This article describes the analysis of the subjective well-being of higher education teachers on the basis of empirical sociological research. Methodologically, we have identified two areas in which the implementation of social well-being in the sphere of professional activity was considered: the study of self-assessment of the professional status of a teacher and the analysis of the level of social and professional security. We revealed a positive self-assessment of the professional status of a university teacher and learned that it is also the main potential for positive subjective well-being. It is associated with highly valued educational and vocational status characteristics, which are used as professional requirements and as an assessment of the level of compliance with these requirements. At the same time, the positive self-assessment of the profession contradicts the lower assessment of their financial and economic situation, which is determined by the level of income and quality of life. Another indicator of social welfare was the teachers’ assessment of the level of social security within their professional status and professional environment. The fact that only 12% of teachers feel themselves socially protected indicates that there is a problem in the functioning of the institution of higher education and social requirements for the development of its humanistic potential. The social insecurity of university teachers is associated with gender, age and territorial differences. This is a discriminatory practice, a risk area and the main target for management.