The main purpose of this research work is to assess the effectiveness of an emotional intelligence training programme (IE) in secondary school teachers and the impact on perceived Emotional Intelligence (IEP) and Executive Emotional Intelligence (IEE). The IfS training programme developed is based on the theoretical postulates of the skill model proposed by Mayer and Salovey. The research work has the following objectives: (1) assess the impact of the training programme on the components including IEP and EEI. (2) assess the differences between the experimental group and the control group after the implementation of the IfS development programme. This is a quasi-experimental design of repeated pre-test-post measurements with control group. The sample consists of 132 pre-test teachers and 68 post-test teachers. Overall, the results showed that teachers following the IfS development programme have shown a significantly higher increase in the dimensions assessed, compared to the subjects in the control group. Thus, at the end of the intervention, the participants showed an increase at general level in IE as a whole and in each branch of the construct. These results help to confirm the internal validity of IE based intervention and its effectiveness in addressing specific programmes in the educational context. While demonstrating that intervention focused on the development of these emotional skills leads to a major improvement with systematised practice with important applications in the teaching process. Keywords: Emotional competence, emotional intelligence, emotional intelligence programme.