Abstract: The study presents the results of a study concerning the attitude of teachers to the Unified State Exam (EGE). The goal achieved in the process of this study is to analyse the psychological problems of teachers regarding the unified sate eam in the context of the dominant attributional style. Using the theoretical framework, the author gives an explanation of socio-psychological problems experienced by teachers with regard to his or her social status as a provider of educational services as well as to a completely new system of conducting the EGE at school. An optimistic attributional style is defined as a style having a positive socio-psychological influence on the EGE process and preferable for a teacher. The diagnostic tools employed are methods and techniques that help to resolve difficult situations. Also the study gives an overview of the content analysis of essays which demonstrates that almost all teachers use verbs with negative connotations in their essays about the EGE. With the help of the Rosenzweig picture frustration test a high degree of frustration among subjects is shown and the dominant character of attributional styles different from optimism is defined. To measure a degree of optimism and pessimism the researcher uses the Russian version of the Success and Failure Explanatory Style Questionnaire (SFESQ) for adults, a version of the Attributional Style Questionnaire (ASQ) developed by T. Gordeeva, E. Osin and V. Shevyakhova. Finally, the study proves an inverse correlation between frustration and optimism as an attributional style.