This qualitative research study explored South Texas educators' perceptions of emotional intelligence after COVID-19. The study aimed to develop an understanding about teachers' emotional intelligence and perceived impacts on secondary teacher job proficiency. A qualitative approach employing a phenomenology methodology was used. Purposive sampling to recruit teachers with at least three years of experience as participants was a requirement, in hopes that the participants would contribute valuable evidence to the study. Qualitative interviews were conducted for the collection of data. The significance of the results aimed to reveal educators' proficiency with emotional intelligence and findings that may support research pertinent to the impact of emotional intelligence on educators' effectiveness. The themes that emerged reflected that emotional intelligence is "necessary," "valuable," and "a priority" for educators to have. Themes of "the need for professional development and lack of support" also emerged from the data. The results of this research and related discussion provide strategies as a guiding source in creating improvement plans for both educators and administrators to support and promote emotional intelligence as imperative to teacher effectiveness and student success. [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.]