Abstract
The article investigates the impact of teachers’ competencies in organizing educational and research activities on the development of students’ scientific reasoning and cognitive and analytical skills. Insufficiently developed mechanisms linking teachers’ professional competencies with students’ research ability formation create the research problem. The study aims to identify the key factors and mechanisms through which teachers’ professional competencies in planning and implementing educational and research activities contributes to students’ scientific development. Literature analysis, observation, surveys, testing, and modeling were em- ployed as research methods. The findings of the experiment support the research hypothesis, demonstrating a significant relationship between development of the teacher’s research competencies and the enhanced students outcomes in the experimental group, including cognitive activity, learning motivation, and overall engagement in the educational process. A model for enhancing teachers’ competencies was developed. The scientific novelty of the study consists in the application of a comprehensive approach to examining the process of developing competencies related to the organizing of research activities among elementary school teachers. The practical significance of the study lies in the potential application of the proposed model and the obtained findings in the pedagogical practice. Specifically, the result may be used to enhance university-level teacher education programs, to design targeted professional development courses, and to implement effective psychological and pedagogical technologies aimed at increasing students’ cognitive activity and learning motivation in classroom settings.