Introduction. The article analyzes issues related to the readiness of teachers for educational activities, as well as their professional flexibility, as one of the components for the desired readiness. The component composition of professional flexibility and readiness of teachers for educational activities is analyzed, and common features and interrelation of these components are revealed. Professional flexibility is considered as the Foundation for the process of becoming a teacher's readiness for educational activities and its subsequent successful implementation.

Materials and methods. Various scientific sources devoted to the professional flexibility and stability of teachers, as well as their readiness to carry out educational activities, provided material for the analysis. Analysis of scientific and methodological literature, descriptive and distributive methods used in writing this article are the main tools of analysis.

Results. Based on the analysis of scientific literature, the author's concepts of "professional flexibility" and "readiness for educational activities of teachers"are formulated. The following components are identified as content components of readiness for educational activity: motivational-value, cognitive, evaluative-reflexive, and operational-activity components.  The content components of readiness are: motivational-value, conative-activity and emotional components. In the course of theoretical analysis, their interrelation and interdependence are proved.

Discussion. Theoretical analysis of psychological and pedagogical literature has led us to understand that professional flexibility is a personal quality and component of professional competence of future teachers, ensuring their readiness for educational activities. Readiness for educational activities is largely due to the ability to regulate the teacher's behavior, the stability of the performance of pedagogical activities, the ability to quickly respond to changing conditions of the educational environment, all of the above personal components are determined by his professional flexibility. The combination of behavioral and intellectual plasticity, emotional expressiveness and stability will allow to carry out educational work at a high level of productivity, adapting to different conditions of the educational environment and the contingent of students.

Conclusion. In this article, we have proved that the professional flexibility of teachers is a component of their professional competence and ensures the readiness and success of their educational activities. Professional flexibility in many ways ensures the effectiveness of the educational process of the teacher, due to the long and effective performance of professional duties and maintaining efficiency in emotionally stressful situations, as well as the readiness and ability to quickly respond to changing conditions and expectations of the professional environment, finding original ways to solve professional problems.

The author’s concept is given and the structural components of the term «teacher’s readiness for educational activities» are described;

The phenomenon of professional flexibility of future teachers is analyzed and its significance for the formation of teachers' readiness for educational activities is substantiated;

The components of professional flexibility and their importance in preparing future teachers for educational activities are described.

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