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The study deals with the issue of the contradiction between the requirement for the emotional stability of the teacher in the process of working with children, colleagues and parents, and the lack of time management competence, which often creates stressful situations and constant tension.  The study involved 67 female teachers of secondary schools in the city of Tula. The average work experience of teachers was 15.64±8.7 years, and the median work experience was 17 years. The criterion for dividing teachers into two equal groups was the median work experience: group 1 with work experience &lt;= 17 years and group 2 with work experience of 18 or more years. As a diagnostic material several methods were used: the method of Diagnosing the State of Stress (by A. O. Prokhorov); the Test of Self-assessment of Stress Resistance by S. Cohen and G. Willianson; Self-Organization Activity Test Questionnaire (by E. Yu. Mandrikova). Statistical data processing was carried out in the SPSS Statistics 27 program (IBM). The author used the Pearson correlation coefficient to establish the tightness of the relationship between the studied parameters. The work uses the principal component analysis to reduce the dimension of the original feature space and identify the main factors. The correlation analysis revealed the presence of a positive relationship between the following indicators: time management competence and planning (r = 0.74; p &lt;0.01); self-organization (r = 0.48; p &lt;0.01); stress resistance (r = 0.61; p &lt;0.01); work experience and purposefulness (r = 0.47; p &lt;0.01). The study confirmed the assumption about the relationship of stress resistance with the work experience of a teacher. The level of the stress state and the level of stress resistance in the group of teachers with work experience of 18+ years exceeds the values of the same indicators in the group of teachers with work experience of less than 17 years.  The research materials can be used in the work of a psychological service of an educational organization. They can contribute to the optimization of teachers' working hours, increase the effectiveness of pedagogical activities, as well as serve as a basis for the development of additional education programs and advanced training in the basics of time management.

The relationship between time management competence and stress resistance of teachers with different amount of work experience