The dissertation deals with the study of psychological characteristics of components of the teacher's social intelligence, which determine the process of functioning of social intelligence on micro-, meso- and macro-levels. The structure of the social intelligence of a teacher was described. The aspects (cognitive, mnemonic, empathic) of the teacher's social intelligence were determined. The structure of the social intelligence of a teacher was attributed by a prognostic competence, there were described the aspects (behavioral, emotional, etc.) of a prognostic competence; its content was revealed, and the levels of the development of a prognostic competence as a personal neoplasm in the structure of social intelligence were highlighted. A comprehensive empirical research of the social intelligence was conducted by a specialist in the pedagogical sphere of the activity, in which teachers from pre-school, school, out-of-school and higher educational institutions were participated. The influence of divergent thinking of a teacher of preschool and out-of-school educational institutions on the development of abilities of the social intelligence was revealed. There were analyzed the features of the social intelligence of teachers of various psychological types of a person. The peculiarities of the connections between the structural components of the social intelligence of teachers with their personal qualities were outlined. The gender characteristics of social intelligence of teachers of secondary schools and universities were revealed; the dependence of the level of the development of the social intelligence of teachers from the type of their gender identity was analyzed. The connections between a cognitive style of the professional activity of teachers and the level of the development of their social intelligence were revealed. It was shown that the social intelligence of a teacher was a complex of the person's neoplasm, which contained cognitive, systemic and integral substructures. Systemic substructures are: communicative and prognostic competence, which in turn contain integral components, in particular, mechanisms of anticipation, decentralization, intellectual initiation, decision-making, planning, control and self-control, reflection, etc. At the same time, the communicative competence and the ability of a teacher that are a part of a substructure of cognitive competence of a specialist (the ability to understand and to predict the effects of the behavior of people, the ability to summarize logically important features and various nonverbal reactions of a person; the ability to understand changes in verbal reactions of a person depending on the context of a social situation, which caused them; the ability to understand the logic of the development of the situation of interpersonal interaction, the importance of the behavior of different people in these situations, and also a personal and intellectual reflection) are presented, first of all, on the micro-level of the social intelligence, prognostic competence and empathy - on the meso-level, whereas the mechanisms of anticipation, decentralization, intellectual initiation, decision-making, planning, control and self-control, reflection, etc., ensuring the functioning of the social intelligence, there are on the macro-level. It was proved that the features of the social intelligence of the teachers of schools and higher educational institutions were largely determined by individual personal traits, empathic abilities, semantic life orientations, psychotypes of their person, as well as by the professional success of a specialist. Also, the level of the development of social intelligence of teachers was determined by their gender peculiarities, in particular, the gender identity of the person; the social intelligence of these teachers is determined by the gender characteristics of motivational-behavioral characteristics, in particular, the motivation of achievement, personal orientations, affiliation, the style of the behavior in conflict situations, a cognitive style of the professional activity. In order to facilitate the development of the social intelligence of future specialists in the pedagogical sphere of the activity, structurally-functional model was developed. This model contained a program of facilitation of the development of the social intelligence of future teachers. The latter consisted of four blocks: 1) the organizational block; 2) the motivational one; 3) the block of program realization; 4) the reflexive one. The psychological training "The facilitation of the development of the social intelligence of future specialists in the pedagogical sphere of the activity" was developed and successfully tested at the empiric stage of the research. This training contained three blocks of exercises, each of which updated substructures of the social intelligence of students at pedagogical universities: communicative and prognostic competence, the development of reflexive abilities, etc. Empirically there were established psychological peculiarities, conditions, mechanisms and psychologically-pedagogical factors of the development of the social intelligence of the teacher.
