The study of emotional resilience among future elementary school teachers remains a relevant issue for several reasons: the topic is not sufficiently explored, there is a need for specialists with emotional stability, and there is a demand for individuals who can develop this quality. Emotional stability, as an important integrative property of personality, plays a key role for future primary school teachers. However, there is still no clear definition of this concept, nor a generally accepted understanding of its structure, criteria, mechanisms, and conditions for its formation.

This article provides a brief overview of research related to emotional resilience. It examines its components, criteria, indicators, and their interrelationships, and presents the results of an empirical study aimed at identifying specific characteristics of emotional resilience.

Any personality trait related to the emotional sphere can be represented in a gradation—from low to high levels, from negative to positive manifestations. The article suggests considering various criteria and indicators in this context: motivational criterion (from weak to strong motivation), cognitive criterion (from the completeness of knowledge to deficiency and lack of structure), emotional criterion (from emotional passivity to excessive excitability), volitional criterion (from a sense of helplessness and lack of self-control to excessive self-confidence and control), and communicative criterion (from communicative passivity to aggressiveness).

The findings of the empirical research enabled the classification of future elementary school teachers into three distinct groups based on the dominance of one, two, or three developmental criteria. In the first group, characterized by the predominance of a single criterion, the communicative criterion was observed to be the most prevalent. The second group, marked by the dominance of two criteria, primarily exhibited a combination of volitional and emotional traits. The third group demonstrated the simultaneous development of three criteria, reflecting a blend of communicative, volitional, and emotional components.