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| Main Authors: | , |
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| Formato: | Recurso digital |
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| Publicado: |
Zenodo
2026
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| Acceso en liña: | https://doi.org/10.5281/zenodo.19609251 |
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Table of Contents:
- <p><strong>Abstract</strong><br>In the 21st century, teaching is not only about transferring facts and information, but it's also about inspiring the mind to think creatively and critically. In this process, Emotional Intelligence becomes important, especially its dimension of social-skills. Essential social skills include verbal and non-verbal communication, active listening, building rapport, leadership and influencing others. Teachers with well-developed social skills are often popular, creating and applying knowledge efficiently and inspiring students and empowering institutions. This study explores how socially skilled teachers help students to stay curious, believe in teamwork and prepare for the real world. Using a mixed‑methods approach, the data was collected through questionnaires and classroom observations from teachers of school and colleges. Quantitative analysis provided measurable insights into the relationship between social-skills and knowledge management practices, while qualitative findings added depth by capturing real classroom experiences. Results show that social skills play a significant role in enabling teachers to share, manage, and apply knowledge meaningfully. The study highlights that effective knowledge management in education is not only about systems and processes but also about people with strong social skills who are dedicated to engaging, collaborating and innovating every day.<br><strong>Keywords:</strong> Emotional Intelligence, Social Skills, Communication, Knowledge Management, Knowledge Creation, Knowledge Application, Teachers.</p>