Subjective Well-being Of Teachers Research Articles

The Role of Gratitude and Perceived Social Support on Teacher Subjective Well-Being During the Pandemic

This study aims to analyze the effect of perceived social support and gratitude on teacher subjective well-being of honorary teachers in secondary schools in Madrid during the pandemic. Using a quantitative approach with an ex post facto design, this study involved 202 honorary teachers selected through purposive sampling. The research instruments included the Gratitude Questionnaire, the Revised-Multidimensional Scale of Perceived Social Support (R-MSPSS), and the Teacher Subjective Well-Being Questionnaire (TSWQ). The results of the analysis using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) showed that perceived social support and gratitude played a significant and positive role in teacher subjective well-being. The higher the perceived social support and gratitude values, the higher the level of teacher subjective well-being. The results of this study have theoretical implications for the development of educational psychology and positive psychology, as well as providing practical recommendations for teachers and the government to improve teacher well-being through curriculum adaptation and other supporting strategies.

Perceived school climate, collective teacher efficacy, self-compassion, and subjective well-being in Chinese university teachers: a mediation analysis

This research investigates the relationships between perceived school climate, collective teacher efficacy, teacher self-compassion, and their combined impact on the subjective well-being of Chinese university teachers (n = 617). Utilizing a social-ecological framework, we employed structural equation modeling (SEM) to examine these relationships. Our findings reveal direct positive associations between perceived school climate and collective teacher efficacy with teacher subjective well-being. Furthermore, teacher self-compassion emerged as a significant mediator in these relationships, highlighting its role as a crucial personal resource that links the school environment to individual well-being. These results underscore the importance of fostering positive school climates, enhancing collective efficacy, and cultivating self-compassion to support teacher well-being in the context of Chinese higher education. The implications of these findings for educational policies and practices aimed at promoting a more sustainable and flourishing academic environment are discussed.

The Role of Social Support as a Predictor of Teacher's Subjective Well-being

This study aims to examine the role of social support as a predictor of subjective wellbeing in teachers. Participants in this study were 138 teachers (37 male and 101 female; 31 civil servants and 107 private/honorary teachers). SWB was measured with the Scale of Positive and Negative Experiences (SPANE) which measures the cognitive dimension including positive affect and negative affect and the Satisfaction with Life Scale (SWLS) which measures the affective dimension of SWB. Social support was measured with R-MSPSS which measures the perception of social support received, which comes from the principal, colleagues, family, and friends. The results of descriptive analysis showed that most of the participants’ SWB was at a moderate level, both measured overall and in terms of each dimension (nswb=95 (68.1%); npositive=98 (68.8%); nnegative=93 (67.4%); nsatisfaction=93 (67.4%)). Hypothesis testing was done with regression analysis and it was found that social support acts as a predictor of teacher SWB (R=0.199; R2=0.0395; F=5.59; p=0.019). The results of the analysis per dimension of social support show that only support from family has a significant role as a predictor of SWB (p=0.002). This is possible because most of the participants are female so when teachers feel they get social support from their families, it can reduce stress levels, both from work and dual role conflict, thus affecting SWB. Keywords: social support, subjective well-being, teacher

Pengaruh Komitmen, Religiusitas dan Keterlibatan Guru Terhadap Kesejahteraan Subyektif Guru Madrasah Ibtidaiyah, Juwana, Pati, Jawa Tengah

The purpose of the study is to analyze and explain the influence of (1) teachers' commitment to teachers' subjective wellbeing ; (2) religiosity to the teachers' subjective wellbeing; (3) teacher engagement to teachers' the subjective wellbeing. This type of research is explanatory. The sample was 101 teachers of Madrasah Ibtidaiyah in Juwana, Pati, Central Java. Data collection uses a questionnaire using a google form, which is then sent to each respondent. Data analysis uses multiple linear regression. For the purpose of analysis, instrument tests are carried out; model test and hypothesis test with the help of SPSS software. The findings of this study are (1) The teacher commitment has a positive effect on the teacher subjective wellbeing (2) Religiosity has a positive effect on the subjective wellbeing, (3) Teacher Engagement has a positive effect on the subjective subjective wellbeing of Madrasah Ibtidaiyah teachers in Juwana, Pati, Central Java. Based on the findings of the research, the school principal in an effort to improve the subjective wellbeing. of teachers, needs to create a conducive work environment so that space is created for teachers to increase commitment, religiosity and teacher involvement

