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This paper shows the results obtained from an emotional intelligence experienced developed with teachers from secondary school and university during the academic year 2016-2017. Emotional Inteligence (EI) and its components are assessed with TMMS-24. The conclusions suggest that there are differences in the areas of attention, clarity and regulation depending on the teacher’s sex in the case of university and secondary school teachers. In this case, women obtained the highest scores in the three areas. In secondary school, female teachers overcome their university female colleagues. Nevertheless, there is a lack of emotional care in the case of men devoted to secondary school teachers when compared to their university men colleges. However, there is a chance that these conclusions are biased due to the samples, in particular since there is a remarkable difference in quantity between male and female teachers in secondary school. Therefore, the differences in emotional competences between men and women should be brought to light as this matter could be crucial in the educational area. We can state that an emotionally competent teacher’s practice is by for more optimal for everyone involved in the teaching and learning process, mostly for pupils and the teachers themselves.