This study was attempted to analyze the actual condition of teachers psychological well-being and to find the obstacles that affect psychological well-being and to find out the support measures to prevent them. For this purpose, an online survey was conducted on 2,609 primary and secondary school teachers working in 18 city and county office of education. The semi-structured questions for the reasoning and in-depth result deduction were used and the expert advisory conference was held. The results of this study are as follows. First, the psychological well-being of teachers was found to be average(3.08). Second, psychological well-being showed significant difference in gender, marital status, teacher qualification, teaching career, and teacher classification. Third, the most influential factor on psychological well-being was the relationship with the surrounding people (students, parents, fellow teachers, managers) and job stress due to administrative work. Fourth, the support methods for teachers psychological well-being required the reduction of unnecessary administrative work, strengthening character education of students and parents, legal measures for educational authority, abolition of teacher performance and teacher ability evaluation system, psychological healing leave system, development of psychological capacity, and enactment of the educational authority protection ordinance. Based on the above results, various support measures for the psychological well-being of teachers were suggested.