The eff ectiveness of the social and emotional learning programme for developing psychological resilience in future educators

Abstract

This study aims to evaluate the eff ectiveness of a social and emotional learning programme for developing psychological resilience in future educators. To achieve this goal, the methods of the competency-based approach, observation, questioning, the Connor-Davidson Resilience Scale, Student's t-test, and Pearson's criterion were used. During the study, social and emotional learning was developed based on the theoretical understanding of future educators. It was found that such training had a positive eff ect on the development of psychological resilience, compared to the results befor the study. This was refl ected primarily in the development of adaptability (96%), stress resistance (94%), and emotional selfregulation (93%), which enabled students to perceive the workload of the educational process in a more positive light. The study found that future educators were able to achieve high results in solving specifi c practical situations during classes in preschool institutions. The practical signifi cance of this work lies in the selection of effective approaches for implementing social and emotional training for future educators. Future research will focus on determining the possibility of developing the psychological resilience of future educators depending on whether they receive online or offl ine training.