Special teachers are subject to stress in their professional activities. This fact makes it necessary and important to study the range of factors affecting their stress resistance. The theoretical analysis of the sources made it possible to determine the features, structural components and psychological resources of stress resistance of special teachers. Stress resistance in special educators is considered as a quality that manifests itself in the activation of mental resources aimed at preventing performance disorders.

The study was conducted using psychodiagnostic techniques that identify special teachers' behavioral characteristics in stressful situations, their adaptability, and the severity of stress. The data obtained revealed the prevailing levels of stress resistance in the respondents. The study participants showed a high degree of overwork, lost their composure and control over their behavior in a stressful situation. In another group of respondents, not always adequate behavior in a stressful situation was noted; It turned out that even minor professional events can disrupt their emotional balance. Among the study participants were those who demonstrated a high level of resistance to stress. The results of the study, in general, indicate that the majority of its participants are characterized by an insufficient degree of stress tolerance, which is associated with their professional activities, which indicates the need for them to develop skills to successfully overcome stressful situations in their professional activities.

This article was prepared within the framework of program-targeted funding of the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan on the topic BR 18574162 “Inclusively oriented training of special teachers”