Associations between Teacher Wellbeing and Social Support for Physical Activity in Two Urban School Districts during the early stages of the SARS-CoV-2 Pandemic

Given physical activity’s protective effects on mental health and the potential for school districts to support teachers in this area, we explore teacher wellbeing protective factors including social support for exercise. Specifically, we measured the association between social support for exercise and teacher wellbeing in racially and ethnically diverse urban school districts. Based on a prior partnership with 19 schools across 5 districts, we obtained approval from two districts to outreach to teachers (n=206) and invite them to complete the Teacher Subjective Wellbeing Questionnaire and the Social Support and Exercise Survey during the 2020-2021 academic year. We applied linear regression models for continuous variables with teacher wellbeing as the dependent variable and social support as the independent variable adjusting for teacher- and school-level factors. Teachers (n=121) across eight K-8th grade schools completed the survey. The majority of teachers identified as female (77%) and non-White (84%). In the adjusted analysis (n = 104), there was a positive association between family social support for exercise and teacher wellbeing (β = 0.31; P Value < 0.05). Thus for every unit increase in family social support for exercise, a small 0.31 unit increase in teacher wellbeing was predicted. Additional research is needed to better understand this relationship in marginalized school districts as it may yield insights to be applied through multiple channels. District representatives have an opportunity to positively influence teacher wellbeing, an important component to supporting student success, building educational equity, and closing the achievement gap.

Mediating Role of Teachers’ Effective Communication Skills in the Relationship between Interpersonal Mindfulness and Subjective Well-Being

The purpose of this study is to determine whether teachers’ effective communication skills were a mediator in the relationship between interpersonal mindfulness and subjective well-being. 315 teachers participated in this study which was designed as a correlational model. Personal Information Form, Interpersonal Mindfulness Scale-TR (IMS-TR), Effective Communication Skills Scale (ECSS), Positive and Negative Emotion Scale (PANAS), and Life Satisfaction Scale (LSS) were used to collect data. To determine the mediating role of effective communication skills in the relationship between interpersonal mindfulness and subjective well-being, Bootstrapping method was applied. The results revealed that indirect effect of interpersonal mindfulness on subjective well-being via effective communication skills was statistically significant. Effective communication skills were a partial mediator in the relationship between interpersonal mindfulness and subjective well-being of teachers. Consequently, interpersonal mindfulness may enhance effective communication skills and owing to this rising subjective well-being may grow stronger.

Teacher Stress, Teacher Unintentional Bias, and Teacher Well-Being Before and During COVID-19

Almost half of all teachers in the United States report high levels of daily stress from teaching, making it one of the most stressful jobs in the country. Teacher stress is detrimental to one’s health and well-being, leading to poor academic outcomes for students and a hostile classroom environment, both barriers for young minds to learn. The COVID-19 pandemic and fear of personal health have exacerbated teacher stress levels. Individual factors that contribute to stress, such as being tired or making quick judgments, are linked to the tendency to rely on automatic cognitive processes (e.g., unintentional biases) rather than more controlled processes; these factors lead to discriminatory acts toward minoritized students. In the Vulnerable Decision Point model, the root causes of minoritized students' experiences of discriminatory acts of disproportionate discipline in schools are explained by the impact of stress on teachers’ automatic processing and unintentional racial bias (URB). Current research for teacher stress includes ways to identify and reduce stress but have only achieved moderate effect sizes driving the need to identify additional strategies for addressing teacher stress, such as teacher subjective well-being (SWB). SWB skills can include mindfulness, resiliency, and self-efficacy, thus providing opportunities to mitigate the effects of daily stressors on unintentional biases by being conscious of fast decision-making and escalation of unexpected behaviors. The data includes self-reports from middle school teachers who completed baseline demographic questionnaires and various scales prior to randomization and intervention implementation. This study aims to understand how preexisting conditions of teacher perceived stress and teacher SWB have perpetuated unintentional biases toward Black students and may have changed during the COVID-19 pandemic.

