A DEVELOPMENTAL PROGRAM FOR BUILDING RESILIENCE TO STRESS IN FUTURE EDUCATORS

Authors

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

Keywords:

Keywords: stress, resilience, future educators, teacher education, emotional intelligence, coping strategies, stress management, psychological well-being, professional development, self-regulation.

Abstract

Abstract. The increasing complexity of educational environments places significant psychological demands on educators. Future teachers are expected to demonstrate not only professional competence but also emotional stability, adaptability, and resilience in the face of stressful situations. The purpose of this article is to examine the theoretical foundations and practical aspects of developing resilience to stress among future educators through a structured developmental program. The study analyzes psychological approaches to stress and resilience, explores factors influencing stress resistance in teacher candidates, and proposes a developmental framework aimed at strengthening emotional regulation, coping strategies, self-efficacy, and psychological well-being.

The article draws upon contemporary psychological theories, including stress theory, resilience theory, cognitive appraisal theory, and social-cognitive perspectives. Particular attention is given to the role of emotional intelligence, reflective practices, social support, and self-regulation skills in fostering resilience.

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References

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Published

2026-06-12

How to Cite

Odilov, O. F. A. (2026). A DEVELOPMENTAL PROGRAM FOR BUILDING RESILIENCE TO STRESS IN FUTURE EDUCATORS. Journal of Applied Science and Social Science, 16(6), 450–453. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/4646

Issue

Vol. 16 No. 6 (2026): Journal of Applied Science and Social Science

Section

Articles

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