The purpose of this study was to discover the role and influence of high school administrator's emotional intelligence on classroom teachers' perception of administrative support at a public high school in northern Delaware. The theory guiding this study is Goleman's theory of emotional intelligence. This transcendental phenomenological study was concerned with ensuring that high school classroom teachers' shared experiences regarding perceptions of administrator support at a public high school in northern Delaware as affected by emotional intelligence are described in a manner that allows for the phenomenon's thematic elements to increase understanding. The study used individual interviews, focus groups, and journal prompts as the data collection methods for each of the ten classroom teachers that served as participants within the high school that served as the study's site. Data was analyzed through various forms of coding which in turn led to structural and textural descriptions ultimately resulting in themes of the phenomenon's essence. The study's findings revealed that the emotional intelligence components of self-awareness, self-regulation, and empathy of an administrator directly influence classroom teachers' perceptions of administrator support. [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.]