Exploring the importance of soft skills development of teachers as adult learners

Abstract This study examines secondary school teachers' perceptions of soft skills and their methods for cultivating these competencies within Kazakhstan's educational framework. Despite the recognition of soft skills as essential for teaching efficacy and workplace success, limited research explores how practicing teachers in Kazakhstan understand and cultivate these skills. This study aims to identify the essential soft skills considered by educators and the strategies they use for developing them. A qualitative methodology was employed, utilising semi-structured interviews with 13 secondary school educators from various regions of Kazakhstan. Thematic analysis indicated that educators prioritise soft skills such as communication and empathy, in addition to adaptability, critical thinking, and emotional intelligence. However, formal opportunities for soft skills development are limited, leading teachers to rely on peer collaboration and self-directed learning. The findings suggest that integrating structured soft skills training into professional development programs would enhance teachers' ability to address the complex demands in modern classrooms.