Objectives:
Research into teachers' well-being is particularly relevant because this professional group plays a key role in shaping the quality of education but is also highly vulnerable to mental overload and burnout. Research into well-being allows for the early detection of discomfort before it leads to attendance problems, resignation from the profession or health issues. Therefore, the aim of this research was to assess the well-being of teachers from selected schools in eastern Poland which is especially interesting from the perspective of the fact that this geographical area is characterised by a low number of competitive job offers for teachers.

Material and methods:
A quantitative research strategy, a diagnostic survey method and an original questionnaire were used. Due to the fact that the study of well-being among teachers referred to the work environment, the questions took into account the realities of school work. The study group consisted of 250 teachers from primary and secondary schools.

Results:
The research shows that the level of well-being of the respondents is not uniform. There are differences in the assessments of individual areas: the lowest score was recorded in the area of relationships and safety in the school environment, while the highest score was recorded in the area of school work organisation.

Conclusions:
There is a need to improve the school's work, especially in the areas rated lowest by the respondents, namely: relations and safety in the school environment, and cooperation with students and parents. A reduced sense of security in the work environment and poor quality of cooperation with students and parents undermine teachers' well-being, which translates into difficulties in building a balanced image of the teaching profession and improving the quality of their work.