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Abstract: The relevance of the article is due to the fact that in the modern education of the Russian Federation, including preschool, a radical reform is being carried out, new educational and professional standards are being introduced. This leads to the need for serious changes at the level of professional activities by teachers of preschool educational institutions. All this requires the identification of determinants that cause negative trends in the educational space of preschool educational institutions, for their localization, overcoming and timely prevention. The purpose of the study was to identify the specifics of professional self-realization of teachers of preschool educational institutions, the definition of psychological resources that provide its different levels of formation. Methodology and research methods: the research was based on synergistic, activity and competency-based approaches. Methods used: ascertaining a psychological and pedagogical experiment. The experiment involved 73 teaching staff of a preschool educational institution: teachers (educator) and educational psychologists (psychologist in the field of education). Analysis of studies (including foreign ones) on the issue under consideration. Based on modern research, in particular, F. U. Bazayeva, E. L. Afanasenkova, we consider the content of the concept of professional self-realization, as well as its specificity in the context of educational space. It consists in the professional integration and self-integration of the teacher through his activities. E. V. Nemolot concretizes the features of self-realization of a teacher-psychologist, which is characterized by the realization of the specialist’s personal values through professional activity, a result useful to society. V. E. Klochko notes that the process of selfrealization in various fields of activity is primarily determined by its motivational component. In Western psychology, “self-realization” is considered through a system of similar terms: “self-actualization” (A. Maslow), “self-determination” (E. Erickson), “self-knowledge” (K. Jaspers), etc. These approaches, in our opinion, allow you to fully reveal the essence of the content of the process of professional self-realization. Materials of the research. As a result of the study, we identified the general features of the professional self-realization of teachers regardless of their experience and specialization: the average level of development of social and corporate settings; high externalism; low level of sociocentric motivation; a steady trend towards destructive behavior in activity as an indicator of professional burnout. At the same time, significant differences were identified in the levels of professional self-fulfillment, which depend on the professional orientation of the specialist of the preschool educational institution in the activities: educator – teacher-psychologist. Most educators are characterized by unproductive self-realization (irrational level), and for psychologists in the field of education – productive self-realization (adaptive and harmonious level). This is explained by the more conservative profession of the teacher (than the teacher-psychologist) and the search and research nature of the content of the education psychologist. The study also revealed the characteristics of the psychological resources of pedagogical workers of preschool educational institutions in their activities (educator – teacher-psychologist). Conclusions of the research. A pilot study allowed to establish. Firstly, the presence of similar patterns in the content of professional self-realization of educators and psychologists of preschool educational institutions, but at the same time, features that are characteristic of each of these professions have been established. Secondly, psychological resources were identified that primarily affect the process of professional self-realization and the level of its formation both among educators and educational psychologists. The materials of the article can be useful for leaders and methodologists of preschool educational institutions: to increase the effectiveness of professional self-realization of specialists of preschool educational institutions, to improve the methodological support of teachers in them, to improve the quality of educational services provided to preschool educational institutions in general.