Teacher well-being (TWB) has gained visibility in global debates on education but remains narrowly framed within the Indian context. While international agendas often link TWB to Sustainable Development Goal (SDG) 4 on quality education, this review examines its link to SDG 16, particularly target 16.7 on inclusive and participatory governance. This article presents the first state-of-the-art (SotA) review of TWB research in India, aiming to position TWB in SDG 16 and investigate its relevance for governance and inclusive decision making. 38 studies published between 2012 and May 2025 were analysed using an adapted Engine of Well-being framework. The findings reveal a fragmented field dominated by stress and burnout, with little engagement in systemic, cultural, or governance-related dimensions of well-being. Structural inputs such as contracts, transparency, and institutional support are rarely examined, processes of participation and recognition are absent, and outcomes are confined to burnout and job satisfaction, missing opportunities to connect with factors like trust in institutions or retention. These omissions show that Indian TWB research, in its current form, cannot yet inform debates on strong institutions or participatory governance at the school level. Recognising this absence is itself significant. The review sets a research agenda for future studies to broaden conceptual frameworks, diversify methodologies, and develop culturally grounded instruments that examine TWB as both a psychological and institutional construct. In doing so, TWB scholarship in India can contribute more fully to the global project of building inclusive and participatory institutions envisioned in SDG 16.
Finch et al. (2026) studied this question.