreativity‐nurturing behavioremotional intelligencemetacognitive awarenessmoderated mediationteaching self‐efficacy

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Area of Science:

  • Educational Psychology
  • Teacher Professional Development
  • Social Sciences

Background:

  • Emotional intelligence (EI) is increasingly recognized for its impact on educators' classroom confidence and instructional effectiveness.
  • Teachers face complex challenges in modern educational settings, necessitating a deeper understanding of factors influencing their self-efficacy.
  • Teaching self-efficacy (TSE) is crucial for maintaining teacher motivation and improving student learning outcomes.

Purpose of the Study:

  • To investigate the influence of emotional intelligence (EI) on the teaching self-efficacy (TSE) of Senior High School (SHS) Economics teachers in Ghana.
  • To examine the mediating role of creativity-nurturing behavior (CNB) in the EI-TSE relationship.
  • To explore the moderating role of metacognitive awareness (MA) in the association between EI and TSE.

Main Methods:

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

Main Results:

  • Emotional intelligence (EI) demonstrated a significant positive influence on both creativity-nurturing behavior (CNB) and teaching self-efficacy (TSE).
  • Creativity-nurturing behavior (CNB) significantly enhanced teaching self-efficacy (TSE), partially mediating the relationship between EI and TSE.
  • Metacognitive awareness (MA) negatively moderated the EI-CNB link and influenced the indirect effect of EI on TSE via CNB.

Conclusions:

  • Emotional intelligence (EI) is a critical factor in bolstering Economics teachers' confidence and instructional capabilities.
  • Fostering EI, CNB, and MA through targeted professional development is essential for enhancing teacher effectiveness and educational outcomes.
  • The findings provide valuable insights for educational policymakers and teacher training institutions aiming to improve the quality of instruction.