PROFESSIONAL COMPETENCIES OF FUTURE PHYSICAL EDUCATION TEACHERS: THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ORGANIZATIONAL SKILLS

Abstract

The study used D. V. Lyusin's emotional intelligence test and V. V. Sinyavsky and B. A. Fedorishi's communication and organizational skills test, and compared the indicators between the two groups. The connection between emotional intelligence and communication skills 
between students and teachers has acquired certain features. It was noticed that as the level of 
emotional intelligence among students increases, the level of communication skills and emotion 
management also increases. This shows that students' participation in communication at different 
levels in the learning process, as well as creates effective opportunities for the development of their 
practical skills. The ability to develop and manage emotional intelligence can improve the psycho-emotional well-being of students and teachers, and increase the effectiveness of the educational process. The development of these skills among teachers and students contributes to improving the quality of 
education and ensuring the success of teaching activities. This research, in turn, highlights the need to develop emotional intelligence and 
communication skills to enhance the professional competence of educators. The integration of these 
skills into the educational process, as well as the introduction of special programs aimed at the 
professional improvement of teachers, will undoubtedly be an important step towards improving the effectiveness of the education system. The study utilized the methodologies of D. V. Lusin’s "Emotional Intelligence" and the test by V. V. Sinyavsky and B. A. Fedorishin "Communicative and Organizational Aptitudes", which allowed for a comparative analysis of indicators between two 
groups. The results of the study demonstrated a stable correlation between the level of emotional 
intelligence and communicative skills in both students and teachers. It was found that students with a higher level of emotional intelligence exhibit better abilities in effective communication, emotion management, and conflict resolution. This indicates that active involvement of students in communicative processes within educational activities contributes not only to the development of 
their practical skills but also to the formation of important personal qualities such as empathy, stress 
resilience, and the ability to collaborate. The development of emotional intelligence and communicative skills plays a key role not only 
for students but also for teachers. For educators, the ability to manage their emotions, understand 
students’ emotional states, and build constructive interactions within the academic community is an 
essential aspect of professional competence. This helps create a positive psychological atmosphere in study groups, which positively influences students’ motivation and engagement in the learning 
process. Furthermore, enhancing these skills among teachers enables them to more effectively solve pedagogical tasks, adapt to changes in the educational environment, and maintain a high level of 
professional activity. 
The study highlights the need to implement programs aimed at developing emotional 
intelligence and communicative skills in the education system. This may include specialized training, 
workshops, and courses for teachers, as well as the integration of relevant modules into students’ 
curricula. Such measures will contribute not only to improving the quality of education but also to 
creating conditions for the harmonious development of all participants in the educational process. 
The development of emotional intelligence and communicative skills is an essential step toward 
forming a more effective and humanistic education system that meets modern requirements and 
challenges.