Pedagogical and Psychological Factors Determining the Effectiveness of the Social-Emotional Competence of a Foreign Language Teacher in Higher Education

This article examines the pedagogical and psychological factors that determine the effectiveness of the social-emotional competence of foreign language teachers in higher education. Social-emotional competence is considered a crucial component of teachers’ professional skills, as it ensures the creation of a supportive educational environment, enhances student engagement, and improves the overall quality of the teaching process. The research emphasizes key aspects such as emotional self-awareness, stress management, empathy, communication skills, and professional motivation. Furthermore, the study highlights gender-related differences in teachers’ social-emotional competence and explores their impact on classroom management, conflict resolution, and effective teacher-student interaction. The article concludes with recommendations for training programs aimed at developing social-emotional competence among foreign language teachers, which is essential for both their professional growth and the socio-emotional development of students.