Teachers play an imperative role in shaping the future of a nation. It is, therefore, essential to prioritize their well-being. This study investigated the intrapersonal, interpersonal, and institutional factors affecting teacher well-being, focusing on job satisfaction, work-life balance, leadership, professional relationships, workload, and resource availability. The study adopted a qualitative design. Data were collected from 21 teachers across various school levels through semi-structured interviews and analyzed using Creswell and Creswell’s (Research design: qualitative, quantitative, and mixed methods approach, 5th edn. Sage, 2018) thematic analysis approach. Findings showed that teacher well-being is linked to job satisfaction, leadership, and balanced work-life dynamics. Moreover, positive relationships with students and colleagues foster a supportive school climate, whereas excessive workloads lead to stress and emotional exhaustion. Access to adequate resources is essential for professional efficacy, reducing frustration and enhancing job satisfaction. The findings also highlight that excessive workload contributes to stress, burnout, and attrition, whereas supportive school climates and adequate resources enhance job satisfaction and retention. Based on these findings, it is recommended that stakeholders foster supportive leadership, manage workloads effectively, prioritize resource allocation, promote collaboration, implement well-being programs, and facilitate professional growth. Addressing these areas will enable educational institutions to cultivate supportive environments that enhance teacher retention, job satisfaction, and effectiveness, ultimately leading to better student outcomes.