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Among the teaching competences, emotional competence is emerging today as an emerging competence that enables teachers to intervene assertively in increasingly challenging educational contexts. In this book, the author, a Mexican teacher with long experience as a secondary school teacher and manager, approaches the subject through a case study carried out in a public school. The richness of the testimonies and narratives of the participating teachers and students allows for a more authentic examination of the reality of what happens to teachers' emotions in the classroom. By combining the results of the research with reflections derived from her professional experience and the contextual analysis of educational policies in relation to initial and continuous teacher training, the author offers the reader an integrated view of the emotional competence of teachers, which allows for its better conceptualisation, proposing guidelines for its configuration not only as a constitutive element of teaching practice, but also as a fundamental area of human development.