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

Autori

  • Aikaterini Vrachna PhD, Department of Primary Education, School of Humanities, University of the Aegean, Rhodes, Greece
  • Assimina Tsibidaki Associate Professor, Department of Primary Education, School of Humanities, University of the Aegean, Rhodes, Greece

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https://doi.org/10.46827/ejse.v12i6.6916

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soft skills##common.commaListSeparator## teachers##common.commaListSeparator## general education##common.commaListSeparator## special education##common.commaListSeparator## professional development

Abstrakt

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.

##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    Vrachna Aikaterini holds a PhD from the Department of Primary Education at the University of the Aegean, Greece. She also works as a general education teacher at a primary school in Rhodes. Her research interests focus on the soft skills of general and special education teachers, with particular emphasis on competencies such as collaboration, resilience, empathy, self-efficacy, creativity, communication, and flexibility. She has participated in several academic conferences.

    Email: katevrah@yahoo.gr

  • ##submission.authorWithAffiliation##

    Tsibidaki Assimina is an Associate Professor of Special Education in the Department of Primary Education at the University of the Aegean, Greece. She also teaches in three postgraduate programs in Greece and Cyprus and in three e-learning programs. Her research interests focus on the following areas: students with special educational needs and disabilities (SEND), families raising a child with SEND, home-school collaboration, social support networks, technology and inclusive education, children’s book/cinema, and diversity/disability. Her published work includes two books, editing, and articles in Greece and abroad, as well as various participations in Greek and international conferences.

    Email: tsibidaki@aegean.gr

     

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Publikované

2026-08-03

Číslo

Diel 12 Číslo 6 (2026)

Sekcia

Articles

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