This study explores the relationship between teacher emotional intelligence (EI) and classroom management, with a focus on language teaching contexts. Emotional intelligence, defined as the ability to perceive, understand, regulate, and influence emotions, is increasingly recognized as a critical factor in effective teaching. The study involved 70 elementary-level teachers from Safir Language Academy, employing validated instruments like the Emotional Intelligence Scale (EIS) and Classroom Management Inventory (CMI) to assess participants. Structural Equation Modeling (SEM) revealed that empathy and self-regulation were the strongest predictors of classroom management effectiveness, with empathy having the highest direct effect (β = 0.42). Motivation was found to indirectly influence classroom management by enhancing empathy and self-regulation. The findings underscore the importance of emotional competencies in fostering student engagement, minimizing disruptions, and creating supportive learning environments. The study highlights practical implications, including the need for professional development programs emphasizing EI components such as empathy and emotional regulation. Recommendations include integrating EI assessments into teacher training and recruitment processes to enhance classroom dynamics and educational outcomes. By addressing gaps in the literature, particularly in language teaching settings, this research provides valuable insights into how EI can transform classroom management and support both teacher effectiveness and student success.