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.