Stress factors in the learning process

This article examines the emergence of stressful situations among teachers during the educational process in higher education. The study was conducted at Samara State Technical University. V.V. Boyko's "Emotional Burnout" diagnostic was used. The questionnaire included 84 questions on key stress factors, followed by scoring (from 0 to 120). The study was conducted on groups of teachers divided by gender and age, i.e., by the length of their teaching experience. The summary data formed a table of "Emotional Burnout Levels." The study results indicate that the problem is caused by the steadily increasing workload of faculty, emotional pressure from students due to the ambiguity of their personali-ties, and the inattention of educational institution administration. For these reasons, teachers experience multiple stressful situations, leading to professional burnout and a loss of interest in their chosen profession. Analysis of the obtained research data confirms the importance of this problem for the majority of teachers in higher education in the Russian Federation and emphasizes the need to apply preventive measures to prevent the development of dangerous emotional states and emotional burnout of teachers.