The study aimed to investigate the Emotional Intelligence (EI) and its relationship to self-efficacy among school principals. The study was conducted to determine whether school principals develop their EI, and whether EI would increase their levels of self-efficacy. The participants of the study were composed of 50 school principals. The participants were selected randomly. In the study a multidimensional instrument for school principals' emotional intelligence competence scale (EIC) was developed and validated. Therefore, the present study used an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the EIC model. The data were based on quantitative data. For the data analysis Pearson Product-Moment Correlation, Simple Linear Regression and a series of Mann Whitney-U test were conducted (ANOVA non-parametric test) were utilized. The results revealed that there was a positive significant correlation between perceived EI and self-efficacy (r = 53). Thus, it can be stated that EI competence of school principals predicts strong power on their self efficacy perceptions of them. Meanwhile, the study showed that school principals' EI competence and self-efficacy perceptions were high. The results also showed that the perceptions of females on self efficacy were higher than males.