RESILIENCE AS A SUBJECTIVE FACTOR OF PSYCHOLOGICAL WELL-BEING OF FUTURE PRESCHOOL EDUCATION SPECIALISTS IN THE CONDITIONS OF MARTIAL LAW

Abstract

The article deals with the problem of forming resilience as a key professional competence of future preschool teachers in the context of the transformation of the higher education system of Ukraine and the challenges caused by the military conflict.The main attention is paid to the need to form resilience as a key professional competence of future preschool teachers. The authors emphasize the growing importance of stress resistance, emotional flexibility and internal psychological stability of teachers as the basis for effective professional activity and humanization of the educational process. The authors emphasize the high stressfulness of pedagogical work, caused by both social and professional factors, which increases the risks of emotional burnout and professional deformation. The study reveals the relationship between the quality of future teachers' professional training and the development of such personal qualities as self-control, emotional balance, adaptability, stress resistance, and resilience. The role of the educational environment, interpersonal interaction and support from family and professionals in the formation of students' comprehensive psychological competence is emphasized. Particular attention is paid to the challenges faced by teachers in martial law, in particular the threat of emotional burnout, reduced professional motivation and difficulties in adapting to constant changes in the educational environment.The article analyzes the factors that contribute to the development of resilience in the student's age, in particular the role of psychological and pedagogical support, personal characteristics and a positive social environment. The necessity of systematic support for teachers both in the process of professional training and in their further activities is outlined. The directions of improving the professional training of future educators of preschool educational institutions through the integration of resilience development programs, self-regulation techniques and stress management trainings into the educational process of higher education institutions are proposed. The necessity of a systematic approach to the formation of this quality as one of the priorities of modern teacher education is emphasized.