Poor teacher well-being is a global concern. The significance of the contribution of educational environment and quality work-life balance as causes of teacher well-being was determined. Using diagnostic research design and surveying 100 teachers selected through random sampling, the multiple linear regression analysis revealed that quality work-life balance strongly influences teacher well-being, while the educational environment does not show a significant relationship, partially supporting the Two-Factor Theory of Motivation. Future research may examine additional factors and use qualitative approaches to better understand teacher well-being, while school leaders are encouraged to strengthen programs that promote a healthy work-life balance.