A mental model of the interrelationship between resilience and conflict competence of a preschool teacher

Relevance. The relevance of this study stems from dynamic changes in the modern education system, which place increased demands on teaching staff. In today's environment, teachers' effectiveness is largely determined by their ability to constructively resolve conflicts, cope with stressful situations, and apply innovative approaches to educational activities. The aim of this study is to identify the relationship between resilience and conflict competence in preschool teachers at different levels of professional development.

Materials and methods. The following psychodiagnostic methods were used: the Conflict Competence Questionnaire (M.V. Bashkin, V.A. Gorshkova, A.M. Voskresensky); and the Resilience Test (S. Maddi's Method, adapted by D.A. Leontiev and E.I. Rasskazova). The study utilized methods to assess conflict management competence (conflict management strategies, emotional self-regulation, communication skills) and resilience (determination, ability to withstand stressful situations, adaptability). The study was conducted between 2024 and 2025 at preschool educational institutions in the Yaroslavl Region of the Russian Federation.

Results. This empirical study, involving 75 preschool teachers, revealed that teachers with 5–15 years of experience demonstrate higher levels of resilience and conflict management competence compared to their colleagues with more experience. A moderate positive correlation (r = 0.54) was found between resilience and conflict management competence, confirming the role of the latter as an important resource for adaptation and overcoming professional stress. A statistically significant correlation was also found between the parameters studied, demonstrating the importance of developing both components to improve the effectiveness of teaching staff in educational institutions. The data obtained can be used in professional development and continuing education programs for teachers at educational institutions to optimize educational processes and create a positive psychological climate within teaching staff.

Conclusions. Analysis of the obtained results highlights the need for targeted support programs, especially for experienced teachers, to maintain their psychological well-being and professional effectiveness.

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