Management of Teachers-Parents Relationship to Improve Teacher Subjective Well-Being: A Literature Review

The relationship between teachers and parents plays an important role not only in determining the success of student learning at school but also in influencing the subjective well-being of teachers. However, the ideal teacher-parent relationship is not always possible. Often there are conflicts between parents and teachers that make student learning outcomes at school not optimal. A poor relationship between teachers and parents will also reduce the subjective well-being of teachers. This paper will analyze the management of good teacher-parent relationship to improve the subjective well-being of teachers. This study uses a literature review method from 14 research journal articles to identify the problems that become barriers on parents teacher relationships. The study found that differences in perceptions of student abilities between teachers and parents caused the most conflicts in the teacher-parent relationship.

Stress and Well-Being of Greek Primary School Educators: A Cross-Sectional Study.

The teaching profession has always been challenging, while for various reasons the magnitude of observed stress in teachers has been continually growing over time. This study was conducted to demonstrate the relevance of stress in this professional group and to generate evidence for the benefit of primary school teachers and, indirectly, their pupils. To this end, we examined a large number of school teachers in a descriptive cross-sectional study. The survey comprised 786 primary school instructors aged 21 to 65 years, 646 women (82.2%) and 140 males (17.8%), and was performed from March to October 2022. Participants were asked about their gender, age, marital status, place of domicile, satisfaction with their income, whether their income met their needs, number of children, whether they cared for a person with a disability, work experience, alcohol use, eating patterns, and their height and weight for computation of their Body Mass Index (BMI). The survey included the Teacher Subjective Well-being Questionnaire (TSWQ), the Perceived Stress Scale (PSS), the Healthy Lifestyle and Personal Control Questionnaire (HLPCQ), and the Pittsburgh Sleep Quality Index (PSQI). The results showed that there were significant differences between the two sexes in age, marital status, work experience, smoking, alcohol use, and eating breakfast. Furthermore, there were significant differences between the two sexes in BMI, PSS Total, Dietary Health Choice, Harm Avoidance and Total HLPCQ. The variance of PSS Total was predicted by Sex, Teacher Efficacy, Total PSQI, Dietary Health Choice, organized physical exercise, social support and mental control, and Total HLPCQ. Between teacher efficacy, school connectedness, teacher well-being, organized physical exercise, social support and mental control, Total HLPCQ and PSS Total, the correlation coefficients were negative and significant at the <0.05 level. Between Total PSQI and PSS Total, the correlation coefficient was positive and significant at the <0.05 level. Between teacher efficacy, school connectedness and teacher well-being, organized physical exercise, social support and mental control, Total HLPCQ and Total PSQI, the correlation coefficients were negative and significant at the <0.05 level. In summary, we demonstrated that Greek primary school teachers experience significant stress, which is intertwined with their way of life, and reflected in significant decreases in their sense of well-being, quality of sleep, and overall life satisfaction, as well as in their standards of teaching.

Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing.

