Analysis of the Influence of Selected Indicators and Integral Indices of Quality of Life and Subjective Well-Being of Teachers on the Quality of Educational Activities

The relevance of the research is due to modern socio-economic transformations in the field of education, which require a systematic approach to assessing the quality of teachers' lives. In the context of the growing burden on the teaching staff, the study of the relationship between the well-being of teachers and the quality of the educational process is of particular importance. The article is devoted to the study of the relationship between the quality of life and the subjective well–being of teachers, on the one hand, and the effectiveness of educational activities, on the other. Based on a comprehensive analysis of the results of the author's questionnaire survey of the teaching staff and the self-examination data of the educational institution, the hypothesis is substantiated that objective working conditions and subjective assessments of teachers' own well-being are significant predictors of the quality of education. The contradictions between the declared satisfaction and the real symptoms of professional burnout were revealed, and correlations were established between the assessments of individual indicators of the quality of life and subjective well-being of teachers and the educational results of students. The practical significance of the research is determined by the possibility of using its results to develop programs to support teaching staff, create a system for monitoring the well-being of teachers, and introduce mechanisms to prevent professional burnout.