Purpose: Teacher well-being has been a concern, but there has been a lack of research on how teacher leadership can contribute to teacher well-being in a high-accountability context and a hierarchical education system such as that of China, particularly through the meditating roles of trust in the leader and teacher efficacy. Therefore, the purpose of this study was to understand the relationship between teacher leadership and teacher well-being while exploring the mediating roles of trust in leaders and teacher efficacy in this relationship. Design/methodology/approach: Using structural equation modeling (SEM) and bootstrap methods with valid answers from 1,144 teachers in 25 primary schools in 1 Chinese city, this study mainly answered three questions--Is there a significant relationship between teacher leadership and teacher well-being? Is there a significant mediating effect of trust in leaders on the relationship between teacher leadership and teacher well-being? Is there a significant mediating effect of teacher efficacy on the relationship between teacher leadership and teacher well-being? Findings: This study reported a positive relationship between teacher leadership and teacher well-being. This study also found positive mediating roles for trust in leaders and teacher efficacy in the relationship between teacher leadership and teacher well-being in a high-accountability and hierarchical system like that of China. Originality/value: This study provides an understanding of the transferability of teacher leadership theories across cultures and has practical significance for educational practice in high-accountability and hierarchical education contexts similar to that of China.