Pre-service teachers in American universities are expected to enter the workforce with strong interpersonal, communication, and problem-solving skills—yet mounting 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, utilizing a validated soft skills inventory to assess competencies in areas such as teamwork, adaptability, professional demeanor, and oral communication. Statistical analysis revealed 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 and reflective student narratives further suggest that education programs often emphasize technical knowledge over interpersonal development. Rooted in social-emotional learning theory and career readiness frameworks (Zins et al., 2004; NACE, 2023), this session offers concrete strategies for embedding soft skill instruction into educator preparation programs and calls for renewed attention to holistic teacher development in a post-pandemic landscape.

Authors:
Forrest Parker, Valdosta State University, United States
J. T. Cox, Valdosta State University, United States

About the Presenter(s)
Dr. Forrest R. Parker III is an Assistant Professor of Education at Valdosta State University. His research focuses on the aesthetics in education, classroom management, social-emotional learning, and teacher preparation.

See this presentation on the full schedule – Friday Schedule

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