Content area
Information technology professionals require a variety of highly developed soft skills. Many students finish high school having completed an Advanced Placement (AP) Computer Science course but lack the soft skills necessary for future experiences. The problem is inadequate integration of soft skills instruction in Advanced Placement Computer Science classes among AP Computer Science teachers in central Maryland. A gap exists in the literature on teaching soft skills in AP Computer Science. The purpose of this basic qualitative study was to explore the inadequate integration of soft skills instruction in Advanced Placement Computer Science among AP Computer Science teachers in central Maryland. Emotional intelligence theory and social constructivist theory provided the theoretical framework. Research questions explored teachers’ beliefs, perceptions, and experiences integrating soft skills in AP Computer Science. Using a basic qualitative design, 15 AP Computer Science teachers in central Maryland were selected to participate in the study. An interview protocol was used to collect data from participants’ responses to semi-structured interview questions. Thematic data analysis was used to code data and identify themes. Six themes were identified: balanced instruction, teacher responsibility, necessity, career-oriented, experiential learning, and collaboration. The study revealed that AP Computer Science curriculum and instruction should support soft skills, include partnerships with industry professionals building real-world connections, and encourage teachers to cultivate positive relationships among their students and between students and individuals outside of their students’ peer group.