THE INTERPLAY OF HARD AND SOFT SKILLS IN ENHANCING TEACHER EFFECTIVENESS AND STUDENT DEVELOPMENT

ABSTRACT

This article examines the integral roles of hard and soft skills in shaping teacher effectiveness and student development within the educational context. Hard skills, which involve specific technical abilities and knowledge required to perform professional tasks, are essential for teachers to meet job-specific responsibilities. In contrast, soft skills, encompassing interpersonal, cognitive, and emotional competencies, facilitate effective communication, collaboration, and classroom management. By exploring the impact of both hard and soft skills on teaching outcomes, the article highlights the importance of balancing these skill sets for fostering an optimal learning environment. Additionally, it addresses the need for integrating soft skills training into teacher education and continuous professional development (CPD) programs to enhance the overall quality of education, reduce teacher burnout, and support long-term professional growth.

АННОТАЦИЯ

В данной статье рассматриваются неотъемлемые роли твердых и мягких навыков в формировании эффективности учителя и развитии учащихся в контексте образования. Твердые навыки, которые включают в себя специфические технические способности и знания, необходимые для выполнения профессиональных задач, необходимы учителям для выполнения должностных обязанностей. В отличие от этого, soft skills, которые включают в себя межличностные, когнитивные и эмоциональные компетенции, способствуют эффективному общению, сотрудничеству и управлению классом. Исследуя влияние как твердых, так и мягких навыков на результаты обучения, статья подчеркивает важность балансирования этих навыков для создания оптимальной учебной среды. Кроме того, в ней рассматривается необходимость интеграции обучения soft skills в педагогическое образование и программы непрерывного профессионального развития (CPD) для повышения общего качества образования, снижения изнурения учителей и поддержки долгосрочного профессионального роста.

Keywords: hard skills, soft skills, teacher effectiveness, student development, communication skills, emotional intelligence, professional development, classroom management, interpersonal skills, problem-solving, collaboration, continuous professional development.

Ключевые слова: жесткие навыки, мягкие навыки, эффективность учителя, развитие учащихся, коммуникативные навыки, эмоциональный интеллект, профессиональное развитие, управление классом, межличностные навыки, решение проблем, сотрудничество, непрерывное профессиональное развитие.

The concept of "skill" has long been a central topic of study in psychology and education, with researchers striving to define the components that constitute various skill sets. Traditionally, the focus of skill studies was on innate traits such as intelligence and talent. However, recent research has revealed that skills are more complex, consisting of multiple foundational elements. This article distinguishes between two key categories of skills: hard skills and soft skills. Hard skills refer to specific technical knowledge and abilities that are necessary for performing job-specific tasks. For example, a teacher's proficiency in curriculum design, subject matter expertise, or use of educational technologies constitutes their hard skills. On the other hand, soft skills encompass interpersonal and cognitive abilities such as communication, emotional intelligence, collaboration, and problem-solving, which are critical for fostering a positive classroom environment and enhancing student learning outcomes. The article explores the importance of both hard and soft skills in the teaching profession, their interrelationship, and the need to incorporate soft skills development into teacher training programs and continuous professional development initiatives to improve teaching practices and student success.

Studying the professional soft skills of EFL (English as a Foreign Language) teachers is crucial, as these interpersonal abilities significantly impact student outcomes, teacher effectiveness, career success, learner development, classroom environment, and the overall professionalism of modern teaching. Soft skills such as communication, cultural awareness, and resilience play a pivotal role in enhancing the learning process. Research indicates that teachers with strong soft skills contribute to higher student achievement, engagement, and well-being. Investigating the often-overlooked soft skills of EFL teachers can provide valuable insights for teacher training, continuous professional development, and improved support for both educators and learners. However, the absence of clear criteria, assessment methods, and incorporation of soft skills into EFL quality teaching standards poses challenges. Further research is necessary to gain a deeper understanding of this important yet frequently neglected aspect of effective teaching.

Before discussing the concept of soft skills, it is important to understand what a "skill" is and how specific skills are formed. This topic remains an active area of research for psychologists and education specialists. Traditionally, the study of skills has focused on individual characteristics such as intelligence and talent. However, recent studies show that any skill consists of several basic elements. Although skills form the foundation for development, further research is needed to gain a deeper understanding of their general components. Soft and hard skills, while seemingly different in their application and observation, may actually have more in common than we think. Recent research on the general composition of skills and the relationship between personal and professional skills has generated significant interest due to its potential impact on workplace performance (Lamri and Lubart, 2023).

