Social factors are considered which affect the mental well-being of high school teachers. The impact of such factors as the organization of scientific and research activity, working conditions, career and professional growth opportunities, the wage system, and the organization of a workplace are analyzed. The survey was conducted among the professors and teachers of leading Russian universities (N = 295). The study used an adapted questionnaire of subjective assessment concerning the social-psychological context of a high school teacher work, developed by A. Mayer on the basis of the organizational condition study methods, work satisfaction and professional development. The received materials were supplemented and concretized in the course of the focus group study, which allowed to identify psychologically vulnerable groups of teachers. Confirmatory factor analysis of social conditions, in which the professional activity of pedagogical personnel was carried out, showed that the confidence in the long-term guarantees of labor activity and the stability of scientific research work indicators are the strongest predictors of the mental well-being among pedagogical personnel. The results of the study made it possible to identify the following factors among the social factors that have a special weight in the processes of a mental well-being disturbance among teachers: the transfer of scientific and pedagogical workers to an effective contract; the increase of their scientific and teaching activity pace, burdened by the unpredictability of management requests; the disadvantages of a training schedule drawing up, etc. They determined that a significant influence of the motivational profile shortcomings, singled out as the part of social factors, provokes the following violations of the mental well-being among teachers: the violation of the value unity in a team; a stable domination of negative emotions; alienation, hiding uncertainty in their abilities; the deformation of mutual assistance systemic nature; increased anxiety and proneness to a conflict among university teachers. These studies support the hypothesis that a high degree of teaching work intensity, a high emotional, psychological and sensory loads, which are the consequence of a number of social factors negative influence, make a significant impact on the psychological-emotional state of high school teachers, including professional burnout.