This article examines the relationship between teachers’ job satisfaction and psychological well-being in Kazakhstan. The study aims to analyze the association between the level of teachers’ satisfaction with their professional activity and their psychological well-being, as well as to determine the impact of these indicators on teaching effectiveness.

The objective of the study is to identify the key components of teachers’ psychological well-being and to conduct a comparative analysis of well-being indicators among teachers with different levels of job satisfaction.

The methodological framework is based on the works of national and international scholars addressing psychological well-being and job satisfaction. The study relies on the theoretical concepts of Carol Ryff and Ed Diener.

The empirical study was conducted in 2025–2026 and involved 180 teachers from general education schools in Kazakhstan. The following psychodiagnostic instruments were used: the TIPI-RU Big Five Inventory; the Christina Maslach Maslach Burnout Inventory (MBI); Carol Ryff Psychological Well-Being Scales; Ed Diener Satisfaction with Life Scale (SWLS); and the Paul E. Spector Job Satisfaction Survey (JSS). Data were analyzed using descriptive statistics, correlation, and regression analysis.

The results revealed a statistically significant positive relationship between job satisfaction and psychological well-being among teachers. It was found that the level of job satisfaction has a direct impact on teachers’ psychological state.

The findings highlight the importance of developing effective programs aimed at supporting teachers’ psychological health within the education system.