This article examines the theoretical foundations of studying professional deformations among higher education instructors and their socio-psychological determinants. Various scientific approaches within social psychology and the psychology of pedagogical labor related to the concept of professional deformation are analyzed. The article describes the main components and structure of professional deformations, as well as their manifestations on communicative, emotional, cognitive, and other levels. Special attention is paid to the social and psychological factors influencing the formation of such deformations. It also compares the similarities and differences between the professional deformations of university and vocational education instructors. The article provides a theoretical review of both international and Kazakhstani research, analyzing the complexity of the professional deformation phenomenon and its social significance. The outcomes of the theoretical review are aimed at substantiating support measures for professional development and strengthening teachers’ emotional resilience. The article presents concrete empirical research findings, highlighting both social and personal determinants of professional deformation. Based on the results, practical recommendations are offered for the prevention and psycho-prophylaxis of professional deformations among teachers.