The main objective of the study was to determine the role of emotional intelligence as an antecedent to stress management and job satisfaction among public elementary school teachers in the Dapdapan District, Schools Division of San Pablo City. Specifically, the levels of Emotional Intelligence, Stress Management, and Job Satisfaction were examined, and significant relationships between these variables were identified, including the mediating role of Stress Management in the relationship between Emotional Intelligence and Job Satisfaction. The study used descriptive correlational research design among one hundred seventy (170) elementary teachers. The researcher-developed questionnaire was used for the collection of data on teachers’ emotional intelligence, stress management and job satisfaction. The data were analyzed through standard deviation, Pearson product-moment correlation, multiple regression analysis and SPSS PROCESS macro. The findings showed that teachers had “High” to “Very High” levels of emotional intelligence and stress management and “High” levels of job satisfaction. Furthermore, the results showed significant relationships between emotional intelligence, stress management and job satisfaction; between stress management and job satisfaction; and between emotional intelligence and job satisfaction. Finally, emotional intelligence was found to be a significant predictor of stress management and job satisfaction of elementary school teachers.