RESULTS OF THE QUESTIONNAIRE ON ASSESSING THE PSYCHOLOGICAL WELL-BEING OF FUTURE TEACHERS AND THEIR ANALYSIS

Abstract

This article is devoted to the empirical study and analysis of the psychological well-being of prospective teachers. The research involved 496 respondents, and psychological well-being indicators were comparatively analyzed across gender and fields of study. The findings reveal that 86% of respondents demonstrated high and moderate levels of psychological well-being, indicating a relatively stable psychological environment within the teacher education system. At the same time, 13.1% of students exhibited low levels of psychological well-being, which were associated with vulnerability to stress, internal conflicts, and difficulties in the process of professional identity formation. Gender differences and variations across academic disciplines further confirm the close relationship between psychological well-being and socio-psychological factors. The results of the study provide a scientific and practical foundation for improving psychological monitoring, preventive measures, and corrective programs in higher education institutions.