Evaluating the dynamics of the development of the regulatory factor in the resources of the teachers’ coping behavior within the process of professionalization

Introduction. The article explores the problem of finding resources that have an impact on stress management for modern educators. The purpose of the study is to evaluate the dynamics in the development of the regulatory factor in the psychological structure of the resources in teachers’ coping behavior. Materials and Methods. The methodology of the research is based on the provisions of the system-genetic conception, the subject-centered and resource-based approaches, which enable the authors to consider the problem of teachers’ coping behavior in the context of assessing the dynamics of its determination in the process of professionalization. The study is conducted using the following methods: theoretical analysis of scholarly literature, methods of psychological diagnostics, and statistical processing methods - exploratory factor analysis (principal component method, Varimax rotation), correlation analysis (Spearman correlation coefficient). The sample included 901 teachers and 295 university students. Results. The authors obtained the following results: 1) the research investigations of Russian and international scholars on the importance of regulation for the effectiveness of teaching activities, the preservation of professional and personal well-being of teachers in stressful situations are analyzed and summarized; 2) the results of an empirical study are presented, which contain the assessment of the development of the regulatory factor in the resources of teachers’ coping behavior at different stages of professionalization. Conclusions. The dynamics of the development of the regulatory factor in teachers’ coping behavior resources has been determined. The authors conclude that the development of regulatory resources for coping with stress at different stages of professionalization is nonlinear.