Aim is to identify the features of the emotional well-being of teachers with different work experience and at different levels of teaching. Procedure and methods. The following diagnostic methods were used in the study: the scale of positive and negative affect (E. N. Osin); the scale of differential emotions (K. Izard); questionnaire of professional burnout K. Maslach, S. Jackson (adaptation by N. E. Vodopyanova); questionnaire of job satisfaction (A. V. Batarshev); methodology for diagnosing subjective well-being of a person (Shamionov R. M., Beskova T. V.). For mathematical processing of the results obtained, the Kraskel-Wallis H-criterion was used.
Results. According to the results of the comparative analysis, it was found that with an increase in the length of work at school, the teacher's index of positive emotions and the level of professional responsibility increases. Teachers with work experience from 1 to 5 years and more than 20 years are more emotionally prosperous. Teachers who teach in elementary and middle school are more emotionally well-off than senior teachers. Research implications. The results obtained can be used by educational psychologists in conducting programs for the prevention of emotional burnout of teachers.