International Journal of Social Science Research (IJSSR)

Need of Social Skill among Prospective Teachers: A Conceptual Study

In contemporary teacher education, subject-matter knowledge and pedagogical proficiency are no longer sufficient for preparing effective educators. This paper examines the critical need for developing social skills among prospective teachers—skills such as empathy, active listening, adaptive communication, conflict resolution, collaboration, reflective awareness, and emotional self-regulation. These interpersonal and intrapersonal competencies form the backbone of successful teaching in today’s diverse, inclusive, and socially dynamic classrooms. Drawing upon a mixed-methods synthesis of empirical studies, program evaluations, and theoretical literature, this paper identifies key domains of social skills essential for pre-service teacher development. The review highlights evidence-based interventions including explicit instruction in pro-social behaviors (e.g., turn-taking, polite refusals, active listening), experiential learning through project-based collaboration, reflective journaling, mentorship dialogues, and digital simulation tools. Studies consistently show that these interventions improve prospective teachers’ classroom management, relational confidence, group facilitation, emotional sensitivity, and their ability to maintain respectful classroom norms. The findings also demonstrate that embedding structured social skill training within teacher education curricula enhances not only individual teacher effectiveness but also broader classroom dynamics—promoting inclusive participation, student engagement, and resilience in the face of classroom challenges. In particular, simulation-based practices and dialogic mentoring offer low-risk environments for candidates to rehearse complex social interactions, while community partnerships foster real-world empathy and cooperation. This paper argues that without a deliberate and systemic focus on relational competence, many future educators may enter the profession technically prepared but socially underdeveloped—undermining both student outcomes and teacher retention. Therefore, teacher education programs must integrate comprehensive, scaffold training in social competencies alongside academic and pedagogical instruction. Recommendations include embedding social-skill modules into core teacher education curricula, fostering reflective practice through journaling and peer dialogue, leveraging AI-based simulation platforms, and cultivating mentorship-driven communities of practice. These strategies, when sustained and contextually tailored, can equip pre-service teachers to navigate the interpersonal complexities of 21st-century classrooms with empathy, clarity, and resilience.