Emotional Intelligence (EI) has emerged as a critical determinant of professional effectiveness, particularly in education where interpersonal interactions, emotional regulation, and communication play a vital role. This study examines the impact of Emotional Intelligence on the teaching performance of college teachers in Mumbai. The research adopts a quantitative approach using a structured Likert-scale questionnaire administered to college faculty members across various institutions affiliated with the University of Mumbai. Emotional Intelligence is conceptualized through dimensions such as self-awareness, self-regulation, motivation, empathy, and social skills, while teaching performance is assessed through classroom management, student engagement, instructional effectiveness, and professional commitment.The findings indicate a strong positive relationship between Emotional Intelligence and teaching performance. Teachers with higher EI demonstrate better classroom control, enhanced student engagement, and improved communication effectiveness. Prior studies have also established that emotional intelligence significantly influences teacher effectiveness, job satisfaction, and student learning outcomes . The study further reveals that emotionally intelligent teachers are more adaptable to stress and exhibit higher resilience, contributing to better academic outcomes.The research highlights the need for integrating emotional intelligence training into faculty development programs. It concludes that EI is not merely a personality trait but a professional competency that significantly enhances teaching quality. The study provides practical recommendations for institutional policy and contributes to the growing body of literature linking emotional competencies with educational effectiveness.