Teachers operate in emotionally complex classrooms where instructional success depends asmuch on relational attunement as on pedagogical skill. Emotional Intelligence (EI) — thecapacity to perceive, regulate, and respond to emotions — has been linked to improvedclassroom climate and teacher well-being. Yet empirical clarity on how specific EIcompetencies shape classroom management remains limited, particularly within Indianschools, where emotional labour is high and formal EI training is minimal. Emerging work onteacher well-being and emotional grounding (e.g., Sheokand, 2025) underscores EI as aprofessional competency rather than an innate trait. Purpose: This study examines the interplay between teachers’ emotional intelligence, socio-emotional competence, and classroom management effectiveness. It identifies which EI dimensions most strongly influence behavioural stability and explores how teachers applyemotional competence in real classroom situations.Methods: Using a mixed-method design, data were collected from 100 teachers through theEmotional Intelligence Scale (Schutte et al., 1998) and a Classroom Management Self-EfficacyInventory. Twenty teachers participated in semi-structured interviews. Quantitative analysisused descriptive statistics, correlations, and regression modelling; qualitative data wereexamined using Braun and Clarke’s thematic analysis.Results: Emotional intelligence showed a strong positive relationship with classroommanagement (r = .71, p < .001). Empathy (β = .38) and self-regulation (β = .32) were thestrongest predictors of management effectiveness. Interviews confirmed that high-EI teachersde-escalate conflict through composure, interpret behaviour empathetically, and maintainemotional tone as a form of leadership.Conclusions: EI is a core pedagogical capability, not an optional skill. Teachers with strongempathy and emotional regulation build safer, calmer, and more collaborative classrooms.Emotional competence directly shapes behavioural outcomes, teacher adaptability, andclassroom climate.Implications: Teacher education and professional development must integrate structured EItraining, focusing on reflective practice, emotional regulation, and relational awareness. Policyframeworks should recognize socio-emotional competence as fundamental to teaching quality,with implications for curriculum design, leadership development, and school culture.Keywords: Emotional Intelligence, Socio-Emotional Competence, Classroom Management,Teacher Efficacy, Empathy, Educational Psychology