Despite the advancement in technology and educational reforms, the educational institutes face certain challenges and issues related to the education system. These issues are mainly concerned with the poor academic performance, demands and expectations of parents, declining quality of education, non-serious attitude of the students, heavy workload on teachers’ etc. such issues make it difficult for the teachers to cope with the academics as well as societal demands of the parents and students. Social pressure on teachers could result in emotional disturbance and challenges. Ignat and Clipa (2012) are of the view that, if teachers put efforts in developing their professional and emotional competencies, then such challenges can be met easily. In this regard, emotional intelligence (EI) serves as a significant tool that helps the teachers to adjust their emotions and meet the societal challenges that disturbs the balance of their emotions. In addition, Beilock and Ramírez (2011) also identified the significance of studying the emotions in the class room environment so as to understand the learning patterns and motivations of the students. In order to be successful in interpersonal and career domain, the ability to read and manage emotions in social contexts is vital (Zeidner, Matthews & Roberts, 2004). Emotional intelligence is an important psychological factor that has a profound effect on employee’s abilities and performance. Previous research on emotional intelligence have identified that emotional intelligence results in certain work related outcomes. However, there has been limited research which proves that emotional intelligence is related to positive work related outcomes particularly in the education sector.