Keyword: «university academic environment»

Stress is an integral part of every person's life. It is considered not only as a social, but also as an organizational problem that can affect all spheres of human life. The urgency of addressing the problem of stress control in pedagogical activity is determined by a number of contradictions between scientific and theoretical development of the problem of stress management and existing practical-technical situation with this phenomenon in pedagogical universities, and between the current level of stress in the academic environment and the lack of knowledge about how to control it. The purpose of this article is the theoretical justification and experimental verification of the effectiveness of the stress control model in pedagogical activity. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (experiment), methods of mathematical statistics (to assess the reliability of differences between samples, the G – test of signs and Student’s t-test by were used; to identify the relationships between the data, correlation analysis was used). Stress management in the academic environment of a pedagogical university involves the integration of three criteria: personal characteristics (increased resilience, lack of self-destructive personality traits); professionally significant motivational and value orientations of the individual (formation of positive motivation, the most pronounced type of organizational culture among most part of employees); properties and conditions associated with professional activity (increasing job satisfaction, increasing the level of efficiency, developing the absence of addictions to emergency situations, reducing the current level of stress, changing the individual pattern of stress factors). The main factors of stress control in pedagogical activity are stimulating teachers to study the specifics of stress, developing personal responsibility of each employee for his/her stress resistance, increasing external positive motivation, job satisfaction, and conducting relaxation classes. The theoretical significance of the study is to clarify, supplement and systematize the scientific concepts of stress management in pedagogical activity; to identify and describe the stress factors in the academic environment of the university. The practical significance lies in the substantiation of the criteria and indicators of stress management in the academic environment of the university, which are reflected in the structural and content model of stress control.