Scope and Method of Study: The purpose of this qualitative study was to use grid and group theory to investigate and explain the contextual meaning and manifestation of Emotional Intelligence (EI) among faculty members in two Belizean Primary Schools. Purposive Sampling was used to select five faculty members from each of the two schools to participate in the study. Multiple methods, interviews, observations, documents, and artifacts were used to collect data from within the school context. Data were analyzed, coded, and examined carefully for emerging themes. The grid and group theoretical framework provided the lens needed for examination of the emotional intelligence domains and competencies and how it was manifested and explained within the two school environments. Findings and Conclusions: Analysis of the grid and group questionnaire indicated that the two schools had different cultures. One school had a high-grid/high-group corporate culture while the other had a low-grid/high-group collectivist culture. Further analysis and triangulation of data from the multiple sources revealed that participants from both schools were not acquainted with the term EI nor were they trained to use the concept at work. However, the data indicated that participants were aware of the importance and utility of harnessing unproductive emotions at work. They were able to explain the pivotal role emotions play in understanding their own and others' emotions during work and social interactions. When placed within the grid and group cultural prototypes of corporate and collectivist culture, the manifestation of EI was more marked within the corporate school culture than in the collectivist culture. Manifestation of EI domains and competencies within the corporate school culture was evident in teamwork and collaboration, commitment to work, positive communication, good working relationship and partnership with one another and the community. In the collectivist culture, there were similar evidence and manifestation of key EI domains and competencies as in the corporate school culture but to a lesser extent. Evidently, a corporate school culture provided a more conducive environment for the integration and promotion of EI than in a collectivist culture. [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.]