PSYCHOLOGICAL READINESS AND PROFESSIONAL STABILITY OF HISTORY TEACHERS: THEORETICAL AND METHODOLOGICAL FOUNDATIONS AND PRACTICAL MECHANISMS

This article examines the psychological readiness and professional stability of history teachers within a systemic framework. It analyzes structural components of psychological readiness, factors shaping professional stability, and their interdependence. The study substantiates mechanisms for developing psychological readiness based on reflective, competency-based, and technological approaches. As a result, an integrative model aimed at improving pedagogical effectiveness is proposed.