Al-Hikmah University Journal

This study investigated the perceived influence of gender identification and emotional regulation on classroom management of pre-service teachers in Ondo State. Using the descriptive survey research design three hundred (300) pre-service teachers in Adeyemi College of Education were randomly selected as participants for the study. Three standardized and validated questionnaires were used to collect data from the participants. These are theClassroom Management Scale (CMS).78;Emotion Regulation Questionnaire (ERQ) 0.72 and Bems Sex Role Inventory(BSRI) 0.75 Three research questions were raised for the study. The data collected in the study were analyzed using the Pearson Product Moment Correlation (PPMC), and multiple regression analysis. It was found that gender identification and emotional intelligence had significant relationship with teacher classroom management. The two independent variables reported significant relative effect accounting for a variation of about 32.7% of the criterion measure. Emotional regulation was the best predictor among the variables investigated. Based on the findings from the study, recommendations were made for significant stakeholders’ consideration for restructuring teacher relation with classroom activities and system.