The features of professional pedagogical activity increase the likelihood of teachers' health decline. However,
having the resources to cope with difficulties can mitigate the tension caused by occupational stress. In recent
years, many authors have noted that chronic fatigue syndrome is a multi-causal pathology and many factors
affect its development, one of which is high stress load. The stress load includes both the strengthening of the
requirements for the professional activity of the teacher, and the complication of the external situation, an
increase in the level of its uncertainty due to the pandemic of COVID-19 and self-isolation. This article
considers the issues of professional health of teachers and the risk of developing chronic fatigue syndrome in
the process of introducing new educational technologies during a pandemic. The study was conducted in two
stages: shortly before the introduction of distance learning in general education schools in connection with the
transition to self-isolation due to the COVID-19 pandemic and after the introduction of distance learning. The
presence of chronic fatigue syndrome was determined using The Fatigue Assessment Scale (FAS) (H. J.
Michielsen, adapted by L. F. Bikbulatova) and the questionnaire "Criteria for chronic fatigue syndrome" (S.
G. Komarov). Methods of mathematical statistics: The Pearson's chi-squared test and the Mann-Whitney U
test. Statistical data processing was carried out using the SPSS-20.0 program. It has been established that the
introduction of a distance learning format in general education schools is a stressful factor for teachers. After
the introduction of the distance learning format, a significant part of the teachers was found to have
pathological fatigue, as well as a high risk of developing chronic fatigue syndrome.