MANAGING TEACHERS’ WELL-BEING: PREVENTING PROFESSIONAL BURNOUT AND BUILDING A SUPPORTIVE CORPORATE CULTURE

Abstract

The purpose of the study is to conduct a comprehensive analysis of modern models for managing teacher well-being and, based on identified challenges, develop a practice-oriented, multi-level system for preventing professional burnout in educational institutions. The research analyzes key stressors in pedagogical practice, including high administrative load, emotional exhaustion, and lack of psychological safety, while also exploring effective global practices in organizational psychology and pedagogical management, such as the PERMA and «Six Domains of Wellness» models. The main results of the study include: a) the development of a three-component well-being management model (individual, team, and institutional levels), b) the definition of clear metrics (KPIs) for assessing the level of well-being and the effectiveness of prevention programs, and c) the substantiation of the need to shift the managerial focus from reactive burnout «treatment» to the proactive creation of a supportive, resource-saving corporate culture. It is concluded that systematic well-being management is not only a social responsibility of the administration but also a strategic tool that directly correlates with improving teaching quality, increasing job satisfaction, and significantly reducing teacher turnover. The implementation of the proposed model will enable educational organizations to create a sustainable environment for professional development and long-term effectiveness.