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This paper examined the postulations propounded by Gender and Emotional Intelligence (EI) theories regarding the relationship between gender and EI. It interrogated the veracity of the postulations advanced by these theories, considering the fact that there are other factors such as age, marital status, and many more that may account for individuals’ EI. The study was conducted among pre-service teachers in two selected colleges of education in the Central Region of Ghana. Using purposive and convenient sampling techniques, a total of 539 second-year pre-service teachers were selected from the two colleges. Questionnaires were administered to all the respondents, which were designed taking into cognisance the “Mayer, Salovey, and Caruso (1999) Emotional Intelligence Test-MSCEIT and Baron-On’s (2004) EI Inventory.” A Quasi-Experimental Design was adopted for the study. Findings from the study’s analysis revealed that gender, in particular, age and marital status in no way influenced the pre-service teachers’ EI. Rather, other elements such as individuals’ personalities and moods, adequate rest, limited stress, and the individual building of personal and social competences could influence pre-service teachers’ EI.

Gender Influence on Pre-service Teachers’ Emotional Intelligence at Selected Colleges of Education in Ghana