This study examined the relationship between emotional intelligence and effective classroom processes of elementary teachers. Specifically, it determined the level of emotional intelligence in terms of self-awareness, selfregulation, motivation, empathy, and social skills, as well as the level of effective classroom processes in terms of classroom management, classroom learning environment, instructional effectiveness, and student–teacher relationship. It also investigated the significant relationship between these variables. A quantitative correlational research design was employed, involving 180 elementary teachers. Data were collected using a validated survey questionnaire and analyzed using descriptive statistics and Spearman’s rho correlation. The findings revealed that teachers demonstrated a very satisfactory level of emotional intelligence across all dimensions, with empathy and social skills obtaining the highest ratings. Similarly, teachers exhibited highly effective classroom processes, particularly in student–teacher relationships and classroom learning environment. Moreover, the results showed a statistically significant positive relationship between emotional intelligence and effective classroom processes (p < 0.05), indicating that higher levels of emotional intelligence are associated with more effective classroom practices. Among the components, social skills and empathy showed the strongest correlations. The study concludes that emotional intelligence significantly contributes to effective classroom processes. It is therefore recommended that schools implement professional development programs focusing on emotional intelligence, particularly in enhancing teachers’ interpersonal competencies to improve teaching effectiveness and student outcomes.