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Emotional intelligence capacity of the teachers is the vibrant sign for their effectiveness in teaching. The major purpose of this study was to investigate relationship between teachers’ emotional intelligence (EI) and their teaching effectiveness (TE). Descriptive-correlational design was adopted to conduct the study. The population is comprised of all the secondary school teachers of Lahore division. Multi-stage random sampling technique was used to select the sample. The sample of the study was consisted of 320 secondary school teachers. Two closed-ended questionnaires were used to collect the data. Pilot testing was conducted to ensure validity and reliability of the research instruments. Inferential statistical analysis techniques such as, Pearson r, independent sample t-test, oneway analysis of variance and linear regression were applied to analyze the data. The results revealed that there was a strong and positive significant correlation between teachers’ emotional intelligence and teaching effectiveness. The results also reported that teachers’ EI and TE were having significant difference in terms of their gender and teaching experience. The outcomes of linear regression also revealed that teachers’ EI had a power of a reasonable power of predictability toward the teaching effectiveness in Lahore division, Pakistan