Abstract
This article thoroughly analyzes the features of the interrelationship between empathetic competencies and coping strategies in the process of professional development of future primary school teachers based on scientific, pedagogical, and psychological approaches. In modern higher education, the professional readiness of future teachers is determined not only by acquiring theoretical knowledge and instructional skills but also by the ability to accurately understand students' emotional states (empathy), demonstrate tolerance in pedagogical communication, and select constructive coping strategies in stressful and complex pedagogical situations. The study highlights the correlation of rational, emotional, and intuitive empathy channels with problem-focused, emotion-focused, and avoidance coping strategies. Empirical data obtained using the methods of V.V. Boyko, R. Lazarus, and S. Folkman were processed in SPSS Statistics using descriptive statistics and Pearson's correlation analysis. The findings revealed that a high level of empathy has a statistically significant positive correlation with problem-focused constructive coping strategies and a negative correlation with avoidance and passive coping mechanisms. Furthermore, practical recommendations are provided for fostering empathy and coping self-regulation in future teachers through reflective methods and psychological training modules.