Release:2019, Vol. 5. №1
About the authors:Nurlan K. Smagulov, Dr. Sci. (Med.), Professor, Department of General Hygiene and Ecology, Karaganda State Medical University; email@example.com
Teaching is one of the most difficult categories of human activity. This work involves constant contact with people, and it takes place under conflict situations and neuro-emotional stress caused by the high responsibility. The Kazakh system of higher education has recently undergone significant changes, initiated by the Bologna Declaration and the transition to the three-level model of training. These innovations entailed significant changes in educational methods, changing the requirements for professional competence of the teaching staff in accordance with the international standards.
The professional activities of teachers, occurring under the adverse effects of environmental factors, and combined with negative conditions of the educational process (e. g., long and irregular working hours, stressful situations, and physical inactivity), cause a decrease in functional reserves of both individual organs and systems, and the whole body in general, which leads to the violation of its resistance, self-regulation, and adaptation processes. The state of university teachers’ healthcare needs closer monitoring; yet, at the same time, practically no authority has been involved in fulfilling this task.
It is necessary to describe psychological and physiological criteria of forming the professional stress among teachers, identifying the relationship between a decrease in health indices and burnout syndrome.