The coronavirus pandemic has significantly reshaped the way teaching activities are carried out, thus intensifying the stress felt by teachers. The teacher-student relationship has also changed under the influence of social constraints. Together, these have affected teachers' work efficiency and redefined their connection with the school. The present study aims to examine the extent to which personality traits, role ambiguity, and relational competence predict teacher subjective wellbeing. The study sample consisted of 105 university teachers. Three hierarchical multiple regression analyses were conducted separately for each of the three criterion variables used in this research: teaching efficacy, school connectedness, and teacher subjective wellbeing. The results indicated that the personality traits emotionality, extraversion, and conscientiousness are significant predictors for all three variables, while honesty-humility, agreeableness, and openness to experience are not predictors for any of the variables. However, in the third step of the regression analysis, conscientiousness was found to lose its predictive quality for the variables school connectedness and teacher subjective wellbeing, its place being taken by emotionality. Both role ambiguity and relational competence are significant predictors for teaching efficacy, for school connectedness, and for teacher subjective wellbeing. Based on these results, universities can design some measures to reduce role ambiguity of teachers and can identify areas of training needed to increase their relational competence, while simultaneously reducing the costs associated with wellbeing and productivity problems. Several training modules and courses are proposed to be designed and included in the curriculum of initial and in-service teacher training programs, in order to contribute to increasing teachers' performance.

RASA SYUKUR, DUKUNGAN SOSIAL DAN KESEJAHTERAAN GURU DI MASA PANDEMI

During the COVID-19 pandemic, many countries implemented health protocols and implemented lockdowns several times. This causes changes in learning activities, thus requiring special teaching methods. Teachers are required to be creative in conveying material through online (online) learning media. Likewise, teachers and students who initially studied face-to-face are now forced to study from home online. This can cause teachers to feel pressured. Gratitude and social support received (perceived social support) can help teachers overcome the problems they face. This study aims to determine the role of teacher gratitude and teacher perceived social support for teacher subjective well-being during a pandemic. This research was conducted using an electronic questionnaire aimed at 202 teachers who teach at secondary level schools with an age range of 20-46 years. The measurement tools used are the Gratitude Questionnaire Revised-Multidimensional Scale of Perceived Social Support (R-MSPSS), and the Teacher Subjective Well-Being Questionnaire (TSWQ). As a result of the study, gratitude has a significant role in the teacher’s subjective well variable, as well as perceived social support. The role of the PSS dimension in the TSWQ variable is only seen in the family dimension which has a positive and significant value. Perceived social support and gratitude have a positive and significant role in teacher subjective well-being. The higher the value of perceived social support and gratitude, the higher the subjective well-being.

Субъективное благополучие учителей как эмоциональный регулятор профессионального роста: возрастной и гендерный аспекты

Background. New times, with its instability, uncertainty and ambiguity, determine the need for constant professional growth as a fundamental condition for ensuring the personal psychological vitality of teachers. In this regard, the study of psychological regulation of their professional growth is of particular relevance. Objective. The study had its purpose to find and reveal the nature of the relationship between subjective well-being of teachers and their attitude to professional activity, orientation to overcoming professional deficits. Methods. Ranking of the subjective complexity of professional development programs for teachers, the author's self-assessment questionnaire for professional deficits and the author's questionnaire for assessing subjective well-being (SWB). Sample. 655 teachers (145 men, 510 women) of three age groups: young, middle and older age. Results. The study considered subjective well-being at work as a regulator of activities to reduce professional deficits. An analysis was carried out by gender and age subgroups. It has been shown that the highest level of SWB is characteristic of male and older teachers. A high level of SWB is associated with a low importance of professional success, lower susceptibility to stress and restraint in the desire for professional growth. The choice of advanced training courses is mainly determined by professional deficiencies associated with teaching and educational methods. The desire for professional growth is most pronounced among the young teachers with a relatively low level of SWB. They put a great value to their professional success, the key to which is their professional competence and support of the teaching staff. Focus on professional success makes the factors like overtime, fatigue and health lose their significance. Exposure to stress is mitigated by team support. Such teachers choose challenging courses in information technology and tutoring. Conclusions. Subjective well-being at work serves as a regulator of teachers’ professional growth depending on the age and gender. The average level of SWB at work is optimal in terms of incenting for professional growth.

