Emotion, a feeling or state of mind that is a result of various stimuli is a complex phenomenon. Emotional Intelligence is the capability of an individual to understand their feelings and the people around them. Emotionally intelligent people can sense, process, and exhibit emotions in a socially acceptable manner. Self-efficacy is the belief an individual has about his or her capacity to utilize their ability to the optimum level. The present study aims to study the interplay between Emotional Intelligence (EI) and Self-efficacy among secondary school teachers and to compare the emotional intelligence level of teachers teaching in different medium of instruction. For the present study the researcher has used a survey method and by using random sampling technique, 200 Secondary school teachers were selected from both Private and Government secondary schools in Bangalore. The data were collected using two tools, namely the Teacher's Sense of Self-efficacy scale (long form) and the Five-fold Emotional Intelligence Scale for Teachers. The collected data were statistically analyzed using a t-test and Pearson product-moment coefficient of correlation. The findings suggest a strong positive correlation between Emotional Intelligence and Self-efficacy of secondary school teachers. It also suggests that teachers who teach in Kannada medium of instruction, which is a regional language of Karnataka possess greater Emotional Intelligence than teachers who teach in English medium of instruction. These findings provide insight into how Emotional Intelligence is an essential aspect of drawing out the capabilities of teachers in an educational institution and the role of Language in enhancing Emotional Intelligence.