PSYCHOLOGICAL RESOURCES INFLUENCING THE EFFECTIVENESS OF PEDAGOGICAL ACTIVITY

This article offers a theoretical analysis of the psychological resources that determine the effectiveness of teachers’ pedagogical activity. It outlines the psychological essence of pedagogical activity and, drawing on the Conservation of Resources theory, the Job Demands–Resources model, and the concept of psychological capital, shows how cognitive, emotional, motivational, personal, and coping resources are interrelated. Emotional intelligence and coping strategies are substantiated as key factors in preventing professional burnout.