Purpose: This study investigates the influence of Emotional Intelligence (EI) on teachers’ Psychological Well-Being (TPW), with a particular focus on the mediating role of the three basic psychological needs outlined in Self-Determination Theory (SDT): perceived autonomy, perceived competence, and perceived relatedness. The research aims to offer a deeper understanding of how specific emotional competencies contribute to teacher well-being in the context of educational institutions in the Coimbatore district of India.

Methods: A structured survey was administered to a sample of 401 school teachers using validated measurement scales for EI, SDT constructs, and psychological well-being. The five dimensions of EI—Self-Awareness (SA), Self-Regulation (SR), Motivation (M), Empathy (E), and Social Skills (SS)—were analyzed. Data were subjected to Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to test direct and mediated relationships among constructs.

Findings: The results revealed that all five EI components significantly influenced SDT variables, which in turn had strong positive effects on teachers' psychological well-being. Moreover, certain EI components such as self-awareness and motivation also exhibited direct effects on well-being. Among the SDT constructs, perceived autonomy emerged as the strongest mediator. Self-regulation, while significant in predicting relatedness and autonomy, did not directly influence well-being, suggesting an indirect pathway.

Implications: The study advances the theoretical integration of EI and SDT in the field of teacher psychology and highlights the critical role of emotional and motivational competencies in fostering workplace well-being. Practically, the findings underscore the need for EI-based training programs and autonomy-supportive school environments to enhance teachers’ mental health and job satisfaction.

Originality/Value: This research fills a notable gap in the literature by contextualizing the EI–SDT–well-being framework within the Indian education system. It offers both theoretical depth and actionable insights for policymakers, school leaders, and teacher education institutions aiming to improve the emotional climate and psychological resilience of educators.