The main objective of the study is to examine the impact of the factors affecting emotional intelligence on the teachers’ academic performance in Bangladesh and data were collected adopting stratified sampling technique through a structured questionnaire from public and private university teachers in Bangladesh. The partial least square method based on structural equation model (PLS-SEM) was used to analyze data. This study reveals that there is a significant effect of emotional self-regulation (t=3.261, β=0.205, p<0.05), self-motivation (t=3.382, β=0.254, p<0.05), social skill (t=2.618, β=0.171, p<0.05) on teachers’ academic performance in Bangladesh. On the other hand, the insignificant relationship exists of emotional self-awareness (t=1.269, β=0.099, p>0.05) and emotional empathy (t=1.041, β=0.068, p>0.05) on teachers’ academic performance. Especially, self-motivation has a strong positive impact (β =0.254) on teachers’ academic performance but emotional empathy (β = 0.068) has most insignificant impact on teachers’ academic performance. The study has several implications for education researchers, government of Bangladesh (Ministry of Education, University Grants Commission), education policy makers, university teachers, education service providers (University) and IQAC to identify and evaluate the factors affecting emotional intelligence on teachers’ academic performance for accelerating teaching learning pedagogy as well as effectiveness in order to ensure quality education.