Emotional resilience as an essential component of professional stability of teachers

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.