Hard skills are specific technical abilities, knowledge, and skills necessary for performing particular tasks at work, enabling an individual to effectively carry out their job responsibilities. For example, an English teacher working with IT students, key skills may include the ability to teach technical vocabulary, understand programming languages, prepare educational materials relevant to IT topics, and use educational technology tools for virtual classrooms. Additionally, the teacher should have the skills to incorporate IT-related content into language lessons, such as explaining coding terminology, interpreting software documentation, or teaching how to troubleshoot technical problems. They should also be adept at using online platforms and resources in the teaching process.

According to Vieilandie, L., Soloveichuk, O., Petryk, L., Kosharna, N., & Dzhurylo, A. (2024) hard skills encompass abilities such as proficiency in foreign languages, expertise with Adobe Creative Suite, programming languages, website or content development, coding, copywriting and editing, budgeting, statistical data analysis, user interface design, and familiarity with specific platforms or software. This list represents only a subset of hard skills, as diverse competencies are applicable across various professions and roles. The emphasis on hard skills today is increasingly influenced by advancements in digital innovation, particularly in educational technologies. Notably, the application of innovative strategies for teaching English is regarded as a means to enhance students’ learning outcomes and practical communication capabilities. Proficiency in foreign languages has now emerged as a crucial hard skill for professionals in any field. Employing innovative English teaching methodologies—such as incidental learning, argumentation, experiential science-based learning, crossover learning, and others—plays a significant role in fostering practical applications of English proficiency. This subject remains particularly pertinent due to the pressing need for a comprehensive exploration of how modern pedagogical innovations can cultivate critical hard skills, with foreign language proficiency standing as a prioritized competency.

Figure 1. Factors developing professional competence

Figure 1 delineates three critical factors in professional competence development: information literacy and media competence, domain-specific knowledge and qualifications, and professional linguistic competence in foreign languages. Notably, foreign language acquisition—classified predominantly as a hard skill—constitutes an essential component of professional expertise, providing students with access to international scientific and professional opportunities. Educational sector modernization, integrated systems implementation, and expanding international relations across multiple domains necessitate revised pedagogical approaches to foreign language instruction for emerging specialists. Contemporary professional education fundamentally requires the development of professionally-oriented lexical competencies, underscoring the technical nature of language acquisition as a measurable, certifiable hard skill. The predominance of English in scholarly discourse, evidenced by its use in scientific publications and academic forums, further emphasizes the critical importance of these quantifiable linguistic competencies that extend beyond general education parameters, enabling participation in global knowledge communities through demonstrable language proficiency.

Practical skills related to innovation can be categorized into two types: "science-based skills" and "thinking and creativity skills" (Scott and Vincent-Lancrin, 2014, pp. 77-78). While science-based skills are specific to particular fields or technologies, widely applicable thinking and creativity skills encompass cognitive processes such as critical thinking, imagination, and curiosity.

The professional development of a teacher is a continuous process that begins with the teacher's initial preparation and continues throughout their career in the profession. The social nature of teaching motivates teachers to constantly improve their students’ learning. The way to achieve this is by creating opportunities for teachers to "continue applying, adapting, and developing their art and skills" (Lange, 1990:250). Therefore, the concept of continuous professional development (CPD) encompasses "all actions that teachers undertake throughout their career to enhance their practice" (Day & Sachs, 2004:3). Such activities are aimed at the ongoing education of teachers, through which they strive to reach an expert level (Kelly, 2006).

Studying teachers’ soft skills is of critical importance as these interpersonal competencies profoundly impact students, the teaching process, and the field of education. Teachers with strong communication and collaboration abilities create an environment that helps students achieve better academic outcomes. These soft skills are also key indicators of teaching effectiveness and professional growth, with skilled educators more likely to become leaders in their field. Emotional connections established through soft skills significantly contribute to students’ holistic development. Researching soft skills provides valuable insights for reducing teacher stress and increasing job satisfaction. As these competencies shape classroom environments, educational institution cultures, and modern pedagogical professionalism, studying them is crucial for improving teacher training programs, continuous professional development, and supporting educational policies. A deeper exploration of these often-overlooked aspects of quality education will ultimately serve to create a more robust support system that benefits both teachers and their students.

Soft skills are broadly defined as "interpersonal, people-oriented, or behavioral skills necessary for the effective application of technical skills and knowledge in the workplace" (Weber et al., 2011; Kantrowitz, 2005; Rainsbur et al., 2002).

