INGLIZ TILI O'QITUVCHILARINING KASBIY KOMPETENSIYASINI SEL TAMOYILLARI ASOSIDA RIVOJLANTIRISHNING MAZMUNI, TAMOYILLARI VA PEDAGOGIK SHART-SHAROITLARI.

KIRISH: ushbumaqolada ingliz tili o'qituvchilarining kasbiy kompetensiyasini ijtimoiyhissiy ta'lim (SEL) tamoyillari asosida rivojlantirishning mazmuni, asosiy tamoyillari va zarur pedagogik shart-sharoitlari ilmiy asoslab beriladi. Rivojlantirishning maqsadlari, tarkibiy mazmuni va amalga oshirish uchun zarur bo'lgan individual, muassasa va tizimiy darajadagi pedagogik shart-sharoitlar tahlil qilinadi. Shuningdek,mazmunning uch qatlamli tuzilmasi va shart-sharoitlarning o'zaro bog'liqligi jadvallar orqali tizimlashtiriladi hamda O'zbekiston ta'lim tizimi uchun amaliy tavsiyalar ishlab chiqiladi. MAQSAD: ingliz tili o‘qituvchilarining kasbiy kompetensiyasini SEL tamoyillari asosida rivojlantirishning mazmuni, tamoyillari hamda individual, muassasa va tizimiy darajadagi pedagogik shart-sharoitlarini ilmiy asoslab berishdan iborat. MATERIALLAR VA METODLAR: Tadqiqotda nazariy tahlil, tizimli-strukturaviy yondashuv, qiyosiy-tahliliy usul va pedagogik modellashtirishdan foydalanildi. Metodologik asos sifatida CASEL ramkasi, xalqaro tajribalar hamda O‘zbekiston Respublikasining me’yoriy-huquqiy hujjatlari (PF-5712, PQ-5117) o‘rganildi. MUHOKAMA VA NATIJALAR: Kasbiy kompetensiyani rivojlantirish mazmuni uchta qatlamga (nazariy-konsepsional, amaliy-metodologik va shaxsiy-refleksiv) ajratildi. Shuningdek, rivojlantirish jarayoni uchun zarur bo‘lgan pedagogik shart-sharoitlar individual, muassasa va tizimiy darajalarda tizimlashtirilib, ularning o‘zaro uzviy bog‘liqligi ko‘rsatib berildi. XULOSA: SEL tamoyillarini ta’lim tizimiga tadbiq etish va belgilangan uch bosqichli pedagogik shart-sharoitlarni kompleks ta’minlash ingliz tili o‘qituvchilarining kasbiy kompetensiyasini hamda kasbiy farovonligini sifat jihatidan yangi bosqichga olib chiqadi.

INTRODUCTION: this article provides a scientific rationale for the content, fundamental principles, and essential pedagogical conditions for developing English language teachers’ professional competence based on the principles of Social and Emotional Learning (SEL). It analyzes the objectives and structural components of professional competence development, as well as the pedagogical conditions required for its implementation at the individual, institutional, and systemic levels. The three-layer structure of the development content and the interdependence of the conditions are systematized, and practical recommendations for the education system of Uzbekistan are proposed. AIM: to provide a scientific rationale for the content, core principles, and multi-level pedagogical conditions (individual, institutional, and systemic) for developing English language teachers' professional competence based on SEL. MATERIALS AND METHODS: the study applied theoretical analysis, a systemicstructural approach, comparative analysis, and pedagogical modeling. The CASEL framework, international best practices, and legislative documents of Uzbekistan (PD5712, PD-5117) served as the methodological foundation. DISCUSSION AND RESULTS: a three-layered content structure (theoreticalconceptual, practical-methodological, and personal-reflective) was defined. Furthermore, essential pedagogical conditions across individual, institutional, and systemic levels were systematized, emphasizing their structural interdependence. CONCLUSION: comprehensive implementation of the proposed pedagogical conditions significantly enhances English language teachers' overall competence, professional well-being, and classroom effectiveness.