editorial reviewed ; Many novice teachers are affected by professional dropout in French-speaking Belgium, as elsewhere in the world, and this negatively impacts the quality of school systems (Alava, 2016). The lack of psychological well-being has been identified as one of the causes of this phenomenon (Karsenti et al., 2015; EOCD, 2005). Positive psychology provides an answer to this challenge but the literature on this topic remains limited. Thus, supporting and helping future teachers develop a positive professional identity promotes professional integration (Goyette and Dubreuil, 2018). For this purpose, two concepts are mobilized: on the one hand, the «PERMA» model of well-being according to Seligman (2011) (Positive emotions, Engagement, positive Relationship, Meaning, Accomplishment) and, on the other hand, psychological capital (PsyCap) (Luthans & al., 2004) which contains positive individual resources (self-efficacy, optimism, hope and resilience). The purpose of this study is to highlight the elements of PsyCap that are strongly related to high levels of well-being and to understand the interactions between these two models in teachers, particularly novice teachers. Quantitative data were collected from teachers in the Wallonia-Brussels Federation twice (November 2021 and April 2022) (N1 = 143, N2 = 45). Their level of well-being was measured using Seligman’s PERMA scale (2011), and their PsyCap by the French version of the scale of Luthans and al. (2007). The first results show a high level of well-being, strongly related to PsyCap. Self-efficacy and optimism appear to be the most important resources. Further analysis concern novice teachers in the sample. At the time when French-speaking Belgium is engaging on a vast reform of initial teachers training, the contribution of this study will make it possible to highlight elements that could be part of their curriculum, with the aim of helping them to feel well-being in their professional practice. ; 3. Good health and well-being