As a result of the shortage of teachers around the world, as well as the accelerating turnover rate, in many countries, teachers who have experienced their well-being can help by providing concrete support to school systems as they become productive and healthier. The purpose of this qualitativestudy is to shed light on teachers’ experiences of well-being.A basic psychological need theory developed by Deci and Ryan guided this study. To conduct this research, interviews, context maps, and focus groups were used to collect in-depth descriptions of participants' experiences.Two key understandings emerged from the analysis of the findings:A sense of belonging is crucial to respondents' well-being experiences at private schools in Lahore Pakistan, and there are a number of factors that contribute to a teacher's well-being, and each factor is unique.

psychology requirements, private schools, phenomenology, well-being