This study focused on the development and factorial validation of an instrument as a skills for employment of technical education graduate   in northern Nigeria. The author adopted Goleman (2002) model of emotional intelligence consisted of self-awareness, self-management or regulation, social-awareness and relationship management to generate the items for study. The study adopted exploratory and descriptive research design and was carried out in northern Nigeria. The samples of the study are 45 final year students that are used as the pilot sample from institutions offering technical education in northern Nigeria. The main instrument is a set of questionnaire which consisted of 95 items that were used as the draft copy of the instrument and were validated by 5 experts. The factor analysis was applying to analyze the result of the validation. The factorial validation was chosen because this method help the researcher to clarify the number of factors within a set of items. The 95 items draft copy of the instrument had factor loadings ranged from 0.598 to 0.790 and were above the factor loading of 0.50 at 10% over lapping variance with one component, with reliability coefficients ranged from 0.76-0.89, given total of 0.914 Cronbach alpha coefficient of internal consistency reliability in the four components computed, with this result its indicated that the scale was a refined test. Consequently, this shows that, 95 items are valid enough to develop the emotional intelligence competency scale as a skills for employments of technical education in northern Nigeria and as well were also highly reliable as a skills for employments of technical education in northern Nigeria.  Therefore, the developed and validated   emotional intelligence competency scale could be used to gauge the amount of emotional intelligence competence of students and graduates of technical education if is use by appropriate authority.