SOCIAL AND EMOTIONAL INTELLEGNCE AND GENDER AMONG STUDENTS MAJORING IN PEDAGOGY

Abstract

This study provides a scientific and practical analysis of the role of the gender factor in the social and emotional intelligence indicators of students pursuing degrees in pedagogy, as well as the specific ways these traits manifest. The professional competence of future educators and the effectiveness of communication within the educational process are consistently linked to their emotional stability and social adaptability. Empirical testing was conducted with 100 students (50 female and 50 male) using the emotional intelligence assessment methodologies developed by N. Hall and D. Lyusin. The analysis revealed that while female students demonstrated higher levels of empathy, emotion perception, and social interaction skills, male students excelled in managing their own emotions and controlling impulsivity. These findings serve to enhance the professional training systems and psychological training programs for future teachers by incorporating a gender-sensitive approach.