| Description: |
Pre-service teachers in EPP’s (Educational Preparation Programs) are anticipated to enter the K-12 setting with strong interpersonal, communication, and problem-solving skills. However, evidence suggests a troubling decline in these essential soft skills (Hart Research Associates, 2018; Robles, 2012). This presentation reports findings from a quantitative study conducted with undergraduate education majors enrolled in a communications course. The data set consists principally of a validated soft skills inventory to assess competencies in areas such as teamwork, adaptability, professional demeanor, and oral communication. Statistical analysis exposed deficits in initiative-taking, conflict resolution, and audience awareness—skills that are critical for effective classroom management and student engagement (Rosenberg, Heimler, & Morote, 2012; Collie et al., 2012). Observational data together with reflective student narratives further suggest that education programs often emphasize technical knowledge over the “performative” dimension of teaching. Rooted in social-emotional learning theory and career readiness frameworks (Zins et al., 2004; NACE, 2023), this session offers concrete strategies for incorporating soft skill instruction into teacher preparation programs and calls for renewed attention to holistic teacher development. |