The present study aimed to examine the impact of teachers' emotional intelligence on the quality of their interactions with students in the classroom environment. This study employed a descriptive–correlational approach and utilized validated instruments for measuring emotional intelligence and classroom interactions. The statistical population consisted of elementary and lower secondary school teachers in Tehran, with a stratified random sample selected. The findings revealed a positive and significant relationship between teachers' emotional intelligence levels and the quality of their interactions with students. Components such as "empathy," "emotion regulation," and "social awareness" were identified as strong predictors of effective human connections within the classroom. The results also indicated that teachers with higher emotional intelligence demonstrated greater ability in conflict management, control of negative emotions, and effective responsiveness to students' psychological and emotional needs. Therefore, enhancing emotional intelligence can be considered a key factor in improving the quality of education and the psychological climate of the classroom. These findings are consistent with emotional psychology theories and previous research in the field of education. The present study emphasizes the necessity of incorporating emotional skills training into teacher education and in-service training programs. It is also recommended that educational policymakers consider emotional intelligence as a criterion in teachers' professional evaluations to foster a supportive, learner-centered environment in schools.