Public school educators have many professional duties that they are required to fulfill to fidelity. Expectations include but are not limited to; curriculum and instructional planning and application of practices; implementing classroom management and behavioral intervention strategies for individual students and whole groups; attending required meetings and professional developments; reviewing and disseminating data to adjust lessons; and staying knowledgeable about, and following, all necessary local, state, and federal education mandates. Teachers often express feeling overwhelmed or experiencing 'burn out' within the school year which can cause an increase in stress/anxiety and mental distress potentially affecting their success and efficiency in the classroom, regardless of their years of experience in education. Teachers may even develop negative views of their job as a result of their constant workload. Emotional intelligence is one indicator of an individual's ability to manage interpersonal and intrapersonal stressors. Individuals who possess higher levels of trait emotional intelligence are likely to understand and process their own emotional reactions and others emotional responses to employment and personal matters more effectively. The purpose of this study was to examine how K-12 educators with identified high levels of trait emotional intelligence compared to one another in the four quadrants of emotional intelligence quotient and their perceptions on how intrinsically modeling such behaviors affect their classroom environment. The data was collected using a phenomenological qualitative design with elementary and secondary teachers and collect information regarding individual participant emotional intelligence levels and workplace experiences, attitudes, perceptions, and interpersonal and intrapersonal awareness. The information collected provided insight into the potential benefits for emotional intelligence training and coaching to teachers as a reform to enhance a classroom learning environment. The study evaluated teacher perceptions related to emotional intelligence in teachers and the influence it has on pedagogy and resilience. The data analysis process produced the following themes: (1) work-life balance, (2) authentic relationships, (3) lack of well-rounded or effective professional development (4) stress management and self-care practices, (5) growth mindset; subtheme: high expectations for all students. The study indicates that educators and educational leaders at all levels could learn more on capacity building in educators by additional research and practice related to emotional intelligence skills training for teachers. [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.]