Teachers and students constitute the primary relationship dyad in the school--the most common and routine interactions influencing the learning process. It is straightforward to observe the connection between teacher well-being and student well-being and learning; when teachers are well, they can more effectively address students' needs. When students are well, their capacity to learn is enhanced. Unfortunately, both current research and popular culture tell us that teacher well-being is at risk or downright absent in some cases. Teachers are exiting the profession at growing rates, and the inflow of new teachers is insufficient to match the demand. This trend, noted by researchers over the past 30 years and exacerbated by the COVID-19 pandemic, is attributed to inadequate support, limited autonomy, and insufficient pay. The purpose of this research was to investigate the relationship between teacher well-being and school organizational health to learn how school organizations might positively impact teacher well-being. Two hundred and forty-five teachers completed a 42-question survey. The results were used to create a structural equation model (SEM), suggesting four organizational factors that most influence teacher well-being and a revision of Alderfer's 1972 motivation theory model. Analysis revealed significant relationships between teacher well-being and organizational health, discussed under five themes: health, achievement, pay, agency, and job demand. Positive correlations were noted between organizational health variables (pay, feeling valued, and the presence of social emotional learning curriculum) on both teacher health and achievement. These findings address both physical and social needs, challenging hierarchical motivation theories by demonstrating the interconnectedness of existence and relatedness needs. As educational leaders grapple with the challenges of teacher retention and attrition, this research suggests a shift in focus. Instead of fixating on curriculum fidelity and standards attainment, leaders are urged to prioritize adequate teacher pay, foster teacher agency, value teachers, and implement social emotional learning for the entire community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]