SOCIAL-EMOTIONAL COMPETENCE DEVELOPMENT IN HIGHER EDUCATION TEACHERS

The development of social-emotional competence in higher education teachers has become a key factor in improving teaching effectiveness, student engagement, and academic outcomes. This study explores the psychological and pedagogical foundations of social-emotional competence and its role in professional development among university instructors. The research examines emotional regulation, empathy, communication skills, and reflective thinking as core components influencing instructional quality and classroom climate. Using a mixed-method approach that combines surveys, observation, and correlation analysis, the study identifies relationships between teachers’ social-emotional competence and their professional performance. The findings highlight the need for systematic training programs that integrate emotional intelligence, collaborative interaction, and self-reflection into teacher development.