Abstract
Objective The aim of the article was to study the influence of socio-psychological factors on the process of professional formation of future teachers of general education schools and to identify effective strategies to support and develop these students in the modern educational environment.Method To achieve this goal, a comprehensive methodology was applied, including the analysis of recent scientific research and literature on the topic, as well as the use of various methods of data collection. The approach included surveys, observations, and interviews with teacher education students, experienced teachers and school administrative staff. A total of 150 teacher education students, 50 teachers and administrative staff, and 200 school students participated in the survey.Results The study revealed that career adaptation and the development of personal strategies are central to professional growth. Notably, 85% of students recognised the significance of practical experience, and 78% of those who participated in such activities exhibited greater professional confidence. Moreover, 52% acknowledged that mentorship programmes facilitated smoother professional integration. These findings underscore the importance of real-world experience and structured support mechanisms in the educational trajectory of future teachers.Conclusions The results suggest that practical experience and mentorship play crucial roles in the effective professional formation of future educators. The data collected provide a foundation for enhancing educational programmes and support systems aimed at empowering novice teachers and fostering their integration into the professional community.