Introduction. The article focuses on the problematics of psychological well-being of a person as a complex construct. Theoretical and empirical works prove that the psychological well-being of teachers is interconnected with both the academic achievements of students and the educational environment. In the scientific literature, this phenomenon is considered, among other things, as a factor in the psychological safety of the educational environment. Materials and Methods. More than 400 educators from 21 preschool educational institutions of the Transbaikalia and Irkutsk region participated in the study. Psychological Wellbeing Scale (Carol D. Ryff), Subjective Wellbeing Scale (А. Perrudet-Badoux, G. Mendelssohn and J. Chiche), Satisfaction with Life Scale (E. Diener) were applied. Results. An analysis of approaches to the phenomenon of the well-being in psychology is presented: the special nature is determined; the content and correlation of the individual concepts within the problematic of well-being are defined; the conceptual sources of psychological studies of well-being are revealed; the key manifestations of teachers’ well-being are identified. The results of the empirical study of educators’ subjective well-being are summarized. Discussion and Conclusion. Due to the identified ambiguity of the concept and the lack of a sufficient number of studies on the consideration of the psychological well-being of a teacher as a factor, it seems relevant to identify the features of psychological well-being in the context of the problem of psychological safety of education and from the point of view of psychological support for teachers.

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Introduction. The subjective well-being of educators is one of the crucial indicators of psychological safety of an educational environment in a kindergarten, and so is the type of this environment itself. Therefore, identifying the features of the subjective well-being of educators working in various educational environments in a kindergarten is a relevant objective in terms of both the psychological safety of modern education and the direct psychological support of preschool teachers. Materials and methods. An empirical study involved 15 kindergartens in the cities of Chita and Irkutsk. Based on the expert assessment of the educational environment, according to the classifi cation by V. A. Yasvin and M. S. Mirimanova, the 15 kindergartens were divided into three groups of 5 kindergartens, each with a passive, active, and neutral educational environment. Data on subjective well-being were collected on a sample of 52 kindergarten teachers using the questionnaire by R. M. Shamionov and T. V. Beskova, including five indicators of subjective well-being and its generalized index. Research results. Findings revealed that an active educational environment in a kindergar ten has a positive effect on such indicators of subjective well-being of educators as emotional well-being, existential-activity well-being, and subjective well-being in general. A passive educational environment builds a higher level of social and normative well-being of educators but low values for all other subjective well-being indicators. Conclusion. The active educational environment of the kindergarten is much more favorable in terms of the psychological safety of educators. This fact allows us to consider an active educational environment to be one of the generalized conditions for the psychological safety of the educational environment in a kindergarten. The study of the psychological safety indicators for kindergarten pupils, given the type of educational environment and the subjective well-being of teachers, is the nearest prospect of this study.

The article presents the results of the correlation study of psychological security of university educational environment and psychological well-being of its subjects. The study has revealed the correlation between the concept of university educational environment and that of psychological wellbeing, as well as interrelation between them. The study has found that the higher psychological well-being of its subjects is the more favorable psychological climate is in their view and vice versa (p ≤ 0,01). Moreover, there is a correlation between satisfaction with educational environment and all components of psychological well-being of its subjects. It has been proved that the more secure a subject of educational environment feels in it the more psychologically unscathed he or she is, and conversely, the higher psychological well-being of a subject is the more secure he or she feels (p ≤ 0,01).