Effective implementation of the components of future primary school teachers' emotional stability formation

Abstract

The demand for future primary school teachers who possess not only essential, in-depth knowledge of fundamental and professional topics, along with pedagogical and psychological culture, is increasing on an ongoing basis. A potential specialist's personal characteristics should improve as a result of receiving a high-quality education, which have a beneficial effect on his professional activities. As a result, one of today's most serious challenges is the development of emotional stability in future primary school teachers. The proposed study analyzed the issue and related theories of the formation of emotional stability in future primary school teachers theoretically, and identified number of structural components of future primary school teachers' emotional stability formation and assessment levels of emotional stability of future teachers. The article used a combination of qualitative and quantitative research methods. Emotional Stability Level questions were used to assess the emotional stability of future primary school teachers at a local university. Following that, emotional stability-building techniques consisting of 4 blocks were incorporated into the educational process for future primary school teachers, and the results were discussed. 37 potential undergraduate and graduate students were involved into the research process. The results of the synthesized findings of the study showed the effectiveness of the strategies for developing the emotional stability of future primary school teachers while self- regulation and future teacher's ability to regulate his/her emotional stability is crucial component of teaching process. The recommendations and implications for future research in the related topic are presented.