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. The paper is devoted to the research of the psychological well-being of class teachers, their emotional and behavioral qualities, and the relationships between them.  Materials and methods. The paper presents the findings indicating the psychological well-being, assertiveness, and emotional burnout of teachers (n=38) who carry out class management in a comprehensive school. The research methods are the questionnaire of the Ryff Scale of psychological well-being adapted by T.D. Shevelenkov, and P.P. Fesenko; Sheynov’s Test “Assertiveness of personality”; “Diagnostics of emotional burnout of personality” by V.V. Boyko; methods of graphical data representation, mathematical and statistical processing, and data interpretation at the level of significance p=0.05 (Spearman’s rank correlation coefficient).  The results of the study. The study has identified and generalized the psychological and emotional well-being indices and criteria and assertiveness of teachers’ behavior (criterion is the level of the studied qualities); and determined the features of the correlation between these indices. The role of teacher’s psychological well-being and assertiveness in the prevention of emotional burnout is determined.  Conclusion. The study fills the gaps in the knowledge about the relationship between the psychological well-being of teachers and their emotional and behavioral characteristics and the risk of emotional burnout. The prospects for further development of the topic are related to the directions of psychological, pedagogical, and methodological support to be determined to optimize the psychological well-being and assertiveness of class teachers.  Keywords: assertiveness, class management, teacher’s personality, school, psychological well-being, psychological health, emotional burnout

PSYCHOLOGICAL WELL-BEING OF TEACHER’S PERSONALITY IN RELATION TO THEIR EMOTIONAL AND BEHAVIORAL QUALITIES ON THE EXAMPLE OF CLASS TEACHERS