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This dissertation was aimed to examine the role of emotional intelligence and human resources management functions in education. In particular, the objectives of this research were to establish the correlation of teachers with competencies included in emotional intelligence, the exploration of the promotion of the emotional intelligence of managers, the connection with the gender and the age of the respondents, and the examination of the operation and implementation of human resources management functions in school units. The survey involved 78 elementary and secondary teachers who serve their duties in various prefectures in Greece. The results showed that respondents have a strong relationship with the abilities that synthesize emotional intelligence, such as recognition of their feelings, self-confidence, communication, etc. and are generally satisfied with their work and would not want to change it. However, a large percentage cannot explain its feelings to others, and sometimes its feelings affect performance in the workplace. In addition, almost half of the respondents, they were not sure or did not feel comfortable talking to an audience. Fewer than half are able to control their stress. One third is unsure or disagrees that school is a good ground to set high goals or improve. Regarding the human resources management functions, most teachers entered the workplace without any introductory training, more than one third of the respondents consider that they do not have career development opportunities and also rarely receive feedback and evaluation from their superiors. The findings demonstrate the need for more emphasis on interventions and programs to strengthen the emotional intelligence of teachers and managers as well as the improvement of the administration's functions, as in many cases one in three employees was not satisfied or seemed unhappy with the effectiveness of the functions of them