This thesis analyzes the stages of emotional intelligence manifestation in educators of various ages, its impact on the effectiveness of professional activity, and its significance in the pedagogical process. The study examines the age characteristics of educators as a factor influencing the development of emotional intelligence and highlights the stages of forming competencies for understanding, managing emotions, empathy, and the effective organization of social relations. Additionally, aspects characteristic of the manifestation of emotional intelligence in young educators, middle-aged educators, and educators with extensive experience are revealed through comparative analysis.