TEACHERS' AWARENESS, PROFESSIONAL TRAINING, AND FAMILIARITY WITH SOFT SKILLS AMONG GENERAL AND SPECIAL EDUCATION TEACHERS

Aikaterini Vrachna, Assimina Tsibidaki

Abstract


Soft skills are widely recognized as essential competencies for effective teaching and inclusive educational practice. However, evidence regarding teachers' awareness of the concept of soft skills, their professional training, and familiarity with these competencies remains limited, particularly among teachers working in general and special education. The present study aimed to investigate these dimensions among teachers in general and special education in Greece. A cross-sectional quantitative study was conducted with 240 teachers working in general and special education in Greece. Data were collected using a structured questionnaire comprising demographic and professional characteristics, as well as items assessing teachers' awareness of the concept of soft skills, sources of information, level of professional training, and familiarity with soft skills. Descriptive statistical analyses were performed. The findings indicated that the vast majority of teachers were aware of the concept of soft skills. Nevertheless, fewer than half reported having received formal training in these competencies, while participants reported moderate to high levels of familiarity with soft skills. The findings highlight the need to strengthen both pre-service teacher education and continuing professional development in order to enhance teachers' understanding and effective use of soft skills in educational practice.

Keywords


soft skills; teachers; general education; special education; professional development

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i6.6916

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