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The purpose of this research is to examine how instructors’ levels of emotional intelligence mediate the interaction between their tacit and explicit knowledge-sharing behaviors, as well as self-efficacy in academic work. Previous studies on emotional intelligence and self-efficacy is somewhat scarce in educational context; hence, this work explores their correlations among university instructors. Based on social cognitive theory and broaden-and-build theory, the research developed a model that included two forms of knowledge-sharing behaviors, academic self-efficacy, and second language acquisition. The participants comprised 45 Lecturers, Senior Lecturers, and Associate Professors and Professors from seven Saudi-related public and Chinese private universities. A total of 347 faculty members were chosen purposefully, whereas, the research method adopted was quantitative research and supported with PLS-SEM. The result highlighted that both tacit knowledge and knowledge explicit can enhance instructors' efficacy. Emotional intelligence was identified to have a moderating effect on the relationship between tacit knowledge self-efficacy and explicit knowledge and self-efficacy among the study subjects. Moreover, a positive and significant correlation between self-efficacy and second language acquisition by instructors was also determined. The study has important implications for enhancing the pedagogy, increasing the integration of self-confidence in language teachers, and enhancing the notion of emotional intelligence in the instructional environment. Future research can benefit from enlarging the sample frame that includes Saudi Arabian and Chinese universities and also from a broader geographic scope.