Jennings and Greenberg (2009) propose a social-emotional model of the classroom that emphasizes teachers' social and emotional competence (SEC) and teacher-student relationships that support their well-being, as essential for effective classroom management and successful implementation of social-emotional learning. In their view, these factors create an optimal learning environment and lead to positive outcomes for students.

Kechagias (2011) offers another definition of soft skills. He defines them as "internal and interpersonal (socio-emotional) skills that are essential for personal development, social participation, and success in the workplace." In his view, these skills include communication, the ability to work in multidisciplinary teams, and adaptability (p. 33).

Laker and Powell (2011) define personal skills in a more general sense as "encompassing personal skills such as self-management and interpersonal skills such as managing relationships with others" (p. 112).

Soft skills are often associated with interpersonal skills such as leadership, communication, teamwork, critical thinking, problem-solving, and decision-making (Hadiyanto, 2017a; ILO, 2014; Partnership for 21st Century Skills, 2008). Hadiyanto (2017a) expanded this definition, describing soft skills as the ability to effectively develop communication skills, information technology (IT) skills, numeracy skills, and independent learning abilities in the figure 2. Furthermore, soft skills include the ability to solve problems and collaborate with others to successfully complete tasks and work projects. Below is a detailed description of each specific soft skill.

Figure 2. Hadianto’s Personal Skills System (2017)

Ouchen, L., Tifroute, L., & El Hariri, K. (2022) present a comprehensive taxonomy of soft skills essential to children’s educational development in the figure 3. Their framework encompasses interpersonal competencies (cooperation, teamwork, empathy), intrapersonal abilities (autonomy, self-esteem), cognitive capabilities (critical thinking, problem-solving), and societal aptitudes (citizenship, ethical behavior). The authors posit that these non-academic competencies complement traditional content knowledge and significantly influence long-term educational outcomes and social integration. Their research underscores the imperative for educational systems to intentionally cultivate these skills within formal learning environments to adequately prepare students for contemporary challenges.

Figure 3. Examples of Soft Skills Important to Children's Education 

Studying teachers’ soft skills is extremely important, as these interpersonal characteristics significantly impact students, the teaching process, and the teaching profession as a whole. Teachers' soft skills influence students' learning outcomes, with those who excel in communication and collaboration more effectively encouraging students' academic achievements. These skills also play a crucial role in teachers' effectiveness and professional growth, helping individuals with strong soft skills to achieve success and attain leadership positions. Connections formed through socio-emotional abilities also contribute to students' development. Research on soft skills can provide valuable insights into reducing teacher burnout and increasing job satisfaction. Considering their impact on classroom dynamics, university culture, and modern professional competencies, studying soft skills is essential for enhancing teachers' qualifications, professional development, and resilience. Deepening the understanding of this often overlooked aspect of quality teaching can ultimately provide more effective support to both teachers and students (Elmahdi & Balla, 2024).

Conclusion

A diploma serves as evidence of a university education, representing a hard skill that grants individuals the qualification to work in a corresponding field. Similarly, a certificate officially designates an individual as "a certified professional" within their area of expertise. The processes of education and training facilitate the transfer of hard skills from one individual or organization to another. Consequently, doctors train future doctors, and engineers produce future engineers (Ghosh, 2012). In contrast, soft skills are less concrete, making them harder to define and document. Nevertheless, they play a vital role in determining whether an employee's career prospers or declines, thereby influencing the sustainability or deterioration of their professional trajectory. There exists a debate regarding the nature and significance of these so-called soft skills in modern business environments (Bataklar, S., & Toy, Z, 2023). For instance, Ansar et al. (2018) emphasize that undergraduate tourism students need to develop specific soft skills to succeed in their industry.

Both hard skills and soft skills are essential for teachers to perform their roles effectively. While hard skills such as subject-specific expertise, technical proficiency, and pedagogical knowledge form the foundation of teaching practice, soft skills such as communication, collaboration, emotional intelligence, and problem-solving are equally crucial for creating an engaging and supportive learning environment. Teachers who excel in both areas are better positioned to foster positive student outcomes, manage classrooms effectively, and experience greater professional satisfaction and growth. The integration of soft skills training into teacher education programs and continuous professional development (CPD) is vital to ensure that educators are equipped with the tools needed to navigate the complexities of modern teaching. By prioritizing the development of both hard and soft skills, educational institutions can better support teachers in their professional journey, leading to enhanced teaching quality, reduced burnout, and improved student achievement. Future research should continue to explore the nuanced relationship between these skill sets and their collective impact on educational practices and outcomes.

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