School principals are exclusively placed to make campus-wide decisions required to lead campuses academically, provide a safe environment, and serve as chief human capital managers. The tasks can lead to an increase in school achievement outcomes and job-related stress. Emotional intelligence (EI) may allow individuals to manage and perceive the emotions of self and others. The problem is that EI can distress organizational outcomes if emotions are not controlled. School principal turnover can be a significant concern because change can lead to relational conflicts and adverse academic and employee performance. Understanding principals' EI may help provide guidance and professional development plans to support emotional responses. Limited research has been conducted on Latino male principals. The population of Latinos in Texas has increased and is projected to continue rising. To meet Latino students' needs, Latino representation must be evident. The purpose of the quantitative correlation study was to examine the relationship between EI and job-related stress for Latino male school principals in urban Texas school districts. The theoretical framework guiding the study focused on EI and Transformational leadership theories. A sample of 145 Latino male school principals completed a self-administered survey through SurveyMonkey, including the Wong and Law Emotional Intelligence Scale (WLEIS) and the Work Stress Questionnaire (WSQ). Data gathered and analyzed from the study indicated a statistically significant relationship between job-related stress is due to EI among Latino male school principals in urban Texas districts. [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.]