Dissertation (MA Education)This study investigated the relationship between emotional intelligence and pedagogical competencies of pre-primary class teachers. The study used both qualitative and quantitative research approaches in which qualitative approach began, followed by quantitative research approach. Besides, the study employed exploratory sequential research design in which phenomenological design was used in qualitative phase while the ex-post factor design was employed in quantitative phase. In qualitative phase the study employed 16; pre-primary class teachers, primary school quality assurers as well as primary school head teachers. Further, in quantitative phase, the sample was 185 pre-primary class teachers. Further, the semi-structured interview guides were used to collect data in qualitative phase while in quantitative phase; the closed-ended questionnaires were used. The study employed the Bar-On (1998) questionnaire for measuring pre-primary class teachers’ emotional intelligence and the questionnaire for measuring pedagogical competencies of pre-primary class teachers which was adopted and modified from Murcia, Terragrosa & Pedreano (2015). The findings suggest that emotional intelligence was significantly associated with pedagogical competencies of pre-primary class teachers. At the same time, the study found social skills, self-awareness, empathy, emotional stability, commitment, altruistic behaviour and value orientation as the factors of emotional intelligence. On the other hand, the factors of pedagogical competencies were commitment to teaching, organization of curriculum and course content, effective classroom management, improvement of pupils’ understanding, encouragement to learn, positive classroom support. Besides, evaluation of learning process, activeness during execution of the lesson, motivation to learning, and diverse teaching methods were noted. However, the study revealed that pre-primary class teachers had the medium levels of emotional intelligence and pedagogical competencies and these levels were not affected by the profile of pre-primary class teachers. Generally, it was concluded that more knowledge is needed on emotional intelligence and pedagogical competencies in relation to the profile of the pre-primary class teachers