The problem of the research. The ability to manage time, build and implement the self-development path is the universal future teacher competence, reflected in the new educational standards. The question how to ensure the abilities formation associated with managing one’s own person's resources (time management, stress management, self-presentation) arises. The interdisciplinary integration of some psychology and management sections provides the necessary student's self-motivation, planning their own activities, decision making and control. The self-management skills' demand in the professional teachers' activities, and, accordingly, the need to focus attention on the educational organizations administration are considered in the works of Galaguzova and Dorokhova (2017). In these works, the incorporating forms necessity, methods and means into the educational process that promote the knowledge's development, skills and abilities for future teachers to maximize the use of their own capabilities are stated. The purpose of this study is an experimental verification of the effectiveness of the developed organizational and methodological conditions that ensure effective management of their own resources by future teachers. Theoretical methods are used for the interpretation, analysis and generalization of the theoretical principles and empirical data (theoretical analysis of pedagogical sources, comparison, specification and generalization); empirical methods are used for the creation, collection and organization of educational activities' products (observation, written survey, experiential training); mathematical methods are correlation analysis. The discipline Effective Self-Management purpose is to form future teacher's competencies, thanks to which he or she can become the professional tasks subject, the subject of his or her own development. The following points are mandatory for the study: social control, volitional regulation, stress management, coping strategies, self-projection and time management. The course teaching is based on the problem educational technology and independent work technology. The authors of the article developed an organizational and methodological model for conducting the course Effective Self-Management. The main developed model's principles are: students' independent activity, heuristic training and training modularity. To determine the model effectiveness in the 2019-20 school year, experimental work was carried out in which pedagogical direction students of the State Pedagogical Institute (Solikamsk) and CPEU named after Fevzi Yakubov (Simferopol). The personal ability assessment was determined using the test Personal Competence in Time (Vodopyanova, 2009) and the questionnaire Copying Strategies (Vodopyanova, 2009). After the behavior of the Effective Self-Management course, the number of students with high personal competence in time is increased, an increase in self-control and planning skills are noted. The experiment's results showed a direct correlation between the success of training on the course Effective Self-Management and the personal, temporary and psychological resources of students.

self-management, future teacher, interdisciplinary integration, educational content