Emotional intelligence of educational personnel as a subjective well-being resource

Introduction. In the conditions of deep social transformations caused by the war in Ukraine, the problem of preserving mental health and subjective well-being of citizens has taken an added importance. The educational sphere, as a key institution of socialization and human capital, is at risk of professional and emotional exhaustion. This necessitates the search for effective resources to support the psychological stability of educational personnel. Emotional intelligence, whcih can be defined as a group of mental abilities needed for the awareness and understanding of one’s own and other people's emotions, is one of such resources. Aim. To conduct a theoretical analysis of the main approaches to understanding the phenomenon of emotional intelligence in the field of education, and to determine its role as a subjective well-being resource of educational personnel. Methods: theoretical analysis of the problem based on the relevant psychological and interdisciplinary literature (analysis, synthesis, generalization, comparison, and systematization). Results. Analysis of scientific sources allowed identifying several key theoretical approaches to the interpretation of emotional intelligence: as an ability (Salovey & Mayer), as a content competence (Goleman), and as a personal resource in the context of professional activity. A number of studies considered emotional intelligence in connection with emotional competence, job burnout, and subjective well-being. Conclusions: the considered approaches can be used as the basis for further empirical research.