Teacher-Student Relationship and Teacher Subjective Well-being: Understanding the Employment Status as Moderator

Teacher-Student Relationship and Teacher Subjective Well-being: Understanding the Employment Status as Moderator. Objective: This research aimed to see whether the teacher employment status could moderate the association between teacher-student relationship and teacher subjective well-being in secondary level of education. Methods: This study uses a quantitative research approach with a non-experimental correlational design. Correlation analysis and simple regression analysis was used to measure the moderation effect. Findings: The result showed that no significant moderation effect of the employment status on the effect of teacher-student relationship to the teacher subjective well-being. Conclusion: The findings of this study fail to confirm the moderation effect of employment status on the association between teacher-student relationship and teacher subjective well-being in secondary level of education. Keywords: teacher subjective well-being, teacher-student relationship, teacher employment status, secondary schools. Abstrak: Hubungan Guru-Siswa dan Teacher Subjective Well-being: Memahami Status Kepegawaian sebagai Moderator. Tujuan: Penelitian ini bertujuan untuk mengetahui apakah status kepegawaian guru memoderasi hubungan antara hubungan guru-siswa dan kesejahteraan subjetif guru di jenjang sekolah menengah. Metode: Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional non-eksperimental. Analisis korelasi dan regresi sederhana digunakan untuk mengukur efek moderasi. Temuan: Hasil penelitian menunjukkan bahwa tidak terdapat peran moderasi dari status kepegawaian guru dalam dampak hubungan guru-murid terhadap kesejahteraan subjektif guru. Kesimpulan: Temuan dari penelitian ini menunjukan bahwa status kepegawaian tidak memberikan efek moderasi terhadap hubungan dekat guru-murid kepada kesejahteraan subjektif guru. Kata kunci: kesejahteraan subyektif guru; hubungan guru-siswa; status kepegawaian guru; sekolah menengah. DOI: http://dx.doi.org/10.23960/jpp.v13.i1.202304

School-based outdoor education and teacher subjective well-being: An exploratory study

Can school-based outdoor education (OE) benefit teachers’ well-being? Multiple studies have reported the positive impact of OE on students’ well-being and the benefits of contact with nature for adults. However, a literature review revealed no research on the impact of OE on teachers’ well-being. This study explores the possible relationships between OE and preschool and primary school teachers’ subjective well-being (SWB) in Québec, Canada, during COVID-19. A survey measuring teacher SWB was conducted; 381 teachers responded, 164 practiced OE, and 217 did not. The questionnaire results indicated that teachers who practice OE have significantly higher SWB than their colleagues (d = 0.21 tod = 0.36). However, only a limited positive correlation was found between teacher SWB and the number of times teachers practice OE (rho = 0.184). This study suggests that school-based OE is positively related to teacher SWB and therefore has the potential to benefit teachers and students alike.

The Relationship between School Administrators’ Supportive Behaviors and Teachers’ Job Satisfaction and Subjective Well-Being

This research aimed to determine the relationships between school administrators’ supportive behaviors and teachers’ job satisfaction and subjective well-being via correlational survey model, a quantitative research method. The study group of this research was composed of 400 teachers working employed at primary schools in the city center of Bolu. Principal Support Scale, Teaching Satisfaction Scale and Teacher Subjective Well-being Questionnaire were used in the study. Since the data had a normal distribution, parametric tests were utilized in data analysis. Research results demonstrated positive and highly significant relationships between informational support and teachers’ job satisfaction and subjective well-being; between informational support and teachers’ job satisfaction and between principal support and emotional (expressive) support dimension and teachers’ subjective well-being. School administrators’ supportive behaviors were found to have a significant effect on teachers’ job satisfaction and subjective well-being levels. Teachers’ job satisfaction was found to affect their subjective well-being levels. The findings that school administrators provided moderate emotional and informational support to teachers and teachers had moderate job satisfaction were also remarkable and striking. This study presented the importance of school administrators’ supportive behaviors with the finding that school administrators’ support predicted both teachers’ job satisfaction and subjective well-being.

