The purpose of the study was to examine the relationship among new teacher training, the emotional competence of new teachers and their effectiveness in the classroom. Teachers with four years or less of teaching experience and were enrolled in Delaware's Comprehensive Induction Program were invited to participated in the study. Forty-eight new teachers participated in the study and completed the Widener Emotional Learning Scale (WELS) -- a self-report measure used to assess emotional competencies, the New Teacher Training Survey -- gathered data of training types received for effective teaching components that incorporate emotional competencies, and their teaching effectiveness was evaluated based on the Delaware Performance Appraisal System (DPAS II) -- statewide teacher evaluation system utilizing Danielson's Framework for teaching. A correlation research method was used to examine relationships between new teacher training, emotional competence and effective teaching, using the data analysis techniques of analysis of variance, repeated measures, multi regression and crosstabulation, as well as descriptive and chi square statistics. An analysis of the data determined the existence of a relationship among new teachers' emotional competence and their effectiveness in the classroom, as well as their emotional competence training. The findings showed a relationship between the type of training received by new teachers, especially training in courses, lessons and professional development and all five of the emotional competencies -- self-management skills, tolerance of difference or conflict, interpersonal relationships, flexibility in perspective taking and behavior, and awareness of emotions in self and others examined by this study. The descriptive statistics of the WELS components within subjects found that new teachers self-reported emotional competence for awareness and tolerance were the highest and potential strengths among the emotional components; while flexibility was the lowest and potentially an emotional competency that could be strengthened. Furthermore, the results from the study also showed a relationship between all five of the emotional competencies and teaching effectiveness. The emotional competencies measured by the WELS can significantly predict new teachers' performance on the DPAS II criteria of demonstrating knowledge of students, managing student behavior, and growing and developing professionally. In sum, when new teachers receive training that incorporates the emotional competencies, their emotional competency scores tended to increase, as well as their teaching effectiveness. [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.]