The study aimed to investigate the Emotional Intelligence (EI) and its relationship with self-efficacy among primary school teachers. The study was conducted to determine whether primary school teachers develop their EI that would increase their levels of self-efficacy. The participants of the study were composed of 118 primary school teachers. The Emotional Intelligence Scale (Göçet, 2006) and the General Self-Efficacy Scale (Alpay, 2010) were used in the study. Model: The data were based on quantitative data. For the data analysis Spearman's Rho correlation and a series of Mann Whitney-U test and Kruskal Wallis H test (ANOVA non-parametric test) were utilized. According to results, the total EI competence score of primary school teachers were X-bar=127.87 with the highest value of 205. In addition, the self efficacy score of primary school teachers were X-bar=33.88 with the highest value of 50. Meanwhile, the results revealed that there were significant differences between primary school teachers according to their working experience (F (3, 90)=3.319, p=0.023). In order to determine differences between groups Tukey post hoc test was used. According to the results, there were significant differences between primary school teachers that are those who have 6-10 years working experience had lower self-efficacy perception (X-bar=32.40) than primary school teachers are those who have 11-15 years working experiences (X-bar=37.00). In addition, a positive correlation was not observed between the score of primary school teachers' EI scale and general self-efficacy scale (r=0.07, n=94, p=0.50) thus, Simple Linear Regression analysis was not conducted in the study.