Abstract
<jats:p>Contemporary educational organizations operate in increasingly complex environments where effective man-agement depends not only on formal structures and policies but also on emotional and relational competen-cies. Within this context, Emotional Intelligence (EI) has gained attention as a critical factor influencing organi-zational functioning. This study examines the impact of Emotional Intelligence on key organizational outcomes Teacher Autonomy, Psychological Safety, Discipline Management. A quantitative, cross-sectional research design was employed. Data was collected from 100 university level teachers using a structured questionnaire comprising standardized measures of Emotional Intelligence and the selected organizational variables. The sample included an equal number of male and female respondents. Data analysis was performed using de-scriptive statistics, reliability analysis, correlation analysis, independent samples t-tests, multiple regression analysis, moderation analysis, and path influence analysis. The results specify that Emotional Intelligence has a strong and statistically significant positive effect on Teacher Autonomy, Psychological Safety, and Discipline Management. These findings explain that higher levels of Emotional Intelligence relate to more favorable or-ganizational conditions. The study contributes to management and organizational research by demonstrating that Emotional Intelligence functions as an important organizational resource rather than merely an individual psychological trait. The findings emphasize the relevance of Emotional Intelligence for improving institutional climate, governance, and professional practice in educational organizations. Practical implications are dis-cussed for educational leaders and policymakers seeking to enhance organizational effectiveness through emotionally informed management strategies.</jats:p>