Management of a classroom setting requires multiple techniques and strategies to be effective. The purpose of this quantitative correlational-predictive study is to examine the relationship between emotional intelligence, age, employee engagement, and classroom discipline management of K-12 teachers in Northeastern Pennsylvania. This study's theoretical foundation addresses the characteristics and factors directly associated with the exchange between the teacher and student to provide positive outcomes for classroom discipline management. This research will address the gap in the literature by using validated instruments: Schutte Emotional Intelligence Scale (SEIS), Behavior and Instructional Management Scale (BIMS), teacher's age, and Utrecht Work Engagement Scale (UWES) to measure the relationship between a teacher's emotional intelligence, age, employee engagement, and classroom discipline management. The results of the study concluded that emotional intelligence, age, and employee engagement statistically significantly predicted classroom discipline management F(3,155) = 55.972, p < 0.001. The study validated that additional variables predict a teacher's approach to classroom discipline management. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]