There is a certain amount of research that proves that positive emotions and mood play an important role in creative human activity (Abele-Brehm, 1992; Tokarz, 2011; Kunat, 2015). Particularly valuable is ability to recognise emotions and communicate them. It is also important to accept experienced emotions, gain a skill to react accordingly as well as ability to evoke and regulate emotions. According to Salovey and Mayer’s model, the aforementioned dispositions are elements of emotional intelligence. It turns out that emotional intelligence can stimulate creative activity since it enables management of emotional expenditure (Nęcka, 2001). The paper presents results of research conducted among teachers of primary schools. It was assumed that there is a correlation between emotional intelligence and creative activity of teachers. The research can contribute to development of emotional skills of teachers and to intensify their creative activity. That, in turn, can translate into shaping of innovative school environment that fits the needs of contemporary young person - a student.

The article demonstrates the research results that the author collected while carrying out the programme in Psychopedagogical diagnostics with students of the Faculty of Pedagogy. In the course of acquiring competences in the field of diagnostics, students become familiar with a number of diagnostic tools. The aim of one of the classes in the cycle was to familiarize the students with S. Popek’s Creative Behaviours Questionnaire. The implementation of a teaching objective formulated in such a manner concurrently enabled a cognitive objective: an accurate determination of levels of creative and imitative attitudes in 20 - 30-year old undergraduates of pedagogy. The author deemed it imperative for each student to evaluate the results of the Questionnaire in person. On the meta-analysis level it was considered significant to examine the distribution of creative and imitative attitudes of educationalists in compliance with nationwide norms. The research was conducted on the premises of three universities in three different cities in Silesia. The study group encompassed 116 persons and the non-random selection was determined by the membership in a group of full-time and part-time programmes.