The problem of school management efficiency is topical, especially in the periphery. Often the issue is based on the competences of a manager and his/her psycho-emotional reserves. Emotional intelligence and burnout of rural school managers are poorly studied. Therefore, the aim of the study is to determine the psycho-emotional resources/limitations of rural school managers in their connection with managerial competences.Rural school principals’ managerial resources turned out to be skills of goal-setting, leadership, influence on others, management of others’ states, and empathy. Creativity, problem-solving skills are limited; personal values are blurred. Reflection of one’s emotions and self-regulation are less developed. Formalism is inherent in work, experience of professional failure. The analysis of correlates and regressions has shown: skills of behavioural regulation, empathy, management of others’ condition, identification of emotions expand managers’ competences. Professional burnout reduces managerial potential (reflection of managerial work, aspiration to innovations, search for balance of personal and business goals, skills of team building, leadership, influence on others), blocks manifestations of emotional intelligence (differentiation, regulation of one’s own states and others).Professional burnout and low emotional intelligence create risks in the activity of rural school managers. Managerial potential can be improved by developing creativity, self-regulation, problem-solving skills, and defining values.