The contemporary educational system is constantly changing. These dynamics are the
result of multiple situations of ambiguity in the educational environment. The article
dwells on the results of the empirical research on teachers’ personal resources, which are necessary for effective professional activities under conditions of ambiguity. It is proved analytically and empirically that these resources include resilience, coping strategies and tolerance for ambiguity that enable teachers to adapt to dynamic conditions of the educational environment, under which the professional activity is carried out.
educational environment.
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