SUMMARY
This article is based on a questionnaire of a relatively limited number of Ukrainian teachers-practitioners. We proved that emotional intelligence (hereafter – EI) in an educational institution can be sufficiently diagnosed by observation, and without using psychometric methods. We also classified and presented the main components of emotional intelligence, their essence, correlation with other qualities of psyche; gave markers for the definition of EI and markers of their dynamics over time. The article has theoretical nature, which determines the analytical and generalizing approach to its writing. While it has been writing, we had used a sociological survey (to collect data) and a number of theoretical methods: analysis, generalization, statistics (frequency selection, ranking) etc. The main data were obtained by analyzing the thematic literature and questionnaires of primary school teachers with sufficient experience (120 persons). The questionnaire was filled out mainly in electronic form, and sporadically in-person. The result was the systematization, correlation and labeling of the most common qualities of EI. Also, the hypothesis put forward in the article found theoretical confirmation (it is confirmed by the analysis of the experience of primary school teachers). The article is based on an investigation of only one, central, region of Ukraine, so it is representative and needs to expand the scope of research. This fact is a limitation of the study.