EMOTIONAL RESILIENCE AS AN ESSENTIAL COMPONENT OF PROFESSIONAL STABILITY OF TEACHERS

Abstract

Pedagogical activity can be attributed to a number of professions the most intellectually and
emotionally intense, it is increasingly associated with a large number of stress factors. Professional
resilience of a teacher allows minimizing these negative effects, successfully coping with
them while remaining in optimal mental and physiological state, performing long-term professional
activity. Despite numerous theoretical and empirical studies, this problem is still relevant
and requires further research.
The purpose of this article is to analyze the foreign and Russian scientific literature on the problem
and to identify the level of formation of emotional resilience of students of pedagogical universities.
The theoretical analysis of the literature allowed to draw the following conclusions: 1) pedagogical
activity every year is more and more emotionally intense and is characterized by the presence
of a large number of stress factors, so the development of professional resilience of teachers
is the most important task for educational organizations; 2) in foreign literature, the concept
of “professional resilience” practically does not occur. Instead similar terms “emotional stability”,
“emotional intelligence”, “self-efficacy of the teacher” are used, which in our opinion can be
considered as components of professional resilience of teachers.
Evaluation of the motivational component of emotional resilience was carried out using
the technique of “Motivation to avoid failures” T. Ehlers, cognitive component through the technique
of V.I. Morosanova “Style of self-regulation of behavior”, the emotional component using
The technique of C.D. Spielberg “Diagnosis of self-assessment of anxiety”, adapted Y.L. Khanin.
Empirical research enables us to draw the following conclusions: 1) about a quarter of students
have a high level of motivation for protection: they are afraid to start something new, they
are afraid of public speaking and exams, which undoubtedly has a negative impact on their emotional
resilience; 2) boys have a higher level of self-regulation, they are more likely to be realistic
and detailed plans, while half of the respondents have a low level of self-regulation; 3) a large
part of students (about 40%) has a high level of personal anxiety, they perceive most situations as
threatening, and react to them with a state of anxiety, which is undoubtedly a negative factor
for the formation of their emotional resilience.
Summarizing the above, we note that the emotional resilience of teachers is an important
component of their professional resilience, and work on its development is a promising task for
pedagogical universities.