Current Studies in education and business management purport significant relationships of emotional intelligence, leadership approach, and collective efficacy and how each contributes to the overall performance of an organization. Education research has established significant relationship between collective teacher efficacy and the impact of this construct has on student achievement. This study considered the relationship between emotional intelligence of elementary school principals as perceived by teachers and principal self-report and collective teacher efficacy. The sample included 13 randomly selected elementary schools within Southern California. Teachers and principals completed the Emotional Social Competence Inventory seeking the teacher's perceptions of the school principal and the principal's self-report. Teachers also completed the Collective Teacher Belief Scale. Further, this work offered findings that suggest relationship management of principals as well as principal's competencies in managing self and others are critical in the development of collective teacher efficacy. This study also revealed important questions to guide further research related to principal emotional intelligence and other leadership behaviors that either directly or indirectly influence student achievement.