The article examines the impact of work on the development of chronic fatigue syndrome (CFS). Today, cause of CFS, the mechanisms of formation and development of this syndrome have not been established, since this syndrome is relatively new. In the domestic science, there is only a medical aspect, within the framework of which symptomatology is established, and some models of therapy are offered. Although working people often have chronic fatigue syndrome, the analysis of the job context and its impact on the development of this syndrome has been poorly studied to date. The study involved 432 teachers, including 216 teachers of additional education and 216 teachers of general education schools. The hypothesis is that the job context (characteristics of work, level of work motivation, satisfaction with work) and self-regulation influence the development of the syndrome of chronic fatigue in teachers. The presence of peculiarities in the formation of self-regulation, the evaluation of the characteristics of work, the level of work motivation and job satisfaction of teachers, depending on the degree of risk of chronic fatigue syndrome, are identified. The influence of the job context, job satisfaction and self-regulation on the level of fatigue and the risk of chronic fatigue syndrome is established.