The article presents definition and structure of emotional intelligence. Herein are described different approaches to study of emotional intelligence by national and foreign scientists in the context of emotions perception, understanding and regulation, empathy, self-control, development of abilities to withstand environmental pressure and study of personal and professional development. Herein is considered definition of “professional competence” of teachers working with inclusive groups. We have determined that the “emotional intelligence” phenomenon could be deemed an indicator of the emotional component of teachers’ professional competence in the context of their personal and professional development. We should emphasize that work of teachers in inclusive groups is full of different nervous situations and factors evoking increased emotional reactions. The emotional component requires special attention in the structure of professional competence of pre-school educational institution teachers working with inclusive groups. Emotions play significant role in their professional activities and it is reflected in the “emotional intelligence” definition. The empirical research according to N. Hall’s Emotional Intelligence Test was conducted and engaged 28 teachers of ‘Zaporozhets’ Pre-school Educational Institution No. 144 of Zaporizhzhia City Council, Zaporizhzhia Oblast, among them: 10 teachers working in inclusive groups, 18 teachers working in general development groups. The research revealed medium and low levels of emotional intelligence as the emotional component of teachers’ professional competence. Mann–Whitney U test has not revealed differences between samples; this fact indicates the necessity to carry out works increasing all teachers’ emotional intelligence. The following steps were proposed in accordance with the obtained results: development and implementation of a program with practical elements, workshops, counseling.
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