Emotional Intelligence (EI) is a vital attribute for educators, influencing their effectiveness in managing classrooms and supporting student development. This study investigates differences in two dimensions of EI- self-awareness and self-regulation between rural and urban secondary school teachers. A sample of 411 teachers (168 rural, 243 urban) was assessed using a standardized EI questionnaire. Independent t-tests revealed no significant differences in self-awareness (p = 0.86) and self-regulation (p = 0.26) between the two groups. These findings suggest that geographic location does not substantially impact these EI components among secondary school teachers. Implications for teacher training and future research are discussed.