Stress resilience has become one of the key psychological resources that enables preschool teachers to maintain emotional stability, professional effectiveness, and psychological well-being in the face of increasing occupational demands. Preschool educators are exposed to various stressors, including intensive workloads, emotional labor, communication with children and parents, administrative responsibilities, and continuous educational reforms. Prolonged exposure to these stressors may lead to emotional exhaustion, occupational burnout, decreased job satisfaction, and reduced quality of educational practice. Therefore, understanding the psychological foundations of stress resilience is essential for supporting teachers’ professional development and maintaining high-quality early childhood education. (Hascher & Waber, 2021; Jennings, 2020).                 

The purpose of this article is to provide a comprehensive theoretical analysis of the psychological foundations and professional significance of stress resilience among preschool teachers. The study synthesizes contemporary international research on resilience, occupational stress, coping strategies, emotional regulation, psychological well-being, and professional competence in preschool education. Particular attention is given to the cognitive, emotional, behavioral, and motivational components of stress resilience, as well as the individual and organizational factors that contribute to its development. (Hascher & Waber, 2021; Jennings, 2020).