Educational well-being is an innovative, multidimensional, complex, inspirational, and fluid concept, which generates performance at the individual and the institutional level, with direct effects on the quality of life. It is also a challenge and a responsibility for the management and leadership of any organization since innovative techniques, tools, and practices have to be developed and applied in order for educational well-being to be successful in the increasingly hostile, turbulent, volatile, and ambiguous environments the modern world is facing with profound and rapid transformations on all levels of social life. For these reasons, well-being has become an important field of scientific research in education. It requires a social and emotional remodeling of all actors involved, so that learning is sustainable and effective, based on achieving motivation, satisfaction of one’s work and life. Thus, in the context of creating a culture of well-being in schools or universities, it is necessary to design the mechanisms, relationships, rules, resources, and managerial processes through which the activities generating well-being are well thought out and monitored, aiming for an optimal allocation of all categories of resources in order to achieve the objectives. The paper aims to develop an innovative management and leadership process, based on human values that favor the creation of an optimal social and psychological climate for the development of well-being in any school or university, as a premise that generates value, efficient learning, and sustainable development. Thus, during the work I highlighted the need to identify the objectives, priorities, and key stakeholders, leading to the development of a strategy and an implementation plan, as well as monitoring the progress regarding the improvement areas. In this respect, I developed a well-being model based on four pillars, i.e., learning, support, work, and life. The research methodology is based on scientific investigation of specialized literature, indexed in international databases, through the analysis of numerous articles, studies, and indexes related to this field, published between the years 2019 and 2022. The on-going, empirical investigation involved applying a questionnaire addressed to teachers from schools and universities in the South-West Oltenia region and analyzing the response data.