Abstract: Emotional intelligence is the connection between cognitive and emotions in order to enable the individual to adapt appropriately in the face of a situation. Nowadays, more and more authors consider the importance of integrating affective and emotional elements in the formative syllabus of all areas, but above all those of an educational nature, such as the authors Mayer (1990), (2002), Steiner and Perry (2000), Gardner (1985) and Goleman (1995). In the educational activity, both teachers and students go through very difficult, troubled emotional states that challenge many professionals in the field of education and that often destabilize the emotional. The panorama of emotional education in the school environment needs adjustments, in the relationships among themselves, with others and with the learning itself. Emotional intelligence has been defined as the ability to adapt, perceive and understand, regulate and maintain emotions for the subject and for others (SALOVEY; MAYER, 1990). A teacher is self-conscious when in his daily life he responds harmoniously, especially in situations whose emotions are difficult to manage, such as the hostility triad, that is, negative thoughts about himself, the world and the future. The study composed of 32 teachers of basic education of the secondary school of the Technical School of the state network of Pernambuco, answered a test produced by the Psychologist Daniel Goleman, through google drive, with the objective of knowing the level of emotional intelligence of each teacher, and how this intelligence can interfere in the life of the teacher and in the performance of the students. The research presented through graphs in columns the level of emotional intelligence of the teachers and which pillar, according to Goleman was the most expressive in the researched team and from these the results showed that emotional intelligence influences daily life in this school unit.

Keywords: Emotional intelligence. High school. Teacher.