FACTORS AND MECHANISMS FOR DEVELOPING STRESS RESILIENCE IN EDUCATORS

This article explores the key factors and mechanisms that contribute to the development of stress resilience among preschool and early childhood educators. In the face of increasing demands, emotional labor, and complex interpersonal dynamics, educators are often exposed to high levels of occupational stress, which can negatively affect both their well-being and professional performance. The paper examines psychological, social, and organizational influences that shape educators’ capacity to manage stress effectively. Drawing on recent empirical research and theoretical models of resilience, the study highlights the role of emotional intelligence, self-regulation, social support, professional autonomy, and workplace culture in fostering adaptive coping strategies. Additionally, practical recommendations are provided to support the development of resilience through targeted training programs, reflective practices, and systemic institutional support. By identifying and strengthening the internal and external resources available to educators, it becomes possible to enhance their psychological resilience, reduce burnout, and improve the overall quality of educational outcomes. The findings emphasize the need for an integrated approach that combines personal competencies with supportive environmental structures in the pursuit of long-term professional sustainability in the field of education.