PERCEPTIONS OF PRE-SERVICE TEACHERS ON THE INTEGRATION OF SOFT SKILLS IN TEACHER EDUCATION PROGRAMMES: A PHENOMENOLOGICAL INQUIRY

Abstract

This phenomenological study explores perceptions of 17 final-year pre-service teachers 
at Nnamdi Azikiwe University, Awka, on soft skills integration in their teacher education 
program. Using Moustakas’ (1994) transcendental phenomenology and Social Cognitive 
Theory (Bandura, 1986, 2001), interviews revealed soft skills; communication, classroom 
management, emotional regulation, and adaptability, as critical for Nigeria’s diverse 
classrooms. Teaching practice and group work fostered self-efficacy and observational 
learning, yet barriers like theoretical curricula, language challenges, and limited 
practicum roles hindered development. Participants recommended simulations, 
mentorship, and emotional intelligence training to address gaps. The study advocates for 
experiential, mentor-supported training to enhance classroom readiness and 
employability. Findings underscore the need for curriculum reform to bridge theory and 
practice, preparing graduates for Nigeria’s educational and employment demands. Future 
research should assess the longitudinal impact of such interventions on in-service 
teachers’ performance and employability.