Introduction. Organizational educational environment may contain some destabilizing features (threats), which under certain conditions violate the psychological safety of a teacher and negatively affect his/her mental health and well-being in general. However, the effects of a destabilizing organization of professional activities on mental health and well-being have not been specifically studied, which necessitates appropriate research. Purpose: to research the indicators of teachers’ mental health in a destabilizing organization of professional activities

18pedagogical support of instructional design at different levels of school education: content, methods and learning technologies, as well as designing learning environment and learning tools. Teaching practice proves that implementation of any innovation project requires both psychological and pedagogical support. The latter provides conditions for professional growth and commitment to implement innovative educational technologies into the educational process. It should be mentioned that competence approach is very important in instructional design. The new concept of Ukrainian national education is now being built basing on this approach. On the one hand, the structure of educational project in its psychological vision is considered to be associated with the presence of its performers' main competencies, and on the other hand, it can contribute effectively to their formation. Psycho-pedagogical aspects of instructional design are revealed in terms of including all components that influence the sequence and nature of the project participants. Specifically, it refers to the complex psychological and pedagogical analysis and diagnostics, systematic and comprehensive analysis and predicting, developing tasks for personal development, design, creating story line projects, developing project plans, designing personality-developing projects, etc.Keywords: instructional design, competence approach, psychological and pedagogical support. (cognitive, emotional, behavioural) and negatively affecting the mood changes and professional coping-behaviour. Professional stress activates almost all human coping-strategies. However, the increase of the frequency of using passive ("escape behaviour", "careful actions", "acceptance") IMPACT OF INTENSIVE DAILY STRESS ON TEACHER'S OCCUPATIONAL HEALTH The paper deals with the specific parameters of the influence of intensive daily stress on teacher's occupational health. A number of significant correlation relationships among the determined parameters are analysed. Special attention is paid to the fact that the main chronic illnesses of today arise from emotional sufferings, acute and chronic stress. On the basis of the determined relationships, the intensive daily stress is considered to be the specific feature of teacher's work, which can result in emotional burn-out and loss of employee's occupational health under the particular conditions. The intensive daily stress exhausts pedagogue's adaptive resources, forming the harmful effects of professional and personal deformations

The article analyzes the results of a complex study on psychological prevention of threat to the health of the subjects in educational space. The main professional threats to the pedagogical employees' health in the educational organizations are analyzed by the parameter of information and communications in the structure of educational organization. It's emphasized that long-lasting discomfort in professional communications determines the exhaustion of organism's resources and changes of central coordinative mechanisms that lead to the restriction of the organism's adaptive abilities and after becomes the precondition for the development of different illnesses. A number of factors, including signs of communicative discomfort, can be treated as potentially possible threats for pedagogue's occupational health, are identified: criticism, especially unjustified, communicated in rude, humbling or mocking manner; mobbing (infliction of emotional distress at the working-place); negative forms of professional communications (problematic relationships with colleagues, parents, students, barriers in professional communication, unjustified aggression among collective members, internal group favouritism, gossiping etc.

The aim: To research the indicators of teachers’ mental health in a destabilizing organization of professional activities. Materials and methods: The study was conducted at the Poltava M. V. Ostrogradsky Regional Institute of Postgraduate Pedagogical Education, Poltava V. G. Korolenko National Pedagogical University, Volodymyr Vynnychenko Central State Pedagogical University and Poltava State Medical University in 2018-2020. The sample size of 1817 respondents (Ukraine) included 388 men and 1429 women aged 20 to 57 years. The following methods were used: “Scale of threats to occupational health” (Dziuba, 2015) and “Scale of subjective well-being” (Sokolova, 2007) adapted by T. Dziuba. The study used mathematical and statistical analysis (descriptive statistics, correlation analysis) using IBM SPSS Statistics (version 21.0). Results: It was found that an unstable level of emotional comfort is dominant (57.2%). This is shown by the following indicators: “self-assessment of mental health” 61.0%, “tension and sensitivity” 54.3% and “signs of psychiatric symptoms” 53.0%. Correlation analysis revealed a significant negative impact of the threat factors “daily and weekly overtime” (p <0.01) and “overwork” (p <0.01) on mental health. There is an increase in emotional discomfort in a situation of daily and weekly overtime and overwork. There is a positive correlation between the teachers’ mental health and the indicator “significance of the professional environment” (p <0.01). Conclusions: The study showed that teachers’ mental health in Ukrainian educational organizations is characterized by unstable emotional comfort and increased emotional discomfort, which is a consequence of unbalanced (destabilizing) working conditions: overwork, overtime. The obtained data motivates the need to conduct targete psychotherapeutic and corrective work with teachers who demonstrate professional distress.

Introduction. The latest perspective on understanding the nature of teachers’ occupational health allows us to consider this phenomenon as a process, in which professional activity becomes consciously built and arbitrarily regulated. Aim. To clarify the nature of teachers’ occupational health by applying level and criteria approaches. Results. In the level approach, teachers’ occupational health is considered as a dynamic construct with a complex multi-level structure. Each level is formed by a number of complementary characteristics and features. Therefore, occupational health can be considered as: a multilevel construct; system property; movement to self-realization; system capable of self-development. The criterion approach structures occupational health in accordance with certain indicators (criteria): the optimal level of professional performance; three-element structure modules; a continuum of criteria; a set of structural and dynamic indicators. Conclusions. Theoretical and methodological tools of level and criterion approaches open new opportunities for psychological analysis of the nature of teachers’ occupational health in educational organizations. Teachers' occupational health can be considered as their ability to make optimal changes, function effectively, as well as develop professionally