TOLERANCE OF STRESS FACTORS IN TEACHERS

The results of theoretical and empirical study of tolerance to stress in teachers on different professional levels are presented. Personalit y mechanisms in highly qualified teachers are of constructive nature a nd promote professional development and selfrealization (true adaptati on). Low qualification level teachers employ situative means for stres s overcoming (authority delegation, keeping off difficult situations, etc.), which hinder their professional and personal development (pseud o-adaptation). There is a correlation between the tolerance of stress and professional motivation structure and locus of control in teachers on different professional levels.