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The article presents results of researching psychological well-being of teachers in the context of modernization of higher education. The study involved 54 university teachers (14 men and 40 women), of different generations from Arkhangelsk, with a work experience at university from ranging 1 to 42 years. The theoretical and methodological basis of the study was a humanistic approach to well-being and its psychological interpretation as a positive emotional state achieved through personal self-development. We analyzed the correlation between psychological well-being and the work experience of a university teacher. The aim was to understand how a teacher's experience at university influences his or her psychological well-being. We studied the psychological well-being using the Russian version of Carol Ryff’s Scales of Psychological Well-Being adapted by Т. Shevelenkova and P. Fesenko (Shevelenkova, Fesenko 2005). Statistical processing of the research results was carried out with the help of IBM SPSS Statistics 23 software package. The results showed that: 1) all the average values of individual scales of psychological well-being correspond to standard indicators, which implies that the teachers do experience psychological well-being; 2) three levels of psychological well-being were identified – high, medium and low. The vast majority of respondents demonstrate a high or medium level of psychological well-being (96 %); 3) the highest values of the “Psychological well-being” indicator are noted among the teachers with the extensive work experience (more than 31 years). Teachers with a work experience of more than 31 years have positive attitude towards people around them, they have clear strategies for collaboration with other people within education sphere. Teachers with a work experience of 5 years or less have high indicators on the “Goal in life”. In this sample, the lowest indicator on the scale of “Self-acceptance” is noted among teachers with a work experience of 6–10 years. Perhaps this is the result of a professional crisis, when a teacher has a feeling that development has stopped and experiences dissatisfaction with the career and work results.

Psychological well-being of teachers with different experience of pedagogical activity: A generational approach