A PROGRAM DESIGNED TO ENHANCE STRESS RESISTANCE AMONG PROSPECTIVE TEACHERS

Authors

  • Olimova Firuza Aslonovna Doctor of Philosophy (PhD) in Psychology, associate professor, Bukhara state technical university

Keywords:

future teacher, stressful situation, behavior, psychological stability, stress resistance, emotional state, psychological defense, pedagogical activity.

Abstract

This article analyzes the behavioral reactions of future teachers in stressful situations, their mental state, level of emotional stability, and ability to cope with stress. It examines what psychological defense mechanisms students preparing for pedagogical activity use in stressful situations, as well as the forms of their behavior in such situations. The article also provides practical recommendations for overcoming stress, which will serve to further improve the professional training of future teachers.

Downloads

Download data is not yet available.

References

Abdukarimov, S. (2018). Teachers' professional stress and it management Tashkent : Science and Technology​​ publishing house .

Karimova , N. (2020). Psychological resilience and stress stability formation Tashkent : Uzbekistan​​ national university .

Rahimov, O. (2019). Stress and its pedagogical to activity impact . Pedagogy Journal , 5(3), 45-52.

Sattarova, L. (2021). Stress management techniques and their efficiency . Samarkand : Scientific publishing house .

Tolipov, J. (2017). Psychological support and pedagogical activities. Tashkent : Ma'naviyat .

Sharipov , A. (2022). " Future in teachers psychological preparation increase issues ". Modern Education , 2(6), 43–49.

Ermatov , S. (2019). Stress against to fight psychological Fergana : Scientific​​ center​

Downloads

Published

2025-10-22

How to Cite

Olimova Firuza Aslonovna. (2025). A PROGRAM DESIGNED TO ENHANCE STRESS RESISTANCE AMONG PROSPECTIVE TEACHERS. Journal of Applied Science and Social Science, 15(10), 1079–1083. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/2174

Issue

Vol. 15 No. 10 (2025): Volume 15 Issue 10

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.