A quantitative study with a correlational design, this research investigated whether certified teachers' ratings of their school leader's demonstrated emotional intelligence behaviors correlated with the teacher's perceptions of school climate. A sample of 42 graduate and post baccalaureate students from a Mid-Atlantic region college accessed a digital survey that combined the "Genos 360 EI Assessment-Concise Rater" with the "Inviting School Survey-Revised." Data analysis determined a moderately strong relationship in the positive direction between the predictor variable and dependent variable [r(40) = 0.564, p = 0.000]. Subsequent simple linear regression procedures found Emotional Self-Control [ß = 0.486, t(74) = 2.016, p = 0.052] and Emotional Management of Others [ß = 0.494, t(74) = 2.310, p = 0.027] predict a strong relationship in the positive direction between four of the five "Inviting School Survey-Revised" (ISS-R) dimensions of school climate. By contrast, analysis of the Emotional Self-Awareness [ß = - 0.172, t(74) = -0.816, p = 0.420] results identified a strong relationship in the negative direction between all five ISS-R dimensions of school climate. Emotional Awareness of Others results predict a mild to strong relationship in the negative direction between the Places [ß = - 0.377, t(74) = -1.360, p = 0.183], Policies [ß = -0.136, t(74) = -0.459, p = 0.649], and Process [ß = -0.195, t(74) = -0.618, p = 0.541], dimensions of the ISS-R. Results affirmed previous research that indicated a positive relationship between the leader's emotional intelligence and perception of an effective work place. Implications suggest educational stakeholders seeking to develop optimal emotional intelligence skills will positively influence school climate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]