SOCIO-PSYCHOLOGICAL FACTORS OF A TEACHER'S COMMUNICATIVE COMPETENCE AND THEIR MANIFESTATION IN THE EDUCATIONAL PROCESS

Abstract

This article examines the socio-psychological factors influencing a teacher’s communicative competence and their manifestation in the educational process. Communicative competence is conceptualized as an integrative professional quality that encompasses cognitive, emotional, behavioral, and social components of pedagogical interaction. The study is based on a theoretical analysis of classical and contemporary psychological and pedagogical research, focusing on key socio-psychological determinants such as social perception, empathy, emotional intelligence, communicative attitudes, and self-regulation. The findings suggest that these factors play a crucial role in shaping the effectiveness of teacher–student communication, classroom interaction, and the overall socio-psychological climate of the learning environment. The article highlights the regulatory function of communicative competence in organizing pedagogical interaction and promoting students’ academic engagement and personal development. The results underscore the importance of integrating socio-psychological components into teacher education and professional development programs to enhance the quality of pedagogical communication in contemporary education.