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Abstract
This article examines the problem of identifying and systematizing emotional intelligence indicators of pre-service primary school teachers. The relevance of the study lies in the importance of teachers’ emotional intelligence as a key factor influencing the effectiveness of the educational process. The research employed content analysis, comparative analysis, and a systematization approach. Based on the analysis of scientific literature, the main components of emotional intelligence and their indicators in pedagogical practice were identified. As a result, a systematic model of emotional intelligence indicators for pre-service teachers was developed. This model includes intrapersonal and interpersonal skills as well as indicators related to pedagogical activities. The scientific and practical contribution of the author lies in developing a structured framework for assessing and fostering emotional intelligence within teacher education.
References
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