Rapid technological advancements and societal shifts are reshaping education, highlighting the growing importance of soft skills in teaching. Research emphasizes communication, empathy, and problem-solving as crucial for success in both traditional and digital classrooms (Dronova et al., 2021; Alt et al., 2023). However, teacher training programs often prioritize subject expertise over interpersonal skills, despite their critical role in effective teaching. This paper aims to develop a structured soft skills training model for pre-service and in-service teachers, enhancing job satisfaction and responsiveness to educational needs (Schulz, 2008; Gedvilienė et al., n.d.; Cornali, 2018).

The objective of this study is to propose a theoretical and empirical justified soft skills development model that strengthens pedagogues' job satisfaction and professional adaptability. The findings of the first phase of research employs a theoretical analysis approach in creating a soft skills development model framework, focusing on the analysis of academic sources and educational policy documents to identify the needs of educational processes and best practices in soft skills training.

The theoretical foundation of this study is based on competency-based learning and adult education principles, emphasizing the need for balanced development of technical and interpersonal competencies (Gedvilienė et al., n.d.; Rovida & Zafferri, 2019). Research suggests that teachers with strong soft skills experience higher job satisfaction, improved classroom management, and better student engagement (Uskova & others, 2022; Zhang, 2012).

The proposed model consists of three key phases. The first phase, needs assessment, involves conducting surveys and interviews to evaluate the current level of soft skills among educators and analyzing educational demands to determine the most essential competencies. The second phase, model development, defines core soft skills aligned with teaching needs, develops training modules using scenario-based exercises, and establishes assessment mechanisms such as diagnostic and summative evaluations. The third phase, implementation and evaluation, includes pilot testing with educators, refining the model based on feedback, and scaling its integration within teacher training programs.

A structured soft skills training model enhances teachers’ job satisfaction and ensures they are equipped to meet evolving educational challenges. Integrating this framework into teacher training programs strengthens the profession, fostering adaptive and resilient educators.

Keywords: Adult education, competency-based learning, job satisfaction, soft skills, professional development, teacher training.