This article addresses the issue of the specifics of the development of social intelligence, as an integral ability to correctly perceive, understand and predict people's behavior, to recognize a person's intentions, feelings and emotional state, through non-verbal and verbal expression, we understand his natural change over time, expressed in quantitative and qualitative transformations, involving two contexts of the interaction situation - objective-objective and subjective-personal. In order to carry out the given task, it was necessary to select methods that would allow revealing the relationship between the level of development of social intelligence and the specificity of understanding the contexts of the interaction situation and with communicative properties, identified by us, based on the method of studying social intelligence (Social Intelligence test after J. Guilford and M. Sullivan) and the method of diagnosing the specificity of understanding the contexts of the interaction situation (after М. Лукичева). As is known, the professional activity of a pedagogue is inextricably linked to communication; in any pedagogical process there is always an interaction. Learning itself is seen as a joint activity of the teacher and the student, in the latter's assimilation of the cultural-historical experience. A multitude of researches by specialists in the field are dedicated to the problem of pedagogical communication. Pedagogical interaction involves the presence of two aspects: it necessarily includes the side of the subject (cultural and historical experience, knowledge, skills that must be transferred to the student) and the system of relationships in which the participants of the educational process enter. Most modern authors note that, until a certain moment in the learning process, the model of subject-object interaction prevailed, in which the student acted as an object of the intentional influences of the pedagogues. In modern conditions, this model turns out to be ineffective, because society is interested in active, independent and creative individuals, capable of self-development and self-education. In this sense, opportunities are opened for the implementation of new - subjective-personal relationships, between the participants of the instructive-educational process, which represent a type of humanistic relationship under development.