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The author of the article analyzed the psychological theories and concepts that described social intelligence in the structure of the intelligence of the person. The content of such categorical approaches according to the concept of “intelligence” was outlined: 1) the phenomenological approach; 2) measuring (or testing) approach; 3) genetic approach; 4) factor approach; 5) regulatory approach; 6) structural and functional approach; 7) information approach also. The author of the article consider the concept of “intelligence” in the broad and narrow senses. In a broad meaning of “intelligence” it is only one intelligence, the intellectual sphere of the person in general. In this sense, the intelligence of a person can be described as a hierarchical system that has several levels. The first level is the level of functioning of cognitions. The second level of intelligence is the level of metacognitions. The third level of intelligence amplifies the characteristics of both the first and the second levels, while intellectual activity is carried out mainly at an unconscious level, a level that approximates a person to use of automated skills and abilities. The next, the fourth level, is the level of meta-intellectual activity, which explodes the creative achievements of the person. It was proved that social intelligence of a specialist of the pedagogical sphere of the activity is a complex personal structure which systemic structures are communicative and prognostic competences. Systemic structures contain integral components (the mechanisms of anticipation, decentralization, intellectual initiation, decision-making, planning, control and self-control, reflection, etc.). The communicative competence and the abilities of the teacher, which are the part of cognitive competence, are presented at the micro-level of social intelligence, prognostic competence and empathy are on the middle level, while the mechanisms of anticipation, decentralization, intellectual initiation, decision making, planning, control and self-control, reflection, etc., which in a great deal ensure the functioning of social intelligence are displayed at the macro-level of the intelligence. The results of the empirical research of the level of the development of social intelligence of teachers of primary school in the contemporary Ukrainian system of education were analyzed. In this research were participated 99 teachers of primary schools of different regions of Ukraine. It was proved that the level of the development of social intelligence of primary school teachers was sufficiently high (more than average). Such results of high level of social intelligence we’ve to explain, first of all, by the development of respondents’ communicative competence, the ability to plan the course of their own professional activity and to predict its consequences and results, intellectual and personal reflection as well as empathy.

THE EMPIRICAL STUDY OF THE LEVEL OF THE DEVELOPMENT OF SOCIAL INTELLIGENCE OF PRIMARY SCHOOL TEACHERS IN CONTEMPORARY UKRAINIAN SCHOOLS