This review article conducts a systematic analysis of current evidence to investigate the relationship between teacher workload, mental health, and student results. The review seeks to clarify the influence of faculty workload on educators' psychological well-being and, in turn, on student academic achievement and engagement by analyzing data from comparative, argumentative, and statistical research. The methods included doing a thorough search of peer-reviewed literature, with a focus on selecting studies that evaluated the correlations between variables using quantitative or qualitative measures. The findings suggest a strong inverse relationship between high faculty workload and mental well-being, which therefore has a detrimental impact on student achievements. Statistical study demonstrates a significant correlation between student achievement and supportive measures for teachers, such as workload reduction and access to mental health services. The conclusion emphasizes the need for educational institutions to establish rules that effectively manage faculty workload and provide sufficient assistance, therefore improving the academic atmosphere for both teachers and students. The paper offers suggestions for future study and policy development, highlighting the need of addressing teacher workload as a means to enhance educational results.