This article explores the theoretical and practical significance of social intelligence in the development of leadership qualities among future teachers. The study emphasizes that effective pedagogical leadership is not limited to subject mastery or methodological competence but is deeply rooted in emotional awareness, empathy, adaptability, and social cognition — the core dimensions of social intelligence. The paper examines how social intelligence contributes to teachers’ capacity for interpersonal influence, decision-making, and motivation in educational environments.  

Social intelligence, leadership qualities, pedagogical competence

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