Introduction. The need of society for teachers who possess not only creative thinking, developed emotional sphere, clear social position, but also capable of moral and professional stability, has led to an increase in scientific interest in the category of professional and personal stability. Insufficient elaboration of the phenomenon in terms of essential, structural and substantive characteristics led to the formulation of the goal of the study in the form of scientific substantiation of the essence, structure and content of professional and personal stability of a teacher. Methodology and methods. The study was carried out based on a combination of ideas of systemic, comprehensive, personality-oriented, axiological and activity-based approaches; with the help of theoretical analysis, synthesis, generalization, comparison, author's interpretation; using materials and sources obtained on the Google Academy platform. Results. The framework of the study is defined in the logic of considering the following terms: stability, personal stability, psychological stability, resistance to barriers in professional activity, professional stability, professional and personal stability of a teacher. The following components of professional and personal stability of a teacher are identified; their substantive characteristics are given. The motivational and value component implies productive motivation for the profession, value attitude to pedagogical activity, overcoming the problems, contradictions and difficulties it generates; commitment to traditional Russian spiritual and moral values. The cognitive and orientational component is filled with psychological, pedagogical and subject-specialized knowledge, knowledge about oneself as an individual and a professional, understanding of the specifics of performing pedagogical activity in critical situations, the role of harmony between personal interests and the content of work. The conative and mobilization component is represented by the ability to effectively cope with difficulties and challenges arising in the process of professional activity; possession of methods of organizing and creatively solving pedagogical problems; self-regulation and stress resistance. The reflexive-regulatory component is responsible for mastering the methods of analysis, prevention and correction of destructive tendencies of professional development, managing one's own state and maintaining harmonious relations in student and professional groups. Conclusion. Consideration of the essence, structure and content of professional and personal stability of a teacher will allow us to further transform the professional training of teachers and determine ways to promote their development as active subjects of professional activity.