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The article is devoted to the problem of social intelligence of young teachers, which is considered as the basis for the success of professional activities. The emphasis is put on studying the relationship between the level of development of social intelligence and the characteristics of pedagogical communication of a beginning teacher. The article presents the results of a pilot study that was carried out to identify a possible relationship between the mentioned parameters. The experiment involved young teachers (with no more than three years of work experience) of general educational institutions and final-year students of the university who had completed teaching practice. The level of development of social intelligence was studied with the help of the "Social Intelligence" test created by J. Guildford and M. Saliven (Russian adaptation by E.S. Mikhailova); the style of pedagogical communication was identified by the test called "Diagnostic methods of the styles of pedagogical communication" (authors: N.P. Fetiskin, V.V. Kozlov, G.M. Manuilov). The obtained data allows us for the conclusion that there is a relationship between the level of development of the social intelligence of beginning teachers and the style (model) of pedagogical communication used by them: teachers with more developed social intelligence use the most constructive and optimal models of pedagogical communication and interaction with students. The results of the research can be helpful in improving the quality of pedagogical education, professional training of students – teachers-to-be.