This correlational and causal-comparative study examined the relationship between emotional intelligence (EI) and teacher practice. The participants (n = 73), non-tenured elementary teachers, were asked to complete the Genos Emotional Intelligence Inventory-full version to determine their emotional intelligence in the workplace. Additionally, teachers reported their most current summative and domain ratings. These ratings were given to teachers by evaluators based on the Danielson Framework for Teaching. The analysis was done to identify statistically significant correlations between emotional intelligence and teacher practice. Additionally, between group differences were explored based on gender and years of experience. The results indicated several statistically significant correlations. The sub-factor of emotional self-awareness had statistically significant correlations with teacher performance ratings in domain 1 and domain 4. The sub-factor of emotional awareness of others had statistically significant correlations with teacher performance ratings in domain 1, domain 4, and the summative rating. Finally, the sub-factor of emotional reasoning had significant correlations with teacher performance ratings in domain 4 and the summative rating. Gender and years of experience did not result indicate statistically significant differences. Statistically significant correlations also emerged between teacher emotional intelligence and job satisfaction. The findings of the study indicate that teacher emotional intelligence is related to their performance and job satisfaction. Developing teachers' emotional intelligence or identifying their skills and knowledge of emotional intelligence prior to teaching could result in higher teacher performance ratings. Further research is needed to identify both preservice teachers and practicing teachers' emotional intelligence. Additionally, more research may be explored on specific professional developments and training to grow a teacher's emotional intelligence. [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.]