Background: Emotional Intelligence (EI) refers to the ability to perceive, understand, manage, and regulate emotions effectively. EI training programs have demonstrated significant benefits for teachers, including improved classroom management, enhanced teacher-student relationships, and better psychological well-being. Objective: This systematic review assesses the effectiveness of emotional intelligence training programs among teachers in enhancing professional performance, emotional regulation, and job satisfaction. Methods: A systematic search was conducted using electronic databases including PubMed, Medline, Google Scholar, and selected offline journals. Studies were included if they assessed EI, its correlation with teacher effectiveness and burnout, or the outcomes of EI training interventions. A total of 40 studies published between 2010 and 2024 were reviewed. Results: The findings indicate a strong positive correlation between emotional intelligence and teacher effectiveness. Teachers with high EI demonstrate improved instructional practices, increased student engagement, greater job satisfaction, and reduced stress and burnout. Structured EI training programs were effective in enhancing competencies such as self-awareness, empathy, and interpersonal communication. Conclusion: Emotional intelligence plays a vital role in teacher well-being and professional performance. Integrating EI training into teacher development programs can foster emotionally resilient and effective educators. Further large-scale, standardized studies are recommended to assess long-term impact and refine training approaches.