Digitalization of the educational process as a factor in the psychological well-being of teachers in the Republic of Bashkortostan

<jats:p>&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Context and relevance.&lt;/strong&gt; Modern technological transformations are significantly changing traditional teaching methods, creating new challenges and opportunities for teaching. In this context, it is important to understand how these changes impact teachers' psychological well-being. &lt;strong&gt;Objective&lt;/strong&gt;: to study the relationship between factors of digitalization of the educational process and indicators of subjective well-being of teachers. &lt;strong&gt;Hypothesis.&lt;/strong&gt; Digitalization of education can both increase and decrease teachers' psychological well-being. &lt;strong&gt;Methods and materials.&lt;/strong&gt; The study involved 80 teachers from Ufa secondary schools aged 30&amp;mdash;55, 80% of whom were women. Methods: 1) Questionnaire for assessing specific pedagogical stresses and risks (authors: T.A. Finogenova, T.N. Berezina); 2) Methodology for diagnosing subjective well-being of an individual (Express version of the K. Ryff scale). Methods of mathematical statistics (Spearman correlation analysis, Google Colab cluster analysis). &lt;strong&gt;Results.&lt;/strong&gt; In the Republic of Bashkortostan, the level of digitalization in education is above average: teachers spend an average of 2.8 hours per day working with a computer and use 6.1 types of digital activities out of 9 possible. Moreover, teachers perceive digitalization as stressful. The main factors are: information overload and network failures (71%), an excess of platforms (70%), increased workload (60%), privacy issues (52%), and loss of face-to-face contact with students (51%). However, a positive correlation was found between the level of digitalization and the psychological well-being of teachers. Psychological well-being is improved by: frequency of technology use, the number of digital tools used, the number of activities that utilize digital technologies, and remote work. A key factor is administrative support. Three types of teachers were identified: 1) middle-aged teachers who actively use digital technologies and have the highest level of psychological well-being; 2) young teachers, &amp;ldquo;dissatisfied with life and work&amp;rdquo;, using digital technologies minimally; 3) senior teachers with an average level of psychological well-being, using digital technologies and experiencing stress from it. &lt;strong&gt;Conclusions.&lt;/strong&gt; Despite stress, the active use of digital tools with administrative support contributes to teachers' psychological well-being.&lt;/p&gt;</jats:p>