At present, the problem of improving the efficiency of teachers is quite acute. There has been a
significant increase in the volume and complexity of work carried out by teachers, the work that must be done every
day, and not to reduce the effectiveness of teaching pupils and students. Complicating curricula, increasing
responsibility for their professional activity, and increasing the number of obligations - all this leads to an aggravation
and aggravation of the neuro-psychological tension of teachers. The article is devoted to complex research of model of
coping behavior of teachers of different faculties with different level of stress resistance. During the theoretical and
empirical stages of our study it is shown that the choice of coping behavior and the level of stress resistance affects the
professional activity of teachers.
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