The purpose of this quantitative correlational-predictive study was to examine if and to what extent one or more administrators' emotional intelligence (EI) abilities of emotional perceiving and expressing (EPE), emotional utilization (EUT), emotional understanding (EUN) and emotional regulation (ERE), predicted teacher rating of school climate/culture (SC/C). The study sample consisted of 87 participants from the target population of administrators in one urban district in the Central Valley of California. Data submitted to simple and multiple linear regression were analyzed to answer the research questions. Results of a simple linear regression show that administrator EI abilities did not explain a significant portion of the variance of teacher overall rating of SC/C (F(1, 84) = 0.04, p = 0.845, R[superscript 2] = 0.00). Data submitted to multiple linear regression analysis show that EPE, EUT, EUN and ERE did not explain a significant proportion of variance in SC/C (F(4, 81) = 0.74, p = 0.566, R[superscript 2] = 0.04). These findings create ambiguity in this research study as the null hypotheses could not be rejected. The significance of the study lies in that administrators play a significant role in shaping a schools' climate/culture. [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.]