This study aimed to investigate the relationship between teachers' emotional intelligence and classroom management in the first grade of elementary school. The research method was applied in terms of purpose and descriptive-correlation in terms of data collection method. The statistical population of the study included all teachers working in the first grade of elementary schools who were working in the academic year 1404-1405. Based on the stratified random sampling method and using the Cochran formula, a sample of 193 people was selected. The data collection tool included the emotional intelligence questionnaire of Schott et al. (1998) and the classroom management questionnaire of Amir Yazdi and Ali (2008). The collected data were analyzed using SPSS version 27 software. In the descriptive statistics section, the mean, standard deviation, and frequency indices were used, and in the inferential statistics section, the Kolmogorov-Smirnov test was used to examine the normality of the data distribution and the Pearson correlation coefficient and multivariate regression analysis were used to test the research hypotheses. The findings of the study showed that there is a positive and significant relationship between teachers' emotional intelligence and classroom management. The results of the regression analysis also indicated that the components of emotional intelligence are able to explain a significant part of the variance of classroom management, and among them, emotional intelligence has a stronger predictive role than other components. Based on the results obtained, it can be concluded that teachers who have a higher level of emotional intelligence are more successful in managing classroom behaviors, creating order, establishing positive interactions, and providing a favorable learning environment.