The Paradox of Confidence: Competitive Mediation of Teaching Self-Efficacy in the Emotional Intelligence and Classroom Incivility Relationship

Abstract

 Purpose: This study investigates the interrelationships among Emotional Intelligence (EI), Teaching Self-Efficacy (TSE) and Classroom Incivility Management (CIM) among university faculty members in Gujarat, India. The primary objective is to examine whether teaching self-efficacy functions as a competitive mediator in the EI-CIM relationship, potentially revealing a paradox where heightened self-efficacy may unexpectedly diminish incivility management effectiveness. Methodology: A quantitative, cross-sectional survey method was utilized, involving 250 faculty members from management schools throughout Gujarat. Information was gathered using validated tools such as the Wong and Law Emotional Intelligence Scale (WLEIS), the Teachers' Sense of Efficacy Scale (TSES) and a modified Multidimensional Classroom Incivility Scale. The analysis was conducted using “Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4” to evaluate the measurement model, structural model and mediation hypotheses. Findings: The measurement model exhibited strong *reliability and convergent validity (CR >0.90, AVE >0.70)*. Emotional Intelligence was a strong predictor of Teaching Self-Efficacy (β = 0.875, p<0.001), accounting for 76.6% of its variance. In contrast to common beliefs, Teaching Self-Efficacy had a negative prediction for Classroom Incivility Management (β = -0.618, p<0.001). The direct impact of Emotional Intelligence on Classroom Incivility Management was both positive and significant (β = 0.293, p<0.05). The indirect impact through Teaching Self-Efficacy was significant and negative (β = -0.541, p<0.001), indicating competitive mediation. The model illustrated 15.1% of the variance in Classroom Incivility Management. Originality/Value: This research is the first to empirically uncover and elucidate the confidence paradox-the unexpected result that higher teaching self-efficacy could hinder the beneficial effects of emotional intelligence on managing incivility. The competitive mediation trend offers fresh perspectives on the intricate relationships between faculty skills and classroom governance, challenging the notion that increased confidence is an unequivocal advantage. The findings carry important implications for the development programs for faculty, indicating that promoting calibrated self-efficacy is essential, rather than merely aiming to enhance confidence levels.