EMOTIONAL RESISTANCE AS A FACTOR OF PEDAGOGICAL ACTIVITY

Abstract

The article conducts a theoretical study and justification of the emotional stability of educators. It performs a scientific analysis, summarizes, and systematizes information on the specified issue obtained from scientific sources. The article presents a reasoned conclusion that often emphasizes the role of biological factors in the development of emotional stability. The authors argue that the formation of emotional stability occurs spontaneously and is not the subject of targeted systematic work by psychologists and educators. This situation is attributed to widespread perceptions of the disruptive impact of emotions, diverse definitions of emotional stability, its multi-level factors and criteria, as well as the lack of a clear methodological approach in describing it as a holistic process of emotional self-regulation.

Emotional stability is an integrative quality of a person with professional significance for a teacher in the field of pedagogical activities. The article explores significant features of emotional stability in the context of pedagogical work. Emotional stability is considered the result of a comprehensive functional system of emotional self-regulation, involving intense and productive activities. On the other hand, it is viewed as a systemic quality of an individual manifested in the unity of emotional, intellectual, volitional, and other relationships engaged during challenging activities. The increased societal demands on a teacher's personality are driven by the impact of the teacher's quality on shaping the students' personalities. Cultivating a healthy student personality is perceived as the main principle of education. Emotional stability is identified as a fundamental personal competence for a teacher, without which the effective implementation of their job functions is impossible.