COVID-19 has put additional stress on teachers, whose levels of psychological distress are concerning. However, studies that look at teachers' work experiences and their association with psychological distress during the pandemic are lacking. This study aims to draw a portrait of psychological distress (i.e., symptoms of depression and anxiety) and work-related experiences (i.e., work engagement, workplace discrimination, interpersonal conflicts at work and quality of relationships among school staff) in a sample of preschool, primary and secondary school teachers in Quebec during the pandemic across socio-demographic characteristics (age, gender, years of teaching experience, school level, region, immigrant status). In addition, we investigated whether work-related experiences were associated with psychological distress. A total of 818 teachers (M[subscript age] = 44.5; SD = 9.04; 82.8% women) responded to an online questionnaire. Linear and logistic regression analyses were implemented. Results showed concerning levels of both anxiety and depressive symptoms in our sample. Gender, immigrant status and school level differences in the perception of the work environment emerged. Higher reported work engagement, fewer interpersonal conflicts at work and a better quality of relationships among school staff were all independently and statistically significantly associated with lower psychological distress. Promoting a cohesive school climate among school personnel can protect teachers from psychological distress in times of adversity. A socio-ecological approach to research and intervention that considers work experiences in terms of both engagement and quality of relationships is warranted to improve teachers' well-being and contribute to a positive learning environment in schools for adults and students alike.