Abstract
Thearticle analyzes thefeatures ofemotional intelligence andpsychological stability inthe system ofprofessional training offuture teachers.Theprofessionalization ofthe future teacher isa complex andmultifaceted process,including theformation ofprofessional competencies,thedevelopment ofpersonal qualities andthe development ofsustainable behavior models necessary forthe effective implementation ofpedagogical activities.Inmodern research,special importance inthe structure ofprofessional readiness is attached topersonal resources that allow the future teacher toact productively inconditions ofhigh emotional stress,uncertainty anddynamism ofthe educational environment.Among themost essential ofthese resources areemotional intelligence andpsychological stability,which areconsidered significant factors supporting successful professional growth.The findings indicate that the professional development offuture teachers isa multilevel process thatlargely depends onthe formation andstrengthening ofpersonal resources.Their combination creates asolid foundation forstudents’ professional advancement, enhances their preparedness for teaching activities, and fosters confidence intheir own professional abilities.Thus, emotional intelligence and psychological stability can be regarded as fundamental personal resources that contribute to balanced and effective professional development among students. The cultivation of these qualities supports stronger professional motivation, improves competence, and facilitates the development of self-regulation skills that are essential for effective performance in educational practice. The greatest impact on professional formation is produced by those aspects of emotional intelligence and psychological stability that are related to the regulation of emotional states, adaptability to change, and the ability to establish productive social interactions.