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The paper is devoted to the study of the phenomenon of hardiness as an integral characteristic of teacher potential. The topicality of this problem is determined by the fact that in the process of socialization and personal development, each person faces the need to overcome certain life difficulties: psychological crises, stressful situations, the effects of external social negative factors, and many others. Moreover, due to specific features of psychic processes, an individual always strives to overcome difficulties in the most effective and least burdensome way. Not only the psychological well-being of a person, but also the harmonious existence of the whole society depends on the choice of one or another method of coping behavior (constructive or destructive). The paper presents the results of a study of the interrelationship between the level of subjective control, the spheres of motivation and needs, values and meaning of a person's personality and the development level of a person's hardiness. The paper contains the results of the theoretical and methodological analysis of domestic and foreign literature on the research topic; the results of a comprehensive diagnosis of the level of hardiness development of a person and hardiness in different life situations; specific features of subjective control, the spheres of motivation and needs, values and meaning of an individual's personality and their relationship with the hardiness development level. It has been proved that people with different levels of hardiness have: different levels of subjective control (in people with a high level of hardiness, the level of subjective control is higher); a different value and meaning frame of an individual's personality (hierarchy and structure of teacher values and meanings depends on the level of hardiness); different levels of positive and negative motivation (motivation for success and motivation for failure). The conclusions have been drawn that hardiness has its own structure and turns out to be a key personality variable, mediating the influence of external (stressful) factors on a person, as well as on the success of activity.

The paper relevance is conditioned by the society and the state need to train the specialists who are ready to work in conditions of high ecological production risks. The paper purpose is to develop and justify the system on forming the technical universities graduates' professional competence in the field of environmental and economic safety on the basis of integrative-modular learning technology's implementation. The authors presented a structural and functional model for integrating the future specialists' training content in the field of environmental and economic safety. The research's leading approach is a systematic approach that allows considering the future specialists' professional competence forming process in the field of environmental and economic safety on the basis of integrative-modular technology. The authors develop a criteria-leveled component aimed at revealing the level of the professional competence formation in the field of environmental and economic safety. The system diagnostics containing the necessary set for criteria allowing estimating the level of graduates' professional competence formation in the sphere of ecological and economic safety is presented. The paper is intended for researchers, practitioners, enterprises managers involved in the issues on environmental and economic production activities and engineers' vocational training. [ABSTRACT FROM AUTHOR]