Teachers play a vital role in shaping students’ learning experiences, yet they often face high levels of occupational stress due to workload, administrative responsibilities, and performance expectations. This study investigates the mental health and Happiness Quotient (HQ) of teaching professionals, examining how happiness influences teacher effectiveness and classroom outcomes. A mixed-method survey was conducted with 50 in-service school teachers and 50 trainee teachers from SSC, CBSE, ICSE, and IB schools in Pune. The survey explored stress levels, causes of stress, coping strategies, awareness of HQ, and perceptions regarding institutional support. Findings revealed that teachers experience significant stress, have limited awareness of their own HQ, and rely primarily on individual coping strategies. All respondents agreed that teacher happiness enhances professional performance and positively affects student outcomes. The study highlights the urgent need for school-based mental health and HQ programs and recommends structured interventions such as counseling, wellness workshops, and professional development on emotional intelligence and work-life balance.