UDC 378.1:78.07

Stotyka I.G.¹ (Melitopol, Russian Federation) – irina_stotyka@mail.ru; Stotyka A.V.¹ (Melitopol, Russian Federation) – stotyka@mail.ru; Sopina Ya.V.¹ (Melitopol, Russian Federation) – jaroslava_sopina@mail.ru; Vlasenko E.A.¹ (Melitopol, Russian Federation) – simfonia-2065@yandex.ru

¹Melitopol State University

Abstract. In the context of digitalization of education and changing forms of pedagogical communication, the teacher’s ability to consciously manage their emotional states and establish productive socio-emotional interaction is becoming particularly relevant. In this regard, there is a need to understand emotional intelligence as a component of the professional competence of a future music teacher. The purpose of the study is to analyze emotional intelligence in the structure of professional competence of future music teachers. Materials and methods. The theoretical basis of the research was the works of domestic and foreign authors in the field of pedagogy, psychology and music education. Methods of theoretical analysis, generalization and systematization of scientific sources, as well as interpretation of pedagogical experience of professional training of future music teachers were used in the work. As a result of the study, the main structural components of the emotional intelligence of a future music teacher were identified, which include awareness and understanding of one’s own emotions, the ability to emotionally self-regulate, empathy, emotional expressiveness, and the ability to build social and emotional interaction. It has been established that emotional intelligence is an important element of the professional competence of a musician teacher and has a significant impact on the development of pedagogical, communicative, musical and performing, reflective and health-saving competencies. In addition, pedagogical conditions and methods have been identified to ensure the targeted development of emotional intelligence in the professional training system for future music teachers. The conclusion is made about the expediency of systematically including the development of emotional intelligence in the content of professional training of future music teachers. The implementation of the proposed pedagogical conditions, methods and recommendations contributes to improving the quality of music and pedagogical education, strengthening professional stability and forming the readiness of a teacher-musician to work effectively in a modern educational environment.

Keywords: emotional intelligence, professional competence, teacher, music, music teacher education, self-regulation, emotions.

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For citation:  Stotyka, I. G., Stotyka, A. V., Sopina, Ya. V., & Vlasenko, E. A. (2026). Emotional intelligence as a component of professional competence of future music teachers. CITISE, 2, 841–858. (In Russian).