Perceptions of student-teacher relationship quality have been shown to directly impact student achievement and the long-term career success of teachers. Students who perceive supportive relationships with teachers show increased school attendance, higher graduation rates, and more engagement in school. Moreover, teachers who perceive greater feelings of closeness, as opposed to conflict, are more likely to remain committed to the profession and less likely to experience symptoms of burnout (Admiraal et al., 2009; Sparks 2019). Student influencers of relationship quality have often been studied, with less attention on the influence of teachers' psychological and emotional characteristics (Yoon, 2002). The researcher investigated the influence of two determinants of teacher well-being, teacher emotional intelligence, and teacher self-efficacy beliefs on teacher perceptions of relationship quality to understand the relationship between the constructs better and provide further recommendations supporting high-quality relationships in today's schools. This quantitative study established a positive and statistically significant relationship between teacher emotional intelligence and perceptions of relationship quality. The study results also established a positive and statistically significant relationship between teacher self-efficacy beliefs and relationship quality. Additionally, the researcher examined the influence of sociodemographic factors--gender, race, years of service, grade level(s) taught--on the relationship quality, emotional intelligence, and efficacy beliefs. Results from the study were similar to previous research examining teacher emotional intelligence, self-efficacy beliefs, and perceptions of student-teacher relationship quality. Literature on teacher emotional intelligence, self-efficacy beliefs, and relationship quality was used to interpret findings, provide recommendations, and discuss limitations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]