The purpose of this study is to test the theoretical framework formed as that the emotional intelligence of secondary school teachers influence in-class leader teaching and in-class effective communication skills and in-class leader teaching influence in-class effective communication skills in the scope of a structural equation model. The study was prepared in a relational design based on the idea that there is a cause-effect relationship between the three basic variables. The research sample was chosen with simple random sampling consisted of 350 teachers working in the middle schools in Kırşehir a city of Turkey. Research data were collected with “Schutte Emotional Intelligence Scale”, “In-Class Effective Communication Skills Perception Scale” and “In-Class Leader Teaching Skills Perception Scale”. In the study, Path analysis was preferred to test the theoretical model of structural equation modeling, to investigate the appropriate models and to combine the measurement error in both latent and observed variables. As a result of the validation of the model, it was found that the emotional intelligence perception of the teachers positively influenced positively the in-class leader teaching skills and in-class effective communication skills in the classroom and the perceptions of in-class leader teaching influenced positively their in-class effective communication skills. When the teachers' in-class leader teaching skills of emotional intelligence are used as a mediator variable, it was concluded that the effect on the perception levels of in-class effective communication skills increased.