Predicting self-efficacy beliefs through critical thinking skills and emotional intelligence dimensions for second cycle teachers in Muscat Governorate schools The current study aimed to identify the extent to which critical thinking skills and the dimensions of emotional intelligence contribute to the prediction of teachers' self-efficacy beliefs. The sample included 250 teachers. To achieve the purposes of the study, the descriptive method was used. The participants responded to three measures: The Self-Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) adapted to the Omani environment (Aldhafri & Ambosaidi, 2012), the Watson and Gleaser Critical Thinking Scale (WGCT-SF), and the Emotional Intelligence Scale (Schutte et al., 1998) adapted to the Omani environment (Al Busaidi & Aldhafri, 2017). The results of the study showed high levels of self-efficacy beliefs, the dimensions of emotional intelligence, and the skill of evaluating arguments in critical thinking. The results also showed gender differences in self efficacy beliefs and all dimensions of emotional intelligence except organizing personal emotions favoring female teachers. There were no gender differences in critical thinking skills except evaluating arguments favoring female teacher. The results of multiple regression analysis showed that emotional intelligence (particularly the subscale of organizing the emotions of others) positively predicted self-efficacy beliefs; while critical thinking skills did not predict self efficacy beliefs.