THEORETICAL BASIS OF FORMING EMOTIONAL STABILITY OF FUTURE ENGLISH LANGUAGE TEACHERS

Abstract

This paper explores methodological possibilities for fostering emotional stability in future English teachers, emphasizing its importance for effective teaching, classroom management, and teacher well-being. Emotional stability, encompassing self-awareness, self-regulation, and resilience, is identified as a key factor in managing stress, enhancing student-teacher relationships, and preventing burnout. The study examines evidence-based approaches such as experiential learning, reflective practice, social and emotional learning (SEL) interventions, trauma-informed strategies, mindfulness practices, and mentorship. These methods are presented as integral components of teacher education programs aimed at developing emotionally intelligent and resilient educators. The role of personality traits and individual differences in influencing emotional stability is also addressed, highlighting the need for tailored interventions. Additionally, the paper discusses the assessment of emotional stability using validated tools and the importance of culturally sensitive evaluation methods. By adopting a holistic approach to teacher preparation, this study underscores the critical interplay between emotional well-being, professional competence, and the broader educational system, offering practical recommendations for enhancing teacher training programs and professional development initiatives.