The problem of research. The measures taken to prevent the spread of coronavirus infection COVID-19, necessitated an immediate transition to distance learning. The article presents the assessment by the teaching staff of the readiness of the transition to distance learning, the current situation in terms of the organization of the learning process and its results. Materials and research methods. The purpose of the study is defined as clarification of the features of the work of the teaching staff in the context of an extreme transition to a distance learning format. An anonymous Internet research was conducted on the university portal of the Integrated Information and Analytical System of UdSU on April 7-19, 2020. 169 respondents took part in the survey. The algorithm ruled out the possibility of re-passing the survey by one teacher. Results and discussion. The study showed that most teachers quickly switched to distance learning: 23% “were completely ready”; 60% "were ready, but completed "on the go". To organize the learning process, teachers mainly used e-mail, the social network Vkontakte, various messengers, the university's information and analytical system, Moodle, Zoom and other resources. 77% of respondents said that their workload increased, 56% - they wanted the university to compensate for their personal expenses for communication services, providing technical support, since more than a third of students and teachers did not have sufficient technical equipment for full-distance distance learning. A third of the teachers noted that there were claims against the employer regarding violations of the legal transition to bunkering. Respondents identified the classroom interaction with students as more effective and rated the quality of the distant learning process as a whole satisfactory: “quality is improving in some ways, in some ways” - 42%, “quality is decreasing in something” - 27%, “quality is declining overall” - 27%, “quality is improving overall” - 2% of respondents. Findings. The hot pursuit survey provided an opportunity to draw a number of preliminary conclusions. Firstly, the load of teachers in the distance learning mode has increased significantly, which requires a review of the conditions for the organization and remuneration of teachers. Secondly, it is obvious that universities to stabilize the situation and ensure the quality of the educational process will be forced to expand the staff associated with the technical support of distance learning, which, in turn, will lead to an even greater imbalance in the rates between teaching support staff and teaching staff. Thirdly, - universities do not compensate for communication and software costs, do not offer an adequate alternative, essentially reducing the costs of the distance learning process at the spending of teachers' personal expenses. Fourthly, a review of the regulatory framework of the educational process itself is necessary, which requires the operational multi-level administrative participation of the university leadership.