Okul Müdürlerinin Dönüşümcü Liderliği ile Öğretmenlerin Öznel İyi Oluşları Arasındaki İlişki: Korelasyonel Bir Çalışma

Araştırma, okul müdürlerinin dönüşümcü liderliği ile öğretmenlerin öznel iyi oluşları arasındaki ilişkiyi belirlemeyi amaçlamaktadır. Nicel ilişkisel araştırma yöntemi ile gerçekleştirilen bu araştırmaya Ankara ili merkez ilçelerinde bulunan resmi ortaokullarda görev yapan 517 öğretmen katılmıştır. Katılımcıların seçiminde tabakalı örnekleme tekniği kullanılmıştır. Veriler “Dönüşümcü Liderlik Ölçeği” ve “Öğretmen Öznel İyi Oluş Ölçeği” ile elde edilmiştir. Toplanan verilerin analizinde betimsel istatistikler ve çoklu regresyon analizi kullanılmıştır. Araştırma sonucuna göre öğretmenlerin dönüşümcü liderlik algılarının yüksek, ancak öznel iyi oluş algılarının düşük olduğunu görülmüştür. Araştırma sonuçları dönüşümcü liderliğin öğretmenlerin öznel iyi oluşlarının anlamlı bir yordayıcısı olduğunu ve aralarında pozitif yönlü ve düşük düzeyde ilişki olduğunu göstermektedir. Alanyazına katkı sağlaması beklenen bulgular tartışılmış ve bunlara dayalı olarak hem araştırmacılara hem de uygulayıcılara bazı önerilerde bulunulmuştur. Okullarda öğretmenlerin öznel iyi oluşunu artırmaya ve mesleki gelişimlerine katkı sağlamaya yönelik etkinliklerin okulun genel programı içerisinde yer alması, öğretmen ve okul yöneticileri arasında karşılıklı beklenti ve ihtiyaçlara yönelik okul içi ve dışında çeşitli kaynaştırma etkinliklerinin düzenlenmesi önerilerinde bulunulmuştur.

Effect of intellectual humility on creativity fostering teacher beahavior: Teacher wellbeing as mediator

It is known that creativity is listed as among one of the essential skills in the 21st century. However, this is not what characterized Indonesian students as they are fell in rank 115 out of 139 countries on Global Creativity Index in 2015. This leads to the question of whether these students are fostered to think creatively, especially since teacher here has higher demands and workloads which limit the attempt for nourishing creativity. This study explores this phenomenon by seeking out the factors enabling the creativity fostering teacher behavior (CFTB). The trait of intellectual humility in teachers is hypothesized to be predictive for the CFTB through the mediation of teacher wellbeing. Three instruments were used in this study: 1) the Creative Fostering Teacher Behavior Index by Soh (2000), Intellectual Humility Scale by Porter Schumann (2018), and the Teacher Subjective Wellbeing Questionnaire by Renshaw, Long Cook (2015). Data of 534 teachers from 8 provinces in Indonesia (29.2% males, 70.8 females; M-age = 39.18, SD = 10.25) showed that intellectual humility predicted the CFTB while the teacher wellbeing served as a partial mediator. Discussion, conclusion, and further suggestions are all listed.

Finding Satisfaction in Belonging: Preservice Teacher Subjective Well-Being and its Relationship to Belonging, Trust, and Self-Efficacy

The well-being of teachers and preservice teachers has been a topic extensively explored through the lens of burnout and stress. Despite its manifold benefits, few studies have explored PST well-being through the lens of subjective well-being. Grounding our study in positive psychology, we explore the relationships between preservice teachers’ subjective well-being, program sense of belonging, relational trust, and self-efficacy. Our participants included 63 multiple- and single-subject preservice teachers in a major university teacher education program in the western United States. They were surveyed in May 2019 in the final month of completing their program. We found that sense of belonging, relational trust, and self-efficacy individually are positively associated with well-being. A mediation analysis revealed that the relationship between relational trust and subjective well-being is mediated by program sense of belonging, which may indicate the importance of cohesion in a cohort-based teacher education program.

The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience

A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.

СУБЪЕКТИВНОЕ БЛАГОПОЛУЧИЕ ВОСПИТАТЕЛЕЙ В ДЕТСКИХ САДАХ С РАЗНЫМИ ТИПАМИ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ

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.