This study was performed to investigate the relationship between soft skills related to teaching
intelligence and pedagogical aptitude. Based on the review of important concepts such as
pedagogical aptitude, teaching intelligence, skills, and the relationship between skills and core
competency measurement scales were determined and regression models were designed with special
focus placed on two factors. The data were collected from 247 students at a teachers college, and
analyzed by data exploring, reliability test, factor analysis, and multiple regression. IBM SPSS
Statistics 24.0 was employed, and significance level was set at p<.05. The results of multiple
regression analysis were as follow. The model of group teaching competency was explained by five
soft skills (23.2%), i.e., dependable, cooperative, flexible, pioneering, and charismatic. The model of
individual mentoring competency was also explained by five soft skills (36.5%), i.e., resourceful,
sensitive, flexible, energetic, and creative. Flexible was identified as a common skill in both models.
The two regression models should be used to reform the admission process and curriculum of
teachers colleges and to reinforce the skill-oriented individual mentoring competency in school
instead of the knowledge-based group teaching competency. Finally, the hybrid system that
evaluates both knowledge and skills should be designed by the Ministry of Education.