Abstract
This study focuses on identifying the stress factors that teachers face in the educational environment and analyzing possible approaches to effectively support them. The main sources of stress include administrative workload, interactions with parents, working with special needs students, and the need to adapt to modern educational demands. Surveys and interviews were used as research methodologies, providing more detailed data on teachers' perceptions of stress factors. The results showed that high expectations for professional performance, lack of resources, and insufficient systemic support from the administration increase stress levels and decrease job satisfaction. The scientific significance of the work lies in the development of structural changes aimed at improving teachers' working conditions, including the introduction of assistants to reduce administrative workload, training in inclusive practices, and creating stress management programs. The practical significance of the work lies in recommendations that can be used to create a favorable educational environment and enhance teachers' stress resilience. The implementation of such measures not only promotes teachers' professional and emotional well-being but also positively impacts the overall quality of the educational process.